created during the DESIGN PHASE of the instructional design process

goal analysis- what it is the students will be able to do

Overview of the learning program before building it

Builds consensus, keeps everyone on the same page and guides your design efforts

Includes the learning goal, objectives, strategies, background information, audience analysis etc

a document that acts as a framework for the project

A goal analysis consists of identifying what it is the students will be able to do

This is an analysis of what the learners expect to learn

identify need by providing the skills and knowledge expected. Knowing the learners, the need, and the environment in which the learning will be used all contribute to developing the needs

Objectives serve as a guide both to planning instruction and for the learners to know what learning to expect.

Learning objectives are based on the learner needs that have been established.
Objectives serve as a guide both to planning instruction and for the learners to know what learning to expect.

How did the learners do with their application---what was done correctly and what could benefit by being done differently?
What did the learners think was helpful in the learning experience; what changes might be made?

Test, observe, check feedback; what was learned. What questions/problems arose? How do you know they learned?

The best time to consider redesign is immediately after the learning experience, when it is fresh in your mind and the learners’ experience.