2. • Instructional Strategies
and Design Team Standards
• Media and Evaluation Plans
• Computer-based Learning in the Directed Learning Environment
• Content Organization
• Target audience, Delivery Environment, and Assessment
• Prototype
• Conclusion
• References
Table of Contents
3. Team Standards
May Only
Use Text
Materials
Provided by
the Client
Must use same
LMS formatting
for computer-
based training
as is currently
used by Client
Video content
must come from
the client library
but, can be
altered to suit
needs based
upon approval
by client
All directed
environment
training must
be in English
Computer-
based training
must have
Spanish
Alternative
Hand-outs and
DVD must be
available in
English and
Spanish
All instructions
must be step-
by-step and
without
mechanical
error
Provide
opportunities
for peer
learning and
between class
assistance
Provide
procedural skill
practice and
intrinsic
feedback
strategies
Use multiple
Assessment
Strategies
Learners are
not given
pass/fail grade
until end of
course
This is a pass/fail
course
Learners may
repeat course
only once before
fail causes
dismissal
• The Team Standards are meant to
keep all design members within a
set of guidelines to meet the
project goals.
• Using Team Standards creates a
boundary for instructional strategies
but, also allows for expert and
creative ideas to meet the target
learner needs.
• Having the Team Standards laid out
in black and white helps prevent
misunderstandings within the design
team.
Instructional Strategies
and
Design Team Standards
4. • Hand-Outs will be created for each of the three eight-hour
course days.
• Syllabus with schedule
• Learner Outcomes
• Activities
• Follow-Along Information
• Video Short, Humorous Lecture, & Learner Assessment
• Relevant OSHA content
• Relevant PPE content
• Pilot Assessment
• Evaluates the effectiveness of the deliverable, evaluates expected
target learner group, makes the information critical in solving unseen
issues or strategies that are not working.
Media and Evaluation Plans
5. •Turn on the
Computer
•Locate the Login
Page
•Enter Main Menu &
Locate Directed to
Course Media
Activity
Enter the LMS
•Interact with Media
•Complete Activity
•Complete
Assessment
•Hit the Submit Button
Navigate LMS
and Do Activities •Book Mark Where left
off or choose Not to
knowing he and/or she
will have to start over if
he and/or she chooses
not to.
•Log Out of LMS
•Shut Down Computer
Logout of LMS
Computer-based Learning in the
Directed Learning Environment
6. • Pre-Assessment or Pre-Test
• This assessment tool is invaluable in this particular training module.
• The questions that will be asked will cover the entirety of the expected learner goals. The
content for this assessment will come directly from each lesson within the module.
• Video Short
• It doesn’t take a lot of explanation to introduce OSHA and its value to the learner.
• Hand-Out & Humorous Lecture
• The trainer needs to capture learner attention and maintain it. In a directed learner
environment this is very easy to accomplish. This gives the trainer an opportunity to evaluate
the group as a whole. The trainer will begin with a lecture orientation with a twist of humor.
Content Organization:
New-Hire Engineer
OSHA and PPE Training Module
7. 0
1
2
3
4
5
Intermedite Topic Knowledge Knowledge Not Relative Zero Previous Knowledge Desired Goal(s)
Learner Knowledge, Skill Sets, and Learner
Style Determines Content Organization to
Reach Learner Goals
8. Prototype Roll-Out
One important factor to a design
project is being able to test the
usability and successfulness of the
project prior to the close of the
project.
A mainstream method for this is
called a Prototype or Roll-Out.
9. In conclusion, it is important to remember when designing
a learner project to keep the learner at the forefront of
consideration for the choices in content and its organization.
In summary of Brown and Green (2005) we must first
determine if the project is an actual training or learner problem.
Once that has been determined then the measure of resolving
that problem should not be grounded in a single individuals
knowledge and or skill sets. An instructional designer should
always be in the learning process and willing to open ones self to
other human resources. Delegate portions of the project
whenever necessary and possible. Most importantly always verify
the validity and credibility of all of your projects content.
In Conclusion
10. Brown, A., & Green, T. (2011). The essentials of instructional designer:
Connecting fundamental principles with process and practice. Boston,
MA: Pearson.
Cennamo, K. & Kalk, D. (2005). Real world instructional design.
