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Instructional Design Basics: Teaming Information Development and Training Development

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Title: Instructional Design Basics: Teaming Information Development and Training Development


1
Instructional Design Basics Teaming Information
Development and Training Development
  • John McGloon, MATC

2
Breaking out of writing into Instructional
Design
  • Learn some theory
  • Learn some models
  • Look at examples
  • Find opportunities to practice
  • Find a mentor
  • Deb Lockwood, presentation at STC 2007

3
Breaking out of writing into Brain Surgery
  • Learn some theory
  • Learn some models
  • Look at examples
  • Find opportunities to practice
  • Find a mentor
  • John McGloon, just now

4
After this session you will be able to
  • Recognize key elements of the definition of
    instructional design
  • Explain a performance gap
  • Draw and describe the ADDIE model
  • Recognize key components of an Instructional
    Design Plan
  • Describe effective ways for information
    developers to team up with instructional
    designers and trainers

5
What is Instructional Design?
  • A Science
  • The science of creating detailed specifications
    for the development, implementation, evaluation,
    and maintenance of situations that facilitate the
    learning of both large and small units of
    subject matter at all levels of complexity.

6
What is Instructional Design?
  • A Discipline
  • The branch of knowledge concerned with research
    and theory about instructional strategies and the
    process for developing and implementing those
    strategies.

7
What is Instructional Design?
  • A Process
  • The systematic development of instructional
    specifications using learning and instructional
    theory to ensure the quality of instructionthe
    entire process of analysis of learning needs and
    goals and the development of a delivery system to
    meet those needs. It includes development of
    instructional materials and activities and
    tryout and evaluation of all instruction and
    learner activities.

8
One view ADDIE Model
Analyze
9
Anatomy
Physiology
Learning Theories
Psychology
Instructional Theories
Instructional Design
10
Performance Gap
11
ADDIE Model
12
ADDIE sample tasks and outputs
13
Create a Task Matrix
Roles
Tasks
14
Create a task matrix
  • Use requirements documents to predict tasks
  • Consider roles or personas
  • Determine high priority tasks
  • Risk?
  • Frequency?
  • Other factors?

15
Develop from a Task Matrix
Roles
Tasks
16
Other models
17
Needs analysis
18
Conduct a needs analysis
  • To determine the performance gap
  • Possible solutions
  • To provide a basis of measurement
  • To gain management support

19
Designing Instructional Systems A.J. Romiszowski
1981
Training
Information System
Plan practice Retrain
Telling/ showing
On job training
Supply a Manual
Formal instruction (course)
Supply Job Aids
Problem tasks rarely performed
Has prerequisites
Teach Pre-reqs
Enlarge the job
Staffing
Reassign/ transfer
Enrich the job
Problem tasks freq performed
Lacks pre- requisites
Restructure job
Deficiency In Job Performance
Plan feed- back of results
Never performed well
Used to perform well
Reorg Manage- ment systems
No obvious consequences
Deficient management systems
Motivation Systems (Contingency Management)
Poor performance rewarded
Increase rewards for good perfor- mance
Reorg responsi- bilities
Good perfor- mance punished
Methods or equipment deficient
Eliminate rewards for poor perfor- mance
Replan work methods/ sequence
Replan the Equip or workspace
Organization Method
Eliminate punishment
Increase punishment for non-perf
Work Study
20
The Instructional Design Plan
  • Covers the basic phases of ADDIE
  • (see sample outputs)
  • May include additional details, as required

21
ADDIE sample tasks and outputs
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32
Gagnes nine instructional events
  • Gaining attention (reception)
  • Informing learners of the objective (expectancy)
  • Stimulating recall of prior learning (retrieval)
  • Presenting the stimulus (selective perception)
  • Providing learning guidance (semantic encoding)
  • Eliciting performance (responding)
  • Providing feedback (reinforcement)
  • Assessing performance (retrieval)
  • Enhancing retention and transfer (generalization)

33
Example Recognize an equilateral triangle
  • Gain attention - show variety of computer
    generated triangles
  • Identify objective - pose question "What is an
    equilateral triangle?"
  • Recall prior learning - review definitions of
    triangles
  • Present stimulus - give definition of equilateral
    triangle
  • Guide learning- show example of how to create
    equilateral
  • Elicit performance - ask students to create 5
    different examples
  • Provide feedback - check all examples as
    correct/incorrect
  • Assess performance- provide scores and
    remediation
  • Enhance retention/transfer - show pictures of
    objects and ask students to identify equilaterals

34
Information Development and Instructional Design
  • How can technical writers, instructional
    designers, and trainers work better together?

35
Ideal Partners
  • In the best circumstances, instructional
    designers and technical communicators are both
    considered part of the information-development
    team.
  • CIDM Information Management News July 2007

36
Develop unified user profiles
  • Because they work regularly with actual users,
    classroom trainers are an invaluable source of
    information to build in-depth user profiles.
  • Trainers, instructional designers, and
    information developers need to participate in
    analyzing users and constructing mutually agreed
    upon profiles.

37
Effective collaboration training and information
development
  • Combine forces single organization under unified
    management
  • Launch joint development define all
    deliverables from a common source
  • Manage jointly or alternate management
  • Gather user profiles based on a common
    understanding of user needs
  • Decide the role of training, documentation, and
    help during design
  • CIDM Information Management News July 2007

38
Developing training as part of information
development
  • Instructional designer writes IDP
  • Agree on user profiles
  • Establish objectives together
  • Develop during product development
  • Content reuse opportunity
  • Co-develop with writers and instructional
    designers
  • Establish measures of effectiveness

39
Review
  • Recognize key elements of the definition of
    instructional design
  • Explain a performance gap
  • Draw and describe the ADDIE model
  • Recognize key components of an Instructional
    Design Plan
  • Describe effective ways for information
    developers to team up with instructional
    designers and trainers
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