Best Practices

1. Best Practices Literature Research

2. Best Practices: Defined An activity or procedure that has produced outstanding results in another situation and could be adapted to improve effectiveness, efficiency, ecology, and/or innovativeness in another situation. http://www.library.unisa.edu.au/infoskills/infolit/ best.asp

3. Standard A basis for comparison; a reference point against which other things can be evaluated; "they set the measure for all subsequent work" www.cogsci.princeton.edu/cgi-bin/webwn

4. Examples of Modes of Delivery Classroom Instruction  Instructor Led Demonstrations, Discussions, and Field Trips CD-ROM/Computer Based Instruction Blended Learning Classroom Course  Instructor Led Enhanced with Technology Class Web Sites, Collaborations, Community of Practices, Simulations Readings and Programmed instruction: Self-Paced/Correspondence Instructional television/videos Distance Learning Instructor Led Electronic Performance Support Systems (EPSS)

5. Search Terms • Best Practices in Instructional Design • Practices in Curriculum Development • Standards for Instructional Design • Best Practices in Education * • Good ISD Practices • Lessons Learned * * It could be that that language has not been incorporated in the educational texts yet.   — Director of Research, DAU

6. Thoughts from the field… • As for best practices for instructional designers, I can't think of anyreferences. (Dr K. Clark, George Mason University) • The issue is too broadly stated to be able to answer with a simple literature search. :-) (Jill Burger, V.P., Masie.com)

7. Methodology • Library Searches: Acker (DAU) & U Md. • Internet Searches: Google, ProQuest, E-Books, ERIC, ASTD, ISPI, Ingenta.com, About.com, ASCD, etc.

8. Bad News  Results: No published studies (since 2001*) establish any Benchmarking or Good Practices for Instructional Designers across media delivery modes. * With advances in technology and increasing availability of broadband, research was limited to published works since 2001.

9. Best Practices In Instructional Design IQPC March 31, 2004 Paul Hasney, President Imagine Consulting said: “DIAGNOSIS BEFORE PRESCRIPTION” Understand your client Align with mission Ask questions Assess  Validate  Build IQPC: International Quality and Production Center

10. Good News  There is a plethora of research with suggestions on what’s working in instructional design within delivery modalities.

11. Seven Principles of Good Under- Graduate Education* • encourage contact between students and faculty, • develop reciprocity and cooperation among students, • encourage active learning, • give prompt feedback, • emphasize time on task, • communicate high expectations, and • respect diverse talents and ways of learning. *By Arthur W. Chickering and Zelda F. Gamson

12. From “30 Things We Know about Adult Learners”* • Adult tend to be less interested in survey courses • Adults need to be able to integrate new ideas • Conflicting information is integrated slowly • Fast-paced, complex or unusual learning tasks interfere with the learning • Adults tend to take errors personally • Programs need to be designed to accept viewpoints from people in different life stages and with different value "sets" • Adults prefer self-directed and self-designed learning projects • Regardless of media, straightforward how-to is the preferred content orientation with a need for application and how-to information • Self-direction does not mean isolation. * by Ron and Susan Zemke

13. From What Works in Distance Learning* Strategies Based on Instructional Design * HF O’Neil, 2003 Report to the Office of Naval Research

14. The SCORM is a collection of specifications and standards adapted from multiple sources to provide a comprehensive suite of e-learning capabilities that enable interoperability, accessibility and reuse of Web-based learning content. ADL: Sharable Content Object Reference Model (SCORM) Advanced Distributed Learning (ADL)

15. Reasons to Implement SCORM

16. Confluence of Instructional Design Best Practices Distance Learning Instructor Led Classroom Blended Self-Paced Technology Infused

17. Confluence of Instructional Design Best Practices Distance Learning Instructor Led Classroom Universal Instructional Design Principles Blended Self-Paced Technology Infused

19. Instructional Systems Series, GS-1750

20. INSTRUCTIONAL SYSTEMSSERIES, GS-1750 This series includes professional positions the duties of which are to administer, supervise, advise on, design, develop, or provide educational or training services in formal education or training programs.

21. INSTRUCTIONAL SYSTEMS SERIES, GS-1750 The work requires knowledge of learning theory and the principles, methods, practices and techniques of one or more specialties of the instructional systems field. The work may require knowledge of one or more subjects or occupations in which educational or training instruction is provided.

22. OCCUPATIONAL INFORMATION 1. Occupational Analysis 2. Instructional Design 3. Instructional Materials Development 4. Training Aids and Devices 5. Instructional Services 6. Instructional Program Evaluation 7. Staff and Faculty Development 8. Tests and Measurement 9. Instructional Program Administration

23. OCCUPATIONAL INFORMATION 1. Occupational Analysis 2. Instructional Design 3. Instructional Materials Development 4. Training Aids and Devices 5. Instructional Services 6. Instructional Program Evaluation 7. Staff and Faculty Development 8. Tests and Measurement 9. Instructional Program Administration

24. 2: Instructional Design In planning, coordinating, and developing components of instructional design based on the findings of occupational analysis, -- 1. determine the learning objectives and task learning relationships, cluster learning events, organize course content, and develop instruction design plans; 2. analyze learning problems, select teaching strategies using appropriate models, and develop course plans using this information; 3. identify tasks that can be efficiently and effectively supported by job or skill performance aids;

25. 2: Instructional Design,continued 4. select suitable performance measures or develop new measures required to document effectiveness; 5. develop learning maps and perform learning analyses from the initial training levels through the operating levels of tasks or jobs; 6. derive performance objectives and criterion test items; and 7. use a systems approach to training.

26. 3: Instructional Materials Development In developing, reviewing, and revising instructional materials for courses or occupations in accordance with specific learning objectives, employees -- • -- plan and organize the work, determine possible sources of information, and conduct fact finding; 2.-- develop or revise the specific content, organization, style, format, emphasis, and treatment of each segment of the instructional courses or systems; and 3. -- develop finished products including lesson plans, training texts, television programs, programmed texts, or computer assisted instruction.

27. It’s Up to US… Let us define what good practices in instructional design are for the federal government, academic institutions, professional organizations and industry.