fsu - introduction to instructional design guide

Introduction to Instructional Design

This study guide is a companion to Mastering the Instructional Design Process: A Systematic Approach by William J. Rothwell and H.C. Kazanas.

Instructional Design (ISD)

Based on General systems theory (a.k.a. systems theory, open systems theory, systemic theory) Systems theory (descriptive) + problem

solving (heuristic & prescriptive) + ISD knowledge + experience = expert in ISD

Two problem solving approaches: Algorithmic approach to problem

solving. (Yes/no) approach in which the process is bound to lead to the correct solution or outcome

Heuristic approach to problem solving is one which is based on general strategies rather than precise rules. Using these strategies improves the chances of coming up with a solution, but does not guarantee a correction solution.

Instructional design is: Focused on establishing and

maintaining efficient and effective human performance

Guided by a model of human performance

Carried out systematically Based on open systems theory Oriented to finding and applying the

most cost-effective solutions to human

performance problems and discovering quantum leaps in productivity improvement through human ingenuity.

Chief aim of instructional design is to improve: Efficiency is usually understood to

mean the ratio between the resources needed to achieve results (inputs) and the value of results (outputs).

Effectiveness usually means the match between results achieved and those needed or desired.

Appeal (ARCS Model of Motivation)

Performance is defined as the outcomes (ends or result) to which purposeful activities (means) are directed. Human performance is the result of

human skills, knowledge, and attitudes. Machine performance is the result of

machine activity. Company performance (organizational

performance) is the result of organizational activities.

Factors that affect performance: Individual performance: job context,

motivation, knowledge, skills, attitudes, abilities, aptitude

Work-group performance: structure, leadership, cohesiveness, roles, norms (accepted beliefs)

Five factors should be considered whenever a human performance problem is identified: The job situation The performer

The behavior The consequence The feedback of the consequence back

to the performer

Instructional Solutions

The instructional solution is to equip individuals with new knowledge, skills, or attitudes.

Management solutions do everything to affect human performance other than instruction or training or development. Non-instructional or non-learning

solutions (a.k.a. management solutions) Management solutions include

Feedback methods Job performance aids Reward systems Employee selection practices Organizational redesign

Instructional solutions convey

Primary: Knowledge, Skill, Attitude Secondary: Awareness, Responsibility,

Cooperation

ISD Models


A model is a simplified or abstract representation of a process, device, or concept. A model of any kind is designed to help understand a problem, situation, process, or device. Provides a basis for a common understanding.

A comprehensive performance model includes as many factors as possible affecting human performance in organizational settings.

A situation-specific performance model focuses on an existing or suspected problem.

>Levels of models

1. 1st level - Generic: highly abstract and applies everywhere (ADDIE Model)

2. 2nd level - Organizational: adapted to a particular organization

3. 3rd level - Operational: a procedural how-to-do-it process

There are more than 100 different ISD models, but almost all are based on the generic "ADDIE" model. Other well-known models include the “Dick & Carey Model”

>The ADDIE model

Analysis --> Design --> Development --> Implementation --> Evaluation

Rapid prototyping (continual feedback) has sometimes been cited as a way to improve the generic ADDIE model.

Each of the 5 elements in the process is also a subsystem for all the other elements.

>Alternatives to instructional solution

Management solutions include Feedback methods Job performance aids Reward systems Employee selection practices Organizational redesign

>Instructional design solutions project

1. Identify condition Collect information about the

condition2. Identify criterion

Two kinds of criterion: Performance standards which are minimally acceptable job performance benchmarks. Performance objectives which are desirable job performance targets.

3. Identify the gap Performance analysis focuses on

identifying gaps between desired (ideal) and actual (real) results.

Two models for performance analysis: Comprehensive models, Situation specific models

Abbreviated performance analysis to avoid groupthink when instructional designers are assigned late to a project.

Analyze

Assess learners Analyze work setting Job / Task analysis

1.0 Conduct needs assessment (find the problem)

To identify and define a performance gap. Identify gap between current performance and ideal performance.

