Bobbi Kassel Shalece Nuttall Assignment 5.

Cognitive Task and Needs Analysis Based on Assignment 4, conduct an analysis of the tasks by examining the needs and the nature of the tasks.

1. Keep those questions in mind as you performance needs analysis. a. Who are the users? The users of this project will be new and transfer students selecting a major in either Criminal Justice or Woodbury School of Business at Utah Valley University. b. What are the problems? To help students be more successful while attending UVU, the administration would like advisors to implement a personal, seamless, and intentional (PSI) advising strategy. With the current student-to-advisor ratios at UVU, advisors are limited on the amount of time needed to adequately incorporate PSI advising. Advisors will be able to be more effective in implementing this strategy if students are prepared for their first initial advisor meeting. c. Can the problem be solved by instructional approach? Yes. To assist students in their preparation prior to their initial advisor meeting, an online orientation will be required and will provide preliminary information needed as a foundation to be successful in school. d. Has any attempt be made to solve the problem? What are they if any? No, the Criminal Justice Department and the Woodbury School of Business have not made any prior attempts to solve this problem. This attempt will be the first. i. Is there any barrier to solving the problem? NA ii. Why was the solution not successful if a prior attempt was made? NA

2. Please apply ET model in your cognitive task analysis. Keep these questions in mind when you analyze the task: a. What is the nature of the task? During the admissions process to UVU students will select a major. If a student selects a major within the Criminal Justice Department or the Woodbury School of Business, he/she will be required to complete an online orientation prior to meeting with their academic advisor. The nature of the task or online orientation is for students to become familiar with and have a brief understanding of terminology, policies, procedures, and resources that they will need as a foundation to be successful while attending Utah Valley University. The orientation is not to exceed twenty minutes. As the designers of this task, Shalece and Bobbi envision the orientation to consist of modules the students will be able to work through. The modules will incorporate the information outlined in the paragraph above. The students will be required to successfully complete an assessment at the conclusion of each module. Upon the completion of the modules and the assessments, the students will then be prompted to schedule an appointment to meet with their academic advisor. b. Does the task involve developing certain type of critical thinking? Yes. Students will be required to observe and gather information introduced in the modules and then reflect, analyze and apply the information they have learned. The application process will include the ability to successfully complete the assessments given at the conclusion of the modules. The application process does not end with the assessments. The students will apply the information learned in the online orientation throughout their entire educational experience at Utah Valley University.

c. What cognitive skills are involved in learning the content if there are any? Students will need to utilize their cognitive skills during the online orientation. They will be required to pay attention to the information presented to them. They will be required to remember and understand the terminology outlined in the modules. Their cognitive understanding of the material will be assessed to ensure their understanding of the material. d. What are the knowledge components involved in training? Explicit instruction will be utilized in the online orientation using systematic, direct and engaging content that will foster student success. Designing the orientation to include various modules and assessments, students will be able to describe departmental and university policies and procedures, terminology, and resources available to them. Students will also gain Implicit knowledge by completing the online orientation. They will have learned about the registration system and will be able to use a computer to register for classes. They will have learned about Wolverine Track and will be able to use UVUs computer program to view a degree evaluation. e. What pre-requisites are involved in learning the content?

In order for students to be able to successfully complete the online orientation, they should have a working knowledge and understanding of basic computer skills. They will also need a high school level English reading comprehension. f. What are the barriers (e.g., incorrect mental model, etc.) to the learning of the content? This online orientation will be a new admissions step for students wanting to major in Criminal Justice or in the Woodbury School of Business. Students required to complete this extra step may have the incorrect mental model, and assume they wont need to complete the orientation. Technology could be another potential barrier. Students may not have a personal computer or access to the Internet; therefore, they may not be willing to complete the orientation prior to meeting with an advisor. Students that have a visual disability or impairment could also encounter a barrier. Accommodations will need to be addressed for individuals not able to actively observe the material presented in the online orientation. Alternative methods to view the material will need to be made accessible for these students.