In general, we perform the analysis phase to be sure that we know what we are doing, to get a clear and complete view of the current situation and the purpose of the instruction. Thus insuring that we formulate instruction that actually addresses the real instructional problem and that is “packaged” in such a way that it can really be implemented in the targeted instructional context. We want to know:
a. Is there really a learning problem? Is this learning problem amenable to instruction? This is the Analysis of Learning Context.
b. Who is it that needs this learning (i.e., who will be the recipients of this instruction we are going to design)? This is the Analysis of Learners.
c. What, exactly, is this that these people are going to learn? What are the components and prerequisites of this learning task? What knowledge and skills related to this learning task can you anticipate that the learners already possess? This is the Analysis of Learning Task.