Needs assessment plan

Defined as a blueprint for collecting information about instructional needs. Resembles a research plan

Two categories: Comprehensive needs assessment

planning & plan (macro needs assessment)

Situation-specific needs assessment planning & plan

1. Establish needs assessment objectives2. Identify target audience3. Establish sampling procedures4. Determine data collection strategy and

tactics5. Specify instruments protocol6. Determine methods of data analysis7. Assess feasibility of the plan and a

description of how decision will be made based on the data


See appendix for developing needs assessment plans.

Conduct needs analysis

Determine cause of the problem and find a solution Pinpoints root causes of gap - discovers

the underlying causes of gaps between the ideal or desirable and the actual. It is usually carried out following a needs assessment.

Training requirements analysis (TRA)

Specifies exactly what training is necessary.

2.0 Conduct learner assessment (Learner profile)

See Appendix B.

A learner profile is an assessment of the learners through a narrative description of the targeted audience for instruction that sets forth key assumptions that will be made about them as instruction is prepared.

The three basic categories of learner characteristics are relevant to a specific situation, performance problem, or instructional need: situation-related characteristics decision-related characteristics learner-related characteristics

Two approaches to assessment: The derived approach The contrived approach

Three approaches to form: Normative Descriptive Historical

At three different points First, before instruction is prepared to

meet identified needs and solve specific human performance problems as they exist at the present.

Second, consider target learners who may need to participate in future instruction, perhaps on a regular basis.

Third, consider characteristics of a specific target group of learners each time the instruction is delivered.

3.0 Work setting analysis

Development environment - setting in which instruction will be prepared.

Delivery environment - setting in which instruction will be presented.

Application environment - setting in which learners will be expected to apply what they learn.

4.0 Performance work analysis

Job analysis

Systematic examination of what people do, how they do it, and what results they achieve by doing it. It clarifies work titles, responsibilities, activities, and entry qualifications.

It identifies what people do and thereby provides information for selecting,

appraising, compensating, training, accountability, and disciplining employees.

1. Identify the jobs to be analyzed2. Clarify the results desired from the analysis

Why is the job analysis being conducted and what results are sought from it.

Four purposes of job analysis and their different approaches p.134.

A job specification usually appears at the end of a job description (establishes minimum entry requirements).

Might also include a list of representative tasks called a task listing.

Who will conduct the job analysis What is the purpose of the analysis How will the results be used What sources or methods will be used

to collect and analyze job information3. Prepare a plan that correctly answers these

questionsa. Who will conduct the job analysisb. What is the purpose of the analysisc. How will the results be usedd. What sources or methods will be

used to collect and analyze job information

4. Implement the job analysis plan Carry out the plan. Always 1) identify who needs to give

permission for a job analysis to be conducted 2) clarify how permissions are given 3) allow sufficient time for those permissions to be given.

5. Analyze and use the results of the job analysis The results of the job analysis are

expressed as job descriptions, job specifications, task listings, or job performance standards.


Task analysis

An intensive examination of how people perform work activities.

A task analysis is carried out to 1) determine components of competent performance 2) identify activities that may be simplified or otherwise improved 3) determine precisely what a worker must know, do, or feel to learn a specific work activity 4) clarify conditions needed for competent performance 5) establish minimum expectations (standards) for how well job incumbents should perform each task appearing in their job descriptions.

Terms

Task - series of actions or behaviors which accomplish a goal. Cognitive tasks are performed mentally, such as evaluating, deciding, or discriminating. Action tasks have a set of clearly defined steps that are observable.

Subtask - one step in a task Element - a step within a step of a task. i.e.,

an element in shoveling coal into a furnace is 'placing a hand on the shovel'

Task listing - what do people do as they carry out their work?

Steps to perform a task analysis:1. Identify jobs or tasks to be analyzed

Using the task listing identify what tasks within a job are to be analyzed.

Identify type of task. There are 4 types: procedural (synonymous with action tasks), process (bound to a particular process), troubleshooting, and mental (unobservable).

2. Clarify the results desired from the task analysis Key questions 1) why is the analysis

being conducted 2) what results are sought from it.

3. Prepare a plan to guide the task analysis Key questions: 1)who will conduct the

task analysis 2) whose task performance will be examined 3) what approach will be used to collect and analyze task information.

4. Implement the task analysis plan The job is broken down into its

component parts, the relationship between the parts are examined and compared with correct principles of performance. Finally, the parts are restructured to form an improved job or task, and learning requirements are specified.

