Instructional Design Training 2016

Nancy Anderson
Blackbird Learning Associates, LLC
Copyright 2016 Blackbird Learning Associate, LLC

 Describe Adult Learning theories and methods
 Define “Training” or Learning and Development
 Describe Instructional Design theory and models
 Design a real world Instructional Design application
 Provide practical training methods

 After completing this segment of the workshop,
you should be able to:
◦ Distinguish between Andragogy and Pedagogy
◦ Define the term, “Training” or “Learning & Development”
◦ Discuss the Principles of Adult Learning

 Andragogy: “The art and science of
helping adults learn.” Malcolm Knowles
 Self-Concept: As a person matures, he or she moves from dependency to self-
directness.
 Experience: Adults draw upon their experiences to aid their learning.
 Readiness: The learning readiness of adults is closely related to the assumption of
new social roles.
 Orientation: As a person learns new knowledge, he or she wants to apply it
immediately in problem solving.
 Motivation: As a person matures, he or she receives their motivation to learn from
internal factors.
 Pedagogy: “The art and science of helping
children learn.” The definition of teaching.

Self-directed learning describes a process in which
individuals take the initiative in diagnosing their learning
needs, formulating learning goals identifying learning
resources, choose/implement learning methods and
evaluate results.

1. Adults are autonomous and self-directed. They need to be free to direct themselves, be
actively engaged.
2. Adults have accumulated a foundation of life experiences and knowledge that may include
work-related activities, family responsibilities, and previous education; they need to connect
learning to this knowledge/experience base.
3. Adults are goal-oriented. They, therefore, appreciate an educational program that is organized
and has clearly defined elements.
4. Adults are relevancy-oriented. They must see a reason for learning something. Learning has
to be applicable to their work or other responsibilities to be of value to them.
5. Adults are practical, focusing on the aspects of a lesson most useful to them in their work.
6. As do all learners, adults need to be shown respect. Instructors must acknowledge the wealth of
experiences that adult participants bring to the classroom.

1. The Issues Facing You in Instructional Design
a. What are your learning needs?
b. What are your goals?
c. What resources can you use?
d. What methods or instruction are best for you?
e. How will you evaluate your instruction design goals?

◦ Identify the fundamental steps involved in Instructional
Design
◦ Identify the major Instructional Design Models
 ADDIE
 Bloom’s Taxonomy
 Dick and Carey
 Instructional Design Learning Systems Model
◦ Review the steps in the Kirkpatrick Model of Evaluation
◦ Translate the ADDIE ID Model to a real-world example

Instructional Design or Instructional Systems
Design is a process where instruction is
improved by analyzing learning needs
and systematically developing learning
materials to meet those needs.
ID is:
a. Determining the current state and needs of the
learner and the organization
b. Defining the end goal of instruction
c. Creating an "intervention" to assist in the
transition.

Analyze learning needs and develop methods
of instruction to meet those needs.

◦ ADDIE
◦ Bloom’s Taxonomy
◦ Dick and Carey
◦ Instructional Design Learning Systems Model
Copyright 2016 Blackbird Learning
Associate, LLC

Formative
Evaluation
Summative
Evaluation

 Analyze – analyze learner characteristics, task to be learned, task
and gap analysis
◦ Task: Defining the SKB needed to do a job.
◦ Gap: What must be done? What is the employee doing now?
 Design – create learning objectives, choose an instructional
approach
 Develop – produce instructional or training materials
 Implement – deliver or distribute the instructional materials
 Evaluate – ensure the materials achieved the desired goals

A system (or 'taxonomy') of specifications that
enable educational training and learning
objectives to be planned and measured properly.
It is developing 'mastery' instead of simply
transferring facts for mindless recall.

Cognitive Affective Psychomotor
Knowledge Attitude Skills
1. Recall data 1. Receive (awareness) 1. Imitation (copy)
2. Understand 2. Respond (react) 2. Manipulation (follow instructions)
3. Apply (use)
3. Value (understand and
act)
3. Develop precision
4. Analyze
(structure/element
s)
4. Organize personal
value system
4. Articulation (combine, integrate
related skills)
5. Synthesize
(create/build)
5. Internalize value
system (adopt behavior)
5. Naturalization (automate,
become an expert)
6. Evaluate
(assess, judge in
relational terms)


 Performance Objective: A statement of what the learners will be expected to do
when they have completed a specified course of instruction, stated in terms of
observable performances (Robert Mager).
 Instructional Analysis: The procedures applied to an instructional goal in order to
identify the relevant skills and their subordinate skills and information required for a
student to achieve the goal.
 Instructional Strategy: An overall plan of activities to achieve an instructional
goal; includes the sequence of intermediate objectives and the learning activities
leading to the instructional goal.
 Hierarchical Analysis: Technique used with goals to identify the critical skills
needed to achieve the goal, and their inter-relationships.

