Instructional design and blended Learning to extend the reach of a research product for impact at scale:

Reflections from the FEAST tool

Iddo Dror (ILRI) and Emil Heidkamp (Sonata Learning)

FEAST e-Learning Materials Launch

Addis Ababa, 22 May 2015

Instructional Design in the context of FEAST

• Alan just explained about FEAST and its evolution.

• This presentation explains how, from a Capacity Development perspective, such research products can be extended for much wider reach and hopefully impact.

Why are you here today?

What is the primary reason for you being here today?

1.Feeds / the FEAST tool

2.Approaches and tools to scale up research

3.Instructional design

4.What?! This isn’t the session about chicken genetics?!

56%

31%

0%13%

0%

20%

40%

60%

Exposure to Instructional Design

Who here has…

1.Previously heard of instructional design

2.Worked with an instructional designer

3.Worked as an instructional designer

4.None of the above

30%

13%4%

52%

0%

20%

40%

60%

• An organization has a mission

• People working for / with organization must perform certain tasks to achieve it

• Sometimes individuals lack skills, knowledge or attitudes to effectively perform tasks

• Instructional designers apply systematic approach to helping learners acquire and retain new skills, knowledge and attitudes

What is Instructional Design?

Instructional Designers

Q: Are IDs experts in the subject matter?

A: Not necessarily.

– Experts in how people acquire skills + knowledge, in the abstract

– Help subject matter experts translate broad expertise into a series of tightly focused, outcome-driven learning experiences.

Instructional Designers

Q: Are IDs instructors?

A: Not necessarily.

– Coordinate with instructors, e-Learning developers and others to provide learners with the right content at the right time via the most appropriate channels.

– Create an overall strategy and plan for learning in context of organization’s mission-related goals and budget / time / infrastructure / logistical / cultural constraints

Instructional Designers

An instructional designer works with subject matter experts, trainers and e-Learning developers to create:

• Logically sequenced curriculum that introduce skills and concepts in an accessible, step-by-step manner

• Activities that offer relevant practice

• Assessments that truly gauge learners’ mastery of subject

• Insightful, memorable anecdotes and case studies

• An engaging experience for learners delivered through the most appropriate methods / channels

Instructional Design

“Instructional designers help translate EXPERTISEinto effective LEARNING EXPERIENCES”

Instructional Design

• A pathway from research outputs to development

• Can be applied in a variety of contexts – not a ‘feed specific’ issue –and can help solve some of the ‘wicked problems’.

ILRI CapDev role in the revised FEAST

• In 2014, the ILRI Capacity Development Unit was called on to develop such a new learning approach for FEAST.

• Worked closely with animal feed subject experts to review existing training materials and knowledge about the FEAST tool and the FCD process, some of it hardly documented.

• Classroom training events in various countries were observed and participant needs assessed. Based on the needs identified, a curriculum framework was generated.

The Goal and Approach

• The goal was to improve the classroom experience and extend the reach of the training program while lessening the logistical burden on ILRI scientists.

• ToR developed and a instructional design firm contracted to help execute the work, as little instructional design capacity at ILRI at the time

• From the start, it was clear that a blended learning approach combining classroom training with online learning

• was the most appropriate solution.

Class participants will learn to collect better data by:

• Applying proven techniques for leading productive focus group discussions

• Developing interview skills to gather more complete data from farmers

• Using the interview / discussion guides included in the FEAST Tool

Research Skills

Participants will receive hands-on practice using the FEAST Data Template to:

• Track and analyze data collected from farmers

• Calculate key metrics for feed availability, animal nutrition, farmer income & economic factors

• Produce graphs to support findings & recommendations in reports

Computer & Data Analysis Skills

Course features activities to help learners:

• Recognize good writing / well-organized reports

• Present findings with appropriate supporting data, graphs, etc.

• Clearly explain recommendations for livestock feed interventions and why they should work in local context

Report Writing Skills

Instructional Design enabled the project to:

• Revise and expand classroom instruction

• Adapt course for online delivery

• Develop hands-on classroom and eLearning activities

• Design new FEAST forms and reference guides

• Work carried out in partnership with Sonata Learning,

a firm specialized in learning development.

