Basic Instructional Design Principles - A Primer
-
Upload
mike-kunkle -
Category
Business
-
view
33.865 -
download
7
description
Transcript of Basic Instructional Design Principles - A Primer
Training is…
The achievement of pre-determined learning objectives through planned instructional techniques
The transfer of knowledge, skills & attitude (KSA) • Training focuses on influencing attitude, providing knowledge
and transferring skills
Developed through a systematic process known as instructional design or instructional systems design
The analysis of learning needs and systematic development of instruction to meet those needs
Models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the learner
Some Names to Know and Resources: • Robert Mager • Robert Gagne • Benjamin Bloom • Walter Dick, Lou and James Carey (Dick & Carey) • Ruth Clark • M. David Merrill http://www.instructionaldesign.org/ http://www.nwlink.com/~donclark/hrd/sat.html http://en.wikipedia.org/wiki/Instructional_design http://www.afc-ispi.org/Repository/hptprimer.html
Analyze
Design
Develop Implement
Evaluate
ADDIE
Analyze Determine needs and performance gap
Design Write learning objectives Plan the training Develop evaluation plan
Develop Build the course
Implement Teach or make available
Evaluate Measure effectiveness or impact
Objective Part Description Example
Condition Statement describing circumstances under which behavior is to be performed
Given 5 case examples where a clear need is presented…
Behavior What the student will say or do The agent will determine and explain why term or whole life insurance is a better choice
Criterion Statement that specifies how well the student must perform the behavior
Within 5 minutes per case, with 80% accuracy (4 of 5 cases).
At the end of this module, given <a set of conditions>, you will be able to <action verb and behavior> to <criterion - level of accuracy>.
• Remembering
• Understanding Knowledge Acquisition
• Applying
• Analyzing Knowledge Deepening
• Evaluating
• Creating Knowledge Creation
Chunk
C. Then This
6
5
B. Then This
4
3
A. This First
1 2
Layer
5 2 3 4 1
Sequence
A Simple Method That Works:
Tell: Provide the information, knowledge, expectations. • Include “What, Why, and How” (and sometimes, “When and Where”)
• Have them verbally summarize their understanding to your satisfaction
Show: Demonstrate how to do it • Have them demonstrate it back to you, to your satisfaction
Do: Set expectations and have them do it • Observe them do it
Review: • Provide feedback and shape their behavior appropriately
• Have them do it again, using the feedback
• Cycle between Do and Review until they master it
• Monitor results after that, coaching as required.
Adults:
Want to know why they should invest the time
Need to feel responsible for their own learning
Bring valuable experience to learning
Are ready to learn when the need arises
Are task-oriented (hands-on, activity-based)
Find ways to restate and review important concepts
Get them doing something (Tell, Show, Do, Review)
Engage multiple senses when possible
Separate review and learning assessment • Review helps them and doesn’t need to be scored
• Consider scoring assessments – they tell us whether students “got it” and helps us know how we’re doing, too (was the course effective?)
Write great objectives
Think ADDIE but don’t get locked into a linear model Using objectives as a guide, how deep do they need to go per topic
(per Bloom)? Design accordingly
Keep Gagne’s Nine Events in mind – flow the events where you can
Use the “Tell, Show, Do, Review” method – make training active Treat learners like adults
Chunk, sequence and layer
Repeat key points where possible Repeat key points where possible Review for them, assess for us.
Transfer, when it occurs, does so via strategy or luck • Note: Strategy is better! (Hope is not a business strategy.)
Transfer is a purposeful, shared responsibility
Stakeholder Before During After
Learner
Trainer
Learner’s Supervisor
What will each stakeholder do to ensure transfer occurs? will
Adapted from Broad and Newstom’s book: Transfer Of Training: Action-packed Strategies To Ensure High Payoff From Training Investment
Reaction
Learning
Application
Results
ROI / ROE (Expectations)
Names to Know Donald, Jim and Wendy Kirkpatrick
of Kirkpatrick Partners
Jack and Patti Phillips of the ROI Institute
Jac Fitz-enz of Success Factors and founder, Saratoga Institute
Stolovitch & Keeps: Telling Ain’t Training Mager: The New Mager Six-Pack Hodell: ISD From the Ground Up Swanson: Analysis for Improving Performance
15