This Week's Assignment Gives You The Chance To Analyze A Spe ✓ Solved

This Weeks Assignment Gives You The Chance To Analyze A Specific Task

This week's assignment gives you the chance to analyze a specific task related to the learning scenario on which you have been working since Week 2. You will post your analysis in the Instructional Design Community of Practice. The key to success on this assignment is to think narrow and thorough; that is, be sure that you have drilled down to a narrow task and then thoroughly detail the steps to complete that task. Borrowing from the same example as the introduction, you want to focus your assignment on making the sandwich, not an entire meal. If you are unsure whether your task is narrow enough, consult the examples in this week’s resources (e.g., Figure 4.1 in Brown & Green, 2015) and your professor.

Be sure to address the following: Define a task analysis. Summarize the learning need you developed in Week 2. Name the task you are analyzing. Describe at least three pre-requisite skills or knowledge needed to complete the task. In the sandwich example, pre-requisite knowledge might include knowing what peanut butter is and a pre-requisite skill might be how to use a knife to spread something on bread.

List the steps needed to complete the task in order, starting with Step 1. Share your task analysis as a response to the conversation, “ID-5000 Week 4 Task Analysis,” in the Instructional Design Community of Practice (ID CoP). The link is in this week’s resources. Copy the URL to your specific post in the ID CoP and paste that link into a Word document. This Word document is what you will submit to the Dropbox.

While you may create a Word document with this information, you are also welcomed to use other formats that might engage other skills you are growing. When in doubt, first check with your professor. Length: 1-2 pages, excluding title and reference pages; for other formats, consult your professor. References: Include a minimum of 1 scholarly resource cited and referenced in APA style. The task analysis should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. The content should reflect scholarly writing and current APA standards and should adhere to Northcentral University's Academic Integrity Policy.

Sample Paper For Above instruction

Introduction

The purpose of this paper is to conduct a detailed task analysis of the specific process of making a peanut butter and jelly sandwich. This task has been chosen due to its relevance in developing learners’ foundational skills in food preparation, which is critical for independent living. The analysis includes defining task analysis, summarizing the learning need identified in Week 2, describing the task, listing prerequisite skills and knowledge, and providing a sequential list of steps necessary to complete the task.

Definition of Task Analysis

Task analysis is a systematic process of breaking down a complex task into smaller, manageable components or steps. It involves identifying each action required to complete the task and understanding the prerequisite skills or knowledge necessary for each step. Task analysis is essential in instructional design because it facilitates the development of effective training strategies tailored to learners’ current skill levels and learning needs (Goldstein, 2011).

Summary of Learning Need

The learning need identified in Week 2 involved developing independent food preparation skills for individuals with limited experience in kitchen activities. Specifically, the need was to enable learners to competently prepare simple snacks independently, such as making a peanut butter and jelly sandwich, thereby promoting self-sufficiency and confidence in daily living skills.

Task Name

The task analyzed is "Making a Peanut Butter and Jelly Sandwich."

Prerequisite Skills and Knowledge

• Knowledge of what peanut butter and jelly are
• Ability to locate and retrieve ingredients and utensils
• Basic understanding of safety procedures when using a knife

Steps to Complete the Task

1. Gather all necessary ingredients and utensils: bread, peanut butter, jelly, knife, and plate.
2. Lay out two slices of bread on the plate.
3. Using the knife, spread peanut butter evenly on one slice of bread.
4. Using the same or a different knife, spread jelly evenly on the second slice of bread.
5. Place the slices of bread together, with the peanut butter and jelly sides facing each other.
6. Cut the sandwich if desired for easier handling.
7. Serve and enjoy the sandwich.

Conclusion

This task analysis provides a clear, step-by-step approach to making a peanut butter and jelly sandwich, aligned with the principles of instructional design. It emphasizes necessary prerequisite skills and offers a logical sequence for learners to follow, ensuring they acquire confidence and independence in food preparation tasks.

References

• Goldstein, E. B. (2011). Cognitive psychology: Connecting mind, research, and everyday experience (3rd ed.). Cengage Learning.
• Brown, A. H., & Green, T. R. (2015). The essentials of instructional design. Routledge.
• Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.
• Lejours, J. (2018). Understanding task analysis in instructional design. Journal of Education and Practice, 9(12), 45-52.
• Merrill, M. D. (2013). First principles of instruction: A synthesis. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 75-100). Springer.
• Reiser, R. A., & Dempsey, J. V. (2018). Trends and issues in instructional design and technology (4th ed.). Pearson.
• Seel, N. M. (2012). Instructional design: A systematic approach. Springer.
• van Merriënboer, J. J., & Kirschner, P. A. (2017). Ten steps to complex learning: A systematic approach to four-component instructional design. Routledge.
• Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Wiley.
• Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.