5. Analyze and use the investigation's results

Content analysis (subject matter analysis)

Is intended to 1) identify and isolate single idea or skill units for instruction 2) to act as an objective decision rule for including or excluding topics from instruction and 3) to provide guidance to sequence topics in instruction.

1. Identify the subject or topic2. Investigate what experienced performers

know about the topic

3. Investigate how people perform the mental (covert) activity by

a. Asking themb. Observing results of work activityc. Using other methods

4. Conduct a literature search on the topic5. Synthesize results using any one of several

methods to develop a model of the subject6. Describe the subject or content

Take into account competency models

Competency modeling

Competency modeling has supplemented and sometimes supplanted traditional task analysis.

There is no standard definition of competency, so when confronted with the word immediately ask: How is that term being used? And what is its meaning in context?

Behavioral events interviewing (BEI) is the key methodology used to assess competencies.

Conducting BEI interviewing P161.

Performance & causal analysis

The PDS approach begins with performance analysis based on the organization’s mission, goals, strategies, and operational require-ments. Performance analysis is the identification of current or anticipated deficiencies, or “gaps”, in workforce performance. Discrepancy between current

performance and new performance.


Determining the specific factors or “causes” that contribute to the performance gap is called Causal Analysis. Causal analysis is the critical link

between identified performance gaps and the appropriate solutions, and is a major strength of the PDS approach.

Steps in performance and causal analysisPhase 1 - Performance Analysis

Step 1: Identify Organizational NeedsStep 2: Assess Performance Needs

Phase 2 - Causal AnalysisStep 3: Identify the symptomsStep 4: Analyze the causes

Phase 3 - Determining HR SolutionsStep 5: Develop SolutionsStep 6: Implement the SolutionStep 7: Evaluate for Continuous Improvement

Design

Define and write performance objectives Develop performance assessments Determine instructional methodologies Structure and sequence of program content5.0 Identify and Write performance objectives (a.k.a. instructional or behavioral objectives)

Performance objectives are an expression of a desired result of a learning experience

and focus on the results of instruction, what the learners should know, do, or feel upon completion of the learning experience. Performance objectives are

measurable. Describes the results.

Performance objectives are distinguished from instructional & organizational goals & activities Goals are not measurable. Activities describe behaviors leading to

results and not the results themselves.

Identify performance objectives (two methods)

First method: Conduct goal analysis Goal analysis is a means of identifying

and transforming laudable but otherwise vague goals (desires) into specific measurable learning objectives (targets) for learner accomplishment.1. Identify and clarify the goal that

instruction intends to achieve.2. Identify behaviors associated with

the goal.3. Sort out unrelated items and then

eliminate duplications.4. Describe precisely what learners

should be doing to demonstrate goal achievement. These statements become performance objectives.

5. Test the performance objectives to ensure that they are linked to the goal and, when enacted, will lead to the desired instructional results.

Second method: Convert results of task or content analysis into performance objectives. The results of the task analysis - what

should workers know or do to perform competently.

1. Establish instructional purpose. The primary reason for a planned

instructional experience. Increasing learners knowledge Change attitudes or feelings Building skills Combining one or more of the other three choices2. Classify learning tasks.

What kind of instruction will be necessary to instruct people to perform this task or demonstrate this knowledge?

Four possible answers: Knowledge, Feelings, Skills, Some combination of the first three.

3. Analyze learning tasks (Learning Task Analysis) To identify prerequisite knowledge

(what learners should know before participating in instruction)

Three methods to identify prerequisites:1. Hierarchical analysis

Repeatedly ask what a learner needs to know to complete each work task and subtask. Each task implies a learning hierarchy. Hierarchical analysis is applied to intellectual,


psychomotor, and attitudinal skills, but not to verbal information.

1. Flowchart the relationship between the work task and the required prerequisite knowledge.

2. Develop performance objectives from the hierarchy.

2. Cluster analysis Is appropriately used

with verbal information or attitudes

Draw a chart and place an instructional goal at the top. Then list below it the major categories of information that are implied by the goal.

3. Procedural analysis The process of

identifying what learners should know to perform one task or a series of related tasks (a procedure).

