Task Analysis Methods for Instructional Design by Jonassen David H. Tessmer Martin. Hannum Wallace H

Author:Jonassen, David H.,Tessmer, Martin.,Hannum, Wallace H.
Language: eng
Format: epub
ISBN: 9781135674816
Publisher: Taylor & Francis Ltd

Evaluation of DNA

DNA is still under development. However, one exploratory study has recently been completed using the Decompose module (see Shute, Torreano, & Willis, 1998, for details of this evaluation). Briefly, DNA was used with three statistical experts who interacted with the Decompose module to explicate their knowledge structures related to measures of central tendency. Although experts were not given time constraints, each completed the task in less than four hours. Their output data were compared to an existing database underlying an intelligent tutor in the same domain (i.e., one of the Stat Lady modules, DS-2; Shute, Gawlick, & Lefort, 1996). The curriculum elements that were produced by all three experts were combined to determine the degree of total overlap with the Stat Lady benchmark database. Results showed that 62% of the Stat Lady curricular elements were delineated by at least one of the three experts. Thus, the agreement between the aggregate and benchmark data showed that DNA could capture a large percentage of the curricular elements present in an existing database in a reasonable amount of time.

In summary, DNA successfully achieved the rather limited goal of the pilot test. That is, it accomplished the task of eliciting relevant knowledge and skill elements from individuals, and did so as a standalone program. Further, this was achieved in hours compared to days or months with conventional elicitation procedures. These data provide preliminary information about the efficacy of DNA as a knowledge elicitation tool. That is, given limited direction via one introductory letter of expectations for the decomposition of the domain, and minimal guidance in use of the DNA program, experts appear to be able to use the tool to explicate their knowledge structures. Moreover, the obtained data are consistent with an existing curriculum. Thus, there is suggestive evidence that DNA has potential value as an automated knowledge elicitation tool.

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