Application of Task Analysis to the Design of CAI Programs

Given the greater variability with respect to English and math entry behaviors of postsecondary hearing-impaired students, the use of the microcomputer and task analysis in instructional design will afford a greater degree of instructor control, individualization of instruction, and more rapid diagnosis of student weaknesses.

Utilization of task analysis in designing instructional concepts begins by specification of the task. This is followed by an information-processing analysis to identify the sequence of decisions and steps involved in implementing the task. Next, task classification is carried out to determine the types of learning skills that will be enhanced through successfully performing the task. Learning task analysis consists of identifying the enabling objectives. These are specific statements of the skills that will be learned in the course of progressing through the CAI program. Finally, specification of the required entry behaviors and development of a criterion-referenced test to evaluate the task performance and provide information for modification of the computer instructional design are conducted.