Rossett fallinloveagain w isd

(c) 2011 Allison Rossett

FALLING IN LOVEALL OVER AGAIN-

Allison RossettProfessor Emerita of Educational Technology

San Diego State [email protected]

with Instructional Design


THIS. THIS. THIS IS THE KIND OF REACTION I WANT TO OUR PROGRAMS


But look at this.


And this.


1. Instructional design (ID) basics2. Instructional design greatness3. ID that touches minds and hearts

Agenda


ISD, A GREAT START, A FORCE IN WORLD WAR II

Shared outcomes and approaches, PGs, IGs

Birth of IPISD, research about how people learn

Standardization Task analysis was born

Measurement based on objectives

Observations in classes to see that standards were met

Solicitation of opinions about the training (!)

Outcome-based 400+ films were part of

the movement for standards and reach

German general attributed success to the training films, in part.

Films

Turning citizens into soldiers ---- fast


ISD DEFINED

Instructional design: applied educational psychology,

according to Walter Dick


HOW ISD INFLUENCES THOUGHT, PRACTICE

What should I put in that online or F2F class?

What is it that great people think about and do? What do they now know, do? Where have they made errors? Succeeded?

I’m a trainer; I train.I’m an e-learning person; I produce online programs.

What system will drive learning and performance? Causes? Drivers?Literature? Best practices?Theory?


IN ISD, THEORIES ARE INFLUENTIAL

Behaviorism: Consequences; the employee or student is able to DO IT. Classic drills, skill and practice, memory work.

Practice, practice, practice, with knowledge of results.

Cognitivism: Interest in what’s going on inside the individual, in motivation; do they GET IT?

• Think-alouds, scenarios, checklists…. GAGNE’s 9 events

On to constructivism. Here employees “find” key messages…. Discovery learning… Webquests….

(c) 2011 Allison Rossett 10

Behaviorist

[Rosetta Stone for iPhone, iPad]


You are a case worker Observe the child Consider what you are

seeing in light of checklist

Write notes; write report

Compare to expert’s notes and report, checklist

http://suddenlysmart.com

Cognitivist

http://examples.suddenlysmart.com/artemis/sample3/player.html�

(c) 2011 Allison Rossett 12

Constructivist


THEORIES INFLUENCE WHAT WE DO, HOW WE THINK ABOUT IT

Connectivism: Stephen Downes, George Siemens, how learning happens in organizations thru connections, networks. From know-how to know-where. Communities of practice, social networks,

personal knowledge managment, twitter

Motivational Theory: John Keller found ARCS by reviewing research and best practices Attention, Relevance, Confidence, Satisfaction….

He urges heuristics/guidelines devoted to ARCS, where we screen efforts asking questions about usefulness, focus, meaning, efficacy, fairness


EMERGING SOLUTIONS TO GNARLY PROBLEMS

US Navy’s Project MMOWGLI (Massively Multiplayer Online Wargame Leveraging the Internet), to allow thousands of players to participate in solving geopolitical crises created by hypothetical pirate attacks off the coast of Somalia.

[http://www.washingtonpost.com/local/navy-calling-on-gamers-to-help-with-security/2011/05/13/AFRYiP4G_story.html]

Connectivism & ARCS

http://www.washingtonpost.com/local/navy-calling-on-gamers-to-help-with-security/2011/05/13/AFRYiP4G_story.html�


NET. NET. ID BASICS

Theory drives approaches & perspectives We begin with the end in mind Data drives decisions We know classroom instruction is good, but often

not sufficient We are systematic, with output from one phase

enlightening decisions in the next…


WHICH BRINGS US TO THIS FAMILIAR IMAGE

Analyze

Design

Develop

EvaluateImplement



Agenda


ID GREATNESS

They can see that it is all about them, their tasks, their priorities, their problems, their futures

The experience is vivid and authentic, chock full of worked examples, with opportunities to THINK about and DO something

The experience assures some success AND some stretch There are systematic choices to extend lessons, information,

guidance and advice into the field of play

Active in meaningful ways


EVIDENCE-BASED INSTRUCTIONAL DESIGN Just serving up a tasty buffet or a good class doesn’t get it

done.

When confronting challenges, knowledge workers must be shown how to go about it, think about it - then given opportunities to repeatedlytry it for themselves, supported by advice and feedback.

People learn best from

interactions with worked examples repeated practice on stretch tasks

For more info . . . U. S. Army Research Institute for the Behavioral & Social Sciences (2005); Traci Sitzman et. al on self regulation (in press) in Journal of Applied Psychology and Personnel Psychology; Tal Katz-Navon et. al, in Journal of Applied Psychology, vol 94, 2009; Paul Kirschner et. al, in Educational Psychologist, vol 41, 2006


HOW IT IS HAPPENING IN SALES FOR A PHARMA

Definition.Clear communications by pos deviant sales pros to establish a shared definition of great sales skills, knowledge, habits

Classes, simulations.Selected classes, online &F2FOnline sim center with challenges, assuring practices, enabling comparison to experts

On demand support.Targeted bites of advice, audio examples, checklists, online community, e-coach..

