IntroductionsIntroductions

Welcome To LTMS 500

• Interviews• Include personal interests,

profession, hobbies , reason for taking the course etc.

• Introduce partner with a visual display – www.wordle.net

• Share with group

Instructional Instructional DesignDesignakaaka

Instructional Instructional Systems DesignSystems Design

What is it anywayWhat is it anyway??

Key LearningKey Learning

• Discover why you need ID• Begin to see and understand ID• Identify advantages and

disadvantages of ID• Identify types of

assessment/analysis• Determine organizational

training needs• Create a needs analysis report

and a cost-benefit analysis

What is ID?What is ID?What is Instructional Design?• Video 1• Video 2• Video 3• Video 4• Create a brief description of your

current understanding of ID. – Write and Share

• All videos can be found athttp://www.youtube.com/user/web20ined#grid/user/548227657A2FC9A3

Instructional Instructional Design Design

• Set of rules or procedures• The process of helping one create

effective training in an effective manner.

• Systemic and goal oriented• Science – inputs/outputs• Art – creativity of designer• Technology enhanced in many

areas

ISD ModelISD Model

Clark, D. R. (2004), Instructional System Design Concept Map. Retrieved July 1, 2007 from http://nwlink.com/~donclark/hrd/ahold/isd.html Updated June 10, 2007 A Big Dog, Little Dog and Knowledge Jump Production.

Dick and Carey Dick and Carey ModelModel

http://www.instructionaldesign.org/models/dick_carey_model.html

Seels and Glasgow Seels and Glasgow ModelModel

http://www.4-id.com/kbase/IDandD/images/Seels%20and%20Glasgow.jpg

View Model Comparisons

ADDIE ModelsADDIE Models

AAnalysisDDesign

DDevelopIImplement

EEvaluate

Why Use ID?Why Use ID?• Organization Needs Assessments

(ONA)– What problems is the organization facing?– Can it be solved with training?

• Performance Assessment/Analysis– Front End analysis – Identify Performance Gaps• Performance now and where it should be

– Assessments, surveys, interviews

• Systemic and Sustained Change/Improvements

Advantages/Advantages/DisadvantagesDisadvantages

• Small Group Work– Use Pages (7-13) to identify the

advantages and disadvantages of ID– Create a brief presentation and share

your findings. – Discuss

Advantages Disadvantages

Some Causes of Some Causes of Performance GapsPerformance Gaps

1. Organizational2. Environmental3. Motivational/Attitudinal4. Skills/Knowledge

Quick Quick Performance Gap Performance Gap

AssessmentAssessment1. Identify the problem2. Analyze the tasks and conditions

of the job3. Analyze the current performance

levels4. Identify the causes of the

problem5. Identify the desired performance

outcome6. Identify the expectations of your

training related to the outcome

Training Needs Training Needs AssessmentAssessment

• Identify organization’s training needs• Determine what needs can be met

by training• Determine the training for

individuals, groups or learners needs• SME validates needs• Choose the MOST important need to

address• Most Return?• What can/will company support?

Needs Analysis Needs Analysis ReportReport

• Tasks are not performed to standard• Required and actual performance• Summary of causes for deficiency• How causes were determined• Training solutions• Cost Benefit Analysis (CBA)– Account for ALL costs

• ROI?? – Return on Investment– ROI = Benefits – Cost

Cost• NAR Templates – Pgs. 38-39

Analysis Phase IAnalysis Phase I

Analysis Phase IAnalysis Phase I• Needs Assessment/Analysis• Job/Performance Analysis• Achievement Gap and Root Cause• The Japanese have an interesting performance improvement concept -- they ask "why" five times when confronted with a problem. By the time the fifth why is answered, they believe they have found the ultimate cause (root) of the problem. So when looking at a performance gap, look deep -- "What exactly is causing the gap?“

Analysis Data Analysis Data Collection Collection MethodsMethods

• How will you collect data for the organizational need?

• Pros and Cons of each method? – Types – Pg. 51

• Sample Surveys for Analysis• Create a short survey at

Google Forms

Analysis TypesAnalysis Types1. Job – (Most Common)2. Criticality3. Task4. Learning5. Audience6. DeliveryGroup Activity Identify Why, Who, When, Where and

How you would complete these analysis types when faced with organizational problems? Use pages 88-89 for help.

