The document discusses selecting the appropriate training approach and delivery method by outlining the ADDIE model of analysis, design, development, implementation, and evaluation. It emphasizes choosing a delivery method like instructor-led, online, or on-the-job training that matches the content type and considers factors like behavior change, group size, and evaluation needs. Aligning the right delivery approach to content and learners is key to effective instruction according to the expert.
Quintin Cutts - Teaching and Learning to Program: Too much doing and not enou...compatsch
Dr Quintin Cutt's keynote from the CAS Scotland conference 2012.
Quintin has researched and practised programming education for 15 years, involved in UK, US and Australasian projects. He has explored many instructional designs, endeavouring to maximise the value of face-to-face teaching using technology and peer-based learning. He is closely involved with schools, having led CS Inside in Scotland and now running a successful Undergraduate Ambassadors Scheme course.
He is assisting the Scottish Qualifications Authority in the design of new qualifications, in particular developing rigorous examination formats. This is feeding into CPD and exemplification efforts led by the Royal Society of Edinburgh, for which Quintin is a project board member.
Quintin Cutts - Teaching and Learning to Program: Too much doing and not enou...compatsch
Dr Quintin Cutt's keynote from the CAS Scotland conference 2012.
Quintin has researched and practised programming education for 15 years, involved in UK, US and Australasian projects. He has explored many instructional designs, endeavouring to maximise the value of face-to-face teaching using technology and peer-based learning. He is closely involved with schools, having led CS Inside in Scotland and now running a successful Undergraduate Ambassadors Scheme course.
He is assisting the Scottish Qualifications Authority in the design of new qualifications, in particular developing rigorous examination formats. This is feeding into CPD and exemplification efforts led by the Royal Society of Edinburgh, for which Quintin is a project board member.
This is the 12th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
This is the 3rd in a series of 15 webinar modules reference material for Pedagogical Conten Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines.
Tune in to this webinar if you are looking for a way to achieve a great ROI with a cost-effective eLearning strategy drives results without skimping on quality. It is time to place your order for those Microlearning Nuggets!
This is the 12th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
This is the 3rd in a series of 15 webinar modules reference material for Pedagogical Conten Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines.
Tune in to this webinar if you are looking for a way to achieve a great ROI with a cost-effective eLearning strategy drives results without skimping on quality. It is time to place your order for those Microlearning Nuggets!
How to Use Gamification to Launch Digital Transformation in Higher Education Karl Kapp
Educause research indicates over 75% of institutions are currently pursuing Digital Transformation (DX) initiatives on their campus, with this number recently skyrocketing due to the immediate shift to remote learning forced by COVID-19.
While Digital Transformation may come in many forms, a core tenant of success is digital literacy and technology adoption. Institutions must prepare long-term strategies for both deploying innovative digital tools and motivating staff, faculty and students to learn, adopt and champion technology.
Research-proven techniques like Gamification will be a game changer for successful DX initiatives by recognizing, engaging and challenging team members to adopt tools.
Closing Session: The Power of Play and Games in These Uncertain TimesKarl Kapp
Play and games can be seen as merely an escape in times of uncertainty but, fortunately, games and play can do so much more. Games and play can help us and our students make sense of the world around us, can help keep us safe, help us to predict what might happen in the future and help us learn. Dive into the various ways in which games and play are rising to the forefront during this pandemic. Discover how you can use games and play can influence your outlook, keep you sharp, and, even, productive during these uncertain times.
Distance Learning Conference 2020 The Quest for Engagement: Let the Games Beg...Karl Kapp
Engaging students is a difficult task. They are constantly confronted with distractions and demands on their time. So how can we create instruction that pulls student into the content and helps them gain the knowledge required to be successful? How do we grab and hold attention? How do we motivate students to engage with the content we are teaching? Participate in this keynote and engage in solving this mystery in this interactive presentation.
This decidedly nonacademic presentation will present research findings and resources related to creating engaging instruction using the same techniques as video games. The presentation discusses using game elements appropriate for presenting learning content and how using only a small part of techniques lead to increased learning motivation.
And, yes, you will play a polling game in this session. Discover firsthand how research-based practices and game-thinking are used to engage learners, increase learning, and lead to increased engagement.
Sales Enablement Through Games? You Bet And Bottom Line Results Prove It!Karl Kapp
Using games for practice sales skills, make role-plays fun and to reinforce sales skills? Yes, and here are some real-world examples that have gotten real-world results.
