Instructional Design Approaches for Different Learning Goals
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This document provides an overview of different approaches to instructional design. It begins by listing common job responsibilities for instructional designers. It then discusses how the role can involve a variety of skills related to learning, creativity, technology and business. The document suggests instructional designers should focus on rounding out their expertise in these areas. It proceeds to examine different models for designing learning experiences based on objectives like informing, building skills or solving complex problems. For each model, it provides examples and suggestions for effective implementation. Throughout, the document emphasizes the importance of making learning engaging, relevant and focused on the learning journey rather than individual events. It concludes by offering tips for instructional designers to avoid superficial elements and ensure interactions promote meaningful thinking.
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Instructional Design Approaches for Different Learning Goals
- 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 , S E N I O R S O L U T I O N S C O N S U L T A N T O C T O B E R 1 1 , 2 0 2 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. 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. A N D C O M P A N I E S W A N T I T A L L .
- 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. 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. 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. 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. 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. W H A T ’ S Y O U R J O B T I T L E ? • Instructional Systems Designer • Learning Designer • Learning Experience Designer • Learning Architect • Instructional Developer • Systems Developer • Systems Analyst • Trainer/training Specialist • Interactive Designer • Graphic Designer • Content Writer • Technical 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. eLearning Pie
- 16. eLearning Pie
- 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. 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. P O L L : W H E R E ’ S Y O U R G A P ? • Learning • Creativity • Technology • Business
- 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. 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. A N D M O R E O F T H I S …
- 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
- 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. Julie Dirksen * Is it reasonable to think someone can be proficient at this task without practice? http://usablelearning.com
- 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 .
- 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. 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. 1 . G E T A T T E N T I O N .
- 33. 1 . G E T A T T E N T I O N .
- 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. 2 . S E T D I R E C T I O N .
- 36. . P R E S E N T ( I N A M E M O R A B L E W A Y )
- 37. E X P E R T V I E W S 3 . P R E S E N T : I N T H E I R W O R D S .
- 38. P R E S E N T A T I O N A L S E Q U E N C E S 3 . P R E S E N T : S E E I T I N A C T I O N .
- 39. P R E S E N T A T I O N A L S E Q U E N C E S 3 . P R E S E N T : J U S T T H E F A C T S , M A ’ A M .
- 40. 3 . P R E S E N T : T H E G U I D E D S T O R Y .
- 41. G U I D E D S T O R I E S 3 . P R E S E N T : T H E G U I D E D S T O R Y .
- 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. 5 . A S S E S S A N D S U M M A R I Z E .
- 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. S U M M A R I Z E 5 . 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. 6 . P R O V I D E A C A L L T O A C T I O N .
- 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. Solving complex problems and changing behavior?
- 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. 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 .
- 52. Marketing aims to turn prospects into fans...
- 53. ...using a wide range of channels...
- 54. ...through a sustained campaign that creates measurable results.
- 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. 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. 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. T I P : M A K E I T R E L E V A N T
- 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. 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. 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. 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. 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. 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. 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. 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. 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. 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 !
- 70. H E Y , L O O K ! I W R O T E A B O O K . td.org/accidentaldesigner
- 71. Cammy Bean email: cammy.bean@kineo.com twitter: @cammybean blog: http://cammybean.kineo.com References and more: https://www.diigo.com/list/cammybean/
Editor's Notes
- It turns out that some of us do all of these things or maybe just some of these things. There’s a lot of variety in what we do.
- There’s a lot of variety in the job descriptions one sees out there for IDs. One job posting might ask for Captivate skills, while another might focus on project management skills. But they all call it instructional design…
- Retrieved 1/6/2016 from: http://www.careerbuilder.com/jobseeker/jobs/jobdetails.aspx?showNewJDP=yes&job_did=J8J0VJ5XJBHR898ZFJ1
- retrieved 1/6/16 from: https://www.higheredjobs.com/search/details.cfm?JobCode=176193168&Title=Instructional%20Design%20Specialist
- Retrieved 1/6/16 from careerbuilder.com
- Retrieved 1/y/16 from http://veteranrecruiting.com/jobs/career/1626353/Instructional-Designer-Region-Burbank
- Retrieved 1/7/16 from http://sfbay.craigslist.org/eby/edu/5390813071.html
- So what’s your actual job title? Type it into chat. Does it fit what you do? Should you actually have five job titles?
- The truth is, most of us are here quite accidentally. And so the fact that MOST of us aren’t well-rounded in all pieces of the pie is pretty common. Raise your hand if you fell into this field by accident?
- So what’s your sweet spot? Are you here today because this is your sweet spot and you’re learning more about that part of the pie that you’re already passionate about? Or is this an area of growth for you?
- And now consider, what’s your gap or weakness? Where do you need to dive more deeply in order to round out your eLearning pie? And what can you do about that?
