Designing learning materials in TVET: Application of the learning hierarchy technique

Full text

Designing Learning Materials in TVET:
Application of the Learning Hierarchy
Technique
aFaculty of Technical and Vocational Education
Universiti Tun Hussein Onn Malaysia
Johor, Malaysia
bFaculty of Technical and Vocational Education
Universiti Tun Hussein Onn Malaysia
Johor, Malaysia
Abstract: The learning hierarchy technique is a
powerful learning analysis technique that can be used
to identify lower level pre-requisites for an expected
learning outcome. Knowledge gained from the
application of this technique is in the form of
comprehensive learning needs for that particular
outcome which can used to design appropriate
learning environment which will lead to greater
potential for achieving the outcome. However, this
technique is not widely practiced by Technical and
Vocational Education and Training (TVET)
instructors unless they have been specifically trained
in instructional design methodologies. This paper
provides an example of how the learning hierarchy
technique has been successfully applied in the design
of teaching and learning activities and materials for a
course unit in TVET.
Keyword – learning hierarchy technique, instructional
design, technical and vocational education and training
(TVET).
I. INTRODUCTION
According to [1], new way of learning may attract
students to master the learning content more
efficiently. It is including of introducing new
learning material. Developing new learning
materials for Technical and Vocational Education
and Training (TVET) courses is quite a challenge
as the field of study is often associated with the use
of technology. Technology is changing at a fast rate
rendering many training materials including the
teaching and learning aids in TVE to be outdated
[2].
To ensure appropriate design of teaching and
learning materials can be achieved, instructional
designers use tools. In such situation, the learning
hierarchy has been shown to be a useful tool in the
development of learning materials [3]. The use of
the learning hierarchy technique in activities and
materials development help to ensure that learning
activities are well planned and sequenced, topics
are appropriately sequenced, repetitive materials
for multiple topics are detected early which help in
minimizing redundant materials which will
ultimately lead to sustainable materials
development practices over time [4].
The motivation for this paper is the aspiration
to increase awareness among TVET instructors on
the potential application of the learning hierarchy
technique for designing effective instructional
learning materials. Due to the rigor demanded by
this technique, it will be explained step by step
using an example from a particular course in TVET
to help readers appreciate its potential applicability.
II. STEP BY STEP APPLICATION OF THE
LEARNING HIERARCHY
TECHNIQUE
Application of the learning hierarchy technique for
the development of teaching and learning materials
and activities involves a three-phase process
namely; constructing the learning hierarchy,
formulating the learning objectives, and designing
and developing the learning activities and
materials.
A. Constructing the LH
The learning hierarchy is the product of a learning
task analysis. The learning task of interest can be
identified from the set of job tasks identified from a
job task analysis. The learning hierarchy technique
application to be demonstrated here is based on the
troubleshooting procedure for a vehicle air-
conditioning (AC) system previously reported in
[5]. The terminal objective (learning outcome to be
achieved) is “able to troubleshoot an AC system”.
Learning task analysis on this outcome results in a
learning hierarchy as shown in Figure 1. The
learning hierarchy technique is based on the
assumption that learning occur in a hierarchical
manner.