TU204 - Beyond Gamification:Think Like a Game Designer to Create Engaging, Me...Karl Kapp
Thinking like a game designer is a great way to craft instruction that engages learners on multiple levels. Explore the use of game elements to challenge learners, generate curiosity, and create immediate feedback. Learn how to balance the elements of story, action, and uncertainty to simulate thinking and engagement. In this session you will experience firsthand how gamification motivates learners and increases retention.
W308 - Start Thinking Like a Game Designer and Create Engaging, Immersive Ins...Karl Kapp
Session Description:
Game designers think about action, adventure, and engagement. In contrast, instructional designers tend to think about objectives, content, and quizzes. As a result, most games are fun, intriguing, and immersive, while most instruction tends to be predictable, boring, and perfunctory. Change your mindset from an instructional designer to a game designer and immediately begin creating engaging and effective instruction. Learn methods to help you think like a game designer and change stale training into an exciting and interesting experience for learners.
W207 - Creating a 3-D Behavioral Assessment Based Simulation or Game Karl Kapp
Session Description:
In a case study format, learn how a 3-D video game was developed to provide skills training. We will discuss how a behaviorally focused rubric was mapped into a 3-D branching game to provide real-time feedback to learners on their decision-making skills with different members of the client's in-house training teams. The tools, analytical measurements, and learning decisions will be discussed and generalized for application across a wide variety of scenario-based training situations. We'll see a demonstration of the game and the dashboard that is used to evaluate how their learners are performing in the game and how the tools in the game provide a coaching platform to improve performance.
Application on the Job:
Apply a behaviorally based rubric to the creation of an interactive branching conversation to measure scenario-based decision-making.
Leverage game elements to promote engagement, replayability, and learner interaction.
Discover how player analytics in the game are used to provide real-time feedback, remedial feedback, and coaching.
Create Tabletop Games to Foster Organizational LearningKarl Kapp
How can a simple game transform your learning efforts?
The CIA uses tabletop games to teach intelligence gathering, overcoming collection obstacles, and collaboration. The Harvard Business Review describes board games as a microcosm of business training that can help leaders and managers build the skills needed to operate effectively in the real world. In fact, board games have been used formally for teaching business concepts since at least the 1960s with the introduction of the MIT Beer Distribution game.
Many instructional designers, course developers, and training managers struggle to create engaging learning programs that get results. At the ATD LearnNow: Game Design workshop, you’ll learn how to design a tabletop game that can help transform your live instruction into a powerful, memorable learning experience.
Strengthening Quality Management with High Impact TrainingKarl Kapp
The slides from this webinar examine the evolution of training technology and outlined how implementing the right technology is helping companies support role-based training programs, making learning easier, and delivering training as part of quality processes – while ensuring job and audit readiness.
We shared training best practices and how technology can:
• Align training with corporate goals
• Improve quality management with modern learning techniques
• Enable micro- and in flow learning
• Simplify role-based training
• Measuring learning and training impact
About our presenters:
Karl Kapp, Bloomsburg University of Pennsylvania
An expert in the convergence of learning, technology, and business, Karl Kapp was named to the 2017 "LinkedIn Top Voices in Education" list and has been named a top influencer in the training industry. Author of seven books including “The Gamification of Learning and Instruction” and “Play to Learn,” Karl is a highly sought international, TEDx and industry speaker.
Kent Malmros, Veeva Systems
Kent has spent the majority of his career delivering technology-enabled training solutions to life sciences, holding leadership positions at industry leading companies such as AdMed, ClearPoint (Red Nucleus), UL EduNeering (UL), and now at Veeva Systems.
To watch the full webinar on demand, please register here: http://bitly.com/2Oh2TLc.
Beyond Gamification: Thinking Like a Game DesignerKarl Kapp
Thinking like a game designer is a great way to craft instruction that engages learners on multiple levels. Game designers make decisions based on action, interaction, and player motivation. When properly applied, game thinking provides learning designers with insights into how to create instruction that motivates both online and face-to-face learners. In this session, you will play a game to discover how game thinking works. You will participate in both a learning experience and a debriefing process highlighting several game-thinking elements such as the freedom to fail, the value of an action-oriented approach, and the motivational aspects of both story and competition
Games, Interactivity and Gamification for Learning Karl Kapp
Gamification gets a lot of ink, but do you know what the research says? Kapp walks you through the latest research into why game-based thinking and mechanics make for vigorous learning tools. He’ll dissect critical elements of games and describe how to apply them to design and development. You’ll learn to create engaging learning using game-based thinking, find out how to move beyond theoretical considerations, and be introduced to three methods for designing interactive game-based learning.
