Revisiting the Historical Roots of Task Analysis in Instructional Design

Revisiting the Historical Roots of Task Analysis in Instructional Design TechTrends (2018) 62:319–320 https://doi.org/10.1007/s11528-018-0303-8 COLUMN: HISTORY COLUMN 1 2 3 Stephanie L. Shipley & Jacqueline S. Stephen & Andrew A. Tawfik Published online: 2 June 2018 Association for Educational Communications & Technology 2018 Defining Task Analysis through Paradigm in order to successfully carry out that task. Over time, the U.S. Shifts in Education military services expanded the original task analysis to include the development of several jobs and technical analysis methods One of the primary goals of Instructional Design is to con- (Mitchell and Driskill 1996). struct knowledge resources in a way that is conducive to learn- Given structural approach towards accomplishing goals, ing. This poses a challenge because it requires instructional this model of education was quickly adopted by our col- designers to create resources and activities in a way that elim- leagues situated within the classroom. During the 1950s and inates redundancy and information overload. As part of this 1960s, Bruner and other leaders focused on the structure of process, instructional designers and subject matter experts information and knowledge in order to develop K-12 curricu- align learning objectives and organize content into logical lum (Ertmer and Newby 2013). The task analysis was instru- segments in a way http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png TechTrends Springer Journals

Revisiting the Historical Roots of Task Analysis in Instructional Design

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Publisher
Springer US
Copyright
Copyright © 2018 by Association for Educational Communications & Technology
Subject
Education; Educational Technology; Learning and Instruction
ISSN
8756-3894
eISSN
1559-7075
D.O.I.
10.1007/s11528-018-0303-8
Publisher site
See Article on Publisher Site

Abstract

TechTrends (2018) 62:319–320 https://doi.org/10.1007/s11528-018-0303-8 COLUMN: HISTORY COLUMN 1 2 3 Stephanie L. Shipley & Jacqueline S. Stephen & Andrew A. Tawfik Published online: 2 June 2018 Association for Educational Communications & Technology 2018 Defining Task Analysis through Paradigm in order to successfully carry out that task. Over time, the U.S. Shifts in Education military services expanded the original task analysis to include the development of several jobs and technical analysis methods One of the primary goals of Instructional Design is to con- (Mitchell and Driskill 1996). struct knowledge resources in a way that is conducive to learn- Given structural approach towards accomplishing goals, ing. This poses a challenge because it requires instructional this model of education was quickly adopted by our col- designers to create resources and activities in a way that elim- leagues situated within the classroom. During the 1950s and inates redundancy and information overload. As part of this 1960s, Bruner and other leaders focused on the structure of process, instructional designers and subject matter experts information and knowledge in order to develop K-12 curricu- align learning objectives and organize content into logical lum (Ertmer and Newby 2013). The task analysis was instru- segments in a way

Journal

TechTrendsSpringer Journals

Published: Jun 2, 2018

References

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