Master of Instructional Design and Technology (MIDT) Open University of Malaysia (OUM) Systematic Approach to Training: ID, ISD, ADDIE Peer Learning, Autodidactism, Learning Objects, OER

1. HMLT 5203 Course Redesign
Master of Instructional Design & Technology
Open University of Malaysia
When we deal in generalities, we shall never succeed. When we deal in specifics,
we shall rarely have a failure. When performance is measured, performance
improves. When performance is measured and reported, the rate of improvement
accelerates.
Thomas S. Monson
T. Damian Boyle
August 10, 2014

2. Activity 1: 5X5 Blog Posts. Six Weeks. Value: 20%
The organization of knowledge should be an essential concern of the teacher or
educational planner so that the direction from simple to complex is not from
arbitrary, meaningless parts to meaningful wholes, but instead from simplified
wholes to complex wholes (Knowles, 1988).
The Adult Learner, p.248
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3. Activity 1: 5X5 Blog Posts. Six Weeks. Value: 20%
To End of Week Six:
Five Point Blog Entries, Five Times per Week (5X5 Posts)
 One Annotated Database Addition (Book, Article, Video, Web Site...)
 One Comment (Observation, Reflection, Musing, Speculation….)
 One Dialogue Contribution (To invite, encourage and extend discussions.)
 One Question (To provoke critical thinking and drive exploration.)
 One Record of Time on Task (Minutes for each of above four items.)
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4. Activity 1: 5X5 Blog Posts. Six Weeks. Value: 20%
Purposes of 5X5 Blog Posts:
 To develop skills for enquiry, discovery, synthesis, and interaction.
 To develop a subject matter knowledge base and data base.
 To develop a shared data base for future reference.
 To foster broad, deep, far reaching, and well informed discussions.
 To encourage routine engagement with materials and participants.
 To establish measurable criteria for assessments.
 To provide hard data for course re-design considerations.
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5. Activity 1: 5X5 Blog Posts. Six Weeks. Value: 20%
Note 1:
 Questions, Comments, Data Base Additions, and Dialogue Contributions to
other participants count for both content and time for your own required
Blog Entries, and not for theirs.
Note 2:
 Five Point Daily Blog Entries may be submitted on later dates, as life
circumstances dictate, but general timeliness will be an overall evaluation
consideration. Communication of needs for delayed participation is required
in advance for other than emergent needs.
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6. Activity 1: 5X5 Blog Posts. Six Weeks. Value: 20%
 Internet Research (How to Look & How to Judge)
http://edunorth.wordpress.com/research/
 Questions
http://edunorth.wordpress.com/questions/
 Thinking
http://edunorth.wordpress.com/thinking/
 Writing Resources
http://edunorth.wordpress.com/writing/
 Assessment
http://edunorth.wordpress.com/assessment/
 Instructional Design
http://edunorth.wordpress.com/instructional-design/
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7. Activity 2: Formative Evaluation. One Week. Value: 5%.
The single most critical aspect of the role of program administrator is to function
as a developer of human resources development personnel.
The Adult Learner, p. 130
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8. Activity 2: Formative Evaluation. One Week. Value: 5%.
During Week Three:
 Tripartite formative evaluations of each participant’s work will be based on
the quantity and quality of the Five Point Daily Blog Entries.
 Each participant will rate every other participant, and themselves, using a
provided 5X5 Rubric.
 The Instructor will present their ratings last, using the same 5X5 Rubric.
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9. Activity 2: Formative Evaluation. One Week. Value: 5%.
Purposes of Formative Evaluation:
 To develop assessment skills.
 To provide reference standards for assessment comparisons
 To provide balanced performance assessments to each participant.
 To inform Instructor and participants of needs for support and guidance.
 To foster frank discussions.
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10. Activity 2: Formative Evaluation. One Week. Value: 5%.
Note:
 Participants may use evaluations as the basis for Blog postings.
For Reference:
 Tripartite Evaluation Method
http://edunorth.wordpress.com/workplace-skills/
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11. Activity 3: Article Writing. Six Weeks. Value: 25%.
Adult education is a process through which learners become aware of significant
experience. Recognition of experience leads to evaluation. Meanings accompany
experience when we know what is happening and what importance the event has
for our personalities.
Eduard Lindeman (1926)
The Adult Learner, p.37
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12. Activity 3: Article Writing. Six Weeks. Value: 25%.
To End of Week Six:
 Research, Write, and Present an Article on a Negotiated Topic.
Note:
 Each participant’s Article must be shared with all other participants.