TH301 - Start Thinking Like a Game Designer: An Interactive Learning ExperienceKarl Kapp
In games, players immediately take action, make meaningful decisions, and volunteer to spend more and more time finding treasures or defeating villains. Meanwhile, many corporate e-learning experiences are less than engaging. What instructional designers need to do is steal ideas, techniques, and methodologies from game designers and incorporate those ideas into our instructional design. This session will provide a model that can be followed by instructional designers as well as research-based recommendations for helping instructional designers think more like game designers. The result will be interactive and engaging instruction. This will be an intermediate-level session, and some knowledge of instructional design will be helpful. Also, bring your smartphone and devices, as you will be interacting with the content and voting on answer choices while this interactive adventure unfolds.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Selecting the Appropriate
Training Approach:
Delivery Decision-Making
By Karl M. Kapp, Ed.D., CFPIM, CIRM
Professor, Instructional Technology
Bloomsburg University
2. What is this . . .
The procedure is actually quite simple. First, you arrange things into different
groups. One pile may be sufficient, depending on how much there is to do. If
you have to go somewhere else due to lack of facilities, that is the next step;
otherwise you are pretty well set.
It is important not to overdo things. That is, it is better to do too few things at
once than too many. In the short run this may not seem important but
complications can easily arise. A mistake can be expensive as well.
At first, the whole procedure will seem complicated. Soon, however, it will
become just another facet of life. It is difficult to foresee any end to the
necessity for this task. After the procedure is completed one arranges the
materials into different groups again and puts them into their appropriate
places. Eventually, they will be used once more and the whole cycle will then
be repeated again. However, that is part of life.
KNOWLEDGE SUMMIT 2009
3.
4. To deliver effective instruction,
you must understand the
context in which the learning
will be used and choose an
appropriate delivery mechanism.
--Karl’s mom
7. Results of Good Instructional Design
• Standardized Process
• Research-based principles guide selection
of instructional strategies and media.
• Learner assessments are tightly integrated
with the objectives of the instruction.
• Learner success increases
• Courses are developed from learner’s
perspective
• Correct delivery methods if chosen
KNOWLEDGE SUMMIT 2009
8. Agenda
• Adult learning theory applied to your
organization
• Introduction to the “ADDIE” model
• What Method to Use?: instructor-led, computer
based, OJT, read and understand, etc.
• Aligning content and learning approach to your
audience
9. Which Topic is of the Most Interest?
1. Adult learning theory 1. Orange
applied to your organization
2. Purple
2. Introduction to the “ADDIE”
model
3. Pink
3. What Method to Use?:
instructor-led, computer 4. Blue
based, OJT, read and
understand, etc.
5. All of the Above
4. Aligning content and
learning approach to your
audience 6. None of the Above
11. Ideal Learning Event
• Human interaction
• Class size of one
• Extremely focused
• Takes place within 5 - 10
minutes of need
• Answers individual
questions
• Effectively solves a
problem
12. Sad Reality
• People are busy
• OJT is not always done
well
• Time is a limited
resource
• People rush through
training to get “back to
real work”
• Best delivery methods
are not always chosen
13. Solutions
• Create a Bill of Learning
• Standardize Design of
Instruction
• Apply Adult Learning
Principles to Content
Delivery
• Apply Distributed
Practice Concept
• Focus on Behavioral
Changes
14. ADDIE
One of the most common Instructional System Design models
KNOWLEDGE SUMMIT 2009
15. Analysis
Without careful analysis instructional problems can occur
• Define the characteristics of the prospective learners
– Age Grouping
– Educational Background
– Role within Organization
• Examine the type of content to be taught
• Define the Business Goals
• Identify audit risks
• Define the Learning Objectives
• Determine the delivery format
Measure twice; Cut once Analyze fully; Design once
16. Analysis
• Teach someone how to write and send a letter
• Write the letter, including the • Fold the letter and put it in the envelope
introduction, body, and closing • Seal the envelope
• Address an envelope properly and • Determine proper postage
legibly • Affix the postage stamp in the correct
• Affix proper postage to the envelope location
• Deliver the envelope to the post office
17. Analysis
1. Who is the intended training audience?
a. What do they know?
b. What do they need to know?
