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Shades of Instructional design

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What shade of instructional designer are you? How can you focus your practice and refine your shade? Session slides from an eLearning Guild Online Forum on January 20, 2016.

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Shades of Instructional design

  1. 1. S H A D E S O F I N S T R U C T I O N A L D E S I G N C A M M Y B E A N , V P O F L E A R N I N G D E S I G N A T K I N E O P R E S E N T E D J A N U A R Y 2 0 T H , 2 0 1 6 F O R T H E E L E A R N I N G G U I L D O N L I N E F O R U M
  2. 2. P I C K A S H A D E , A N Y S H A D E . W H A T ’ S I N Y O U R J O B D E S C R I P T I O N ? • Do training needs analysis • Define instructional objectives • Create course outlines • Write facilitator and participant guides for classroom workshops • Write storyboards and course content for eLearning courses • Design graphics • Build courses using authoring tools • Test courses • Project manage • Work with stakeholders to understand business requirements • Lead classroom workshops or webinars • Other stuff, not listed here
  3. 3. T U R N S O U T , W E ’ R E I N A S H A D Y B U S I N E S S .
  4. 4. A N D C O M P A N I E S W A N T I T A L L .
  5. 5. H E L P W A N T E D : “ I N S T R U C T I O N A L D E S I G N E R / T R A I N I N G C O O R D I N A T O R ” - S O F T W A R E Conduct needs assessments to determine what types of training should be provided to employees and contractors. This includes identifying gaps … • Course selection – Identify internal and external training programs to address competency gaps. • Instructional design and development – Design and develop training programs that will be used in the organization. This involves deciding what needs to be taught, finding or creating materials, working with subject matter experts and selecting an appropriate training method. Handle testing, implementation of training programs, creating or selecting assessment tools, and evaluating instructional effectiveness. • Scheduling – Setup and maintain a calendar that details what type of training opportunities are being offered including what participants can expect to learn, what prerequisites are necessary, and where classes will be held. • Course material – Prepare training aids such as manuals and handbooks and make them available for classes. In some cases, this may include capturing and producing content for online delivery. • Marketing – Promote available training opportunities to employees. • Assessment – Assess and report on training effectiveness including determining the impact of training on employee skills as well as how it affects key performance indicators and the bottom line itself. • Budget management – Reconcile charges and make sure that training expenditures do not exceed the budgeted amount. • Reporting – Maintain employee training records and generate reports for management.
  6. 6. H E L P W A N T E D : “ I N S T R U C T I O N A L D E S I G N S P E C I A L I S T ” - H I G H E R E D The position is primarily responsible to function as a project manager for course development, provide support for faculty to assist with online, hybrid, and face-to-face course creation using [our] learning management system, to work with appropriate Online Learning Specialists […] to ensure appropriately prepared courses and make recommendations for revisions, assist with the final approval of new courses, assist faculty in revising existing courses to meet standards, establish and implement best practices for design in all course modalities, and provide training opportunities for faculty on the principles of online and blended learning.
  7. 7. H E L P W A N T E D : “ I N S T R U C T I O N A L D E S I G N E R ” - I N S U R A N C E C O M P A N Y Program Development • Researches new program concepts and contributes to the development of business cases. • Designs and develops new courses, including needs assessment; curriculum (working with subject matter experts); instructional strategies; assessments and evaluation tools. • Revises existing courses. • Ensures that courses are of high quality by applying best practices in instructional design. • Develops courses for in-class and online delivery, working with Learning Technologies staff. Custom Course Development • Responding to identified needs of customers or other stakeholders, develops custom courses for corporate environments. Courseware and Materials • Works with editors and other staff, to develop courseware, textbooks, student resource guides and other materials, to support course design. • Works with the academic programs team to develop and implement content management strategies. Program Management • Works with Learning Technologies to build online courses. • Provides input to Operations staff to establish administration processes to deliver courses. Instructor Support • Develops resources and tools to support instructors delivering in-class and online courses. • Assists with development and delivery of professional development programs for instructors. Working with Volunteers, Subject Matter Experts (SMEs) and Contractors • Identifies, recruits and supports SME’s to work on course/program development projects. • Works with volunteer committees who advise on IIC academic programs. • Manages relationships with external consultants and vendors. Project Management • Leads and/or participates in projects using a team approach. Carries out other duties as assigned.
