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Running header: ANALYZING THE LEARNING TASK
Analyzing the Learning Task in Instructional Design
Rodolfo Ramirez
University of Texas at Brownsville
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Running header: ANALYZING THE LEARNING TASK
Analyzing the Learning Task in Instructional Design
Learning Goal
The intent of the lesson is to provide students in a U.S. History class with the opportunity
to explore and engage in an interactive experience with colleagues to create a presentation over
Holocaust victims and perpetrators utilizing Google Earth and Google Video. The learning goal
for this lesson is: Using Google Video and Google Earth, students will be able to: (A) gain
knowledge of a Holocaust perpetrator or victim; (B) collaborate with teammates to plan the
integration of a narrative history with a map; (C) create a presentation with help from colleagues;
and (D) present a Google Earth Virtual Tour to the class.
Types of Learning Outcomes
There are several types of learning outcomes associated with the learning goals presented
for this lesson. The learning goal is obviously a learning task which will require gaining
declarative knowledge. The goal includes tasks which require the student recall facts gained and
understood by watching Google YouTube Videos on the desired topic (Smith & Ragan, 1999, p.
66). The second type of learning outcome present in this lesson is intellectual skill. The learning
goal requires students not only recall information acquired through the use of Google YouTube
Videos but also apply that newly acquired knowledge to the planning of their Google Earth
presentation (Smith & Ragan, 1999, p.66). Students will have to discriminate to determine what
pieces of information are valuable to their presentation. Within their presentation, students will
have to acquire and use the defined concepts of what constitutes either a victim or perpetrator in
order to create an effective presentation thematically (Smith & Ragan, 1999, p. 66). The learning
goal utilizes cognitive strategies in requiring that students are able to manage their groups and
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Running header: ANALYZING THE LEARNING TASK
organize the presentation they are creating. The learning goal, therefore, is not only an example
of the use of cognitive strategies but also the learning outcome of learning enterprises. This
learning goal is dependent on a combination of declarative knowledge, intellectual skills and
cognitive skills for successful completion (Smith & Ragan, 1999, p.67-8). Finally, the learning
goal incorporates attitudes. The successful effective presentation and complete answering of
questions will be dependent on the student’s attitude towards the activity and the receptivity
towards criticism stemming from colleagues (Smith & Ragan, 1999, p. 68).
Information-processing analysis
1. Recall information on the Holocaust perpetrator or victim.
2. Describe where the individual was from.
3. Describe general characteristics of the area including cultural aspects.
4. Describe how the individual was involved in the Holocaust/World War II.
5. Describe the end-result of the individual’s involvement in the Holocaust/World War II.
6. Recall the information on the Holocaust perpetrator or victim.
7. Determine which pieces of information will be utilized for the presentation. If a
consensus is reached in your group that the collection of information is sufficient,
continue to step 8.
8. Determine which Google Earth tools will be utilized for the presentation. If a consensus
is reached in your group that the tools and features selected seem effective for presenting
your narrative, continue to step 9.
9. Determine if the plan is complete. If there is a group consensus, continue to step 10.
10. Finalize presentation plans.
11. Create a Google Earth Virtual Tour.
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12. Determine if the Virtual Tour is complete. If there is a group consensus, continue to step
13.
13. Evaluate which group members are best at speaking. If there is a consensus, continue to
step 14.
14. Determine which parts will be presented by specific members. If there is a consensus,
continue to step 15.
15. Present to the class.
16. Answer questions provided by colleagues. If all questions are answered sufficiently,
continue to step 17.
17. Complete presentation.
Prerequisite Analysis
This lesson requires a number of prerequisite skills. First and foremost, a base level of
declarative knowledge over the Holocaust and World War II is required. Also, intellectual skills
concerning the procedures for the use of Google Video and Google Earth are also part of vital
prerequisite knowledge necessary for the success of this lesson (Smith & Ragan, 1999, p.66).
The skills concerning procedures for the use of Google Earth, the lesson will depend on tutorials
which exist online provided by Google (Google Earth: Learn, n.d.). Students’ proficient use of
Google search, in particular YouTube videos, is also a prerequisite.
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___________________________Entry Level Skills____________________________________
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Learning Objectives
Completing the lesson will lead students to be able to display the knowledge and skills
they gained by completing the following four performance objectives. The performance
objectives include terminal behavior, conditions, and standards:
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1. Given access to Google Video, the student will gain sufficient declarative knowledge on
their desired topic following the questions, suggestions and timetable provided by the
teacher.
2. Given access to Google Video and Google Earth, the student will collaborate with
teammates using the knowledge gained to effectively plan the integration of the narrative
history outlined in the Google Videos with a map on Google Earth following the
suggestions and timetable provided by the teacher.
3. Given access to Google Earth, the student will use all of the features associated with the
creation of virtual tours effectively to create a presentation with help from colleagues
over the topic chosen following the suggestions, guidelines and timetable provided by the
teacher.
4. Given access to Google Earth and Google Video, the student will effectively present the
Google Earth tour to the rest of the class with colleagues and completely answer
questions following the suggestions, guidelines, and timetable provided by the teacher.
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References
Google Earth: Learn. Retrieved from http://www.google.com/earth/learn/index.html
Smith, P.L. & Ragan, T.J. (1999). Instructional Design. (2nd ed.). Hoboken, NJ: John Wiley &
Sons, Inc.