2. What risks are involved in terms of personnel and
company?
3. What business need is driving this training?
4. What are the goals and objectives for this training?
a. How do we know when they are met?
5. How will you define and measure success for both
the learner and the organization?
6. What are my options for delivering this material?
7. Is it review or new material?
8. What is the criticality of not knowing this
information?
18. Design
• Determine Knowledge Type and appropriate Instructional Strategies
19. Design
Facts
• Associations of one piece of information
to another and require memorization.
Teaching Facts
- Mnemonics
- Chunking
- Drill and Practice Drill and Practice
- Association Association Chemical Quackers
- Organization
- Elaboration / Re-teach Put it Together
20. Design
Concepts
• A class of items that share common
features and is known by a common
name
• Hero
• Disease
• Inspection
• Audit
Teaching Concepts
• Identification of attributes
• Discrimination of examples/non-examples
Manufacturing game
21. Design
Design for Concepts
– Linking of Facts
– Example, Non-Example
– Attribute Classification
Example One
Example Two
23. Design
Rules
• Rule is a statement that expresses a relationship
between two or more concepts.
Teaching Rules
• If-Then
• Cause/Effect
• Concept Application
26. Design
Procedures
• Procedure is a sequence of steps the
learner performs to accomplish a task.
Teaching Procedures
– Whole to Part Review
– Learn Parts
– Assemble Procedure
36. Design
Principles
• A non-sequential guideline that
must be adapted to a specific
situation when interacting with
others.
Teaching Principles
– Modeling
– Behavior Checklist
– Examples
37. Design
Principles
• Basic Feedback Loop
Situation 1 Q1 Correct Situation 2
Incorrect Provide feedback in Situation 2
or independent of Situation 2
Feedback
or go to Q1
KNOWLEDGE SUMMIT 2009
39. Design
Problem-Solving
• Problem is previously un-encountered situation that
requires the application of previously learned
concepts, rules, procedures, principles
Teaching Principles
– Realistic Application
– Scenarios
– Professional Experiences
Example
41. What Type of Knowledge?
Match a list of dates with events
in European history.
1. Facts 1. Orange
2. Concepts
3. Rules 2. Purple
4. Procedures
3. Pink
4. Blue
42. What Type of Knowledge?
Compute the Square Root of Number.
1. Concepts 1. Orange
2. Rules
3. Procedures 2. Purple
4. Problem-Solving
3. Pink
4. Blue
43. What Type of Knowledge?
Plot the path of a hurricane
using longitude and latitude.
1. Concepts 1. Orange
2. Rules
3. Procedures 2. Purple
4. Problem-Solving
3. Pink
4. Blue
44. What Type of Knowledge?
Explain the idea of Compliance.
1. Facts 1. Orange
2. Concepts 2. Purple
3. Rules 3. Pink
4. Principles (Soft Skills) 4. Blue
45. What Type of Knowledge?
Negotiate for a “win-win” outcome.
1. Orange
1. Rules
2. Purple
2. Procedures
3. Pink
3. Principles (Soft Skills)
4. Problem-Solving 4. Blue
46. Development
• The creation of the content and learning
materials based on the Design phase
– Online course
• Creation of Media assets (e.g.
images, Flash, Audio, Video)
– Stand Up Instruction
• Instructor Guide
• Learner Guide
• Job Aids
• Formative Evaluation
– A test run of the materials
48. Evaluation
• The quality control process that ensures an
instructional sound, bug-free course
• Provides opportunity for feedback from the
learners and assess learner outcomes
– Do learners like the course?
– Do learners achieve the learning objectives
at the end of the course?
– Do the learners change their behaviors in
the workplace?
– Does the course help the company achieve
its business goals?