Able to troubleshoot AC system
Able to conduct routine
maintenance Able to conduct repair Able to conduct
commissioning
Able to
assemble
and
dismantle
each
component
Able to
execute repair
procedures
(motor skills)
Understand
repair
procedures
Identify non
functioning
components
Able to
interpret circuit
diagram
Willing to
conduct repair
procedures
(affective skills)
Able to
understand
manual
Able to identify
test procedure
Able to
select
appropriate
refrigerant
Able to detect
flaw in testing
procedure
Understand
function of
tools
Understand AC
system
Recognise
tools
Able to
recognise
components
Able to
detect dirt in
the system
Able to recognise
symbols in circuit
diagrams
Understand
function of
components
Recognise
types of
refrigerant
Able to
identify clean
system
Able to read
manual
procedure
FIGURE 1: A LEARNING HIERARCHY DERIVED THROUGH A LEARNING TASK ANALYSIS
Learning at a higher level is built from previous
knowledge which is lower level to the higher level
knowledge of learning [6]. Basically, a learning
hierarchy illustrates the relationship between the
lower level (pre-requisites) and the higher level
skills. In a follow up work by [7], the learning
hierarchy technique is described as,
… a top-down analysis technique that can
be used by an instructional designer (or a
teacher) to identify the prerequisites for
an expected learning outcome (learning
objective) in the intellectual learning
domain. The top-down analysis of the top-
most expected learning outcome would
result in a set of subordinate intellectual
skills that are related to each other in a
hierarchical manner. The top-most
expected learning outcome is known as the
terminal objective while the subordinate
objectives are known as the enabling
objective [7]
The emphasis of the learning hierarchy technique
has always been on the intellectual domain and was
first introduced in the development of a military
training program by Gagne’ [8]. However, since
then many efforts have been made to establish its
usefulness in TVET [3], [7], [9], [10]. The
assumption behind the technique is that, trainees
need to master the pre-requisite skills before they
can proceed to the next higher level skill.
Knowledge gained from using the technique is in
the form of comprehensive skills profiles and their
hierarchical relationships which will help
instructors to meet the needs of trainees with low
cognitive skills who are often enrolled in TVET
programs. Although, the technique has been used
predominantly for the intellectual domain, the
technique is equally useful for identifying skills
pre-requisites of the other domains as illustrated by
the example in this paper.
B. Formulating the learning objectives
BASED ON
Able to troubleshoot AC system
Able to conduct routine
maintenance Able to conduct repair Able to conduct
commissioning
Able to
assemble
and
dismantle
each
component
Able to
execute repair
procedures
(motor skills)
Understand
repair
procedures
Identify non
functioning
components
Able to
interpret circuit
diagram
Willing to
conduct repair
procedures
(affective skills)
Able to
understand
manual
Able to identify
test procedure
Able to
select
appropriate
refrigerant
Able to detect
flaw in testing
procedure
Understand
function of
tools
Understand AC
system
Recognise
tools
Able to
recognise
components
Able to
detect dirt in
the system
Able to recognise
symbols in circuit
diagrams
Understand
function of
components
Recognise
types of
refrigerant
Able to
identify clean
system
Able to read
manual
procedure
Figure 1 the lower sub-ordinate objectives are
identified and classified into several categories
depending on their hierarchical positions namely;
first lower level sub-ordinate objectives, second
lower level sub-ordinate objectives and so on. Only
objectives from the intellectual skills domain will
be dealt with in detail in this paper although our
hierarchy also includes attitude and psychomotor
domain objectives. Table 1 illustrates the different
levels of sub-ordinate objectives.
According to [11], the first sub-ordinate lower
level objective is classified as a higher order level
in the intellectual skill domain. To achieve a higher
order level of intellectual skills, a learner needs to
be able to integrate a combination of several simple
rules into a complex rule. For example, in the
current example, to be able to troubleshoot an A/C
system, a student must have mastery of three
intellectual skills namely; able to conduct routine
maintenance, able to conduct repair process and

able to conduct commissioning. Student need to
achieve the stated three learning objectives before
they can learn to conduct routine maintenance. This
three learning objectives, namely second lower
level sub-ordinate objectives are known as rule
learning in the intellectual skill domain. Rule
learning means that student have the ability to do
something using concepts or symbols. Back to the
current example, prior to being able to learn to
conduct the repair process, students must acquire
knowledge on repair procedures namely, can
identify non-functioning components, can interpret
circuit diagram and can understand manual.
Additionally, student also need to be able to
execute repair procedure (motor skill domain) and
must be willing to conduct repair procedure
(attitude learning domain). The two domains which
are not elaborated here are definitely necessary in
the acquisition of knowledge and skills in TVET.
Going back to [11], the third lower level sub-
ordinate objectives are classified as defined
concept in intellectual skill domain. A leaner is said
to have acquired defined concepts when they are
able to distinguish knowledge based on definition
[12]. The fourth lower level sub-ordinate objectives
are classified by Gagne as concrete concept.
Concrete concept is said to have been acquired
when a learner has acquired the ability to classify
objects or events according to their distinguishing
features [12]. In Table I, goals as “…able to
recognise tools, …able to recognise components,
…able to recognise the type of refrigerant and
understand function of each component” are
examples of concrete concepts.
Once all necessary subordinate objectives have
been identified, the necessary teaching and learning
activities can be designed to achieve those
objectives. An example of instructional design to
illustrate this application will be given in the next
section on teaching and learning activities.
C. Designing and developing the teaching
learning activities and materials
Based on the learning objectives from Table 1, a
45-minute of classroom activities can be conducted
to cover the topic on interpreting circuit diagrams
in automobile air conditioning system as shown in
Figure 2. The instructional design of the teaching
and learning activities proposed in Figure 2 are
based on Robert Gagné's Nine Steps of Instruction.
Based on the lesson plan in Figure 2, a
systematic learning experience can be provided to
students in order to achieve the learning objectives
stated in Table 1. To assess if learning have indeed
been achieved test items can be designed based on
the items in Table 1. Further discussions and
illustrations are shown in the next section.
TABLE I: PRE-REQUISITES TO A TERMINAL GOAL FROM THE LEARNING HIERARCHY IN FIGURE I
Terminal goal
First lower level sub-
ordinate objective
(higher order
thinking)
Second lower level sub-
ordinate objective (rule)
Third lower level sub-
ordinate
objectives(defined
concept)
Fourth lower level sub-
ordinate objectives
(concrete concept)
The student is able to
troubleshoot AC
system
The student is able to
conduct routine
maintenance
The student is able to assemble
and dissemble each component
(motor skills)
Able to recognise tools
Able to recognise
components
The student is able to select
appropriate refrigerant
Able to recognise the
type of refrigerant
The student is able to detect
dirt in the system
Able to identify a clean
system
The student is able to
conduct repair process
The student is able to execute
repair procedures (motor skills)
The student is able to
conduct repair process
The student is able to
understand repair procedures
Able to understand the
function of tools
Able to recognise tools
The student is able to
conduct commissioning
The student is able to
understand repair procedures
Able to understand the
function of tools
Able to recognise
components
Able to recognise
components
The student is able to identify
non-functioning components
Able to understand A/C
system
Able to understand A/C
system
Able to understand
function of components
Able to understand A/C
system
Able to recognise
components
The student is able to identify
non-functioning components
Able to understand A/C
system
Able to understand
function of components
The student is able to interpret
circuit diagram
Able to recognise
symbols in circuit
diagram
The student willing to conduct
repair procedures (attitude)