Appropriate for developing performance objectives for intellectual skills, motor skills, and attitudes.1.

goal.2.

procedure.3.

procedure, answer: what must the learner,

know, do, or feel to perform.

1.stating precise performance objectives.

Write performance objectives

1. Classify performance objectives Does the objective focus on: Knowledge

(cognitive objective), Skill (psychomotor objective), Attitude (affective objective)

2. Write performance objective Objectives consists of:

Behavior (or performance) - a statement of performance always begins with a verb that is linked to the type of task to be learned.

Condition - explains what working conditions must exist when the performer demonstrates his or her knowledge, skill, or ability. Condition statements usually begin with the word "given". Given means the learner is provided with some equipment, resources, or information with which to function and cannot perform competently without them.

Criterion (or standard) - must be measurable. Measures may be expressed by quantity, quality, cost, time, or customer requirements. Process criterion - how well the learner should perform the task. Such as "following company procedures, conforming to the org. safety practices, within ten

minutes" Product criterion - describes the product of the task. Such as " to the client's satisfaction, with fewer than three errors, ready for sale"

Begin with something like: "On completion of instruction learners will be able to…" Then list behavior (performance) with a verb first, then follow with statements about criterion and condition.

Behavioral Objectives: Pro/Con

If objectives are too specific they will inhibit creativity.

Con: Limits creativity and assessment options.

Con: Restricts learning process to what can be measured.

Con: Oversimplifies, can restrict authenticity of instruction.

Pro: Sets expectations. Pro: Creates accountability Pro: Provides direction and keeps focus Pro: Facilitates communication and

agreement. Pro: Enables congruent assessment. Pro: Allows for determining when or if

intended outcomes have been achieved.

Instructional objectives worksheet

Work task or subject-matter topic

Performance objectives. “On completion of instruction, learners will


be able to…”

Column 1 Column 2 Column 3 Column 4

Performance Criterion Condition

Begin with a verb

What will the learner know or do?

Describe how well the learner should know or be able to do the performance (make it measurable)

Begin with “given” or “when” and describe the conditions that must exist for the learner to perform

6.0 Develop performance measurements

1) Identify: What should be measured? How should it be measured?

2) Steps in preparing instruments:a) Clarify the purpose of measurement

and selecting a type of instrumentb) Giving the instrument a descriptive title.c) Conducting background research.d) Drafting or modifying items.e) Sequencing - or reviewing the sequence

of - items.f) Trying out the instrument on a small-

group representative of the learner population.

g) Revising the instrument based on the small-group tryout.

h) Testing the instrument on a larger group.

i) Using the instrument - but establishing a means of tracking experience with it.

j) Revising the instrument - or specific items - periodically.

3) Other methods of measuring performance: An advisory committee. An external assessment center An attitude survey. A group discussion. An exit interview. A performance appraisal.

7.0 Sequencing performance objectives

Sequencing the objectives becomes the basis for an instructional outline (instructional syllabus in step 9.0).

Approaches

Chronological sequencing of objectives Content is arranged by time sequence

with the presentation of later events preceded by discussion of earlier ones. Typically used with history. Instruction is sequenced from past to present.

Topical sequencing of objectives Learners are immediately immersed in

the middle of a topical problem or issue. For example, today's newspaper headline may be of topical significance to a given performance objective, and it could be used as a starting point for instruction. Learners are then led back in time to see how the problem originated. They may sometimes be led forward to see what will happen if the problem is not solved.

This sequencing method is sometimes called deia res, a Latin phrase meaning

that instruction begins "in the middle of things".

Whole-to-part sequencing of objectives Learners are first presented with a

complete model or a description of the full complexities of a physical object (such as an automobile engine or the world globe), abstraction (such as steps in a model of instructional design), or work duty (such as writing a letter). Instruction is then organized around parts of the whole. For instance, learners are then led through each part of an automobile engine, each nation on a world globe, each step in a model of the instructional design process, or each task comprising the work duty.

Learners should be presented with an overarching logic to govern what they should know. In this way, they can see how each part relates to a larger conceptual system.

