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Implementing ISD

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Too much content, Information dump. Organization of material. Instructional value of material ... Clip Art. Programmers Concerns & Fears. Bad code. Poor use of ... – PowerPoint PPT presentation

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Title: Implementing ISD


1
Implementing ISD
  • Wallace Hannum
  • NCSU
  • April 8, 1999

2
ISD Is Done In Teams
  • Subject Matter Specialists (SMEs)
  • Trainers
  • Instructional Designers
  • Production Staff
  • technical writers
  • graphic artists
  • programmers
  • video producers

3
Factors that Inhibit Effectiveness
  • Different Ideals Rewards
  • Different Concerns Fears
  • Different Expectations of Others

4
Different Ideals Rewards
  • SMEs
  • Trainers
  • Instructional Designers
  • Production Staff
  • technical writers
  • graphic artists
  • programmers
  • video producers

5
SME Concerns Fears
  • Inaccurate content
  • Not enough content included
  • Loss of control over content
  • Dumbing down of content
  • Missing the subtleties of content

6
Trainers Concerns Fears
  • Loss of role of star
  • Replacement by technology
  • Diminished role of trainer
  • Loss of their pitch
  • Ability to teach the materials
  • No or limited input on content methods
  • Lack of content knowledge may be revealed

7
Instructional Designers Concerns Fears
  • Too much content, Information dump
  • Organization of material
  • Instructional value of material
  • Learnability of material
  • Including instructional conditions events

8
Technical Writers Concerns Fears
  • Poor readability of materials
  • Weak organization of content
  • Excessive content
  • Unnecessary jargon
  • Lack of clarity

9
Graphic Artists Concerns Fears
  • Weak design
  • Too much text
  • No visual appeal
  • UGLY!!!
  • Not contemporary, not exciting
  • Clip Art

10
Programmers Concerns Fears
  • Bad code
  • Poor use of computer resources
  • Speed of execution
  • Lack of sophistication

11
Video Producers Concerns Fears
  • Talking head!!!
  • No motion, no action
  • Limited visual appeal
  • Boring
  • No special effects

12
Different Expectations
  • Consulting roles
  • All are important
  • No one is best
  • Matching role to expectations is the key

13
Role I Solution Giver
  • Provides answers
  • Shows the way
  • Has expert knowledge of the field
  • Indicates what to do
  • Indicates how to do it
  • The Expert

14
Role II Process Helper
  • Guides group to a solution
  • Facilitates the work
  • Does not provide the answer
  • Not seen as expert in terms of the content
  • Helps the team find the answers
  • Keeps the process on track

15
Role III Catalyst
  • Sparks the group to action
  • Provides motivation
  • Does not provide the answer
  • Not seen as expert in terms of the content
  • Does not guide the team as they work
  • Energizes the team, not direct them

16
Role IV Resource Linker
  • Matches the groups needs to resources
  • Helps locate people who can help
  • Helps locate information resources
  • Wise person who has been there, done that
  • The hub of a network
  • Well connected communicator

17
Using the Roles Well
  • Determine groups expectations
  • Match role to expectations
  • Change expectations to match role
  • Inform consultant of expectations

18
Assumptions that Kill Us
  • SMEs
  • Trainers
  • Instructional Designers
  • Production Staff
  • technical writers
  • graphic artists
  • programmers
  • video producers

19
SME Assumptions
  • If material is accurate, it will teach
  • Content coverage teaching
  • Everything included will be learned
  • Students pay attention to all the material
  • Students are as interested in the content as they
    are

20
Trainers Assumptions
  • If I say it, they will learn it
  • What I cover, they learn
  • Students are as interested in what I say as I am
  • Students pay attention to my every word
  • If I put it out there, they will figure it out
  • Students cant learn unless they are taught

21
Instructional Designers Assumptions
  • Trainers will be consistent with instructor guide
  • Trainers are interchangeable
  • Good materials are teacher proof
  • Designers best understand how to present content
  • Designers best understand learners

22
Technical Writer Assumptions
  • Most everything can be taught in a written manual
  • Students will read carefully and attend to
    materials
  • If it is written clearly, it will be understood
    clearly
  • Students can learn on their own

23
Graphic Artists Assumptions
  • Interesting visuals hold attention
  • Visual layout impacts learning
  • Entertainment learning
  • Graphic quality instructional quality

24
Programmer Assumptions
  • Students learn best via technology
  • Interactivity rules!
  • On screen is better than on paper
  • All knowledge is on the Internet
  • Information instruction

25
Video Producer Assumptions
  • Higher production quality more learning
  • Must entertain learners
  • Instruction must look like MTV
  • More engagement more learning
  • WOW is important

26
Consulting Rules
  • ISD requires consultation
  • Consultants can be internal or external
  • Consulting is a role, not a title
  • Rules are from my observation
  • South Alabama flavor
  • This aint science (Hannum, 1999)

27
Organization of Consulting Rules
  • Communicating effectively
  • Establishing relationships
  • Sharing ownership
  • Considering others

28
Communicating Effectively I
  • Listen first and often
  • Check for understanding
  • Summarize often
  • Write it down
  • Seek input
  • Accept ideas of others

29
Communicating Effectively II
  • Move towards agreement
  • Be aware of your nonverbal cues
  • Set expectations early
  • Do not interrupt others

30
Establishing Relationships I
  • Develop trust
  • Be considerate
  • Deliver as promised
  • Acknowledge skills of others
  • Seek respect not popularity
  • Avoid being a know-it-all
  • Keep others informed
  • Try to see others point of view

31
Establishing Relationships II
  • Make reasonable trade-offs
  • Maintain your integrity
  • Be honest
  • Be tactful
  • Involve others regularly
  • Be consistent
  • Ask questions
  • Indicate your capabilities and role

32
Share Ownership
  • Limit your ego involvement
  • Give your ideas away
  • Share individual credit
  • Point out contribution of others
  • Focus on team accomplishments

33
Consider Others I
  • Have realistic expectations of others
  • Avoid establishing either-or situations
  • Cut people some slack when necessary
  • Cover for others
  • Try to understand their point of view
  • Ask first
  • Include all team members

34
Consider Others II
  • Dont rat!
  • Dont come on too strong
  • Strive to be colleagues, not friends
  • Notify everyone of changes
  • Attend to ideas of others

35
Implementation Matters
  • Better mouse trap theory is not accurate
  • Plan for implementation
  • ISD without good implementation fails!

36
Case Studies
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