The application of cognitive task analysis methods to the design of instructional materials for the World Wide Web

A study was conducted to ascertain if the data elicited by a cognitive task analysis (CTA) could provide a framework for structuring, organizing and sequencing instructional content, and if that structure could be used to develop on-line learning environments for the World Wide Web. This study attempted to answer the questions: What are the current cognitive methods for identifying the knowledge, mental models, strategies and skills underlying expertise in a specific domain? Can the data elicited by CTA methods provide a framework for structuring, organizing and sequencing instructional content? Is a cognitive task analysis a practical method for eliciting expert knowledge, mental models, strategies and skills? Using the domain of web development as a model, can the data elicited by CTA techniques be used to develop on-line learning environments for the World Wide Web?; This study involved three phases: identification, elicitation and representation. In the identification phase, fifteen experienced web developers were interviewed and asked to identify the baseline skills needed to be qualified as a senior web developer. The results of the questionnaire identified two broad areas of expertise: "front-end" developers and "back-end" developers. This information was used to recruit front-end developers to participate in the elicitation phase.; In the elicitation stage, six senior web developers were divided into two-person teams, and given the task of developing an educational website for a fictitious company. Each team was videotaped as they worked. In the representation stage, a content analysis was performed on transcripts of the videotapes in order to identify declarative and procedural knowledge, and the tasks and decisions the developers made as they developed the website. A preliminary mental model was developed. The mental model was incorporated into the interface design and instructional strategy of an on-line course. This study supported the assumption that CTA methods can provide a framework for structuring, organizing and sequencing instructional content for the web. It provided a comprehensive overview of the important cognitive components of the domain of web development and provided a framework that served as the foundation for the development of an on-line course.