 Design a Task Analysis
 Develop Criterion Tests and Performance Measures
 Develop Interactive Instructional Materials
 Validate the Interactive Instructional Materials

 Tell: Provide the information, knowledge, expectations
◦ Include what why how and sometimes when and where
◦ Have them verbally summarize to your approval
 Show :Demonstrate how to do it
◦ Have them demonstrate it to your satisfaction
 Do: Set expectations and have them do it
◦ Observe them do it
 Review:
◦ Provide feedback and have them do it again
◦ Cycle between Do and Review until Mastery is reached
◦ Monitor results
Associate, LLC

Level Type Description Relevance
1 - Reaction How the trainees felt
about the learning
experience.
Feedback forms,
verbal reaction
Quick, ease of
design and
administration
2 - Learning Increase in
knowledge - before
and after training.
Before, after
assessments.
Observation.
Easy to design and
input into training.
May be difficult for
complex issues.
3 - Behavior On the job
application
Observation,
interviewing, follow-
up assessment.
Cooperation needed
from management
4 - Results Effect on the
business
Using existing
measures to
Difficult as results
may depend on
other organizational
factors.

Review the case study and design an action
plan using the ADDIE Model.
1. How would you Analyze learner needs?
2. What would you include in the Design phase?
3. What Delivery option would you suggest?
4. When would you Implement, how?
5. How would you Evaluate the learning?
Associate, LLC

 Content – The material presented. The “What”
 Presentation – The quality of the training
methods. The “How”
 Value - The usefulness of the training to the
individual and organization. The “Why”
 Assimilation – Extent to which the new skills are
incorporated into the day to day performance. The
“Value”

◦ Identify the David Kolb Model of Experiential Learning
Theory
◦ Review various Adult Learning Styles and discuss
methods to meet these styles

Definition: Various learning approaches or methods
that presume how people learn best.
There are mixed opinions about the validity of
learning styles. Everyone learns in a different
manner and most people use a variety of
methods.
Associate, LLC

 Convergers are characterized by abstract conceptualization and
active experimentation. They are good at making practical
applications of ideas and using deductive reasoning to solve
problems.
 Divergers tend toward concrete experience and reflective
observation. They are imaginative and are good at coming up with
ideas and seeing things from different perspectives.
 Assimilators are characterized by abstract conceptualization and
reflective observation. They are capable of creating theoretical
models by means of inductive reasoning.
 Accommodators use concrete experience and active
experimentation. They are good at actively engaging with the world
and actually doing things instead of merely reading about and
studying them.
 Smith, M. K. (2001). David A. Kolb on Experiential Learning.
Associate, LLC

Kolb's
Learning
St yles
Reflect ive
Observat ion
Watching
Concret e
Experience
Feeling
Act ive
Experim ent at ion
Doing
Abst ract
Concept ualisat ion
Thinking
Processing Cont inuum
how we do things
PerceptionContinuum
howwethinkaboutthings
Assim ilat ing
(think and watch)
AC/RO
Diverging
(feel and watch)
CE/RO
Converging
(think and do)
AC/AE
Accommodat ing
(feel and do)
CE/AE
© concept david kolb, adaptation and design alan chapman 2005-06, based on Kolb's learning styles, 1984
Not to be sold or published. More free online training resources are at www.businessballs.com. Sole risk with user.

1. Visual/Spatial
2. Auditory
3. Verbal
4. Kinesthetic
New research indicates that learning styles can
also be mathematical, interpersonal and
intrapersonal

Generally Speaking, Adults:
 Want to know why they should invest their time.
 Need to feel responsible for their own learning.
 Are ready to learn when the need arises.
 Are task oriented (hands-on, activity based).

 Index of Learning Styles Questionnaire
Online questionnaire prepared by Soloman and
Felder, North Carolina State University
 Learning Styles Resources posted by the
Center for Academic Excellence (CAE) at Tufts
University Measure your learning style
 Perceptual Modality Preferences Survey
Online questionnaire from the Institute for
Learning Styles Research
 VARK Questionnaire

Research indicates that instructional design is
similar from company to company. It includes:
 Instructor – led training
 On the Job instruction
 Coaching
 Tacit Learning

◦ Discuss the basics, benefits of E Learning
◦ Define Synchronous vs. Asynchronous learning
◦ Apply E Learning to various KnowledgePoint 360
scenarios