Florence, KY: Thomas Wadsworth Publishers.
Magliaro, S. G., & Shambaugh, N. (2006). Student Models of
Instructional Design. Educational Technology Research &
Development, 54(1), 83-106.
References
Editor's Notes
Lilly Cline
EDU 433
Ryan Hickman
02/28/2014
When communicating to your design team the learner objectives and client expectations, I believe, it is important to note how verbal and pictorial ideas can be interpreted and/or misinterpreted based on an individuals experiences, knowledge, skill sets, etc. (Jonassen & Henning, 1999 as cited in Cennamo and Kalk, 2005) states, “The structural nature of mental models, their components and relationships, can be represented by maps (Jonassen & Henning, 1999). These maps are multimodal and may include metaphoric images that help the individual to connect a complex phenomenon with a familiar system. Mental model maps are also multidimensional and contain structural, declarative, procedural, and executive knowledge. Mental models can also be represented as images or metaphors that enable the individual to connect the complex phenomenon with an image or system that is familiar (p. 84).
Even though we have tools to help us communicate an exact goal there can still be room for fresh ideas that will improve the project and/or create misunderstandings that can brew into a large problem for the project if not monitored. If I were a project manager or the lead instructional designer of a project I must first consider my teammates. For example, a web-developer may have better input and ideas to make the learner objectives achievable in less time in the computer-based training arena than can be done in the directed learning environment. Whereas, a teammate learns in a style that creates a communication block and nothing makes sense to him and/or her.
With these thoughts in mind, we not only have to be creative in our instructional strategies for our learner audience to reach their learner goals but, we must also be creative in designing standards for the team. In a design project like this instructional strategies and team standards must go hand-in-hand.
First, the goal is to determine what instructional strategies will work best with our target audience. Why and/or Why not? This stage in the development process is crucial because we need to create elements that can be recreated and produce learner success consistently.
Hand-outs, video shorts, humorous lecture, and learner assessments are only a few of the necessary activities for this training course. Each media tool is vital in its own way. For example, the hand-outs contents will assist learners in knowing what to expect and what is expected of them during training for that day. It targets specific learner styles such as visual and spatial learners. In the hand-out learners will be able to follow along with presentation style materials. For example, highlighted important facts that will be in assessments will be in the hand-outs. This media tool is also helpful to those rather shy learners who simply will not ask questions.
Appropriate relative video shorts breaks monotony, makes a lesson memorable, and assists in helping the learner to make meaning, create a personal relationship with the material, and the ability to use critical thinking skills to apply the knowledge indirectly to other tasks. For example, the computer-based learning is two-fold. The learner not only learns how to access his and/or course, materials, activities, and assessments but, through repetition creates recollection for using the corporate mainframe for future use during his and/or her career.
The pilot assessment or evaluation is critical to every project. The client can randomly choose or request (experienced) volunteer employees to take the course. This method of by-chance learner groups can really give some great insight into the project before the initial roll-out through post-course surveys. The trainer(s) can have opportunities to practice run the training course and add much appreciated feedback to the design team.
Part of the training will be in a computer-based learning environment in the directed learning conference room C. The trainer will give a brief demonstration of how the learners are to enter the LMS, complete the directed activities, log out, and shut down the computer once he and/or she has competed the assigned tasks. Though the web-developer has not completed his and/or her portion of the design project we do know the basic format and expectations by observing the other courses available in the client’s mainframe. Development tools for this course will have options for the trainer to change up or down a lesson to meet the needs of each learner and still create students that can successfully retain, synthesize, and pass this necessary course for maintenance of employment status. A secondary computer-based LMS for OSHA and PPE’s for engineers will also be designed to keep employees informed and up-to-date on new and relative changes. The objective is to keep the layout as simple as possible, to use the same style to create familiarity and performance consistancy, and use some of the strategies already proven successful in other courses provided by the client.
The Pre-Assessment gives the trainer a point of reference to determine where the learner group is in relative knowledge to the training. As shown in the previous slide some learners have no previous knowledge, intermediate knowledge, and higher knowledge but, not relative to the work environment and/or relative job. This tool will help the trainer to determine how to get all of the learners on the same starting page. The goal is start all learners with an equal base knowledge before the training kicks into the meat of the learner objectives. This tool is easily adapted to the directed learner environment with computer-based training as a secondary environment to deliver the content and make use of various tools for assessment.