III. DISCUSSION: ADVANTAGES OF THE
LEARNING HIERARCHY
TECHNIQUE
The learning hierarchy technique as described can
give benefit to multiple groups of people in the
TVET community namely, the curriculum
developer, instructors and students. The process of
deriving the learning hierarchy provides these
groups with a tool to formulate the learning
structure. The learning structure can then be used
by the various groups to support their roles. TVET
students who often are disadvantaged learners [13],
seems to benefit most from a learning structure that
is carefully organized from concrete to abstract
such as that guided by a learning hierarchy. This is
one area where the learning hierarchy technique is
beneficial to TVET learners. Students in general
irrespective of ability can also experience benefit
from the learning hierarchy technique by viewing
the overall skills that they should gain. Seeing the
overall picture, student, can be prepared physically
and emotionally before entering the classroom or
workshop.
To curriculum designers, the learning
hierarchy technique provides a tool for systematic
design and development. Designing a TVET
curriculum need a careful analysis of the pre-
requisite knowledge and skill grasp. Most
development of curricular in TVET is using
competency-based [14] technique. Learner need to
competent in simple skill before they can move to
complex skill. Competency-based training
technique is prevalent in the development of hands
on skill. Yet TVET is not solely about hands on
skill, cognitive and attitude skills are also important
and needs to be taught. Analysing the learning
outcome by identifying the pre-requisite knowledge
must be done in order to develop TVET curriculum
from basics. In this situation learning hierarchy
techniques is useful so that the process of
curriculum development can be properly conducted
where all required skill are being included. By its
nature, the learning hierarchy technique is not
limited for developing curriculum from basics but
also for reviewing the existing curriculum. In
TVET system, reviewing the existing curriculum is
essential because of the constant changes in
technology development [2] makes it a necessity.
The learning hierarchy technique can also help
an instructor in reducing preparation work load.
TVET instructors face a big challenge in
developing teaching and learning materials that
meets the demand arising from technological
change [15]. As a consequence an instructor often
sticks to outdated teaching materials. The use of a
learning hierarchy technique can ease the need to
develop new teaching and learning materials when
similar learning needs can be grouped into smaller
units. The units can then be used repetitively to
meet the same learning objectives. The learning
hierarchy can also provide guidance to instructors
in sequencing the teaching and learning materials
from very simple to more complex and abstract
content [16]. In addition to its usefulness in the
development of teaching and learning materials,
learning hierarchies can also assist instructors in
the development of test items as illustrated in the
previous section. Instructors can create test items
for every learning objective in the learning
hierarchy to assess students’ learning achievements
(formative and summative assessment) as well as to
diagnose learning difficulties. When test items are
used to diagnose students’ weaknesses, instructors
can detect the source of students’ weaknesses and
can then conduct remedial or bridging activities
before progressing to teach for the higher level
objectives. In brief, the learning hierarchy provides
a guiding map for instructors in their teaching and
assessment which will enhance the probability of
learning occurring.
Without the aid of a learning hierarchy,
comprehensive learning needs cannot be identified.
As a consequence instructors may miss some of the
enabling objectives to a desired terminal objective.
As consequences teaching and learning activities
can become many sessions of “hit and miss” or
“trial and error” where students’ lack of learning
readiness may be unaccounted. Furthermore,
important learning goals may not be assessed, as
they are not identified in the first place. This
situation will lead to ineffective teaching and
learning; learning may take longer to be
accomplished or may not be thorough. Longer
time and missing goals can increase the learning
The student is able to
understand manual
Able to recognise
symbols in circuit
diagram
The student is able to
understand manual
Able to read manual
procedure
The student is able to identify
testing procedure
Able to understand A/C
system
Able to recognise
components
The student is able to
conduct commissioning
The student is able to identify
testing procedure
Able to understand A/C
system
Able to understand
function of components
The student is able to detect
flaw in testing procedure
Able to read manual
procedure