 Synchronous learning: The learner is online at same
time as an instructor or other learners.
 Teleconference.
 Videoconference
 Webinar
 On-Line Chat
 Asynchronous learning: Self-paced learning. The
learner is not online at same time as an instructor or
other learners.
 CD ROM
 Intranet/Internet
 Video

Pros Cons
•Reduced costs
•Less time away from work
•Flexible in scheduling
•Reduced trainer time
•Quicker development time
•Extensive reach
•Consistent quality and message
•Flexibility in blended learning
•Faster roll out
•Excellent refresher programs
•Reduced travel time
•Lack of face-to-face with instructor
•Require motivation and self discipline
•Lack of interpersonal interactivity
•Difficult for some instructors to
become on-line communicators
•Equipment needs of the learner
•Requires new skills and knowledge
from learner

 Tacit Knowledge is information that is inherently in
the mind of the individual. It is the “know how”.
 Explicit Knowledge is transferring information
through various methods such as manuals, books,
emails, memos, processes, procedures.
Since knowledge is inherently tacit (and remains
in the minds of individuals), the challenge
facing organizations is to discover how to
recognize, build, share and manage knowledge.
Associate, LLC

There are two types of knowledge transfer…
1. Tacit: Interactive, transferred through
conversation. Tacit knowledge is inside the mind.
2. Explicit: Non-interactive, formal, book
knowledge.
70 – 80% of learning is tacit, informal and takes
places outside of structured learning.

Tacit Explicit
When to merge Driving manuals
When to slow down Driver’s Ed classes
When to pass another
vehicle
Driver simulation
Other inherent “Know
How” steps
Newspaper articles
Associate, LLC

Type/Medium Tacit/Explici
t
Self-Paced E-
Learning
E Training delivered electronically,
cd’s, cbt. No interaction.
Real-Time Web
Training
E Real-time web instruction. Limited
interaction unless Q&A.
Blended Learning E & T Text-based & interactive. Virtual
classrooms, video streaming,
webinars.
Blogs T Back and forth written
communication handled by
administrator.
On-line forum/groups T General discussion, Q&A, handled
by administrator.
Wikis T Learner modified web pages.
Podcast E Audio content pushed via internet
and MPs files.Copyright 2016 Blackbird Learning Associate, LLC

Associate, LLC

◦ Discuss the purpose and benefit of a Learning
Management System

A learning management system (commonly
abbreviated as LMS) is a software application/database
designed to track, manage and report all training
programs, events and content.

 Manage students, courses, instructors, facilities, and generate reports
 Contains course calendar
 Learning Path
 Provides learner messaging and notifications
 Provides pre and post assessment and testing
 Displays scores and transcripts
 Grades coursework and roster processing, including wait listing
 Houses Web-based or blended course delivery
 Allows auto enrollment
 Manages enrollment and approval
 May integrate with performance management systems
 Curriculum, required and elective training requirements at an individual and
organizational level

 Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain'
(Bloom, Engelhart, Furst, Hill, Krathwohl) 1956
 Dick, W., Carey, L., & Carey, J. O., (2001). The Systematic Design of
Instruction
(5th ed.). New York: Addison-Wesley, Longman.
 Dick, W. & Cary, L. (1990), The Systematic Design of Instruction, Third
Edition, Harper Collins
 Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds. (1991), Instructional
Design: Principles and Applications, Second Edition, Educational
Technology Publications, Englewood Cliffs, NJ
 Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994), A Conceptual
Framework for Comparing Instructional Design Models, Educational
Research and Technology, 42(2), pp. 55-72.

 Gagne, R. M., Briggs, L. J. & Wagner, W. W. (1992). Principles of
Instructional Design (4th ed.), Holt, Reihhart, and Winston Inc.
 IDLS—Pro Trainer 1: How to Design, Develop, and Validate
Instructional Materials
 Learning Styles:
http://changingminds.org/explanations/learning/kolb_learning.htm
 E-Learning: http://www.cm-luminosity.com/blog/
 E-Learning: http://misadventuresinlearning.blogspot.com/
 E-Learning/White Papers: http://www.elementk.com/home
 Learning, ID, Mike Kunkle,
http://www.slideshare.net/MikeKunkle/basic-instructional-design-
principles-a-primer

Hodell: ISD From the Ground Up
Swanson, Analysis for Improving
Performance
Robert F. Mager, The New Mager
Six Pack
Stolovitch and Keeps, Telling Ain’t
Training

Instructional Design Training 2016

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (18)

Similar to Instructional Design Training 2016

Similar to Instructional Design Training 2016 (20)

Recently uploaded

Recently uploaded (19)

Instructional Design Training 2016

Editor's Notes