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Basic Instructional Design Principles - A Primer
Training involves planned instructional techniques to achieve learning objectives and transfer knowledge, skills, and attitudes. It is developed through a systematic instructional design process that analyzes learning needs and develops instruction to meet those needs. Models typically specify a method that, if followed, will facilitate knowledge, skill, and attitude transfer. Key figures in the field include Robert Mager, Robert Gagne, and Benjamin Bloom.
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Training aims to meet learning objectives through specific techniques. Instructional design analyzes needs and aids knowledge transfer using established models.
The ADDIE model includes Analyze, Design, Develop, Implement, and Evaluate steps to structure effective training programs.
Learning objectives should detail conditions, behavior, and criteria for assessment to guide instructional success.
Knowledge acquisition starts with remembering, leading to understanding, applying, analyzing, evaluating, and creating.
The Tell, Show, Do, Review framework enhances learning through structured knowledge transfer and practice.
Adult learners prefer relevant, experience-based learning and need engagement through active participation and reviews.
Utilize objectives, avoid rigidity, engage learners, and emphasize repetition for effective training design.
Successful training depends on strategies and stakeholder responsibilities before, during, and after training.
Training evaluation by Kirkpatrick levels focuses on reaction, learning, application, and results, ensuring effective training and ROI.
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Basic Instructional Design Principles - A Primer
- 2. Training is… Theachievement 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
- 3. 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
- 4. Analyze ADDIE Determine needs and Analyze performance gap Evaluate Design Write learning objectives Design Plan the training Develop evaluation plan Develop Build the course Implement Teach or make available Implement Develop Measure effectiveness or Evaluate impact
- 5. Objective Part Description Example Statement describing Given 5 case examples where a Condition circumstances under which clear need is presented… behavior is to be performed The agent will determine and Behavior What the student will say or do explain why term or whole life insurance is a better choice Statement that specifies how Within 5 minutes per case, with Criterion well the student must perform 80% accuracy (4 of 5 cases). the behavior 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>.
- 6. • Remembering Knowledge Acquisition • Understanding • Applying Knowledge Deepening • Analyzing • Evaluating Knowledge Creation • Creating
- 8. Chunk Sequence 1 2 3 4 5 Layer C. Then This B. Then This 6 4 A. This First 5 3 1 2
- 9. A Simple MethodThat 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.
- 10. Adults: Want toknow 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)
- 11. 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?)
- 12. 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.
- 13. 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 What will each stakeholder do to ensure transfer occurs? will Stakeholder Before During After Learner Trainer Learner’s Supervisor Adapted from Broad and Newstom’s book: Transfer Of Training: Action-packed Strategies To Ensure High Payoff From Training Investment
- 14. Reaction Learning Names to Know Donald, Jim and Wendy Kirkpatrick Application of Kirkpatrick Partners Jack and Patti Phillips of the ROI Institute Results Jac Fitz-enz of Success Factors and founder, Saratoga Institute ROI / ROE (Expectations)
- 15. Stolovitch & Keeps: Telling Ain’t Training Mager: The New Mager Six-Pack Hodell: ISD From the Ground Up Swanson: Analysis for Improving Performance 15