Note:
 Five Point Rating Scale, With Five Considerations (5X5 Scoring Rubric).
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13. Activity 3: Article Writing. Six Weeks. Value: 25%.
Purposes of Article Writing:
 To develop research, critical thinking, and technical writing skills.
 To provide latitude for exploration of areas of interest.
 To develop awareness of current data and perspectives.
 To develop subject matter knowledge and expertise.
 To provide grounds for informed discussions.
 To maximise fidelity with workplace practices of document sharing.
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14. Activity 4: Article Critiques. Three Weeks. Value: 25%.
This concern for environmental facilitation of interaction among the learners is
supported by the behaviourists’ concept of immediacy of feedback, the importance
placed on the learner having an active role is supported by Dewey, and the
utilization of the constructive forces in groups is supported by field theorists and
humanistic psychologists.
The Adult Learner, p.118.
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15. Activity 4: Article Critiques. Three Weeks. Value: 25%.
To End of Week Nine:
 Critique and Evaluation of Participants’ Articles
 Each participant must review and rate all of the (assigned) articles using a
provided 5X5 Rubric.
 Each participant must provide feedback to every other participant in the
form of 5X5 Ratings Documents, Questions, Comments, and Database
Additions, as Blog postings.
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16. Activity 4: Article Critiques. Three Weeks. Value: 25%.
Purposes of Article Critiques and Evaluations:
 To develop critical reading and thinking skills.
 To broaden and deepen knowledge of pertinent topics.
 To provide experience with critique, evaluation, and feedback.
 To provide balanced performance assessment and feedback.
 To maximise fidelity with workplace practices of document development.
 To foster frank discussions.
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17. Activity 5: Course Re-Design. Ten Weeks. Value: 10%.
Single-loop learning is learning that fits prior experiences and existing values,
which enables the learner to respond in an automatic way. Double-loop learning is
learning that does not fit the learner’s prior experiences or schema. Generally it
requires learners to change their mental schema in a fundamental way.
The Adult Learner, p.188.
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18. Activity 5: Course Re-Design. Ten Weeks. Value: 10%.
To End of Week Ten:
 Each participant must present their HMLT 5203 Course Re-Design
Recommendations and Justifications to all other participants for discussion.
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19. Activity 5: Course Re-Design. Ten Weeks. Value: 10%.
Purposes Of HMLT 5203 Course Re-Design:
 To develop a practice of continual improvement.
 To provide Participants with a range of perspectives.
 To provide the Instructor with feedback about the course design.
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20. Activity 6: Re-Design Evaluation. One Week. Value: 5%.
When applied to the organization of adult education, a democratic philosophy
means that the learning activities will be based on the real needs and interests of
the participants; that the policies will be determined by a group that is a
representative of all participants; and that there will be a maximum of
participation by all members of the organization in sharing responsibility for
making and carrying out decisions.
The Adult Learner, p. 108.
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21. Activity 6: Re-Design Evaluation. One Week. Value: 5%.
To End of Week Eleven:
 Each participant will rate every other participant’s work on Course Re-Design
Recommendations and Justifications, and their own, using a provided 5X5
Rubric.
 Evaluations will be shared with all participants for discussion and
negotiation.
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22. Activity 6: Re-Design Evaluation. One Week. Value: 5%.
Purposes of HMLT 5203 Course Re-Design Evaluations:
 To develop practices of critical reflection and assessment.
 To provide balanced performance assessments to each participant.
 To foster frank discussions.
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23. Activity 7: Summative Evaluation. One Week. Value: 5%.
Human resource development practitioners, while always valuing experience,
increasingly emphasize experiential learning as a means to improve performance
(Swanson, 1996). Action reflection learning is one technique developed to focus
on learners’ experiences and integrate experience into the learning process (ARL
Inquiry, 1996).
The Adult Learner, p.196.
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24. Activity 7: Summative Evaluation. One Week. Value: 5%.
To End of Week Twelve:
 Summative Evaluation of 5x5 Blog Posts and Overall Performance
 Tripartite evaluations of each participant’s work will be based on the quantity
and quality of the contributions by participants throughout the course.
 A 5X5 Scoring Rubric will be used.
 Evaluations will be shared with all for discussion and negotiation.
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25. Activity 7: Summative Evaluation. One Week. Value: 5%.
Purposes of Summative Evaluation:
 To develop practices of critical review, reflection, and assessment.
 To provide balanced performance assessments to each participant.
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26. Activity 8: Lunch and Laughter. One Hour. Value: 200%.
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