2
Prerequisite Of an Instructional Designer
So, what exactly is Instructional Design? Instructional Design is the SYSTEMATIC and SCIENTIFIC approach of learning, through which a trainer can impart knowledge on particular subject by breaking down a goal into multiple tasks. Generally organization hires Instructional Designer to train their employees on a specified objective related to production or operation process. The objective may vary from:
· · ·
An instructional designer should possess the skill to develop an effective Learning Plan or Curriculum, which helps the learner to grasp the process.
Training basic production process to newly recruited employees Upgrading existing employees with new skills & To make the marketing team aware of their upcoming product
Ideally a training manual should be developed with
The learn ing plan pl an is popularl y known as “Training “T raining M anual”
“Learner
Centric” approach, where the instructional designer, at the beginning
Benefits of Instructional Designing
phase determines:
· · · ·
Need Analysis Need analysis defines the requirements of learner based o n:
K
NOWLEDGE NOWLEDGE
S
A
KILLS
TTITUDE
Knowledge can
Skills can
The most
be determined
generally be
important
through the
determined
requirement for
qualification or
through Pre-
need
working
learning
identification is
experience of
assessment,
the willingness
the learner.
ensuring the
and interest of the
minimum
learner towards
knowledge on the
the specific
subject.
training.
3
Pragmatic in approach. Prudent in decision. Creative in ideas. Analytic in judgment.
History of
Why Instructional Design?
Instructional Design Instructional Designing develops a planning to convert Existing Behavior to Desired Behavior of the learner.
Instructional designing was an idea first conceived during World War II .When various govt. organizations specially, US Defense first attempted a system of learning where goals were segregated into multiple tasks, tasks into multiple subtasks. Every learning objective become planned and structured according to the learner’s knowledge, skills and attitude. Eventually the influence of
Many organizations have adopted the idea of instructional designing as a
“Structured Learning
primary tool for training their employees by means of increasing their
System” spread across
productivity. Because and instructional designer:
manufacturing, marketing and K12 sectors.
Des Designs the course course that is str str ucturally and graphically more adapt
The process of instructional design was developed as 3
Conduct t raining based based on need analysis or i dentif ication
categories: Reduces cost cost
Synchronous Learning: M inimizes tim e
Real Time Training. Learners spend most of the time at same
Improves quality
classroom with the trainer.
Roles of an Instructional Designer · · · · ·
Asynchronous Learning: Learning:
Recommend instructional strategy. Plan and monitor training project. Develop performance measurement instruments. Assess the learner to evaluate the training trai ning program. Develop training material.
Non-Real Time Training. Learners can get access to the training materials at any time and place. Trainer’s physical presence is mostly mostly not required.
Industry Usage of Instructional Design . g g n E / T I
n o i t a c u d E
O P K
4
O P B
Learning Theory or Instructional Theory is the Method of How to Best design Instruction for the People. The main reason of implying instructional theory that, it primarily deals with the mechanism on how information is
Retrieved
Selected
Processed
Perceived
Learning Theory or Instructional Theory can be categorized under 3 major groups:
The theory of Behaviorism concentrates on the study of Behavior that can be “Observed and Measured”. The study of behaviorism helps to view mind as a “BlackBox” Response to stimulus can be observed quantitatively, totally ignoring that thought processes in mind
Operant Conditioning
Key Features of Behaviorism
· Reinforcement · Stimuli & · Memorization
Reinforcement
Positive
Negative
5
Punishment
Positive
Negative
Learning Outcomes
Instructor’s Roles
· Very specific. · Clearly defines what tasks learner should do. · Instructional Goals: Specific Behavioral Observable Terms
· Teacher centric. · Determines desired behavior. · Develops environment conditions to elicit behavior. · As a trainer, he must condition his learners. · Role of learning: Memorization & Repetition. · Reinforcement.
Strengths:
Shortcomings:
· Focused on a clear goal. · Respond automatically. · Instinctive response.
· Learner gets confused. · No problem solving strategy can be obtained.
Famous Behaviorists
3 renowned psychologists have major contribution towards implementation of Behaviorism in practice.