Needs Needs Assessment Assessment

Exercise Exercise

1. Nature of Problem2. Priorities within the Problem3. Skills/Knowledge4. Attitudes5. Causes

Group ActivityGroup ActivityIdentify Training Identify Training

NeedsNeeds1. All Math teachers just received new SMART

boards and will be expected to effectively integrate them into their Math instruction.

2. 20 new employees have just been hired. What will they need to know to perform job responsibilities effectively for highest levels of productivity and achievement?

3. Your company just updated all computers, operating systems, and software what is the next step to ensure high levels of productivity?

4. 8th grade students in IEP subgroups have been identified as below basic in reading and math. What are the next steps in moving them forward?

5. An organization just installed Skype to expand and improve internal and external communications. What’s next?

 

Problem Problem Statement Statement Guidelines Guidelines

Writing a RUPS (Research Utilizing Problem Statement)

1. Who is affected?– You, team, entire org. community, society..

2. Who or what is the cause?– One person, group, entire org. – Poor organization, poor skills, lack of

attention…3. What kind of problem is it?– Confusion, lack of skills, resources,

communication

4. What is the goal for improvement?– What will be different, who will do what,

what is the target, specific outcomes

Design Phase IIDesign Phase II

Is training really what you need?

Delivery SystemsDelivery Systems

• Delivery Systems (Training Settings)?1. Instructor-Led Classrooms2. On –the-Job Training3. Self-Instruction4. Technology-Based Training5. Job-Performance Aids6. Training by Documentation7. Mentoring

• Use checklists to assist with decision Pgs. 94-97

• Blended Delivery Systems

Selecting Delivery Selecting Delivery SystemsSystems

ISD Product

Identify Learner Characteristics

Identify ChannelRequirements

Identify Learning Situation

Identify Constraints and

Resources

Determine Delivery System

CommercialProduce

Revise

Confronting CostsConfronting Costs

• Start Up Costs• Ongoing Costs• Redevelopment Costs

What is going to cost you for this training program?– Think of all expense possibilities and

list them

Design Design ConstraintsConstraints

• What constraints do you have in your organization?

• Constraint Categories– Logistical– Stakeholder– Design– Training Methods– Resources

• Use Pages 100-114 for more details about each

ActivityActivity

• Individual Activity – In the scenarios above what might be some design constraints for each one? Create a visual to display your thoughts and conclusions. (Table/Chart)

Creating Creating ObjectivesObjectives

• What will you cover in the course?• What learner will be expected to

know at course completion• Focus on the “need-to-know”• Help organize the course -

modules or “chunking”• How will learning be measured?• Objective Levels:– Curriculum, Course, Unit, Lesson• Terminal Performance Objectives• Enabling Objectives

Behavioral

SMARTERSMARTERObjectivesObjectives

• Specific• Measurable• Action Oriented• Reasonable• Timely• Evaluate Consistently• Recognize Mastery

Writing Writing Quality ObjectivesQuality Objectives

• What is the desired pattern of behavior for the learner to demonstrate?

Include the following:• Action - identify the action the learner will be

taking when he/she has achieved the objective (e.g., to identify; to measure)

• Relevant Conditions -- Describe the relevant conditions under which the learner will be acting (e.g., "given the…. )

• Performance Standard -- List as many of the actual conditions as possible under which the objective is to be performed (e.g., "must be able to identify at least one possible ……by the end of the case study“)

Connect Connect Objectives to Objectives to

Learning DomainsLearning Domains• Cognitive Domain - knowledge– Bloom’s Taxonomy

• Affective Domain - attitude– Affect towards something general

awareness to internalization

• Psychomotor Domain - skills– Physical coordination

Resource Link for More Detail

Sample Sample Objectives/DomainObjectives/Domain

ssObjective Learning Domain

C, A, P

Design DocumentsDesign Documents

• Course Plans or Course Treatments• Report what will the course entail– Pg. 130-133

