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

Instructional Design Today: What We Really Need to Know as Practitioners, Researchers, and Designers Karl Kapp, Ed.D., CFPIM, CIRM Professor, Instructional Technology Assistant Director, Institute for Interactive Technologies Bloomsburg University, Bloomsburg, PA Performance Interactivity E-Learning ISD

Agenda Follow an Abbreviated ID Process. Apply the Keys to Instruction that Changes Behavior. Match the Right Content to the Right Instructional Strategies . 1 2 3

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
Jargon Acronyms Memorization

Facts
Designing for Facts
Organizing—Placing facts into a logical grouping (chunking)
Tables
Diagrams
Lists
Models
Mnemonics
Roy G. Biv Jargon Acronyms Memorization

Facts
Designing for Facts
Association—Linking a fact to an image or another term
Diagrams
Labeling Exercises
Jargon Acronyms Memorization

Teaching with Games
Employee in Manufacturing Plant
Chemistry
Safety
Science
Spelling
Terms

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 Concepts
Concept is a class of items that share common features and is known by a common name.
Example, Non-Example
Attribute Classification
Categories Abstract Concrete

Tangible Representation of a Concept

Conceptual Orienteering

Conceptual Orienteering Triggers Episodic Memory

Rules
Designing for Rules
Rule 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 Procedures
Procedure is a sequence of steps the learner performs to accomplish a task.
Whole to Part Review
Learn Parts
Assemble Procedure
SOPs Software Processes Step-by-Step

Step Three: Lower Machine

SOP Instructions
Following your planogram, assemble the columns of cubes on the floor by locking each cube in place
After each column is completed place the top plate on the top of each column
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 Principles
Principle 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-Solving
Problem is previously un-encountered situation that requires the application of previously learned concepts, rules, procedures, principles
Teach Model
Behavior Checklist
Examples
Upset Customer Ethics Broken Equipment

Consider using the “En Media Res” technique

Problem-Based Learning

www.gadgetsgamesandgizmos.com
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.
KNOWLEDGE SUMMIT 2009 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.

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-time access to other employees Quick question Broadcasting Thoughts and Opinions Sending learners reminders Answering one question leads 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 of of Valuable Resources Listing of Experts 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.

Race You There! Book Signing Immediately After this Session in the Book Store!!!

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: [email_address]
Email: [email_address]

http://cammybean.kineo.com	194
http://www.kaplaneduneering.com	95
http://informal.collected.info	12
http://www.uleduneering.com	7
http://dev-profiles.ucsf.edu	3
http://twitter.com	2
https://samford-test.blackboard.com	1
http://static.slidesharecdn.com	1
https://fiu.blackboard.com	1
http://translate.googleusercontent.com	1
http://www.ulqcl.com	1

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

by Karl Kapp

Accessibility

Categories

Upload Details

Usage Rights

11 Embeds 318

Statistics

Instructional Design Today: What We Really Need to Know as Practitioners, Researchers, and Designers Presentation Transcript