Instructional Design Matters!

Instructional design and appropriate learning technologies - outcomes

• Began with analyzing desired mission outcomes

• Aligned learning objectives with mission

• Redesigned classroom materials applying adult learning theory

• Over 400 slides, 12 lessons, standardized lesson plans / scripts

Redesigned Forms & Job Aids

• Redesigned data collection forms to include tips for facilitators, recommended follow-up questions and overview of FEAST process for reference in the field

Improved materials: Presentations, FGD guide and Questionnaire

Self-Guided e-Learning Course

• 12 lessons

• 60 videos (3+ hours)

• 5 interactive scenarios related to key skills

• Over 200 review and assessment questions– Multiple selection

– Drag / drop

– Hotspot

– Word bank

Improved materials: Presentations, FGD guide and Questionnaire

Blended Experience

• Use of e-Learning in classroom

• Rich interactive activities

• Standard video presentationsfor software tutorials

• Computer-based assessmentsand results tracking

Adult learning principles applied

• Identified the skills required for effective use of the FEAST toolkit.

• Met with typical course participants to conduct need assessment.

• Designed learning experiences which would help a course participant develop the skills required.

• Engaging course that is highly interactive.

• Connected with their existing knowledge and skill sets, meshed with perceived professional development needs.

• Based on relevant and practical examples.

Learning Technologies

• Detailed & frustrating review of a fragmented LMS market – ended (happily) with a partnership with Sonata Learning.

• All ‘core LMS’ functionalities - plus:

• Simple, clean, intuitive user interface

• “Blended first” approach to delivery

• Integration of social learning

• Branding and sub-portals

• Ability to scale with the growth of ILRI programs

• A unique approach to grading

• Reporting features

“e-Learning” “social learning” webinars

Homework Group WorkTraditionalClassroom Instruction

Job aids / reference guides

TeamworkMentoring / coaching /

apprenticeship

Self-Guided Instructor-LedCollaborative

On

line

Cla

ssro

om

Poin

t o

f U

seE-Learning

• Materials

–e-Learning content based on revised classroom materials,

• ILRI SME’s Ben Lukuyu, Alan Duncan, Iddo Dror

• Further refined based on feedback from Pakistan and Uganda sessions plus ID input from Deborah Wyburn

–12 lessons, 60 videos (3+ hours), 5 interactive activities and scenarios, 200+ assessment and review questions (drag and drop, multiple response, word bank, etc.)

e-Learning and FEAST

• Instructors

–Provide extensive guides to instructors, both for general delivery and use of e-Learning elements in classroom

–Online instructor-led training largely moot (for now) due to bandwidth limitations in regions where ILRI operates

• Technology

–Where we departed from convention

e-Learning and FEAST

Learning Management Systems

• Traditionally, organizations deliver online learning / e-Learning via a “Learning Management System”

• Specialized web application that

– Hosts e-Learning content

– Tracks learner progress / performance / deadlines

– Generates reports

• Integration with other systems (HR, student records, etc.)

– Manages learner access to content based on group membership, manual assignment by admin, completion of prerequisites

– Might include other features such as built-in quiz generator, integration with web conferencing

Sonata LMS for ILRI

Online learning can be really great… if you’re online.

The ‘offline’ challenge

Most of the regions where ILRI operates have less than 3% broadband / 3G+ connectivity (connections per capita).

In many cases less than 1%125%

74%

20%

International Telecommunications Union 2013 survey

0.2% 2.1%

0.7% 2.2%

LMS on a stick – the Sonata offline playerA ‘game-changer’ for poor connectivity environments

• Portable e-Learning and Data Collection Apps

–Data collection utility

–Full e-Learning course

• Run from USB drive on any Microsoft Windows computer (XP or later), no installation required

• Every record (data collected, training results) stamped with a unique ID for upload to central website

Sonata Offline e-Learning Player

“LMS On A Stick”

That’s all folks!

Thank you for your attention!

For more info contact i.dror@cgiar.org

Web site ilri.org/feast

E-learning course: learning.ilri.org

The presentation has a Creative Commons licence. You are free to re-use or distribute this work, provided credit is given to ILRI.

better lives through livestock

ilri.org