Ivan Pavlov
John B. Watson
F.B. Skinner
This famous Russian
Watson took Pavlov’s
Skinner made a
psychologist made a
experiment to a new
significant progress on
significant contribution
level. His research on
“Radical Behaviorism”
towards the scientific
behaviorism related to
through his research on
implementation of
child psychology made a
applied reinforcement.
behaviorism. He is well
niche.
known for the “Pavlov’s Dog Experiment”
6
Case 1: Initiative from HR for making employees punctual about office timing.
M eet Fr ed –The HR
We need a workplace culture that maintains a steady work-life balance. According to our survey conducted last month it has been observed that, most work-life balance disruptions are the after-effects of office work beyond allotted office timings. The primary reason behind stretching stretching office hours is is the habit of late office log-in. To restrict such practice that affects the work-life balance of the entire org, I have devised a set of rules to deal with the situation…..
”All t he employees employees should should come at 9.00 to 9.15 a.m, fai ling t o comply wi ll be m arked as ‘Lat ‘Lat e Coming’ Coming’ “ 3 Late Coming (15 min. After 9.15 a.m) = ½ Day Loss Of Pay 3 Early Coming (15 min. Before 9.00 a.m) = ½ Day Incentive
Oh
Oh Yeah !
NO !
M eet Jerard Jerard
M ee eett Richard Richard was apprised with 5 days of salary
Jerard was punished with with 5 days of LOP because
because throughout the month he came @ the
throughout the month he came @ the time
time ranging between 8.30 to 8.45 a.m .
ranging between 9.25 to 9.45 a.m.
Ca se 2: Public awareness campaign took place in Bangalore in 2013 to separate Dry Waste and Wet Waste at the time of disposal. Ignoring or failing to comply has been fined by Rs. 100.
Ca se 3: Training sessions for dogs in police are conducted through different modes of Behavioral practice. Well trained dogs get shortlisted for “Dog Show” and the most apt participant gets awarded.
7
The theory of Cognitivism carries the notion of Acquisition or reorganization of the cognitive structure. The study of cognitivism helps to view mind as a “Processing Unit” According to cognitivists the existing knowledge structure must be present in order to compare and process new information for learning .This existing knowledge is called as “Schema”
Key Features of Cognitivism
· Schema : It is an internal knowledge structure. New information is compared to existing cognitive structure called as ‘Schema’. Schema may be combined, extended or altered to accommodate new info rmation.
· Three Stage of Information Processing Model : According to this model, “Meaningful information is easier to learn”. Thus it is recommended for a trainer to provide appropriate graphical element along with text. Otherwise it becomes strainus and painful for brain to process information. This particular state is called as ‘Cognitive Overload’.
8
Instructor’s Roles
Activities to be conducted
· To understand that learner should bring various learning experience. · To determine the most effective manner in which to organize and structure. · Arranging practice with feedback.
· · · ·
Meet
David Bratner
Providing explanations. Giving demonstrations. Bringing examples. Lectures with the use of graphical elements. · Conducting more practice sessions. · Collecting feedback from learners.
He is passout from California School of Arts, USA with an Applied Art and Graphic Design Major in 2009.For last 5 years he is working as a Graphic Designer in Saddington Baynes. Presently Saddington Baynes took up a project from Jaguar Motors in order to promote a new model for launch. As a result almost 30 of their illustrators have to trained in 3D Automotive Visualization. David has been shortlisted as one of the brightest graphic designers. Thus Saddington arranged an workshop by renowned automotive visualizer Jeff Patton and an e-learning company dedicated for visualization named as “Evermotion” has given contract on creating training manual. Now, let’s have a glimpse on the learning path of David from the following illustration:
Product
5 years of Experience
Art with Graphic
Illustration
as a graphic designer
Designing Major
Skill
and illustrator
Degree in Applied
9
3D Automotive Visualization
Jeff Patton
Workshop on 3d Automotive Visualization
S S E C C U S
According to Constructivism theory: Learning happens through Case Studies, Group Discussion, Brainstorming & Simulation. Learner construct their own reality or at least interpret it based on their perceptions of experience. Learning is an individualized experience. Physical and social experiences are comprehended by their mind.
Instructor’s Roles
Activities to be conducted
· Situating tasks in real world contexts. · Use of apprenticeships in different workplace. · Presentation of multiple perspectives. · Creating environment for social negotiations e.g. Debate, Discussion, Providing Evidences.
