Task analysis in the context of teaching can seem alternately daunting or just deadly boring or so it seemed to me in a required class on cognition in graduate school. Still I persisted in the readings and analysis we were required to do, and I started to realize a task analysis was a worthy challenge and had something of an addictive quality. Once you start analyzing a task, it is hard to stop until you have unearthed every forgotten or […]

Categories: Ed Tech • Tags: cognitive task analysis, declarative knowledge, learning and cognition, mental models, procedural knowledge, procedures