Introductions

1. Introductions Welcome To LTMS 500 • Interviews • Include personal interests, profession, hobbies , reason for taking the course etc. • Introduce partner with a visual display – www.wordle.net • Share with group

2. Instructional Design aka Instructional Systems Design What is it anyway? When and Who Created it?

3. Key Learning • Discover why you need ID • Begin to see and understand ID • Identify advantages and disadvantages of ID • Identify types of assessment/analysis • Determine organizational training needs • Create a needs analysis report and a cost-benefit analysis

4. What is ID? What is Instructional Design? • Video 1 • Video 2 • Video 3 • Video 4 • Create a brief description of your current understanding of ID. • Write and Share • All videos can be found at http://www.youtube.com/user/web20ined#grid/user/548227657A2FC9A3

5. Instructional Design • Set of rules or procedures • The process of helping one create effective training in an effective manner. • Systemic and goal oriented • Science – inputs/outputs • Art – creativity of designer • Technology enhanced in many areas

6. ISD Model Clark, D. R. (2004), Instructional System Design Concept Map. Retrieved July 1, 2007 from http://nwlink.com/~donclark/hrd/ahold/isd.html Updated June 10, 2007 A Big Dog, Little Dog and Knowledge Jump Production.

7. Dick and Carey Model http://www.instructionaldesign.org/models/dick_carey_model.html

8. Seels and Glasgow Model View Model Comparisons http://www.4-id.com/kbase/IDandD/images/Seels%20and%20Glasgow.jpg

9. ADDIE Models Analysis Design Develop Implement Evaluate

10. Why Use ID? • Organization Needs Assessments (ONA) • What problems is the organization facing? • Can it be solved with training? • Performance Assessment/Analysis • Front End analysis • Identify Performance Gaps • Performance now and where it should be • Assessments, surveys, interviews • Systemic and Sustained Change/Improvements

11. Advantages/Disadvantages • Small Group Work • Use Pages (7-13) to identify the advantages and disadvantages of ID • Create a brief presentation and share your findings. • Discuss

12. Some Causes of Performance Gaps • Organizational • Environmental • Motivational/Attitudinal • Skills/Knowledge Training

13. Training You are here now Where you should be

14. Quick Performance Gap Assessment • Identify the problem • Analyze the tasks and conditions of the job • Analyze the current performance levels • Identify the causes of the problem • Identify the desired performance outcome • Identify the expectations of your training related to the outcome

15. Training Needs Assessment • Identify organization’s training needs • Determine what needs can be met by training • Determine the training for individuals, groups or learners needs • SME validates needs • Choose the MOST important need to address • Most Return? • What can/will company support?

16. Needs Analysis Report • Tasks are not performed to standard • Required and actual performance • Summary of causes for deficiency • How causes were determined • Training solutions • Cost Benefit Analysis (CBA) • Account for ALL costs • ROI?? – Return on Investment • ROI = Benefits – Cost Cost • NAR Templates – Pgs. 38-39

17. Analysis Phase I

18. Analysis Phase I • Needs Assessment/Analysis • Job/Performance Analysis • Achievement Gap and Root Cause • The Japanese have an interesting performance improvement concept -- they ask "why" five times when confronted with a problem. By the time the fifth why is answered, they believe they have found the ultimate cause (root) of the problem. So when looking at a performance gap, look deep -- "What exactly is causing the gap?“

19. Analysis Data Collection Methods • How will you collect data for the organizational need? • Pros and Cons of each method? • Types – Pg. 51 • Sample Surveys for Analysis • Create a short survey at Google Forms

20. Analysis Types • Job – (Most Common) • Criticality • Task • Learning • Audience • Delivery Group Activity Identify Why, Who, When, Where and How you would complete these analysis types when faced with organizational problems? Use pages 88-89 for help.

21. Needs Assessment Exercise • Nature of Problem • Priorities within the Problem • Skills/Knowledge • Attitudes • Causes

22. Group ActivityIdentify Training Needs • All Math teachers just received new SMART boards and will be expected to effectively integrate them into their Math instruction. • 20 new employees have just been hired. What will they need to know to perform job responsibilities effectively for highest levels of productivity and achievement? • Your company just updated all computers, operating systems, and software what is the next step to ensure high levels of productivity? • 8th grade students in IEP subgroups have been identified as below basic in reading and math. What are the next steps in moving them forward? • An organization just installed Skype to expand and improve internal and external communications. What’s next?