(c) 2011 Allison Rossett http://www.articulate.com/community/showcase/

WHAT MAKES THIS GREAT ID?

What else to influence performance?

(c) 2011 Allison Rossett [American Heart Association mobile support]



Agenda


GREAT ID TOUCHES MINDS + HEARTS

24

Strategies to engage minds AND hearts

Assure that employees experience some success as they grow

Reveal the sources that influenced the program; detail why they are credible and similar to participants; tell peoples’ stories

Use two-sided arguments to make points. Approaches that admit multiple views are more convincing that a one-sided litany

Inoculate learners regarding the reactions and barriers to come. Detail ways to handle impediments, work-arounds

Use role modeling and role playing, and include conversations

Use stories, problems, cases, and anecdotes. Show emotions, reactions

Encourage reflection about the usefulness and meaning of what is being learned

Use extrinsic rewards for boring and repetitive tasks


IN BRIEF: ID GREATNESS We make expectations clear, in vivid outcome

statements, designing with the end in mind We engage our people in examination of

examples, practice, reflection, community, guided choices

We systematically touch minds AND hearts with stories and circumstances that ring true

Our solution systems deliver smarts through classroom experiences and into the workspace, on demand


MOVING FORWARD, EMBRACING ID

Organizational knowledge, community, social networks, performance support, choice!

Scenarios, commentary, checklists, coaching, problems to solve, aided & unaided performance

Practice, feedback, examples

Tomorrow

Today

Always


Great ID. ID that delivers solution systems.

ID that delivers in rooms andinto the workplace. ID that is influential.

What will YOU do tomorrow?


(800) 956-7739

Signing at the ASTD BKSTORE


Rossett Resources URL

Allison Rossett & Rebecca Frazee’s white paper about blended learning

Allison Rossett & Antonia Chan’s white paper about engagement in elearning

http://www.amanet.org/blended/pdf/WhitePaper_BlendLearn.pdf

http://www.adobe.com/resources/elearning/pdfs/95010205_elearningengage_wp_ue.pdf

SDSU EDTEC graduate programs, on campus and online

http://edweb.sdsu.edu/http://edweb.sdsu.edu/Edtec/distance/

Allison Rossett & Lisa Schafer’s 2007 book about job aids and performance support

http://www.colletandschafer.com/perfsupp/index.html

Allison’s books: Beyond the PodiumFirst Things Fast, 2nd edition

http://www.pfeiffer.com/go/BTP; http://www.jbp.com/rossett.html and http;//www.pfeiffer.com


Individualizing via mobile devices, http://edreach.us/2011/03/06/ithink-ican/ George Siemens on connectivism,

http://www.elearnspace.org/Articles/connectivism.htm Bob Mosher podcast on mobile performance support,

http://www.xyleme.com/podcasts/archives/30 Rossett on technology in a high tech world (2009),

http://mst.texterity.com/mst/2009-6/?pg=34#pg30 Tom Kuhlman’s elearning blog, http://www.articulate.com/rapid-elearning/ Social network for SDSU grad students and everybody else, focused on

non-training interventions. www.pinotnet.ning.com Performance support tool, for deciding if performance support is right for your

project, http://www.colletandschafer.com/perfsupp/tool.html Rossett & Schafer current book, Job Aids and Performance Support,

http://www.colletandschafer.com/perfsupp/index.html Rossett’s new edition of First Things Fast, available from Pfeiffer/Wiley. Quinn’s 2011 guild study on mobile learning--

http://www.elearningguild.com/research John Keller’s 2010 book: Motivational Design for Learning and Performance,

Springer Publications

http://edreach.us/2011/03/06/ithink-ican/�

http://www.elearnspace.org/Articles/connectivism.htm�

http://www.xyleme.com/podcasts/archives/30�

http://mst.texterity.com/mst/2009-6/?pg=34�

http://www.articulate.com/rapid-elearning/�

http://www.pinotnet.ning.com/�

http://www.colletandschafer.com/perfsupp/tool.html�

http://www.colletandschafer.com/perfsupp/index.html�

http://www.elearningguild.com/research�


Allison Rossett


Dr. Allison Rossett, long time professor of Professor of Educational Technology at San Diego State University, is in the Training magazine Hall of Fame, CLO Advisory Board, and Elearning Guild’s Board. Rossett , who served on the international Board for ASTD, has authored six books, including a brand new edition of her classic, First Things Fast: a handbook for performance analysis. Allison writes about and consults on instructional design, and technology-based learning and metrics. Twitter: @arossett E-mail: [email protected]