· · · ·
Emphasis on discussion and collaboration. Problem based learning. Bringing examples. Introducing the usage of Simulations and Project. · Open ended assignments. · Assignments reflected to real world conditions and requirements.
Famous Constructivist
research contributed significantly research J. M erill Carl arlssmit h’s towards the application of constructivism.
10
Meet
Sarah Caldwel
She is a Final year student from MBA program at Stanford University with a major of Event Management. She was given task on preparing final Project Report on Brand Endorsement. So she met and requested her neighbor Jason Roxton ,who is an editor of a mothly film magazine ; to get a pass at the ‘Dolce & Gabbana’ product launch by famous Hollywood star Scarlet t Joha Johansson. nsson. When Jason accepted her request she also managed to get pass for her whole class to go for the launch.
Scarlette Johansson
Dolce & Gabbana Sarah and her batch met went happily and studied every tactics for arranging brand endorsement and interviewed the event manager for the product launch. And they made the project report. At their final semester, the placement call came from the same event manager asking to join his organization. Almost 58 % of the class got hired as the interns in that company. The attempt of Sarah brought a mileage to her and batchmet’s career as being involved on a thorough study about the organizational strategy.
Event Manger
Case 2: 2 : Introducing Fighting Simulation Program for Dubai Police, UAE. During 2011 Dubai Police implemented corporate simulation program for the new recruitment along with midlevel officers to engage them in fighting and combat training. The hired best of the best interactive content developers to develop highly engaging yet informative simulation program. The outcome was quite successful in terms of corporate training. Many of the officers and trainees learned new tactics and implemented in operation with maximized compatibility.
11
ADDIE is a generic and widely accepted model for creating an effective training program. ADDIE should be implemented on developing the training categories which are:
· Instru ctional ction al Design Design (ID) or Sys Systt em Approa ch t o Trai Trai ning (SAT).
· Instru ctional ction al Sys Systt em Design Design & Developm Developm ent (ISDD) (ISDD)..
12
History of ADDIE ADDIE came about with the development of Cold War after World War II as the United States military with itself to find a way to create more effective training programs for increasingly complicated subject. The result of this struggle bore fruit in the form of Instructional System Design, which in turn led to the design models that are in use today.
The Analysis phase is the foundation of a training program. At the time of performing analysis, it is best to take a long term approach through considering 2 major stages.
· Need Analysis or Assessment. · Identification of Training Requirement. · Task Analysis.
Why? To determine the actual requirement of t raining:
· Causes of poor performance. · Content and scope of training. · Desired training outcomes.
Process of Need Analysis · Organization Analysis. · Data Gathering.
· Basis of measurement.
Whom? · Senior Management. · Target Audience or Learners. · Target Audience’s Managers. · Co-workers or Peers. · HR Personnel. · Vendors. · Customers.
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Identify
Determine
Collect
Analyze
Provide
Problem or
Need
Data
Data
Feedback
Need
Assessment Design
13
Other Tasks
St ep 1: Identify Problem or Need ·
Determine organization context.
·
Perform gap analysis.
·
Set objectives.
· Development of training schedule. · Identifying resources · Identifying project team members. · Formalizing project assumptions. · Finalizing project deliverables. · Identifying the constraints.
St ep 2: Determine Need Assessment Design ·
Establish method selection criteria.
·
Assess advantages and disadvantages.
St ep 3: Collect Data ·
Conduct interviews.
·
Administer questionnaires.
·
Administer surveys.
·
Review documents.
St ep 4: Analyze Data ·
Qualitative analysis.
·
Quantitative analysis.
·
Determine solution.
St ep 5: Provide Feedback ·
Write report.
·
Make an oral presentation.
·
Determine the next step.
Task Analysis: Task analysis for an ID is a process of analyzing and articulating the kind of learning that learners are expected to know how to perform by following their determination.