• What will you do at each step– Scope of Project– Delivery– Objectives– Materials– Who is Involved– Topical Outline

ActivitiesActivities

Collaborative Group Activity – Read

Seven Reasons Why Training Doesn't Produce the Desired Results and What you Can do to Improve Your Results

–Why doesn't training work? What can you do to improve results? (Scriblink, Evernote, Nota, or Google Doc)

Gathering ContentGathering Content

• SME – “Subject Matter Expert”– Set selection criteria for SME– Provide analysis report– Prepare concepts to be covered– Ask clear questions– Keep SME updated on course

progress

• Prerequisite Learning/Skills– Come to class with this knowledge– Listed in manuals

The Instructional The Instructional PlanPlan

Step 1Step 1• Course Maps – create distinct

course units– Pre-instructional Activities– Introduction– Information to be presented– Trainee activities– Learning assessment– Post-training evaluation– Follow-up

The Instructional The Instructional PlanPlan

Step 2Step 2• Sequencing– Create a sequence of activities that

are aligned in a predetermined order• General to Specific• Simple to Complex• Known to Unknown• Problem to Solution

The Instructional The Instructional PlanPlan

Step 3Step 3• Training Activities – activities

aligned to your sequence of your plan– Pre-Instructional Activities– Introductions– Pre-tests– Trainee -Centered Activities– Instructional Games– Testing – Embedded and/or Post– Summaries– Post-Class Activities

The Instructional The Instructional PlanPlan

Steps 4 - 5Steps 4 - 5• Chunking – break the mass content into smaller

sections – Include 3-5 objectives

• Trainee Evaluation– Relate test questions to objectives– Be Fair– CRT– Performance checklists– Testing formats – MC, TF, Matching,

Completion, Essay

Creating A SimpleCreating A SimpleDesign Document Design Document

• Using your group’s scenario, create a simple design document and plan to share it with the class. Include a brief description of each step. Use the hints for designing in various formats found on pages 174-184

Development Development Phase IIIPhase III

End Products of End Products of DevelopmentDevelopment

• Lesson Plans• Trainers Guides/Manuals• Participant’s Package• Technology Based Learning– CD-Rom– Web Based Content– E-Learning – include all above

Technologies

Print Audiovisual Computer-Based Integrated

Lesson Plan Lesson Plan FormatsFormats

Include:• Procedures• Pre-Activities• Trainee Activities• Internal Summaries• Imbedded Questions• Post-Class Activities• Supplies List• Reviewer for LP

Selecting MediaSelecting Media• Will depend on delivery systems– Classroom– OJT– Self Instruction– Computer Based– E-Learning– Satellite Based / Vid. Conf.

• Print Material• Other Media– Use Table on Pg. 219 to assist with

media selection

• Commercial or Custom Made

Media SelectionMedia Selection

Media Selection Media Selection ActivityActivity

• Using your group’s scenario, create a simple template that will assist you with selecting the appropriate media for your delivery system. Use Table on Pg. 219 to assist with media selection

Implementation Implementation Phase 4Phase 4

Implementation Implementation PlanningPlanning

• Create a Course Management Plan• TMP• Most Important Parts– Beta (design) Tests – how all pieces fit

together– Pilots

• Check the validity of course• Before full implementation• Create an Administration Guide– Course info, goals, objectives,

audience, environment, hardware, materials, room size, other logistics

Conducting PilotsConducting Pilots

• Piloting Your Training• Include trainee and trainer

•OJT – actual training facilitation• Observe what takes place• Stick to the real plan – no

deviations – online or f2f• Do both if you are planning on

training in different cultures • Pilot on various cultures

Beta Test Beta Test ConsiderationsConsiderations

• First Feedback opportunity from live audience

• Include trainees and SME• Supervisors, managers and any other

stakeholders• Takes 2X longer than actual training• Stop for feedback often – solicit

feedback• Focus groups or walk-through• Draft materials available• Colleague to take notes • Flip chart for questions

Running a Beta Running a Beta TestTest

• OTJ Betas – in actual environment

• Self-Instruction Betas• Breaks for feedback and debriefs• Be there to ask questions• What are the 9 Steps for running

a beta test?– Use p. 241 for help with these steps

• Beta and Pilot Checklist – p. 245

Create a Feedback Create a Feedback FormForm

• Activity – work in a small group to create a feedback form for your pilot group. – What information would you want

to collect? – What might be some constraints?– How will you adjust your plan?

