competition
collaboration
continuity
change

online focus forum presentations

important information for presenters

Subject matter analysis and representation: Workshop
(Som Naidu and Judith Walker)

Abstract
Subject matter content is usually organized by topics or according to themes. While this is a quick and easy way of selecting and organizing subject matter, this approach is not too helpful in the critical instructional design tasks of identifying what approaches to teaching and learning, and what delivery technologies and systems are best suited for which kind of subject matter content. This workshop will explore the topic of "subject matter analysis and representation and its implications for designing and developing powerful learning environments" in the wake of the growing challenges posed by information technologies as well as a changing student population.

A useful way of looking at subject matter content is from the point of view of the domains of learning that it influences. Gagne, Briggs and Wager defined the domains of learning into six categories. These are as follows: Information (declarative content); Intellectual skills (cognitive processing); Psychomotor skills (movement of muscle/body); Attitudes (beliefs, values, opinions); and Metacognitive skills (self-governing skills). The strength of this approach is that it enables identification of content-type such that you are able to separate facts and procedures, concepts and principles, and problem-solving type activity. It also separates relationships into procedural, and conceptual type, and skill-type into psychomotor, cognitive, and affective. There are several procedures for analyzing subject matter content. These include Elaboration analysis; Concept entailment; Hierarchical skills analysis; Procedural task analysis; and Goal analysis (attitudes). Elaboration analysis (Reigeluth) helps identify parts, kinds structure and shows simple to complex sequencing in subject matter. It also enables identification of coverage, scope, load. Concept Entailment (Pask) shows alternative relationships, enables identification of coverage, scope, load. Hierarchical/procedural skills analysis (Reigeluth) enables identification of pre-requisite skills (Ausubel). Goal analysis helps identify targeted goals.

This workshop will conclude by examining in some detail several widely used subject matter content presentation strategies, from the learner's and a learning perspective, including Goal-Based Learning; Simulation-Based learning, Case-Based learning, Problem-based learning, Case-based reasoning and Collaborative learning.

|  important dates  |  submission of papers  |  welcome downunder  |  organising committee  |
|  keynote speakers  |  the venue  |  accommodation  |  program outline  |  conference program  |
 |  preconference workshops  |  postconference workshop  |  registration fees & payment  |  social activities  |
|  general information  |  conference secretariat  |  conference papers  |  university of south australia  |  home  |

 © University of South Australia 2000