  8. 8. H E L P W A N T E D : “ I N S T R U C T I O N A L D E S I G N E R ” - F O O D S E R V I C E S • Gathers training content from subject matter experts. • Creates and edits narration scripts necessary in building training modules. • Creates detailed storyboards that describe instructional content and convert them into interactive, engaging on-line training modules using the Captivate authoring tool. • Creates detailed training aids that describe instructional content and convert them into interactive, engaging materials using Word, PowerPoint, Publisher, and/or Web authoring tools. • Performs other duties as assigned or requested.
  9. 9. H E L P W A N T E D : “ I N S T R U C T I O N A L D E S I G N E R F O R E L E A R N I N G ” - S O F T W A R E C O M P A N Y • adapting and reworking traditional classroom PowerPoint lectures for self-learning using Articulate Storyline • authoring new course material for an LMS in collaboration with an SME • establishing standards and best practices for self-learning content creation • training, mentoring, and supporting other team members use of Storyline • training and mentoring other team members in instructional design for self-learning
  10. 10. W H A T ’ S Y O U R J O B T I T L E ? • Instructional designer • Instructional Systems Designer • Learning Designer • Instructional Developer • Systems Developer • Systems Analyst • Trainer/training Specialist • Interactive Designer • Graphic Designer • Content Writer • eLearning Developer • Educational Technologist O R S O M E T H I N G E L S E C O M P L E T E L Y ?
  11. 11. eLearningPie
  12. 12. eLearningPie Learning & Pedagogy
  13. 13. eLearningPie Creative
  14. 14. eLearningPie Technology
  15. 15. eLearningPie Business
  16. 16. eLearningPie
  17. 17. T H E T R U T H I S , M O S T O F U S A R E H E R E Q U I T E A C C I D E N T A L L Y .
  18. 18. P O L L : W H A T ’ S Y O U R S W E E T S P O T ? • Learning • Creativity • Technology • Business
  19. 19. P O L L : W H E R E ’ S Y O U R G A P ? • Learning • Creativity • Technology • Business
  20. 20. RoundoutyoureLearningPie
  21. 21. S O L E T ’ S S H I F T G E A R S A N D S H A R P E N O U R I D P E N C I L S …
  22. 22. L E T ’ S L O O K A T W A Y S T O C R E A T E L E S S O F T H I S …
  23. 23. A N D M O R E O F T H I S …
  24. 24. W H E N W E D E S I G N L E A R N I N G E X P E R I E N C E S , W H A T A R E W E T R Y I N G T O D O ? I N S I M P L E T E R M S … Inform or raise awareness Build knowledge or skills Solve complex problems; change attitude or behaviors
  25. 25. Information and Communication Models?
  26. 26. W H E N D O W E U S E T H E M ? . . . T O S H A R E W E H A V E A N E W P O L I C Y . . . . T O S H A R E W H A T O U R D I V I S I O N D O E S . . . . T O P R O V I D E A N O V E R V I E W O F O U R P R O D U C T S . . . . . . A N I N T R O T O O U R N E W 4 0 1 K P R O G R A M .
  27. 27. Julie Dirksen * Is it reasonable to think someone can be proficient at this task without practice? http://usablelearning.com
  28. 28. G I V E P E O P L E T H E C H A N C E T O E X P L O R E F R E E L Y ; T H I N K S H O R T B I T S A N D O P E N N A V I G A T I O N .
  29. 29. Building knowledge and skills?
  30. 30. W H E N D O W E U S E T H E M ? . . . H O W T O U S E S A L E S F O R C E F O R D A T A M I N I N G . . . . H O W T O O P E R A T E A V E N T I L A T O R . . . . H O W T O S P E A K T O T H E F A A T O W E R O N R A D I O . . . . H O W T O G I V E F E E D B A C K T O A T W E N T Y T H R E E Y E A R O L D E M P L O Y E E .
  31. 31. T H E K N O W L E D G E & S K I L L B U I L D E R 1 Gain Attentio n 2 Set Directio n 3 Present Content 4 Exemplif y & Practice 5 Assess & Summari ze 6 Call to Action
  32. 32. 1 . G E T A T T E N T I O N .
  33. 33. 1 . G E T A T T E N T I O N .
  34. 34. 2 . S E T D I R E C T I O N ( B U T N O T L I K E T H I S ) . At the end of this course, you will be able to: •blah •blah •blah •blah •blah •and more blah....
  35. 35. 2 . S E T D I R E C T I O N .
  36. 36. . P R E S E N T ( I N A M E M O R A B L E W A Y )
  37. 37. E X P E R T V I E W S3 . P R E S E N T : I N T H E I R W O R D S .
  38. 38. P R E S E N T A T I O N A L S E Q U E N C E S3 . P R E S E N T : S E E I T I N A C T I O N .
