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Careful descriptions of both desired and actual status are required, because a gap or a need is defined as a comparison between the two." (Dick, Carey, & Carey, 2009).
Clear statements of behaviors that learners are to demonstrate as a result of instruction. Typically derived through a front-end analysis process and intended to adress problems that can be resolved most efficiently through instruction, Instructional goals provide the foundation for all subsequent instructional design activities." (Dick, Carey, & Carey, 2009).
A clear description of the main tasks learners must perform in order to accomplish the instructional goal."(Dick, Carey, & Carey, 2009).
Descibe the performance context, where learners assume their natural roles as students,employees, citizens, or clients and actually use the information skills prescribed in the instructional goal. [Another] task in this section is to descibe the learning context. Critical issues in the learning context are discovered through a review of resources that could inhibit instruction or limit instructional options." (Dick, Carey, & Carey, 2009).
Identify the general charesteristics that members of the target population bring to the instruction, such as reading levels, attention span, previous experience, motivation levels, attitudes toward school or work, and performance levels in previous instructional situations." (Dick, Carey, & Carey, 2009).
Assess Needs
to identify
Goals
Conduct
Instructional
Analysis
Analyze
Learners &
Contexts
Write
Performance Objectives
Develop
Assessment
Instruments
Develop
Instructional Strategy
Develop & Select
Instructional Materials
Design & Conduct
Formative Eval of instruction
Design & Conduct
Summative Eval of instruction
Revise
Instruction
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