George Bradford, Taryn Hess, Damon Regan · 2008
This analysis portfolio demonstrates our ability to analyze learning tasks using a variety of methods described by Jonassen, Tessmer, and Hannum (1999). This portfolio describes our application of three specific analysis methods after reviewing our approach to method selection and knowledge elicitation. It provides insights into our thinking as it changed throughout the
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Jan Maarten Schraagen · Cambridge University Press eBooks · 2006
Analyses of tasks may be undertaken for a wide variety of purposes, including the design of computer systems to support human work, the development of training, the allocation of tasks to humans or machines, or the development of tests to certify job competence. Task analysis is, therefore, primarily an applied activity within such diverse fields as human factors, human–computer interaction, instructional design, team design, and cognitive systems engineering. Among its many applications is the study of the work of expert domain practitioners.
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Abbie Brown, Timothy D. Green · 2024
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Catherine Courage, Dennis Wixon, Janice Redish · Human factors and ergonomics · 2007
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Weiwei Lo · Rutgers University Community Repository (Rutgers University) · 2010
Research Questions: One way students may develop conceptual understanding is through working on strands of related mathematical tasks and thus developing and refining their understanding of the underlying mathematical concepts contained in the tasks. The purpose of this study is to illuminate this process by detailing the inherent mathematical structures in such a strand and discuss what aspects of it facilitated student learning. The research questions addressed are: (1) What mathematical structures can be uncovered by exploring/engaging with the combinatorics tasks used in the Rutgers longitudinal study? (2) In what ways are these mathematical structures revealed during students’ problem-solving processes? Methodology: Ten tasks from the combinatorics/counting strand are selected from the Rutgers longitudinal project for this qualitative study. The data available for analysis are in the form of digitized video tapes, verified transcripts, and students’ written work. The analysis focuses on decoding students’ solutions into formal mathematical definitions and theorems. Concept maps are used to illustrate the overall hierarchy of the presented mathematical structures. Findings: There are a total of sixty-three inherent mathematical structures extracted from the formal solutions of ten selected combinatorics tasks. These structures are categorized as definitions, notations, axioms, properties, formulas, and theorems. When classified with respect to the seven relevant sub-domains of mathematics, these structures pertain to: set theory, enumerative combinatorics, graph theory, sequences & sets, general algebraic system, probability theory, and geometry. The analysis suggests that the participating students uncovered many of these mathematical structures primarily in the following ways: (1) Manipulating a concrete model, (2) Listing all possible combinations, (3) Inventing different representations, (4) Seeking patterns, and (5) Making connections. Conclusion and Suggestions: These findings support the following suggestions for practice: (1) Teachers may benefit from studying the underlying structures of a task thoroughly before assigning the task to students, (2) In determining the order of related tasks within a strand, teachers need to consider the sophistication level and the coherence of the underlying structures across tasks, (3) Using concrete models can help students to both develop and verify solutions to complex problems, and (4) Tasks whose inherent structures belong to a variety of mathematical sub-domains can help students build an increasingly interconnected view of mathematics. Significance: This study outlined a method of extracting inherent mathematical structures from mathematical tasks. The results suggest that students have natural abilities to uncover these structures by themselves. It is hoped that this will motivate mathematics teachers to improve the way they think about using problem solving in their teaching.
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Pasqualotto, Emanuele · Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)) · 2004
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Luczak, Holger · RWTH Publications (RWTH Aachen) · 1997
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Leslie K. Ainsworth · Institution of Engineering and Technology eBooks · 2004
Task analysis is the name given to a range of techniques that can be used to examine the ways that humans undertake particular tasks. Some of these techniques focus directly upon task performance, whilst others consider how specific features of the task, such as the interfaces, operating procedures, team organisation or training, can influence task performance. Thus, task analysis techniques can be used either to ensure that new systems are designed in a way that assists the users to undertake their tasks safely and effectively, or to identify specific task-related features that could be improved in existing systems. The general family of tools known as Task Analysis can contribute substantially valuable methodologies.
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Eleanor Forrest, Paul Bowie · 2020
Task analysis methods can be used to help answer several questions by providing a rigorous, structured description of user activity and by outlining a framework for the investigation of existing work practices to facilitate the design or redesign of complex systems. Omitting necessary steps when performing a specific task is the single most common type of human error. Task analysis has been defined as ‘the study of what an operator is required to do in order to achieve system goals. The Clinical Human Factors Group has described task analysis as a means to provide a ‘window on the system’, as it assists with the identification of the points in a process where patient safety risks are prevalent. Deciding on which task to be analysed is typically based on a number of factors including priority, criticality and/or frequency of task.
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Amy J. Armstrong · 2016
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Fred Abbatt, Rosemary F. McMahon · 1985
A teacher who has followed the steps outlined in chapter 4, will now have a Task List for his students. This list tells us what students should be able to do at the end of their course. But it does not tell in detail what the teacher should teach to enable the students to do these tasks.
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Xiangang Qin · 2024
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Jeffrey Danforth · Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Volume 1: Adult Clinical Applications Volume 2: Child Clinical Applications Volume 3: Educational Applications · 2014
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John Annett, Neville A. Stanton · 2006
This chapter contains section titled: Historical and Theoretical Background Methods of Analysis Task Analysis in System Design and Performance Assessment The Analysis of Team Tasks Task Analysis for Training Validity, Reliability, and Usability Summary Concluding Comments Acknowledgement References
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Tom Brinck, Darren Gergle, Scott D. Wood · Elsevier eBooks · 2002
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Amy J. Armstrong · 2010
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Xiangang Qin · 2024
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Eileen F. McCarthy · Encyclopedia of Special Education · 2008
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2012
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Ronald L. Jacobs · 2019
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