B. B. Inc. Instructional Design Proposal

1. B. B. Inc. Instructional Design Proposal Marla M. Koupal University of Phoenix EDTC-590, E-Education Capstone Devin M. Andrews, MAED October 8, 2003

2. B. B. Inc. TRAINING DEPARTMENT GROWS • The training department has grown in the last 2.5 years • Staff 2.5 years ago consisted of Training Manager & 7 Trainer/Designers. • New Teams within the Training Department are • Virtual Information Team • E-Learning Team • New positions within Training Department • Documentation Specialists • Digital Recording Analysts • E-learning Technologists • E-learning Design Specialists

3. TRAINING DEPARMENT NOW TRAINING & KNOWLEDGE Training & Knowledge Management Department is responsible for • New Employee Training • Implementation Training • Employee development programs • Recording and documentation of all learner development programs • Design of all internal training materials • Documentation of all business knowledge • Maintenance of all business knowledge soft and hard systems • Design of all internal training materials • Manage internal virtual information help desk • Manage all digital recording processes • Develop and maintain simulation base for training.

4. RAPID CHANGES MAKE DEMANDS • The rapid changes in the department affect the trainer/designers in the following ways • In the next three months at least 25% of the current training outlines will need to be updated and placed on LCMS • There will be minimal opportunity for supervision, coaching or overseeing by others. • Of the existing training/design staff 6 are committed full time to training change processes, new employees and employee development programs through the end of the year. • New trainer/designers can help the team with design with greater success than trying to learn new curriculums to train

5. While other teams are forming and developing the Trainer/Designers need to move their materials into the new LCMS system. Major updates of outdated material are needed Updates currently require rewriting of all outlines Current trainers have design experience and have started a rapid design process Training team needs a Rapid Design Process to reduce time for design 3 new employees and one future need training now TRAINER/DESIGNERNEEDS

6. Target Audience TARGET AUDIENCE DESCRIPTION • Each has minimum of 2-5 years in public education or corporate training environments • No outside formal training in design other than that to acquire their degrees • Learners have not completed task analyses • Learners have not completed Information Mapping Courses • Learners have not conducted needs analyses with internal customers • Each has trained only from outlines written for personal use

7. PERFORMANCE GAP • The new Trainer/Designers • Have not completed same Introductory or Advanced Training courses as have others on the team • Current time frame requires new designers know part, not all of the instructional design process • Have not developed modular training units • Have not developed training materials to be used by multiple trainers. • Have not developed training materials outside areas of content expertise.

8. EXPECTED PERFORMANCE • The Trainer Designers will be able to • Re-design current training outlines by breaking into learning units. • Update current training outlines into modules • Develop learning modules working from a task analysis conducted by others. • Develop learning modules working from a needs assessment conducted by others. • Use a rapid design process that cuts design time by 50% from current processes.

9. DATA COLLECTION METHOD • The customer came to the needs assessment with a solution in mind . . . online courseware. • The needs assessment was conducted to verify if there were any other considerations to make on the customer’s behalf • Interviews were conducted with the customer (SME), one senior designer, and one new trainer/designer to determine needs. • Materials for ID training received by other trainers reviewed • Reviewed copy of SME’s proposed design template • The needs assessment confirmed the choice of courseware

10. Learner’s previous experience indicate no learning challenges Learner’s are experimenting in design in their spare time and are eager for the structure Senior designers want the courseware for personal review SME requires design template to be introduced in the training All are ready for the change and this enthusiasm will help with the momentum and success of the program. DATA ANALYSIS

11. SOLUTION • Using the Toolbook Development tool Rapid Instructional Design Training will be developed for online delivery via the department intranet site.

12. INSTRUCTIONAL GOALS • Trainer/Designers will be able to re-design learning modules from existing outlines using the design template. • Trainer/Designers will be able to design learning modules working from skill task analyses completed by others. • Trainer/Designers will be able to design learning modules from documented materials and a needs assessment completed by others.

13. LEARNING STRATEGY • Learning Modules will be in 15-30 minute increments. • Learning Modules can be completed at learner’s desk on personal computer. • After learning applications are completed in the courseware design assignments will begin. • Independent study on work time. • This is a self-managed process but learner may resource SME or Senior Designer with questions.

14. Learning Objectives LEARNING OBJECTIVES • Learner will be able to • Classify six information types • Develop content for learning modules using task analysis or needs assessment • Design learning applications for processes • Design learning applications for procedures • Design learning applications for facts • Design learning applications for concepts • Design learning applications for systems • Design using template for LCMS system • Design segues/transitions from one module to next • Design pre-assessments

15. COST ESTIMATES • Total development costs for the courseware is $8100 vs. $14, 596. • The alternative reviewed was a vendor course for four trainer/designers and includes travel costs. • Additional benefit for courseware is it is useable by future new hires and re-useable as reference for existing staff.

16. DEVELOPMENT & DELIVERY • This situation provides unique opportunity • Learning modules will be piloted by senior designer and then delivered to learners • Learners will not wait for completed program before starting. • Simultaneous development, piloting and course participation will allow for design process and training process to be completed within one week of each other.

17. ASSESSMENT & EVALUATION • Built into the courseware are pre-assessments, learning applications and pose-assessments. • Learner will have an assignment to re-design 3 learning modules at conclusion of the courseware. • Each of the re-design will be reviewed by the designer of this program for quality, adherence to the design template and to meet the SME expectations. • Upon completion of the review the 3 samples will be presented dto the SME for approval. • Once resulting product is approved learner will receive next assignments for re-design

18. BLENDED SOLUTION CLOSES GAP • The Rapid Instructional Design courseware and the unconventional staggering of the design, piloting and course interaction was one of the most intriguing aspects of this program. • Current needs to have 25% of the curriculum updated by the end of 2003 and the minimum number of people available for the project have the SME looking forward to the immediate help and support he will have on this project after training is complete. • Final report of results on design and curriculum re-design will be made available by January 15, 2004