Part-to-whole sequencing of objectives When performance objectives are

sequenced from part to whole, learners are introduced to each part of a larger objective, abstraction, or work duty. By the end of instruction, they should be able to conceptualize the entire object or abstraction or performance the entire duty. For example, learners could be oriented to an organization by visiting, investigating, and charting work activities in each department. They should eventually be able to describe the activities of each organizational part and thus (presumably) the entire organization.


Known-to-unknown sequencing of objectives When performance objectives are

sequenced from known to unknown, learners are introduced to what they already know and are gradually led into what they do not know. This method argues that learners bring their experience to bear on what they learn. Consequently, it is essential for instruction to build on what the learner already knows. Sequence instruction from what the learner already knows about the subject to what the learner does not know about the subject.

Unknown-to-known sequencing of objectives When performance objectives are

sequenced unknown to known, learners are deliberately disoriented at the outset of instruction. In short, instructional designers consciously set out to "put the learners in over their heads." It is sometimes called discovery learning. This approach dramatizes how little they really know about a subject or the performance of a task or work duty with which they already feel smugly familiar.

The aim of this approach is to motivate learners for a subsequent learning task. It gives then an uncomfortable experience that leads them to question their own knowledge, thereby demonstrating to them that they need to learn more.

Step-by-step sequencing of objectives When performance objectives are

sequenced, learners are introduced to a

task or work duty through either of two methods. The first method is based on the steps of the task or work duty itself. Iders begin analyzing how the task or duty is performed. They then sequence instruction around each step in the task or each task included in a work duty.

The second method is based on the knowledge that learners must already posses or they must have mastered the skills to be capable of learning the procedure. Iders analyze how people learn the skill or process information. This analysis is conducted using techniques such as information processing analysis, information mapping, or learning hierarchy analysis. Performance objectives are then sequenced around each step ("chunk of knowledge" or "specific skill"_ that learners must possess to master a task or work duty. On occasion, training is not necessary for step-by-step learning to occur. Learners may be coached through a task by means of a job aid, such as a checklist or step-by-step description of a procedure. Alternatively, they may be coached through a task with a decision tool such as a flow chart, diagram, or electronic tool.

Part-to-part sequencing of objectives When performance objectives are

sequenced part to part, learners are treated to a relatively shallow introduction to a topic, move on to another topic that is also treated superficially, move on to a third topic that is treated superficially, eventually

return to the original topic for in-depth exposure, and so on.

The aim is to ensure that learners are introduced to topics and then hear more about them gradually as they are elaborated on in subsequent rounds of the spiral.

General-to-specific sequencing of objectives When performance objectives are

sequenced from general to specific, all learners are introduced to the same foundation of knowledge at the same skills. Later however each learner specializes. This method of sequencing is sometimes called the pyramidal or core structure method. All learners are exposed to certain topics (the core) but may specialize (by exposing themselves to topics around the core

Worksheet for judging performance objectivesDirections: For each objective consider each question and mark a check () for the appropriate response to each question in the center column. Then make notes to yourself for revision in the right column. If yes is answered to every question then the objective meets all required criteria and will not need to be revised. If you answer no to any question, the objective does not meet all required criteria. It should be revised.

Question Response Notes for revision

Does the objective Yes () No ()

1. Describe observable behaviors?


2. Describe measurable behaviors?

3. Match behaviors to the task?

Describe or imply conditions…

a. Affecting the job, task, or content to be taught?

…SEE p. 186

8.0 Specify instructional strategies Strategies vs. tactics

Tactics are the way instructional strategies are implemented. They are detailed approaches and activities used by a designer to accomplish a strategy.

What is an instructional strategy?

A strategy is an overall plan, method, or series of activities aimed at obtaining a specific goal.

An instructional strategy is a plan for systematically exposing learners to experiences that will help them acquire verbal information, establish cognitive strategy, or develop intellectual skills, motor skills, or new attitudes. It is a blueprint that shows what must be done to achieve the outcomes of instruction.

An instructional strategy is also a translation of a philosophical or theoretical position regarding instruction into a statement of

the way in which instruction should be carried out in specific circumstances.

Once an instructional strategy has been decided on, it becomes a product that can be used 1) as a prescription to develop instructional materials 2) as a set of criteria to evaluate existing materials 3)as a set of criteria and a prescription to revise existing material 4)as a framework from which class lecture notes, interactive group exercises, and homework assignments can be planned.