Training ModelsTraining Models• Trainer, Instructor, Coach, Facilitator• What is your role?• Three Learning Factors– Knowledge– Environment– Involvement Skills

• Considerations– Adult Learning– Learning Domains - Examples– Whole Brain Learning• Left Brain – Logical• Right Brain - Creative

Blooms Taxonomy Blooms Taxonomy RevisedRevised

• Higher Order Thinking– Create/Synthesize – create, constructs,

categorizes, combines, compiles, composes, creates, devises, designs, explains, generates

– Evaluate - compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates

– Analysis - analyzes, breaks down, compares, contrasts, diagrams

– Application - applies, changes, computes, constructs, demonstrates, discovers

– Understand - comprehends, converts, defends, distinguishes, estimates, explains,

– Remember – recite, define, identifies, knows, labels, lists

Learning StylesLearning Styles

• Gardner’s Learning Style Theory– Spectrums of learning1. Verbal/Linguistic2. Musical3. Logical/Mathematical4. Interpersonal5. Intrapersonal6. Bodily Kinesthetic7. Visual/Spatial8. Naturalist

• Learning Matrix

Group ActivityGroup Activity

• Use the Learning Matrix to assist you with creating learning activities that incorporate Blooms and MI.

MIMI

BTBT

Verbal/Verbal/LinguisticLinguistic

Spatial/Spatial/VisualVisual

MusicalMusical IntrapersonalIntrapersonal InterpersonalInterpersonal Bodily/Bodily/KinestheticKinesthetic

Logical/Logical/MathematicalMathematical

NaturalistNaturalist

CreateCreate Activity

EvaluateEvaluate

AnalyzeAnalyze

ApplyApply

UnderstanUnderstandd

RemembeRememberr

Delivery SystemsDelivery Systems

• Print Technologies• Audiovisual Technologies• Computer-Based Technologies• Integrated Technologies– Teleconferencing – Interactive Multimedia– Virtual reality

• Distance Learning Technologies

Selecting Delivery Selecting Delivery SystemsSystems

• Identify – learner characteristics – skills, age,

knowledge, etc.– Channel requirements – learning

styles– Learning situation– Constraints and resources– Determine delivery systems

• Selection Process Image http://www.nwlink.com/~Donclark/hrd/media.gif

Seels and Glasgow Seels and Glasgow ModelModel

For Selecting For Selecting Delivery SystemsDelivery Systems

Identify Learning SituationLrg/Sm Group,

independent study

Identify Channel RequirementsVisual, auditory, tactile, kinesthetic

Determine Delivery SystemPrinted, projected, interactive

Identify Resources & ConstraintsBudget, personnel, time

Facilities, equipment

Identify Learner CharacteristicsAge, Interests

Produce

Revise

ISD Product

Commercial

(p.122)Making Instructional Design Designs

Evaluation Evaluation Phase 5Phase 5

Why Evaluate?Why Evaluate?• Did it do any good?• Was the gap closed?• Does the training help achieve

the organization’s goals?• Was it cost effective?• Use Class reaction sheet to get

feedback from participants.• Opinionaire – Survey format

Excellent Good Poor

Value of Value of EvaluationEvaluation

• Questions to ask yourself– Why do I want to evaluate?– Why am I going to evaluate?– Who should I involve in evaluation?– How am I going to do the eval?– When should I do the eval?

• Evaluate only what you need to• Whys?• Use questionnaires, surveys,

interviews, observations, and testing

Types of Types of EvaluationEvaluation

• Formative - focuses on the process • Summative - focuses on the

outcome (summation) impacts• Trainee reactions of course• Skills and knowledge mastery and

retention• Transfer to the job – improvements

in job performance• ROI

Kirkpatrick’s 4 Kirkpatrick’s 4 Levels of Levels of

EvaluationEvaluation• Level 1 - Reaction• Level 2 - Learning• Level 3 – Behavior/Application• Level 4 – Results Impact• Level 5 - ROI• Group Activity - Define each level of

evaluation, what will your level do for the evaluator? Share your findings.

