Task Analysis: Procedural Learning Outcome
A. Learning Goal: Given the necessary tools the learner will be able to properly fold a Pyramid napkin Brief Explanation of Process
2. Convert the goal into a representative “test” question. Performance assessment: Given the necessary tools, fold a cloth napkin into a pyramid fold as demonstrated in class. The steps must be completed in proper order. A checklist will be used to evaluate performance. 3. Give the problem to several individuals who know how to complete the task and do one of the following: observe them completing the task and either write down or video tape the steps they go through, have then talk out load through their thought process as they complete the task. Have the individual complete the task and then write down the steps they go through. This task was given to special event waiters in preparation for a museum fundraiser event. I observed the waiters completing the task and wrote down each step they went through. 4. Review the written steps or replay the video-tape of the expert completing the task and ask questions about the process. (What? When? Where? How? Why?). I reviewed the steps I have written down by observing the waiters. I also watched a video and studied a step by step picture guide on the folding process. 5. If more than one expert is used in steps 3 and 4, identify common steps and decision points used by the experts in steps 3 and 4. Steps in this process can only be completed one way to achieve the proper fold. So there was no variation in the way each waiter made their decisions. 6. Identify the shortest, least complex path for completing the task, noting factors that require this simpler path. As noted in step 5, steps in this process are straight forward and can only be completed in one way to achieve the proper fold. Therefore there is only one path for completing the task successfully. There are no outside contributing factors that would cause the steps to change. The shortest least complex path is illustrated in the steps listed in step 9 below. 7. Note factors that may require a more complex path or more steps. N/A. There are no factors in this task that require more complex paths or steps. If the same steps are followed in the right sequence then the proper fold will be achieved. 8. Select circumstances, simpler or more complex paths that best match the intentions of your goal. N/A. As noted in the previous question, there are no other complex steps or paths that could be revisited for this task. 9. List the steps and decision points appropriate to your goal. a. Recall steps to folding napkin into pyramid folding b. Collect napkin to start folding c. Lay napkin face down in front of you on flat surface d. Fold the napkin in half diagonally so that the napkin is now in a triangle shape e. Decision Point: Does napkin resemble a triangle? If not, repeat steps c and d. f. Rotate the napkin so that the open end faces away from you and the long folded (closed) end is directly in front of you. g. Locate the right corner h. Fold the right end (corner) up to meet the far corner. i. Locate the left corner j. Fold the left end (corner) up to meet the far corner. Now the napkin will be in a diamond shape with the seam running down the middle. k. Decision Point: Does the napkin resemble a diamond shape? If not, unfold and redo steps c-f. l. Turn the napkin over still keeping the open end facing away from you (as in step e) m. Fold the napkin in half by bringing the top point of the diamond back down to the bottom point. n. Turn the napkin over again, this time keeping the open end facing you. o. Pull the napkin up along the center seam p. Decision Point: Does napkin resemble a free standing pyramid? If not try again and repeat steps a-o. 10. 10. Confirm the analysis with other experts. Experts (waiters at the museum) were observed completing this task. C. Results from Information Processing Analysis The results from this Informational Processing Analysis (task Analysis) are listed below including major enabling tasks labeled as (1.0, 2.0, 3.0 ect.), subtasks labeled as (1.1, 1.11, 2.1, 2.11 ect) and prerequisite skills labeled with an asterisk*. These results are a revision of the steps listed in step 9 and have been grouped appropriately with subtasks added.
1.2 Collect necessary tools 1.3 Lay napkin flat 1.4 Fold over 1.5 Rotate napkin 1.6 Fold right corner 1.7 Fold left corner 1.8 Turn napkin 1.9 Fold napkin in half 1.10 Turn napkin 1.11 Finish 2.0 Collect necessary tools 2.1 Collect napkin to start folding 2.11 Recognize napkin* 1.0 Lay napkin flat 3.1 Lay napkin face down in front of you on flat surface 4.0 Fold over 4.1 Fold the napkin in half diagonally so that the napkin is now in a triangle shape. 4.11 Recognize the shape of a triangle* 5.0 Decision Point 5.1 Decision Point: Does napkin resemble a triangle? If not, repeat steps c and d. 6.0 Rotate napkin 6.1 Rotate the napkin so that the open end faces away from you and the long folded (closed) end is directly in front of you. 7.0 Fold right corner 7.1 Locate the right corner 7.2 Fold the right end (corner) up to meet the far corner. 8.0 Fold left corner 8.1 Locate the left corner 8.2 Fold the left end (corner) up to meet the far corner 8.3Now the napkin will be in a diamond shape with the seam running down the middle. 8.4 Recognize the shape of a diamond* 9.0 Decision Point 9.1 Decision Point: Does the napkin resemble a diamond shape? If not, unfold and redo steps c-f. 10.0 Turn napkin 10.1 Turn the napkin over still keeping the open end facing away from you (as in step e) 11.0 Fold napkin in half 11.1 Fold the napkin in half by bringing the top point of the diamond back down to the bottom point. 12.0 Turn napkin 12.1 Turn the napkin over again, this time keeping the open end facing you. 12.2 Pull the napkin up along the center seam 12.3 Recognize the shape of a pyramid* 13.0 Decision Point 13.1 Decision Point: Does napkin resemble a free standing pyramid? If not, try again and repeat steps a-o. 14.0 Finish 14.1 Get napkin assessed by instructor 14.2 Unfold napkin 14.3 Put napkin away
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July 2014
AuthorAs an instructional designer my focus is the design and development of effective online instruction, interactive learning objects, instructional alignment and the visual aspects of instructional materials. Specifically, how the inclusion of visuals within instruction can help facilitate learning. |