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Analysis: Considering Instructional Content for Online Instruction

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Abstract

Instructional content is the last part of the second phase of analysis. During the instructional content analysis, the designer delineates the major steps and subordinate skills (subskills) that learners perform in order to reach the instructional goal. These steps and subskills are illustrated in a learning task map (LTM) containing a line that divides the new learning from required entry skills. The LTM facilitates the ordering and sequencing of steps and skills. Task items and their identified outcome level are entered into a table, known as the Task-Objective-Assessment Item Blueprint (TOAB). Later in the WBID Model, the TOAB is used as a tool to match objectives and assessment items with task items. The preliminary goal statement is then reviewed and changed as needed to create a final instructional goal. Findings from the entire analysis stage provide implications for online design, implementation, and evaluation.

This chapter describes the instructional content analysis. We explain the types of learning task maps and the numbering systems used and provide directions for beginning the TOAB. We then discuss reviewing the findings for all four of the instructional components and finalizing the instructional goal statement. The chapter closes with an examination of the implications of the instructional component analysis findings on the online design.

Keywords

Instructional content analysis Learning task map (LTM) Major steps Subskills Types of content analysis Hierarchical analysis Procedural analysis Combination analysis Task-objective-assessment item blueprint (TOAB) 

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Copyright information

©  Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Department of Counseling and Instructional ScienceUniversity of South AlabamaMobileUSA
  2. 2.Division of Research and Strategic InnovationUniversity of West FloridaPensacolaUSA
  3. 3.Department of Educational TechnologyBoise State UniversityBoiseUSA

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