• How can these levels of evaluation assist with your course? Where and when can you evaluate?

• Resource link http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.html

Learning ActivityLearning ActivityLevel 1 Reaction

Level 2 Learning

Level 3 Behavior

Level4 Results

What will you evaluate?

When will you evaluate?

Howwill you evaluate?

http://www.e-learningguru.com/articles/art2_8.htm http://www.scorecardforskills.com/s1-background2.asp?stageid=1

Sample Survey Sample Survey or Evaluationor Evaluation

1. Rate this course 1-52. State the one thing that you

liked best about the class.3. State one thing that you would

like to change about the class.4. What do you think was the

most important thing you learned from the class?

• See Reaction Instruments on pages 274-275

More Rapid Design More Rapid Design IdeasIdeas

• Software based training• Analysis of software• Rapid prototyping – complete ID

model for a portion of training• Learning objects – develop a piece of

training once, but general enough to use in other programs

• Public courses – tailor to your needs• Off-The-Shelf Programs• Technology Vendors• Performance Support-Based Training• Problem Based Learning• Training Management Systems

E-LearningE-Learning

E-Learning E-Learning OpportunitiesOpportunities

• eLearning is the use of Internet technology to deliver learning experiences

• Why use it?• When could it be used?• How can it be implemented?• Asynchronous or Synchronous

• http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20ISD%20for%20eLearning.pdf

• http://tls.vu.edu.au/eLearning/CreatingOnlineUnits_ID_Trad.html

E-Learning E-Learning ConsiderationsConsiderations

• structure• content• motivation and feedback• interaction (communication) • involvement (activities)

Analyze E-Analyze E-Learning StrategyLearning Strategy• Motives for using e-learning• Organizational readiness• Creating an e-learning Vision• Saving money should not be the

motive, seldom accomplishes this• See other not so good motives on

page 309• Use Blended e-learning• Use LMS or LCMS- for database

information

Asynchronous Asynchronous E-LearningE-Learning

• Learning Activity Identify the• following:– What are advantages?– What are disadvantages?

• Go to learning resource in Moodle to complete this activity.

Asynchronous E-Asynchronous E-LearningLearning

ConsiderationsConsiderations• Learners access to internet/intranet• Learners access to corporate website• Do you have an effective LMS• Easy access to servers• Space on servers• Hardware - system requirements,

resolutions, sound cards, • Software – browsers, plug-ins,

download access, etc• IS support if necessary

Selling Points for Selling Points for E-LearningE-Learning

• Cost savings???• Learner choice• More effective• Greater manager control• Geographic implications• 24/7 Access to learning• Easily updateable• Consistent message• Trains larger numbers in short

time

Preparing for Preparing for E-LearningE-Learning

• E-Learning self-assessment – readiness (318-319)

• Start guides• Completion certificates• Group emails• Chat rooms• Incentives and rewards• Create Professional Learning

Networks

Analysis and Design Analysis and Design of Asynchronous E-of Asynchronous E-

LearningLearning• Delivery analysis• Audience analysis• Include learning guides• Materials• Graphics• Interactions and activities are

critical for success• Create formative assessments

throughout – self evals and CR• Do betas and pilots• Evaluate effectiveness – get

important feedback

Synchronous E-Synchronous E-learninglearning

• Online learning• Learning Activity – What are the advantages and

disadvantages of online learning

Ten Advanced Instructional Design Tips

ID ResourcesID Resources

1. Rapid Instructional Design 2nd Edition - Piskurich

2. http://www.skagitwatershed.org/~donclark/contents.html

3. http://www.nedc.nrcs.usda.gov/isd/index.html

4. http://www.sloan-c.org/publications/view/v3n10/mktgid.htm

5. http://www.instructionaldesign.org/ 6. http://books.google.com/books?

id=z2sZ1CwU2pgC&lpg=PA295&ots=obH9EDqK3T&dq=rapid%20instructional%20design&pg=PA9

7. http://www.4-id.com/kbase/IDandD/index.html