Instructional Design Today: What We Really Need to Know as Practitioners,

Researchers, and DesignersKarl Kapp, Ed.D., CFPIM, CIRM

Professor, Instructional TechnologyAssistant Director, Institute for Interactive Technologies

Bloomsburg University, Bloomsburg, PA

ISD

Perform

ance

InteractivityE-Learning

12

3

Agenda

Follow anAbbreviatedID Process.

Apply the Keys to Instruction that

Changes Behavior.Match the

Right Content to theRight Instructional

Strategies.

Keep Up with Latest Thinking on the Topic:

Google “Kapp Notes”

Book Signing Immediately After this Session in the

Book Store!!!

Designing Performance-Based Instruction

Facts Concepts Rules

- Elaborating- Organizing- Association

- Examples- Non-Examples- Attribute Classification

- If-Then- Cause/Effect- Concept Application

Procedures Principles Problem-Solving

- Whole to Part Review- Learn Parts- Assemble Procedure

- Teach Model- Behavior Checklist- Examples

- Multiple Scenarios- Professional Experiences- Realistic Application

Facts

Designing for Facts Elaboration-links new information with

relevant prior knowledge Superordinate-context of new fact Coordinate-compare/contrast Additional Detail

JargonAcronyms

Memorization

Facts

Designing for Facts Organizing—Placing facts into a

logical grouping (chunking) Tables Diagrams Lists Models Mnemonics

JargonAcronyms

Memorization

Roy G. Biv

Facts

Designing for Facts Association—Linking a fact to an

image or another term Diagrams Labeling Exercises

JargonAcronyms

Memorization

Teaching with Games Employee in Manufacturing Plant

ChemistrySafetyScienceSpellingTerms

http://www.kaplaneduneering.com/kappnotes/index.php/2007/05/accidental-learning-and-power-of/

Researchers have found that the human brain has a natural affinity

for narrative construction.

Yep, people tend to remember facts more accurately if they encounter them in a story rather than in a list.

And they rate legal arguments as more convincing when built into

narrative tales rather than on legal precedent.

Concepts

Designing for ConceptsConcept is a class of items that share

common features and is known by a common name.

Example, Non-Example Attribute Classification

CategoriesAbstract

Concrete

Tangible Representation of

a Concept

Conceptual Orienteering

Conceptual Orienteering

Triggers Episodic Memory

Rules

Designing for RulesRule is a statement that expresses a

relationship between concepts. If-Then Cause/Effect Concept Application

Moisture causes out of tolerance

If hot, then avoid.

Procedures

Designing for ProceduresProcedure is a sequence of steps the learner

performs to accomplish a task. Whole to Part Review Learn Parts Assemble Procedure

SOPsSoftware Processes

Step-by-Step

Step Three: Lower Machine

SOP Instructions

1. Following your planogram, assemble the columns of cubes on the floor by locking each cube in place

2. After each column is completed place the top plate on the top of each column

3. Continue until you have all the columns built

Visual SOP

Think radio talk-show, not lecture

www.gadgetsgamesandgizmos.com © Karl M. Kapp 2007

Create Youtube Moments.

Principles

Designing for PrinciplesPrinciple is a non-sequential guideline that

must be adapted to a specific situation. Teach Model Behavior Checklist Examples

Soft Skills

Trouble Shooting

Leadership

Problem-Solving

Designing for Problem-SolvingProblem is previously un-encountered

situation that requires the application of previously learned concepts, rules, procedures, principles

Teach Model Behavior Checklist Examples

Upset Customer

EthicsBroken Equipment

Consider using the “En Media Res” technique

Problem-Based LearningProblem-Based Learning

www.gadgetsgamesandgizmos.com

Note:Teach Problem-Solving with

- Multiple Scenarios- Professional Experiences

-Realistic Application- First-Person “Thinkers”

Note:Teach Problem-Solving with

- Multiple Scenarios- Professional Experiences

-Realistic Application- First-Person “Thinkers”

Create a learning documentary of how to do a

job, how decisions are made, how dots are connected.

Universal Rules

Distributed Practice Appropriate Use of Questions Focus on Job Specific Performance

Say Dadda

What are you thinking?

What are your choices?

Where else does this apply?

What are the underlying concepts?

What mistakes need to be avoided?

Metacognition

Job Specific Performance

Job Specific Performance

Link the specific task to the learning objective to the performance criteria.

Task

Analysis

Instructional

Objective

Evaluation

Item

Label names of bones

The user will be able to label 12 major bones on a diagram of a skeleton

Label 12 major bones diagram of a skeleton.

KNOWLEDGE SUMMIT 2009

Leveraging Social Media

Twitter Blogs Podcasts Video

Asks the question: “What’s Happening?”

Nothing?

Eating lunch.

Wasting time.

Nothing?

Eating lunch.

Wasting time.

Change the question.

How do I…?

What are you thinking?

Where can I find…?.

Who knows…?

Real-timeaccess to other employees

Quick question

BroadcastingThoughts and

Opinions

Sendinglearners

reminders

Answering one questionleads to more questions

Reach outside of the four walls of a training classroom

Focused Discussions

Clarification of Terms

Tips and Techniques

Frequently Asked Questions

Posting/Collection ofof ValuableResources

Listing ofExperts Link to the

others

Advice from veteran

employees

Conclusion

Apply instructional strategies to match content to delivery

Use universal techniques like distributed practice and questioning techniques

Include instructional strategies for new media.

Book Signing Immediately After this Session in the

Book Store!!!

Race You There!

Questions/More Information http://www.kaplaneduneering.com/kappnotes/

Recommended books Samples and Examples

Learning in 3D www.learningin3d.info

Gadgets, Games and Gizmos for Learning www.gadgetsgamesandgizmos.com

Email: kkapp@bloomu.edu Email: karlkapp@gmail.com