14
This phase ensures the systematic development of the training program. The process is driven by the product of analysis phase and ends in a model of the training process for future development. The model should contain the following key outputs:
· Learning objectives. · Performance test. · Learning steps. · Entry behaviors. i nstructional outline. · Structure and sequence in the instructional
Design that meets these queries The design phase, should be qualitatively measured based o n some necessary criterion. These questions help escalate the design into a desired outcome. They are as follows:
· How should the content have to be organized? · How should ideas to be presented to learners? · What type of delivery format should be used? · What types of activities and exercises will best help the learners? · How will the Instruction System Design or IST be planned?
The 3 Parts of a Performance and Learning Objectives
Testing Instruments
· Criterion Referenced Test
· Observable Actions: The statement pertaining clear idea or representation of the objective.
· Performance Test
· Standard Measurable Criterion: · Attitude Survey
The specified timeframe of the learning objective.
· E-Learning & Drag and Drop
· Conditions of Performance: The necessary limitation or constraint on the path of learning objective.
15
This phase elaborates and builds on the learning
Validation of ID Materials
objectives and learning steps that were produced in the design phase. It basically fleshes all previous
· Selection of the participants.
learning gained in the prior two phases into a completed learning platform. The outcome will be in the form of :
· Conducting individual trials
· Curriculum.
· Revising instruction
· Training Manual.
· Repeating individual trials
· Instructor Led Training (ILT).
· Conducting group trials
· Computer Based Training (CBT).
One of the most critical phases where the training
Steps for Implementation of
manuals have to undergo a test-run through:
Learning Manual
Training Trainin g M anag anagement ement Plan (TM (TM P) or Cour Coursse M anagement Plan (CM (CM P): It is a planning related to the application of
· Gathering TMP documents
training program in the most effective manner, in real world situation. It informs the ID about
· Train –the-Trainers
following benchmarks:
·
A complete description of the course.
·
Description of the target population.
·
Directions for administering the course.
·
Directions for administering and scoring
· Prepare the training environment · Conduct the training
tests.
·
· Documenting any deviations of the TMP
Direction for guidance, assistance and evaluation of students.
·
Task List
·
Task Analysis Information Sheets
·
Course map.
·
Program of Instruction (POI).
16
Evaluation is the systematic determination of merit, worth and significance of a learning process by using criteria against a set of standards. This phase can be considered as the viability assessment of the design process. The primary purpose is to ensure that the stated goals of the learning process will actually meet a required business need. The key features of evaluation stage are: Linking learning outcomes to objectives and quality control. Linking · Feedback: Linking training and organizational activities through consideration of cost effectiveness. Linking · Control: Determining relationships between learning, training and transfer of training to the job. · Research: Determining The results of evaluation influence the context in which it is occurring. The · Intervention: Manipulating evaluative data for organizational politics. Manipulating · Power Games am es: :
Kirkpatrick’s Four Level Evaluation Model The best known training methodology for evaluations is Donald Kirpatrick’s Four Level Evaluat Evaluat ion model that was published in 1975 in his book ” Evaluating Training Training Programs”. According to his theory :
Includes items like monetary, efficiency, moral.
Capability to perform the learned skills while on the job.
The extent to which the learners gain knowledge and skills.
How learners react to the learning process.
Evaluation Types
Assessment Types
· Participant feedback. · Peer feedback. · Key Stakeholder feedback. (1) Inter Internal nal & (2) Exter External nal
· Diagnostic assessment · Formative assessment. · Summative assessment
17
Bloom’s Taxonomy is a learning model based on cognitive principle. It helps the ID to understand information processing mechanism of human brain at various stage of learning. This learning model was first devised by Sir Benjamin S. Bloom in 1956, an American academic and educational expert. He believed that education should focus on ‘Mastery over subject and skill’
Objective: Bloom’s taxonomy helps trainers to create learning plan by assessing student’s acquisition of skills at various levels.
Usage:
Bloom’s taxonomy can be used in almost all circumstances when an instructor desires to move a group of students through a learning process utilizing an organized framework.
