Instructional Design of Distance Training TRDEV 533 Chapter 3.
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Transcript of Instructional Design of Distance Training TRDEV 533 Chapter 3.
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Instructional Design of Distance Training
TRDEV 533Chapter 3
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Processing Model for DT Goal
Maximize tech utilization Institutionalize distance learning
Business Goals & Objectives Must dictate
Instructional needs Performance objectives
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DT: Event Vs Program Event
A single or multiple training session(s) done in isolation
Program Organizational process with policies
and procedures specific to dept functions and responsibilities
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Variables Effecting D. T. In Corp. Settings Technology alone does not equal
success Instructional needs should drive selection of
tech Failure to apply sys. I.D. process model
causes: Lack of instructional analysis Methodologies inconsistent with medium Staff unable (reluctant) to us technology
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Variables That Effect D. T. In Corp. Settings (continued)
Content application not defined by org. bus. goals & objectives
Effective implementation without contributing to org. strategic org. goals
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Application of ISD to DT Instructional goals defined relative
to org goals ISD provides a strategy to account
for all instructional components Student’s role at far sites ID of DT materials What the learner is to learn Interactivity- student, instructor,
media
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ADDIE ISD Model Analyze Design Develop Implement Evaluate
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ADDIE adapted to DT Analysis = instructional &
organizational Performance outcomes includes:
Operational bus. needs Instructional needs
Design & Development includes appropriate: Instructional events & methodologies Selected delivery tools
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ADDIE adapted to DT (continued)
Implementation = contribution of interdisciplinary teams
Evaluation = formative & summative
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IDM – DT Model Purpose:
1. Id org. goals & objectives2. Performance outcomes that
contribute to org. goals3. Id instructional events &
methodologies which facilitate performance change
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IDM – DT Model (continued)
Seven steps1. Analyze business needs2. Id strategic DT events & programs3. Apply conceptual frameworks to DT4. Develop & accommodate org.
technology plan
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IDM – DT Model (continued)
5. Correlate DT instructional materials to tech. delivery tools
6. Secure implementation support for balanced rollout
7. Evaluate DL processes & measure transfer
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IDM – DT1. Analyze business needs
DT’s strategic contribution to the org. Initial crisis? Instructional problem? What type? Is DT an effective solution?
Org needs analysis Gap analysis Id key individuals Review org documentation
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IDM – DT
2. Id strategic training events & programs
a. Id business-driven performance outcomes (objectives) that contribute strategically
What the learner will do upon completion of DT
b. Conduct a cost-benefit analysis for ROI How to id performance objectives p.46
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IDM – DT
3. Apply conceptual framework of leaning to DT
Id an instructional strategy How will content be presented?
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Two Conceptual frameworks
1. Content & knowledge determined by someone else is transmitted to the learner
2. Learner transforms information, generates hypotheses, & makes decisions about knowledge that she constructs or socially constructs through interpersonal communications
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Instructional Analysis Ensure that instructional event
matches the learning model The process examines:
Sequencing of concepts Size of module Style of presentation Types of examples used
See p.49 for implementation activities
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Types of Instructional Analysis Hierarchical analysis
Intellectual goals & subordinate knowledge & skills
Procedural analysis Psychomotor goals & sequential
subordinate tasks Cluster analysis
Verbal information & categorize subordinate terms
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DT Instructional Events Three instructional components
1. Introduction2. Body of activities3. Conclusion
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Introduction Pre-instructional activities
Establish motivational levels Engage in prerequisite skill development
Sets the frame-of-reference for learning My supplies advanced organizers Or demonstrations of performance
outcomes Sets learner expectation Identifies procedures & protocols
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The body* Presentation of content Guidance of learners Elicitation of learner input &
response Provide feedback Evaluation* See Gagne’s 9 events of instruction
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Conclusion Reiterate intended learning
objectives Review of salient concepts Summative evaluation of learner
performance
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Characteristics that effect DT development
1. Type & level of interaction2. Synchronicity of the interaction &
personal communication3. Locus of control over content and
pace of instruction
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Instructional Event for Adult Learners Strengthened by increased levels of:
Learner-to-learner interaction Learner-instructor interaction Learner-control over content & pace Activities that increase learner dialog
and engagement Questioning, role-play, collaborative
activities, case studies, storytelling, debates, simulations
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Instructional Event for DT Strengthened by:
Limiting the distraction from the technology
Instructional events complement the model of learning
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Institutional Technology Plan Guides decisions about
procurement & utilization of tech Provides policies & procedures for:
Analyzing cost-benefits Allocating resources Controlling budgets
Should be included in the organization’s mission statement
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IDM – DT
4. Accommodate (organizational) technology plan
Characteristics of a strong technology plan 3 to 5 yrs tech support description Description of options for the above Statement recognizing DT as unique &
necessary Statement of guiding principles Statement of strategic & tactical goals Clear description of core costs Line item descriptions of ISD costs
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IDM – DT
5. Correlate distance learning instructional materials to technology delivery tools
• See table 3.1, pages 58-59• Note media effectiveness
parameters• Text p 61• Text Design for Non-Designers
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IDM – DT
6. Secure implementation support for balanced roll-out strategy
• Understand transitional-management theory
• Proactive institutional planning• Org recognition of DT• Availability of org computing services &
tech support• Collaborative contributions by
interdisciplinary groups
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IDM – DT Characteristics that impact DT
effectiveness Identification & recognition of org
goals Presents of interdisciplinary DT team Active maintenance of org tech plan
Insert activity p. 63
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IDM – DT
7. Evaluate DT processes & measure transfer
Formative evaluation Reiterative reviews, continuous
feedback Summative evaluation
Overall strengths & weaknesses Systematic collection of data over time
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IDM – DT Id-driven id & selection of tech for
PT ID Vs tech related P. 55 ???????