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Analysis Techniques for Instruction

Analysis Techniques for Instruction

Christopher Christopher Hernandez earned this badge on Nov 17, 2019

Select and use analysis techniques for determining instructional content


  • Determine subordinate and prerequisite skills and knowledge

    Submit evidence of determining subordinate prerequisite skills and knowledge.  

    • Examples: Demonstration of identifying all of the steps a learner needs in order to achieve the learner goal, organizing learning objectives in a hierarchical order, identifying the steps needed in order to meet a goal, EDCI 572 Design Documents, EDCI 577 Content/Audience analysis (Jet Blue, Instructional Product Evaluations), artifacts focused on determining pre-req skills and knowledge (design, performance, workplace, educational, other).   

    For the challenge “Determine subordinate and prerequisite skills and knowledge,” I am submitting my EDCI 572 Final Paper.

    Located on page 4 of the design document is a diagram of both required skills and their subordinate skills. The overall goal to be obtained is to utilize a blogging platform correctly. In order to accomplish this, learners must obtain skills such as navigating the website, updating their profile, submitting posts, and so on. Each of these skills are accompanied by subordinate skills which must also be mastered. Once all five skills are acquired, learners will obtain the goal of the training, which is to utilize the blogging platform correctly.

    These subordinate/pre-requisuite skills arose from the idea that Rebecca School (my workplace) parents wanted a private online forum for parents to converse with one another about non school sanctioned events for their students, such as birthday parties and play dates. So to develop this, I needed to create a fundamental understanding of what skills parents needed to have in order to access and use online forums.

    First and foremost, parents would need to understand how to use the internet on a computer in order to access an online forum. Then, parents would have to understand how to navigate to the developed forum website and log-in to their account. Then I had to think about the most important skills associated with the platform. These skills are the ability to edit your profile information so that people understand who they are talking to, creating forum posts to communicate with one another, using a contact form to ask for help from an adminstrator, and creating a calendar event and adding people to the event. These are the basic skills that must be learned/acquired in order to utilize the platform to its fullest.

    This was the first time I had to develop subordinate or prerequisite skills. This graph underwent several revisions and even at one point had over 20 subordinate skills. After gaining some clarity about skills and objectives, I put together this final graphic.


    Being able to visualize skills makes objective writing easier for the designer. In the past, I would simply design instruction based on what I thought was straightforward design. But my previous designs were lacking in a breakdown of the essential skills that must be learned in a designated scenario. When reflecting on my design document, I feel that I have been granted better clarity in how I analyze subordinate/pre-requisuite skills for learning. I plan to utilize this in the future by remembering to break down skills into their most fundamental and simplistic forms.


    Chris EDCI 572 - Revised Design Doc 1 & 2 _1_.pdf Chris EDCI 572 - Revised Design Doc 1 & 2 _1_.pdf
  • Use appropriate techniques to analyze various types and sources to validate content

    Submit evidence of utilizing validation techniques (checking the source, researching the authors (education, experience, reputation, how many times cited, etc.). 

    • Examples: Any research paper (EDCI 513 Final Literature Review, EDCI 531 Final Paper), peer-reviews focusing on checking other’s sources, annotated bibliography (EDCI 660), work-related documentation (design, performance, workplace, educational, other) focused on use of or creation of validation techniques.

    For the challenge “Use appropriate techniques to analyze various types and sources to validate content,” I am submitting my EDCI 513 Small Scale Lit Review.


    The challenge I chose for my small-scale literature review was to create a new learning theory and validate its use/existence with the use of valid sources such as books and articles. I chose to develop a constructivist-based teaching method with small behavioral undertones. In order to accomplish this, I borrowed ideas from reputable books and journal articles. The focus of the paper was A Pebble in the Pond Model by Merrill, an article on scaffolding by Hmelo-Silver et al, and the use of motivation and the Arcs model by Keller.


    This was the first paper I had ever performed in-depth research for. Although it was only a few pages long, it took a day or two to read through all the articles/books involved and extract the most appropriate information for the sake of the paper. This artifact meets the challenge as it shows my ability to research each author in order to support the use of constructivist teaching ideas within education. The lit review itself was written in support of constructivist teaching strategies being useful in fostering learner-driven educational environments. The fact-checking that occurs within the lit review helps to support the ideas found within my abstract.


    This artifact has already helped me to grow as an educator and as an instructional designer. Citing resources has helped to add further credibility to the work I am currently doing.


    Chris_Small Scale Lit Review _1_.pdf Chris_Small Scale Lit Review _1_.pdf