  39. 39. P R E S E N T A T I O N A L S E Q U E N C E S3 . P R E S E N T : J U S T T H E F A C T S , M A ’ A M .
  40. 40. 3 . P R E S E N T : T H E G U I D E D S T O R Y .
  41. 41. G U I D E D S T O R I E S3 . P R E S E N T : T H E G U I D E D S T O R Y .
  42. 42. G U I D E D S T O R I E S What looked like an entertaining comic book was actually…a Knowledge & Skills Builder! 3 . P R E S E N T : T H E G U I D E D S T O R Y .
  43. 43. 5 . A S S E S S A N D S U M M A R I Z E .
  44. 44. 5 . A S S E S S : H A S T H E L E A R N E R A C H I E V E D T H E O B J E C T I V E S ? A N D M A K E I T H A R D ! B U T N O T L I K E T H I S … Question 2 of 524: These customer types are ________ ____ ______; _____ ________ _____ ; ________ ____ _____; ______ _______ ________ (___) ____________; and ______ __________ ____ _______ ____ _____.
  45. 45. S U M M A R I Z E5 . S U M M A R I Z E ( B U T I N A M E A N I N G F U L W A Y ) .
  46. 46. 6 . P R O V I D E A C A L L T O A C T I O N .
  47. 47. F O R R E V I E W : T H E K N O W L E D G E & S K I L L B U I L D E R 1 Gain Attentio n 2 Set Directio n 3 Present Content 4 Exemplif y & Practice 5 Assess & Summari ze 6 Call to Action
  48. 48. Solving complex problems and changing behavior?
  49. 49. W H E N D O W E U S E T H E M ? … T O T E A C H H O W T O T R O U B L E S H O O T A P R O C E S S . … T O C H A N G E A N E N T R E N C H E D H A B I T O R P A T T E R N . … T O T E A C H A N E W B E H A V I O R . … T O I M P R O V E L I S T E N I N G S K I L L S .
  50. 50. T R Y B R A N C H I N G S C E N A R I O S , I M M E R S I V E E X E R C I S E S , I N T E R A C T I V E V I D E O , O N G O I N G L E A R N I N G C A M P A I G N S .
  51. 51. The Learning Campaign
  52. 52. Marketing aims to turn prospects into fans...
  53. 53. ...using a wide range of channels...
  54. 54. ...through a sustained campaign that creates measurable results.
  55. 55. A N D N O W , A F E W M O R E T O P T I P S ( I N M A N Y S H A D E S ) !
  56. 56. T I P : A V O I D C L I C K Y C L I C K Y B L I N G B L I N G . Courtesy of Kevin Thorn; www.nuggethead.net
  57. 57. A V O I D T H E L U R E O F S E D U C T I V E D E T A I L S . • aka the “jazz hands” of eLearning
  58. 58. T I P : M A K E I T R E L E V A N T
  59. 59. W R A P S C E N A R I O S A R O U N D A L M O S T A N Y T H I N G …
  60. 60. P U T T H E L E A R N E R I N S O M E O N E E L S E ’ S S H O E S .
  61. 61. T I P : F O C U S O N T H E J O U R N E Y A N D N O T T H E E V E N T .
  62. 62. J O U R N E Y S T A K E T I M E … A N D S O D O E S R E A L L E A R N I N G .
  63. 63. T I P : M A K E T H E I N T E R A C T I O N C O U N T
  64. 64. I N T E R A C T I V I T Y S H O U L D B E A B O U T T H I N K I N G , N O T C L I C K I N G .
  65. 65. B U I L D I N D E L I B E R A T E P R A C T I C E — I N T H E R E A L W O R L D .
  66. 66. T I P : D O N ' T L E T P E O P L E G O T H E J O U R N E Y A L O N E . C A N Y O U B U I L D I N S T R U C T U R E , S U P P O R T , A N D A C C O U N T A B I L I T Y ?
  67. 67. M A K E T H E I R M A N A G E R A C C O U N T A B L E A N D P A R T O F T H E L E A R N I N G J O U R N E Y .
  68. 68. S O P I C K Y O U R S H A D E . A N D T H E N G O S H A R P E N I T !
  69. 69. questions? questions
  70. 70. H E Y , L O O K ! I W R O T E A B O O K . td.org/accidentaldesigner
  71. 71. Cammy Bean email: cammy.bean@kineo.com twitter: @cammybean blog: http://cammybean.kineo.com References and more: https://www.diigo.com/list/cammybean/

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