- My challenge for you is to aim for a more rounded pie….fill in your gaps, focus on your passions, build out a team that represents that full spectrum (because expecting ONE PERSON to do all of that is a little bit of insanity, isn’t it?)
- So let’s shift gears and sharpen our ID pencils. Let’s take a look at some strategies and approaches you can use to jumpstart your practice to ensure you and your team are creating less of this….
- As you begin designing the learning experience, work with your subject matter experts and stakeholders to determine the desired outcomes. My favorite question: What do you want the learner to be able to do after completing this program? Sometimes the answer is surprising: “Oh, I really want them to know who to contact if they think their computer has a virus.” Or “I want them to tick off that box in the LMS so we can show that they looked at the information.” It’s not always straightforward, but it’s important to get the right model that’s fit for purpose. This is back to the standard starting question: What problem are we trying to solve? It’s all too common to see solutions that don’t really fit the problem. Have you ever seen a program that really just needed to raise awareness and communicate some fairly simple information, but where the designer chose a needlessly complex learning model filled with interactive case-based branching scenarios? Or where the desired outcome was a true behavioral change and all the program did was share information? So take care not to over or under-design for the need you’re facing. As you start making design decisions first have these high level learning models in mind. Ask “Is this program mainly about sharing information, building knowledge and skills, solving complex problems or creating a change in attitude or behavior?”
- J Understand and know are somewhat lame learning objectives as they’re hard to assess. As a responsible instructional designer, you should dig deeper to find out if there’s more below the surface here. Is there really a skill-based objective that would require some practice? Or is it really this simple? Presentational and informational models are the right choice when the content is simple to understand and the risk due to errors is relatively low. And be prepared to put your marketing hat on—to think like an ad agency and make content that is compelling and well-presented. Information models work really well in e-learning as the learner gets to decide what they need to know. Go for user driven models where the learner can explore the content at their own pace. Think open, browsable experiences like eMagazines or open menus that allow learners to dive into a process or flow. When to use information and awareness models: When the content is simple and easy to understand When the risk of making mistakes is low When information can be easily accessed through performance support tools like job aids at the moment of need Where true practice isn’t required
- “They need to know that we have a new policy.” “They need to be aware of the risks of clicking on links in emails.” “We want people to know what our division does.” “We need an overview of our products, no skills taught or assessed.” “It’s an introduction to our new 401K program.”
- http://usablelearning.com
- Jane says that it’s about narrating our work as we go along...making the tacit explicit!: • Through blogs • Narrated PPT decks or screen casts • YouTube videos (talk about why you’re doing something the way that you’re doing, not just what you’re doing – make explicit the thought process behind the decisions you make)
- When you want the target audience to improve their knowledge and skills, then the need to check understanding and provide feedback on performance within the program is crucial. Information and communication programs may not have assessable learning objectives, but skill builders definitely do. You need to ensure the learner comprehends the material and also provide them with the mechanisms to retain this knowledge or skill. You might call this practice. The key here is all about application and building skills that the learner can take out to the real-world and perform when it matters.
- 2. Set direction: tell them where you’re going to take them.
- 2. Set direction: tell them where you’re going to take them.
- 2. Set direction: tell them where you’re going to take them.
- Much of the knowledge in an organization is held in the heads of a few experts. So, an alternative or complementary approach is to directly interview these experts and the subsequent vodcasts or podcasts can form a key part of the presentation of your main learning points. Here is an example from a program on life skills and health and fitness which used top sports people sharing their views on how to achieve excellence:
- Most of us are pretty used to this model. We get the key things we need to know clearly explained (and, if it’s face-to-face, you even get the chance to immediately clarify any confusion you have). There are many subjects in a corporate environment that just simply need to be explained and this is often where eLearning pays dividends, as complex topics can be explained graphically and can be viewed and reviewed as many times as the learner needs
- Although we believe that most learning designs should include elements of storytelling, the Guided Story model builds the entire course around the theme. The course might unfold the content through a “day in the life” or a “year in the life” format, providing an opportunity to learn through observation.
- Summarize When constructing a learning program you need to provide a chance for learners to get the key messages again—traditionally referred to as the ‘tell them what you told them’ part of the process. Obviously, much of the learning they have acquired will be their response to the ideas or activities within the core learning sessions. So, you need to summarize the key learning points you want them to go away with but also leave space for the learner to reflect. A good way to do this is encourage them to think of what they will now do differently which leads us to the last step of a formal training program.
- This is an ACTUAL question a client submitted to us to include in a final test. This is just annoying and doesn’t help anyone DO anything back on the job..
- Make sure your summary counts. Don’t just throw up the “In this course you learned <insert learning objective here>. Instead, make sure that this last bit matters. If the ONLY thing people were to look at in your course is this page, make sure it gives them something to walk away with.