49. Bill of Material Bill of Learning
Mountain Maintain a High Level
Bike of Product Quality
Wheel
Frame Handlebar Learn to use new Properly Document
Assembly
Assembly Assembly Quality system and Quality Problems
2
Understand integrated Understand the
Rim nature of Quality system process of
Assembly Tire documenting problems
2 2
Describe the dataflow Explain the concept of
of the quality system “quality related error”
Spokes Hub Rim
Identify critical Quality Classify different types
36
system functions of errors that occur
during production
50. Type of Training
• Read and Sign Considerations
– Review of content
– Focused on awareness
– Minimal consequences for failure
– Behavior is expected or common practice
– No behavior change anticipated as a result
– Best for teaching: Facts
51. Type of Training
• Online Considerations
– Consistency of content critical
– Evaluation of knowledge required
– Large, geographically dispersed population
– Material is relatively static
– Behavior change expected
– Best for teaching: Facts, Concepts, Rules,
Procedures
52. Type of Training
• Instructor-Led
– Opportunity to ask questions necessary
– Content can have ambiguity
– Initial orientation to organization
– Interaction with peers desired for learning results
– Best for teaching: Principles, Problem-Solving
53. Type of Training
• On-the-Job
– Manipulation of Equipment Required
– Evaluation of performance/behavior required
– Small instructor/learner ratio available
– Trainer is trained to deliver OJT
– Highly specific instructions & directions required
– Best for teaching: Rules, Procedural, Problem-
Solving
54. Type of Considerations Content Behavior Example
Training Change
Read and Review of content Facts No Mission
Sign Focused on awareness Concepts Statement
Minimal consequences for failure Ethics Statement
Behavior is expected or common practice
Instructor- Opportunity to ask questions necessary Problem Yes Sales Training
Led Content can have ambiguity Solving
Initial orientation to organization Principles
Interaction with peers desired for learning
results
Online Consistency of content critical Facts Yes Lock out, Tag Out
Evaluation of knowledge required Concepts Training
Large, geographically dispersed population Rules MSDS Training
Material is relatively static Procedures
OJT Manipulation of Equipment Required Procedural Yes Operating a
Evaluation of performance/behavior required Problem piece of
Small instructor/learner ratio available Solving machinery
Trainer is trained to deliver OJT
Highly specific instructions & directions
required
55. Online vs. Instructor-Led Checklist
1. Are you teaching declarative knowledge: facts,
concepts or rules? (procedures, principles, and problem-
solving knowledge are more difficult to teach online without
simulations.)
2. Is the material to be taught relatively static? (Material
with frequent changes is less appropriate for online instruction)
3. Are the materials straightforward with little
complexity?
4. Do you need to distribute the instruction to a large,
geographically dispersed population of learners?
5. Do you need to track course completions?
56. Online versus Instructor-Led Checklist
6. Do you need to evaluate learner achievement
via quizzes or tests?
7. Is there time to create an effective online
module?
8. Is there enough budget for online learning?
(“Effective” online learning may require more budget
upfront than ILT but it saves in the long run)
9. Would the learner benefit if the content was
animated to show relationships among items or
changes over time or how to perform certain
actions?
57. Online versus Instructor-Led Checklist
10. Will potential learners have different knowledge
levels prior to taking the instruction?
11. Does an infrastructure already exist for
distribution of an online module?
12. Do you have the resources for technically
supporting online learning?
13. Do all the potential learners have easy access to
a computer and, therefore, the instruction?
14. Are the potential learners comfortable and
familiar with using a computer?
KNOWLEDGE SUMMIT 2009
58. General Adult Learning Delivery Principles
• Link Behavior to Learning
to avoid learning clutter
• Distributed Practice
• Immediate Feedback
• Stress “Why”
• Illuminate Consequences
• Provide Multiple Learning
Paths
70. If a train left the station at 10:30 AM traveling an
average of 90 miles an hour and it was 145 miles to
the next city? At what time would the train arrive?
Why don’t we check the
TRAIN SCHEULE?
73. General Adult Learning Delivery Principles
• Link Behavior to Learning
to avoid learning clutter
• Distributed Practice
• Immediate Feedback
• Stress “Why”
• Illuminate Consequences
• Provide Multiple Learning
Paths
74. Summary
Remember...
• Use the ADDIE Model to design instruction
• Use the appropriate instructional strategy to deliver content
• Tie learning outcomes to performance outcomes
• Leverage learning principles for learning success
• Match content to learning delivery
Editor's Notes
Match a list of dates with events in European history. (Facts)Compute the square root of a number. (Procedures)Plot the path of a hurricane using longitude and latitude. (Rules)Create an original recipe for a cake. (Problem Solving)Explain the idea of friendship. (Concept)Negotiate for a “win-win” outcome. (Principles)