A video short is a great tool that can be used in the stead of a boring lecture. While learners are watching the video the trainer has an opportunity to observe the learners. An assessment on the content of the video allows for an assessment of recall, association to the content, and can help the trainer assess how quickly the content can be presented or if he and/or she needs to slow it down for all learners to absorb the content in a short three eight hour time frame. Are they attentive or goofing off? Who are the learners that are not paying attention? What might be there motives?
We are going to assume, in this initial roll-out, that we have some learners that are very intelligent but, have little relative knowledge and/or skill sets. One way to overcome a diverse learning group with pre-determined ideas of what this training will be like (from the two previous activities) we are going to use humor to break the ice and create curiosity within the learners. Any of us with this kind of knowledge knows how boring this information can be. The trainer will get out his and/or her little box of goodies (PPE’s). The trainer will begin giving a lecture on each PPE drawn from the box but, he and/or she will be putting it on the wrong body part and/or in an inappropriate placement to meet OSHA and client safety requirements. Learners may have a variety of responses. The goal is to relax but, engage learners. If the learners have not yet shown boldness as to interrupt the lecture to ask or point out that the trainer is doing something wrong, the trainer can choose an appropriate time to encourage learners to point out the mistakes and verbally explain why a given PPE doesn’t belong. This activity encourages peer learning. The trainer is playing the role of the “guide on the side” and the learners have become the “sages on the stage”. A role reversal strategy prepares learners to become independent thinkers and engages them with the physical content that they will use on a daily basis in their work environments. The creation of familiarity of the objects that he and/or she will be using creates synthesizable knowledge, confidence, and the ability to recall the lesson as it will be used in daily life. This method also enables an assessment strategy. Interactive assessments can be more accurate than written exams. The hand-out can be used as a multi-functional tool. It allows learners to follow along during the lesson, allows students to use the tool to learn outside of the classroom environment, as well as serves as a reference tool after course completion.
Though this is a short list of tools that can be used in this training course, each one can be used multi-functionally and create assessment opportunities.
In summary of Cennamo and Kalk (2005) content organization includes the target audience, the learner/delivery environment, and assessment. With this in mind, I cannot stress enough to keep the learner at the forefront of every element of the design and delivery process. In the table above you can see that the learner (desired) goals are even across the board for the deliverables. However, no matter how much we, as instructional designers, think we know about our learners we cannot predict every variable. This may be a linear type of thinking but, first things must come first. All learners do not learn alike. With this in mind we, as instructional designers, must take the time necessary to analyze our content. Questions we would need to answer are the following; is the content relative, is its application going to meet the needs of the learners, is the application going to create consistent successful results, is the delivery of the content effective, is the environment conducive to the content and learner needs, and are the assessment contents going to show accurate learner success? Instructional designer knowledge and skill sets is also an important aspect of successful content delivery. Is the instructional designer knowledgeable of all of the possible available tools and materials that could be used to solve the training problem successfully? Is the instructional designer willing to go above and beyond to ensure the learners are successful? With these important thoughts in mind, the instructional designer can develop successful content, delivered at appropriate times in the delivery process, while keeping the training learner-centered.
Information such as class average scores per assessment that determine a pass or fail overall grade can give designers very specific information. For example, in the diagram to the right we can see that learner scores are flexing. We can look back to see what changes we made to the design or overlooked that made the learners more or less successful with simultaneous training groups 1 and 2 over the three classes. We can use that n conjunction with “After Course Surveys” to make alterations to the most often negatively commented about. It could be a matter of perspective on difficulty of too much information in too short of time. It could be content is not as effective as initially expected. It could be any number of things but, we must keep in mind, that not every issue is because of the project elements. As instructional designers, we must be critical in thought when evaluating data related to course design.
As an instructional designer, I at this moment can not think of a time when ADDIE would not be a useful tool. ADDIE (analyze, design/development, implement, evaluate) Brown and Green (2011) states, “ADDIE is particularly useful as a framework for comparing and contrasting more formally and completely developed instructional design/development models,” (p. 10). In summary of Brown and Green (2011) ADDIE is not a model itself but, rather it is an assessment guide to describe elements of instructional design models.
