Tuesdays 6:15 to 9:15January 14 to April 8, 2014

Session #1Your instructor: Frank Morris

TETR 9031 Designing Learning

This is TETR9031 Designing Learning

While you wait, please…1. Make a Name Tent2. Select a marker and

write your answers to the questions on the flipcharts around the room

We’ll take a look at them a little later.

Ad

3

Education

Teaching experience Work experience

Frank Morris

Tonight’s agenda is…

• An overview of the course including• What we’ll cover each night• Assignments and grading• Textbook

• A get-to-know-one-another activity• Break• The Wonderful World of ID

This course fits into the Instructing Adults Certificate program

TETR 9066 Adult Learning Principles – 18 hrs

TETR 9017 Needs Assessment – 36 hrs

TETR 9031 Designing Training – 39 hrs

TETR 9033 Delivering Training – 48 hrs

TETR 9027 Evaluating Training – 30 hrs– Electives:

• 9044 Blended Learning – 24 hrs• 9056 Blended Learning online• 9046 Managing Classroom Behavior – 24 hrs• 9047 Performance Consulting – 24 hrs• 9058 Performance Consulting online

Designing Training is a required course in the Instructing Adults Certificate program

TETR 9031 Designing Training: The facts

1. Identify audience entry-level skills and knowledge

2. Develop learning outcomes and objectives as per ID methodology

3. Determine relevant instructional content aligned to developed learning objectives

4. Select appropriate course design methodologies and environments for given training scenarios

+ what do YOU want to get out of this course?

Course Outcomes: What you will know and be able to do when we’re done

TETR 9031 Designing Learning Outline Readings

1 Sep 11 Introductions and course overview Ch. 1, 2

2 Sep 18 ID Models, Analysis

3 Sep 25 Analysis continued Ch. 3

4 Oct 2 Learning Outcomes and Objectives Ch. 4

5 Oct 9 Strategies, methods and channelsAssignment #1 Due for 15%

Ch. 5, 6

6 Oct 16 Strategies, methods and channels

7 Oct 23 Strategies, methods and channelsAssignment #2 Due for 15%

Ch. 7, 8

8 Oct 30 Evaluation

9 Nov 6 Practical design problemsPairs work on Lesson Plan Assignment #3

10 Nov 13 Practical design problemsAssignment #3 presentations due for 30%

11 Nov 20 Practical design problemsGroup work on Course Proposal Assignment #4

12 Nov 27 Practical design problemsAssignment #4 presentations due for 30%

13 Dec 4 Wrap up

TETR 9031 Designing Training: The facts

• 2 individual assignments each worth 15% due Week 5 and Week 7

• 1 pair Lesson Plan/PP deck assignment and presentation worth 30% due Week 10

• 1 group Course Proposal and presentation worth 30% due Week 13

• Participation worth 10%

The passing grade for this course is 50%

Assignments and Assessment

TETR 9031 Designing Training: The facts

The passing grade for this course is 50%

Evaluation and Grading System

Letter Grade Description Numerical Equivalent

A+ Outstanding Achievement 90-100%

A Excellent 80-89%

B+ Very good 75-79%

B Good 70-74%

C+ Satisfactory 65-69%

C Acceptable 60-64%

D+ and D Pass 50-59%

F and FNA Fail and Fail Non-Attendance 0-49%

I Incomplete

WNP Withdrew with No academic Penalty

What this course may feel like

Admin• Fire exits, smoking areas & washrooms

• Normal class timing & routine• What if you have issues?

1. Prof: Frank Morris frankrmorris@hotmail.com

2. Program Coordinator Shirin Khosravaneh 416-415-5000 x2931

3. Department Chair Lynne Kurylo 416-415-5000 x3298

4. Student Affairs

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Almost the end of admin

And you knew there’d be some rules…

Be PromptBe PreparedBe ProductiveBe PositiveBe Polite

This is the book we’ll use for TETR 9031

GBC Bookstore $?? + tax13

Making connections helps learners focus on their learning goals while becoming comfortable with peers

“Gallery” Instructions:1. Form groups at each gallery station. Introduce

yourself to your group.2. You will spend 2 minutes to answer the question at

each station. • No right/wrong answers.• Write as many times as you like.• Talk and share ideas as a group.

3. At the end of 2 minutes, rotate clock-wise to next station and repeat.

4. We’ll debrief when you’re done.

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Opening activities connect students to the content and to other students

Break

I learn best when…Column A

Someone who knows something I don’t explains it to me

I observe a demonstration

I attend lectures where an instructor presents info to me

What is presented to me is organized according to the logic of the content

I am told how things work

Column B I talk, question and discuss with

someone who knows more than I do

I get involved and try things during a demonstration

I attend sessions where an instructor engages me in 2-way discussion

What is presented to me is organized according to how I learn

I experience how things workAs learners, we usually know what is right.

As instructors and designers, we often do what is wrong.

Telling isn’t Teaching

To inform To instruct• To teach someone a

subject, skill, etc.• From Latin

instructus, “to build”

• Synonyms: educate, indoctrinate, teach, train, tutor

• First known use: 15th C.

• To give someone information

• From Latin informare, “from”

• Synonyms: give (information), impart, communicate

• Instructional design: A process that results in a combination of strategies, activities, and resources to facilitate learning.

• Instructional designer: A person with the competencies to design instruction.

What is instructional design?

The World of Instructional Design is crowded

ID

TRAINER

GRAPHIC ARTIST PROJECT

MGR

CLIENT

WEBDESIGNER

SME

LEARNERS

Making connections helps learners focus on their learning goals while becoming comfortable with peers

Instructions:1. Each group analyses

multiple ID job postings2. As a group, determine:

• In general, what Knowledge, Skill and experience do they need?

• Any other requirements for the job?

3. You have ___ minutes.

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Instructional design is an in-demand skill set

Making connections helps learners focus on their learning goals while becoming comfortable with peers

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There is no universally accepted set of ID competencies

CSTD

Making connections helps learners focus on their learning goals while becoming comfortable with peers

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There are 23 internationally recognized ID competencies

ID’s median salary for 2012 was $62,000

Source: ASTD’s Learning and Development Industry Salary Whitepaper, 2012

• 3-2-1 Summary• Complete your Study Notes• What’s happening next week?

– Process of instructional design– Analysis

• Skim textbook for answers to these questions:– Who is the book aimed at? Describe the target audience.– What is the author’s overall objective? Describe what

readers will know or be able to do after reading it.

• Q & Eh?

Before we go…

Site of the Week: The Rapid E-Learning Blog

Go to http://www.articulate.com/rapid-elearning/

The Rapid E-Learning Blog shares practical tips and tricks to help you become a rapid e-learning pro.

It is hosted by Tom Kuhlmann who has over 15 years of hands-on experience in the training industry and currently runs the community at Articulate.

Site of the Week

http://thiagi.com/

Hit or Myth?

3—The more enjoyable the instructional methods, thegreater the learning achievement.

4—All other things being equal, media make a major difference in learning effectiveness.

6—The more content you give to learners, the more they take away.

12—Good, old-fashioned common sense is a natural friend of science. It is a sure guide for making sound training decisions.

Adapted from Beyond Telling Ain’t Training Fieldbook, H.D. Stolovitch & E.J. Keeps

What this course may feel like

I think this is going to be the BEST course ever!

This is harder than I thought.

This sucks. I’m tired and I have a million other things to do.

It’ll be good to finish but I’m learning a lot.

Wow. I did it. This was the BEST course ever. What’s

next?