Last revised: 07/18/2024 by jap.
Overview
Analysis is the first step in planning effective instruction, and the first phase of the instructional design model ADDIE. It involves collecting all the information that may impact a course in order to make informed course design decisions. The process begins by addressing a series of questions.
Analysis
A simple way to look at analysis, when planning instruction, is by answering the “who, what, where, when, why and by whom” (Hodell, 2007) questions. For UConn courses, some information is predetermined, such as prerequisites and enrollment caps. However, take time to document all the data, so it can be referenced when making course design decisions. Use the following questions as a guide.
Why? – Needs Analysis
If the course exists in the University’s catalog, then a needs analysis (of some sort) was already done. However, take time to understand why the course exists.
- What gap in knowledge or skills does the course fill for UConn students?
- What are the course’s instructional goals?
- How does the course integrate with the university, department, and academic program goals?
What? – Instructional Analysis
- What are the new skills and knowledge that students should be able perform?
- What does student success look like? (Hodell, 2016)
- How can the course be broken down into manageable topics or chunks? (Dick, Carey, & Carey, 2009)
- What is the nature of the subject? (Fink, 2003)
Who? – Learner Analysis
- What are the characteristics of the learners? (e.g., age, professional background, culture, family life, etc.)
- What is the educational level of the learners? (e.g., lower or upper division undergraduate, graduate)
- Why are learners taking the course?
- How will the learners apply the knowledge gained?
- What do the learners already know about the topic? Are there prerequisites?
- What experience do the learners have with the course’s mode of delivery (if defined)?
- What technical skills do the learners already have, and what do they need to succeed in the course?
Where? – Learning Environment Analysis
- How many students can enroll in the course?
- What is the course’s modality of learning?
- How will students interact? Synchronously or asynchronously?
- What physical elements will affect the course? (Fink, 2003)
- What resources are available to support learning? (e.g., technical assistance, teaching assistants, tutoring, etc.)
When? – Project Analysis & Planning
- What semester will the course be delivered? How many weeks in the semester?
- How much time is there to develop the course?
- What essential course elements need to be developed and how long will each take? (Clark, 2015)
By Whom? – Instructor Analysis
- What beliefs and values does the instructor have about teaching and learning?
- What level of knowledge does the instructor have with the course’s subject?
- What strengths in teaching does the instructor have? (Fink, 2003)
- What time commitment can the instructor give to course development?
- How familiar with instructional technologies and delivery mode is the instructor?
Next Step
Once all the data is gathered, begin the Design phase of ADDIE. Refer to the Self-Guided Online Course Design and Development.
References
- Clark, D. (2015, September 22). Estimating costs and time in instructional design. Big Dog & Little Dog’s Performance Juxtaposition.
- Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th ed.). Pearson Publishing.
- Fink, D. (2003). A self-directed guide to designing courses for significant learning.
- Gardner, J. Clark [J. Clark Gardner]. (2011, September 25). The ADDIE analysis phase [Video]. YouTube.
- Hodell, C. (2007). Basics of instructional systems development. American Society for Training & Development.
- Hodell, C. (2015). Analysis. In ISD from the ground up: A no-nonsense approach to instructional design (4th ed.). Association for Talent Development.
- eCampus. (n.d.) Self-guided online course design and development. University of Connecticut.