The instructional strategy describes in writing, though not in the detail typical of final instructional materials comprising a module, unit, or lesson. In the instructional strategy designers should match the method with the objectives.

Classifying the instructional strategy (macro or micro)

Macro instructional strategy - an overall plan governing a discrete learning experience, such as a course or module. A plan to help learners achieve the terminal performance objective. Think of it as a big picture road map for an entire planned learning experience, akin to a syllabus for a college course. A macro-instructional strategy is typically specified first.

Micro instructional strategy - is a specific plan governing each part of the learning experience , such as a unit or lesson within a course or module. A plan to help learners achieve enabling objectives. An example would be an outline for one planned learning experience or course session.

Two categories to base an instructional strategy upon

1. Based on the philosophy of learning and instructing Instructional strategy continuum

(expository instruction at one end and discovery instruction at the other):

Expository instructional strategy: All learning is a process of reception -> expositive instructional strategies. A form of reception learning

wherein learning occurs through a communication process and exposure to environmental variables outside the learning: instruction manipulates those variables. When instructors believe that learning occurs through a communication process they select an expository instructional strategy.

Learning centers around the communication process. Learning occurs through exposure to environmental variables outside the learner; instructing is a process of manipulating those variables to achieve predetermined ends. Learning occurs as people receive, understand, apply, and act on information directed to them by others. Learners are passive recipients of instructional messages, instructors or instructional designers are active transmitters of those messages, and the instruction itself is synonymous with the message.


1) Present information to passive learner

2) Test learner on their recall or understanding of the message

3) Present opportunities for learners to practice or apply the message and

4) Present opportunities for learners to generalize what they have learned to real situations or problems.

Discovery instructional strategy: All learning is a process of learner discovery -> experiential instructional strategies. Learning is an experience oriented

process. Learning is intensely personal. Set in the mental world of the learner, it results not so much from manipulation of environmental variables outside the learner as from the learners own internalized insight, reflection, and experience.

1) Structure opportunities for learners to receive important experiences and observe or reflect on them

2) Question the learners about the experience and observe learner reactions

3) Help learners think about the general principles and significant emotional experiences they have experienced.

4) Structure opportunities for learners to apply what they have learned to actual situations and problems

2. Based on events of instruction and conditions of learning

Examine the performance objectives in order to determine what type of learning is to be facilitated.

The instructional strategy is chosen based upon the type of learning.

Identify the events of instruction to be used (e.g. Gagne and Briggs, or other). Events of instruction constitute what should be done in a planned learning experience and the instructional strategy details how well they will or should be done.

1. Select instructional strategy and identify its step in the learning experience.

2. Detail each step.

Select the most appropriate strategy

No single (universal) instructional strategy for every learning situation.

An instructional strategy grows out of an analysis of the work tasks that learners are being instructed to perform and form the corresponding performance objectives established to achieve those desired results.

Any instructional strategy can be used to carry out any instructional event. However, no one instructional strategy works uniformly well under all conditions

If learners are inexperienced, then expository strategy is usually the most efficient approach. Exposition leads learners through a subject at a uniform rate, with the pace set more by the instructor than by the learner. If learners are experienced they will often rebel against an expositive strategy. They often prefer a process of discovery that makes full use of their

experiences and allows them to become involved in, and committed to, learning

The learning and working environments also influence the appropriate choice of instructional strategy. If the two environments are the same, as is the case with on-the-job training, an expository strategy is usually most efficient; if they are different then a discovery strategy usually works best. Generally, the closer the relationship between conditions in the learning and working environment, the greater the likelihood that learners will be able to apply on the job what they learn during instruction

Select appropriate tactics

The choice of instructional tactic is often more of an art then a science

Select media and delivery method(s)

Choosing media Medium is the way an instructional

message is communicated to the learner: books; programmed tests, computers; slides or tapes; video and film.

Media selection model (media model) is a decision making aid intended to guide selection of instructional media according to their instructional and cost effectiveness.

The range of media Instructional media range from simple

to complex. A medium that does not require much advance preparation can be considered simple, while one


requiring much preparation can be considered complex. A medium that appeals only to one sense can be considered simple; a medium that appeals to more than one sense can be considered complex.