18
Bloom’s Taxonomy Detailed description
Level
1
2
3
4
5
6
Category or ‘Level’
Behavior Description
Application
Analysis
· · · · ·
This level checks for literal understanding of objectives. “The ability to grasp the meaning of material”
· Explain or interpret meaning from a given scenario or statement · Suggest treatment · Reaction and solution to the given problem
Review Describe Discuss Explain Rewrite Summarize
· Put a theory into practical effect · Demonstrate · Solve a problem, · Manage an activity
Apply Implement Prepare Practice Produce Construct Provide
· Identify function of a process · Making qualitative assessment
Co relate Breakdown Analyze Differentiate
Outline Categorize Separate
Ability to put parts togather to form a new structure
· Develop plans or procedure · Design solution · Integrate methods · Create terms · Write protocols
Design Plan Reconstruct Develop Formulate Synthesize
Create Setup
Ability to judge or assess the value of material
· Review strategic options or plan in terms of efficiency, cost effectiveness · Assess sustainability
Conclude Evaluate Justify Argue Contrast
Discriminate Support Defend Estimate
This level determine the ability to use knowledge from previous levels in response to real circumstances “Ability to apply the learned objective/knowledge” Braking down the learning into simpler parts and to analyze them
Synthesis
Evaluation
‘Keywords’ describing the activity to be trained
This level checks for basic knowledge and memorization capacity of the learner
Knowledge
Comprehension
Example of activity to be trained Multiple choice tests Match the following Define Recall a process Quote law or procedure
19
Arrange Label Memorize Record Recall Select Duplicate List Name Recognize
Define Identify Match Order Relate Reproduce Enumerate Repeat State
Learning Objectives should be narrated from the participant’s point of view. The emphasis should not be given on what trainer wants to cover but on what he wants his participants to value.
Importance of well written objectives:
Well written objectives provide a strong basis and guidance for the selection of instruction plan.
Words opened to many interpretation
· · · · ·
To know To understand To really understand To appreciate To really appreciate
Words opened to fewer interpretation
· · · ·
To write To recite To identify To sort
Smart Objectives A smart objective should always be :
Formula of Smart Objectives
Time Frame + Student Focus + Action Verb + Product/Process = Learning Outcome
20
Robert Gagne is considered to be the foremost researcher and contributor to the systematic approach to instructional design and training. Gagne’s book “The first first published in “The Condi Conditt ions of Learning ” 1965, identified the mental conditions for learning. These were based on the information processing model of the mental events that occurs when adults are presented to various stimuli. According to his theory:
INSTRUCTION = Set of Events External to the Learner is designed to Support the Internal Process of Learning.
21
The table below will provide brief explanation of the 9 events pertaining to instruction:
Step
Instructional Event Gain Attention
In order to take place the learning program, capturing attention plays a significant role. Motivational aids such as dynamic animated presentation, thought provoking questionnaire or facts helps the learners to startle their auditory or visual stimuli, hence rising curiosity to learn.
Inform learners of objectives
Each lesson plan should commence with a list of objectives, initiating the internal process of expectancy. It helps the learner to motivate on completing the lesson.
1
2
3
4
5
6
7
8
9
Explanation
Stimulate recall of prior learning
Present stimulus material
Provide learning guidance
Elicit performance
Provide feedback
Assess performance
Enhance retention & transfer
Associating new information with prior knowledge can facilitate the learning process. Learners feel comfortable to encode and store information in long term memory when there are links to personal experience. Asking questions about the previous experiences often helps stimulate recall. The phase where the new content is actually presented to the learner. Firstly chunking and organizing has to be performed meaningfully followed by typical explanation and demonstration. To appeal the different learning modalities, a variety of media should be prepared in the arsenal of trainer. Additional guidance should be provided along with the presentation to the learners. This helps them to encode information for long term storage. Guidance strategy involves the use of examples, non-examples, case studies, graphical representations, mnemonics and analogies. In this event, learner is required to practice the new skill or behavior. Eliciting performance provides opportunity for learner to confirm their correct understanding and repetition followed by the increment of likely hood. A post learning strategy requires an utmost need of immediate feedback of the learner’s performance. Chapter end questions, Quizzes and Unit Tests should be conducted in the form of Formative Assessment. At the end of training program, the learners should be given opportunity to measure their synthesized knowledge and skill through Summative Assessment commonly known as term end exams. Application of the knowledge in real world scenario and the skills obtained through curriculum often creates a gap. In order to bridge this gap, trainer should conduct apprenticeship or internship program to involve learners. From their perspective, the evaluation happens to a critical scenario where they get a chance to improvisation.
22
