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ERIC Number: ED304129
Record Type: RIE
Publication Date: 1983-Jul
Pages: 23
Abstractor: N/A
Reference Count: N/A
Current Trends in Task Analysis: The Integration of Task Analysis and Instructional Design. IDD&E Working Paper No. 14.
Reigeluth, Charles M.
One of the major trends occurring in the area of task analysis methodology is the development of better methods to analyze cognitive tasks, including new methodologies for analyzing the ways in which knowledge should be structured within a student's head to facilitate given types of performance. The most important trend is the integration of task analysis with instructional design, which can occur in two ways: substantive integration and temporal integration. Substantive integration involves the kind of information that the task analysis produces, so that the task analysis undertaken is determined by the type of design being used. Three areas of task analysis which need to be considered in instructional design using substantive integration are: (1) the Extended Task Analysis Procedure (ETAP), which was developed by the U.S. Army and integrates appropriate aspects of hierarchical and information processing analysis; (2) task analysis for synthesis; and (3) task analysis for prescribing the best possible combination of micro strategies. Temporal integration refers primarily to having an instructional development procedure in which analysis activities are interspersed among design activities, and vice versa, rather than doing all of the analysis and then doing all of the design. The analysis process should address the goals and scope of the curriculum; the goals for each course and for each unit; the organizing content for each lesson; the supporting content for each organizing content idea; all unmastered prerequisites; and classification for each idea and fact by performance level and content type. The text is supplemented by four figures, and 28 references are provided. (EW)
Publication Type: Information Analyses; Opinion Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Syracuse Univ., NY. School of Education.