cost which must be strongly avoided in TVET as
the cost of providing TVET is already higher compared to other sector of education.
FIGURE 2: LESSON PLAN BASED ON THE NINE STEPS OF INSTRUCTION BY GAGNE
Without the aid of a learning hierarchy,
comprehensive learning needs cannot be identified.
As a consequence instructors may miss some of the
enabling objectives to a desired terminal objective.
As consequences teaching and learning activities
can become many sessions of “hit and miss” or
“trial and error” where students’ lack of learning
readiness may be unaccounted. Furthermore,
important learning goals may not be assessed, as
they are not identified in the first place. This
situation will lead to ineffective teaching and
learning; learning may take longer to be
accomplished or may not be thorough. Longer
time and missing goals can increase the learning
cost which must be strongly avoided in TVET as
the cost of providing TVET is already higher
compared to other sector of education.
Lastly, even though, the learning hierarchy
technique has been mostly used to illustrate
relationship of skills from the cognitive domain,
attitude domain which plays an important role in
the learning process; can also be targeted by the
technique. By analysing the skills from the attitude
domain, there will be more awareness on its role in
learning achievement and viewed less as a silent
goal - often the case in engineering education
practices [17]. Hands on skills which are often the
target of TVET can also be analysed using this
technique. In hands skill development, it will be
seen that willingness to do a task is very important
for a student to develop his/her hands-on skills. The
complementary role of attitude in skills
development is supported by Neihart [18], where
Neihart suggest that individuals who are willing to
do or to take a risk doing a new thing, would obtain
higher level of achievement.
IV. CONCLUSION
This paper illustrates the applications of the
learning hierarchy technique in facilitating the
Subject: Vehicle air conditioning services
Topic: Air conditioning wiring system
Objectives: At the end of this class, student will be able to interpret circuit diagram
Materials: 1. White papers
2. Individual symbol printed on a piece of card board
3. Copies of electrical wiring diagram
4. Assessment paper with different symbol
Teaching and learning activities:
Time
duration
Gagné's Nine Steps
of Instruction
Activities
5 minutes
Gain attention
a. Give students a piece of paper and ask them to fold the paper into 4 sections. Ask
them to write names of 4 electrical components for automotive a/c. Tell students that
a/c technician must be able to read a circuit diagram fluently OR
b. Show a one minute video about a difficulty arising in wiring installation when the
technician fails to interpret the circuit diagram (to create emotional attachment).
1 minute
Provide a learning
objective
Tell students that interpreting circuit diagram helps technician do their job well without
making mistakes.
3 minutes
Stimulate recall of
prior knowledge
Show them several symbols in a wiring diagram. Ask them to name them verbally.
1 minute
Present the material
Give each of student a copy of an electrical wiring diagram for automotive a/c system
10 minutes
Provide guidance for
learning
a. Ask them which electrical component needs to be active in order to make the a/c
system running?
b. Based on their knowledge about domestic a/c system, student may or may not be able
to interpret the diagram correctly
10 minutes
Elicit performance
Ask several students to recite the wiring procedure according to the circuit diagram.
8 minutes
Provide feedback
a. Ask student about the function of each electrical component.
b. Give simple examples or simple analogy about the electrical components.
5 minutes
Assess performance
a. Give each student one symbol from a wiring diagram, and ask them the name of the
component that represents the given symbol (written)
b. Ask student to exchange the paper with their friends and give the correct answer
2 minutes
Enhance retention and
transfer
Ask students as to why it is important to be able to interpret wiring diagram. Explain to them
that the interpretation of a circuit diagram is not only limited to an A/C system but to all
electrical system and devices. Therefore, students need to have this skill so that they can use
the skill on other electrical devices i.e., they can repair other electrical devices.

systematic design of teaching and learning in
TVET. Based on the illustrations given it can be
concluded that the learning hierarchy technique can
be useful in the design of a curriculum unit. The
learning hierarchy technique as applied in this
paper has successfully illustrated the diverse and
associated pre-requisites that are required for a
seemingly motor skills learning. The learning task
analysis through its systematic identifications of
pre-requisite skills provides a detailed picture on
supporting skills and their hierarchical relationships
that are essential for making decisions on the skills
to be developed as well as for the sequencing of
training. An example of a lesson plan that can be
developed based on the objectives identified
through the learning hierarchy technique was given
to illustrate the applicability of the technique. The
usefulness of the technique in guiding the design of
test items were also illustrated to further support
the usefulness of this technique. In conclusion, this
paper has successfully illustrated the usefulness of
the learning hierarchy technique in promoting a
systematic instructional design process in TVET.
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