Date post: | 24-Dec-2015 |
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Instructional System Development Like a Sandwich
• Analysis - what kind of sandwich are you making?
• Design (the sandwich)– Objectives (top layer of bread)– Tests (bottom layer of bread)– Performance Steps
(meat, cheese, condiments)
Source: http://www.nwlink.com/~donclark/hrd/templates/deli.html
More Sandwich Building
• Develop - easier with identified outcomes (design).
• Implement (eat the sandwich - does it taste good?)
• Evaluate
Develop Your Training Goals & Specific Learner Outcomes
• Top layer of sandwich
• Use your training assessment data
• Check for measurability
• Check for consistency with PH goals
• Keep them simple
• Not too many!
Learner Outcomes
• Learner Outcome: describe the expected observable performance or behavior
• Condition: describe the conditions under which the task or behavior will occur.
• Standard: State the level of acceptable performance -- quantity, quality, time limitations, etc.
Setting Training Goals
• 2-4, NO MORE! (Well…sometimes!)
• Realistic expectations – how much can you achieve?
1. Understand basics of online interaction
2. Participate in online interaction
3. Assist in leading
4. Lead an online interaction
• ASK your target audience what they want!
How Long? Agenda Time Allocation
• Introduction: 5 - 30 minutes
• Objectives: 4-9 minutes
• Requirements: 2-5 minutes
• Description: 5-10 minutes– big picture/global
– outline/linear
• Learning Points: 15-30 minutes each
• Practice & Feedback: 30 - 60 minutes
• Review: 10 minutes for each hour of instruction
• Evaluation: 20 minutes
Support Learner Identity
• Introduce yourself
• Have the participants introduce themselves.
• Use nametags
• Understand appropriate level of formality
Communicate the Training Objective(s)
• Help the learners visualize a clear goal such as – “What will this learning help me achieve? – What will I be able to do as a result of this
training? – Why am I spending my time
in this session?”
Communicate Requirements/Expectations
• What must I do to complete this training?
• How will I know if I am performing the task correctly?
• What are the feedback/measurement mechanisms?
Session Description
• Give the “big picture” (global)
• Give the key details and sequence --> Instructional outline.
• Stimulate recall of prior learning. How does this build on past learning?
The Learning Points• Each point lasts 15-30 minutes
• Use teaching aids for long term memory: mnemonics, visualizations, mind maps, activities
• Invoke positive emotions: excitement, wonder, challenge
• Ask about concerns. Relate to past and future achievements and goals.
• Use all sensory channels
Practice & Feedback
• Avid Beginners: enthusiastic, somewhat apprehensive about change, appreciate clear instruction and lots of feedback and support.
• Disillusioned Beginners: as support lessons, they experiment with different learning styles. Emotional support helps overcome past failures and build confidence.
Practice & Feedback
• Reluctant Learners: may already be capable, think they are capable. Work with minimal guidance and allowed to experiment. Emotional support builds confidence.
• Task Performers: need little direction or support. Take ownership and responsibility.
Review
• Every 1-2 hours depending on material, complexity, experience
• Reflection: pairs, group, individual
• Can be an activity: I.e. toss a ball around and the receiver explains major idea or concept.
Evaluation
• Know what behaviors are to be looked for and how they are rated.
• Behaviors MUST support learner outcomes
• Consider retention and transfer. How will the training be applied?
Backup: Plan B
• What if your audience already knows what you intended to teach?
• What if they lack the base knowledge you thought they already had?
• What if an activity takes longer and you fall behind in your agenda?
• What if everyone is unhappy?
What are you going to do?
• Pay attention to verbal and non verbal cues from participants and adjust as soon as possible. Don’t wait too long.
• Stop and ask for feedback.
• Stop and adjust the agenda and explain why.
• Alter your communication and presentation style to see if it is style or substance.
Additional Resources
• Instructional Design Methodologies - http://www.rsu.edu/faculty/mhaulmark/IDDS/