This step is important because the instructional experience (typically a course) designed for a new teenager without driving experience would be quite different from that designed to refresh more experienced drivers on road safety. This defines prior skills, prior experience, and basic demographics the step defines the context and settings for the performance and learning.
This analysis identifies the characteristics of the target audience as they relate to the instructional goal. For example, to drive a motor vehicle safely from A to B, the learner must master many smaller objectives such as manipulate the controls of the vehicle (steering, accelerator, brakes, gear, clutch, indicators, lights, wipers etc.), apply the rules of the road, respond to road signs, navigate, and so on. This analysis identifies everything that the learner must know or do (perform) to achieve the goal. An example goal is “drive a motor vehicle safely and legally from A to B”. Identify Instructional Goal(s)Ī needs assessment is conducted this examines the job or task in order to define the goal(s). Here is a quick summary of the approach: 1. The model is described in Dick & Carey’s classic textbook “ The Systematic Design of Instruction. The steps are designed to be implemented linearly, but revisions should be iterative and many tasks can be implemented in parallel. This article summarizes the approach as set out by Dick & Carey: There are many approaches to Instructional Design, also known as Instructional Systems Design (ISD).
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