23. Problem Statement Guidelines Writing a RUPS (Research Utilizing Problem Statement) • Who is affected? • You, team, entire org. community, society.. • Who or what is the cause? • One person, group, entire org. • Poor organization, poor skills, lack of attention… • What kind of problem is it? • Confusion, lack of skills, resources, communication • What is the goal for improvement? • What will be different, who will do what, what is the target, specific outcomes

24. Design Phase II Is training really what you need?

25. Delivery Systems • Delivery Systems (Training Settings)? • Instructor-Led Classrooms • On –the-Job Training • Self-Instruction • Technology-Based Training • Job-Performance Aids • Training by Documentation • Mentoring • Use checklists to assist with decision Pgs. 94-97 • Blended Delivery Systems

26. Selecting Delivery Systems Identify Learner Characteristics Identify Channel Requirements Identify Learning Situation Identify Constraints and Resources Determine Delivery System Commercial Produce Revise ISD Product

27. Confronting Costs • Start Up Costs • Ongoing Costs • Redevelopment Costs What is going to cost you for this training program? • Think of all expense possibilities and list them

28. Design Constraints • What constraints do you have in your organization? • Constraint Categories • Logistical • Stakeholder • Design • Training Methods • Resources • Use Pages 100-114 for more details about each

29. Activity • Individual Activity – In the scenarios above what might be some design constraints for each one? Create a visual to display your thoughts and conclusions. (Table/Chart)

30. Creating Objectives • What will you cover in the course? • What learner will be expected to know at course completion • Focus on the “need-to-know” • Help organize the course -modules or “chunking” • How will learning be measured? • Objective Levels: • Curriculum, Course, Unit, Lesson • Terminal Performance Objectives • Enabling Objectives Behavioral

31. SMARTERObjectives • Specific • Measurable • Action Oriented • Reasonable • Timely • Evaluate Consistently • Recognize Mastery

32. Writing Quality Objectives • What is the desired pattern of behavior for the learner to demonstrate? Include the following: • Action - identify the action the learner will be taking when he/she has achieved the objective (e.g., to identify; to measure) • Relevant Conditions -- Describe the relevant conditions under which the learner will be acting (e.g., "given the…. ) • Performance Standard -- List as many of the actual conditions as possible under which the objective is to be performed (e.g., "must be able to identify at least one possible ……by the end of the case study“)

33. Connect Objectives to Learning Domains • Cognitive Domain - knowledge • Bloom’s Taxonomy • Affective Domain - attitude • Affect towards something general awareness to internalization • Psychomotor Domain - skills • Physical coordination Resource Link for More Detail

34. Sample Objectives/Domains

35. Design Documents • Course Plans or Course Treatments • Report what will the course entail • Pg. 130-133 • What will you do at each step • Scope of Project • Delivery • Objectives • Materials • Who is Involved • Topical Outline

36. Activities Collaborative Group Activity • ReadSeven Reasons Why Training Doesn't Produce the Desired Results and What you Can do to Improve Your Results • Why doesn't training work? What can you do to improve results?  (Scriblink, Evernote, Nota, or Google Doc)

37. Gathering Content • SME – “Subject Matter Expert” • Set selection criteria for SME • Provide analysis report • Prepare concepts to be covered • Ask clear questions • Keep SME updated on course progress • Prerequisite Learning/Skills • Come to class with this knowledge • Listed in manuals

38. The Instructional PlanStep 1 • Course Maps – create distinct course units • Pre-instructional Activities • Introduction • Information to be presented • Trainee activities • Learning assessment • Post-training evaluation • Follow-up

39. The Instructional PlanStep 2 • Sequencing • Create a sequence of activities that are aligned in a predetermined order • General to Specific • Simple to Complex • Known to Unknown • Problem to Solution

40. The Instructional PlanStep 3 • Training Activities – activities aligned to your sequence of your plan • Pre-Instructional Activities • Introductions • Pre-tests • Trainee -Centered Activities • Instructional Games • Testing – Embedded and/or Post • Summaries • Post-Class Activities

41. The Instructional PlanSteps 4 - 5 • Chunking • break the mass content into smaller sections • Include 3-5 objectives • Trainee Evaluation • Relate test questions to objectives • Be Fair • CRT • Performance checklists • Testing formats – MC, TF, Matching, Completion, Essay

43. Creating A SimpleDesign Document • Using your group’s scenario, create a simple design document and plan to share it with the class. Include a brief description of each step. Use the hints for designing in various formats found on pages 174-184

44. Development Phase III

45. End Products of Development • Lesson Plans • Trainers Guides/Manuals • Participant’s Package • Technology Based Learning • CD-Rom • Web Based Content • E-Learning – include all above

46. Lesson Plan Formats Include: • Procedures • Pre-Activities • Trainee Activities • Internal Summaries • Imbedded Questions • Post-Class Activities • Supplies List • Reviewer for LP

47. Selecting Media • Will depend on delivery systems • Classroom • OJT • Self Instruction • Computer Based • E-Learning • Satellite Based / Vid. Conf. • Print Material • Other Media • Use Table on Pg. 219 to assist with media selection • Commercial or Custom Made

48. Media Selection

49. Media Selection Activity • Using your group’s scenario, create a simple template that will assist you with selecting the appropriate media for your delivery system. Use Table on Pg. 219 to assist with media selection

50. Implementation Phase 4