Task Analysis Methods for Instructional Design [Paperback]

David H. Jonassen (Author), Martin Tessmer (Author), Wallace H. Hannum (Author)

Book Description

Publication Date: October 3, 1998 | ISBN-10: 0805830863 | ISBN-13: 978-0805830866

Task Analysis Methods for Instructional Design is a handbook of task analysis and knowledge elicitation methods that can be used for designing direct instruction, performance support, and learner-centered learning environments.

To design any kind of instruction, it is necessary to articulate a model of how learners should think and perform. This book provides descriptions and examples of five different kinds of task analysis methods:
*job/behavioral analysis;
*learning analysis;
*cognitive task analysis;
*activity-based analysis methods; and
*subject matter analysis.

Chapters follow a standard format making them useful for reference, instruction, or performance support.

Editorial Reviews

Review

I found the section on activity-based methods particularly useful: the task is elaborated within the context in which it must be performed.
—British Journal of Educational Technology

--This text refers to an out of print or unavailable edition of this title.

Product Details

• Paperback: 288 pages
• Publisher: Routledge (October 3, 1998)
• Language: English
• ISBN-10: 0805830863
• ISBN-13: 978-0805830866
• Product Dimensions: 9.2 x 6.2 x 0.7 inches
• Shipping Weight: 1.1 pounds (View shipping rates and policies)
• Average Customer Review: 2.6 out of 5 stars  See all reviews (5 customer reviews)
• Amazon Best Sellers Rank: #370,537 in Books (See Top 100 in Books)

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Customer Reviews

Most Helpful Customer Reviews

4 of 4 people found the following review helpful:

5.0 out of 5 stars A thoughtful, useful methodological tour, June 10, 2003

By 

Cem Kaner, J.D, Ph.D. (Palm Bay, FL United States) - See all my reviews

Amazon Verified Purchase

This review is from: Task Analysis Methods for Instructional Design (Paperback)

This isn't an easy book to work through. It doesn't artificially simplify the field, doesn't give us the One True Method for task analysis, doesn't adopt One True Strategy for Instructional Design.

Instead, the book surveys a wide range of alternative approaches, provideas many references to different segments of the literature, and plenty of interesting insights.

I'm a Professor of Software Engineering (who also has a Ph.D. in Psychology). I focus my research on the teaching of software testing -- as a field, we are still in the early stages of curriculum development. The equivalent of a full semester in testing will soon be an ACM/IEEE requirement for a B.Sc. in Software Engineering, and so we need curriculum development in testing NOW. I find this book useful in my work and as a thought-provoker that I lend to my graduate students. It doesn't tell them what to do. It gives them enough information (and pointers) to help them think about why they should prefer one alternative over another.

4 of 4 people found the following review helpful:

4.0 out of 5 stars Practical and readable, May 14, 2002

By A Customer

This review is from: Task Analysis Methods for Instructional Design (Hardcover)

The information contained in this book is very practical. Also, in contrast to some other task analysis books it is very readable. It does have some minor errors as another reviewer has pointed out. But I feel that the information contained is very good and I highly recommend this book.

1 of 1 people found the following review helpful:

2.0 out of 5 stars Poorly designed text, January 11, 2009

By 

GradStudent (VIrginia Beach, VA) - See all my reviews

This review is from: Task Analysis Methods for Instructional Design (Paperback)

Content is not well organized, the text is confusing and the publisher used the smallest font possible (I think they were trying to save paper, I couldn't believe they could print text that small:). The content could be useful, but the layout and design of the text is so user unfriendly it's a struggle to get through.