- Don't end the course and have that be all. Take the learning out into the real world through a clear call to action. Learning in a training environment without enacting change is an incomplete exercise. You must challenge the learners to reflect on their current way of doing things and make a commitment to change where necessary. A simple ‘What are you going to start, stop and continue?’ question is a great starting point. Other options could involve Action Plans or Affirmations or new SMART goals. In our programs, we try to build in line manager follow ups or review sessions within 3 months of the formal completion of a program. There will often be a wealth of further information to explore (sometimes what your stakeholders wanted you to cover but you persuaded them not to include in the main program). This is where you can provide the links and give recommendations for further exploration. As you probably know, most learning takes place on the job. The current popularity of Lombardo and Eichinger’s 70/20/10 model shows that learning professionals recognize this as an important factor in designing effective learning programs. (70% of learning happens on the job; 20% through coaching and direct feedback; 10% through formal courses). So as a learning designer, we want to set the learner up in that 10% formal course time so that they’ve then got ample space to try things out in the real world (the 70%), while leveraging and building upon that extra 20% of on the job feedback or coaching. The Next Steps section of your eLearning should help the learner develop that game plan to take back with them on the job. It could involve a refresher module, or a webinar or an interactive coach (which by asking the right questions and responding to answers helps them carry out their own reflections and tweaks to their action plan).
- Jane says that it’s about narrating our work as we go along...making the tacit explicit!: • Through blogs • Narrated PPT decks or screen casts • YouTube videos (talk about why you’re doing something the way that you’re doing, not just what you’re doing – make explicit the thought process behind the decisions you make)
- Another way to think of continuous learning...as an ad campaign. Advertisers are relentless. They know how to get into our brains, how to incite our desire and curiosity, and how to get us to buy. Bottom line, marketers know how to change behavior better than almost anyone. And isn’t that what we’re all trying to do?
- Marketing aims to: • Attract and convert prospects into advocates and believers, even raving fans (we explore models for this later) • Using a range of channels and techniques that are specifically designed to reach the target audience(s) • In a sustained campaign that evolves and responds based on early feedback, and brings about measurable results (For us campaign management means an ongoing effort to impact behaviour. Learning about compliance is not a one off. It’s something you need to think about every day until it comes as naturally as locking your own front door. So a part of this is to space it out, right – remember that forgetting curve? )
- Marketing aims to: • Attract and convert prospects into advocates and believers, even raving fans (we explore models for this later) • Using a range of channels and techniques that are specifically designed to reach the target audience(s) • In a sustained campaign that evolves and responds based on early feedback, and brings about measurable results (For us campaign management means an ongoing effort to impact behaviour. Learning about compliance is not a one off. It’s something you need to think about every day until it comes as naturally as locking your own front door. So a part of this is to space it out, right – remember that forgetting curve? )
- Marketing aims to: • Attract and convert prospects into advocates and believers, even raving fans (we explore models for this later) • Using a range of channels and techniques that are specifically designed to reach the target audience(s) • In a sustained campaign that evolves and responds based on early feedback, and brings about measurable results (For us campaign management means an ongoing effort to impact behaviour. Learning about compliance is not a one off. It’s something you need to think about every day until it comes as naturally as locking your own front door. So a part of this is to space it out, right – remember that forgetting curve? ) Marketing professionals. They’re in the persuasion business. If you involve them (as we do) in ‘learning projects’, they are refreshingly disinterested in the efficacy of the design model or the details under the bonnet of your approach. They talk about how you’re going to stimulate demand. Who are you trying to reach? With what message? Where do those people hang out now? How do we use those channels? How are we going to get action? What is the campaign theme? How will we know if it’s working? These and a hundred other questions are their stock in trade.
- No matter what your shade of ID is, you’re somehow involved in the production of online learning content for a specified audience. And you want to be part of the team that’s creating GOOD elearning, right? And not the BAD eLearning, right? The eLearning that gives eLearning a bad name is just not your jam, right? Clicky-clicky bling-bling is fun and seductive. It’s fantastic graphics and interesting but convoluted interfaces. It might look like a “fun learning game”—perhaps a multiple choice quiz dressed up like a game show. It might have a lot interaction, in the name of making for an interesting experience Imagine. A screen with a flashing Next button. So pretty and so blinky, your eye immediately lands on this lovely Next button. You scan the onscreen text and listen briefly to the audio, but then the twitch sets in and you do what you’ve been yearning to do: you click Next. Imagine. A graphical representation of a doctor’s office. Every item in the office is a clickable hot spot. To learn more, you need to explore the room and click on all of the items. So you start randomly clicking. Here and there you discover a few fun tidbits. The tissue box tells you about airborne viruses; the light switch tells you about the dangers of reading in a poorly lit room. Imagine now that there are twenty objects in the room that you have to click on. It’s interactive! It’s intriguing! But it’s exhausting and face it – there’s no point. Fatigue sets in and you move on. Imagine. An exciting game show interface. Multiple choice questions with background music and scores. It’s glitzy. It’s exciting. You’re beating the clock! You’re winning
- Unlike this random photo of a tent on a mountain.
- Any questions?