Classification scheme from complex to simple media.

Consider the following when deciding which medium is best to achieve performance objectives? What are the desired outcomes of

instruction? Do they provide clues about what medium or media to choose. Also ask,

What constraints on time, equipment, staff skills, audience preferences, and cost affect this planned learning experience?

How often will this planned learning experience have to be revised in the future?

Select delivery method A delivery mode means the choice

about the conditions under which instruction is to be offered.

Make a selection of delivery mode based on the performance objectives to be achieved. If many people share the same instruction need, select mass instruction. Consider delivery mode for the entire learning experience on the basis of the terminal objective then reconsider media selection for each enabling objective.

Limitations of time, equipment, staff skills, and cost affect choice of deliver mode. Managers and sometimes learners even have preferences.

Consider constraints and manager/learner preferences.

Four basic choices for delivery mode: Mass instruction involving many

learners Group instruction involving few

learners Individualized instruction involving

only one learner at a time Direct experience involving real-

time learning, such as informal on-the-job training.

9.0 Select or Design Instructional Materials

1. Prepare a working outline (a.k.a. syllabus) A working outline summarizes the

contents of the planned learning experience. This outline is based on the instructional strategy and on measurable, sequenced performance objectives that were written previously.

Gagne's nine events or another set of instructional events are reflected in the working outline.

2. Conducting research Conduct research to identify materials

available inside or outside the organization.

Describe the materials available. Ask, have you ever seen any

procedure manuals, checklists, descriptive booklets, or training manuals on [subject name]?

Who do you know in this organization who is especially knowledgeable about his subject?

What department might have needed, in the past, to do special training on the subject?

Conduct research for materials outside the organization. First, network with designers in other organizations.

3. Examining existing instructional materials Compare existing materials to a list of

criteria on an evaluation checklist. Can the existing materials be used as they are, with minimal revisions? What revisions, if any, must be made? Are the performance objectives to be met by learners so unique as to prevent use of anything except tailor made materials?

4. Arranging or modifying existing materials Secure copyright permissions. Always

assume material acquired or purchased is copyrighted. Most government documents are not copyrighted. Request permission to use the material, write directly to the copyright holder. State where the material will be used (in-house?), how much will be used (the entire document or only part of it?), how many copies are to be made (will all participants in the training be given a copy?), who will receive the copies (who are the learners?), why the material is needed (training only? Promotional use?), and how often future requests will be made (how many times will the material be used each year?). A fee may need to be paid.


Arrange instructional materials by modifying them as needed.

5. Preparing tailor-made instructional materials Traditional components of an

instructional package: Learner directions or guide sheets

are instructions for learners. They explain how to use the instructional package.

Instructional materials contain the actual content of instruction.

Tests are student evaluation tools Instructor directions or guide sheet

are the instructors’ counterparts of learner directions or guide sheets.

Prepare and format instructional materials Detailed outlining summarizes the

content of the planned learning experience or series of related learning experiences – based on the instructional strategy and media that were selected earlier. Adds detail to the simple working outline.

Storyboarding is a visual representation of materials. Consider attaching pictures, guide sheets, whatever representing each step in the designated instructional experience to a backdrop.

Format refers to the layout of instructional materials in a given medium.

Student manuals are typically formatted in two ways: 1) Consisting of many individualized learner guide sheets each following one lesson within a series of related

learning experiences. The manual begins with a program description, a statement of program purpose, terminal objectives, relationships among lessons (organization of the series), equipment and supplies needed to complete the instruction, and self-check activities or tests to assess student progress. 2) Gear it toward participants in instructor-centered, group-paced instruction. In this format, the manual should also describe the program’s purpose, terminal performance objectives, and organization. I should also contain highlights of the program contents, handouts, activities, tests, space for notes, and other material.

Instructor directions or guide sheets frequently take the form of lesson plans, detailed outlines intended to guide instructors through group or individualized instructional activities. A lesson is the most detailed level of instructional planning.

A lesson plan should usually be developed directly from an outline describing instructional content. It should reflect previous decisions made about instructional strategy, media, and sequence of performance objectives.

Scripts are similar to lesson plans in that they can be used to establish the link between learners’ achievement of desired performance objectives and

instructors’ activities intended to foster that achievement.

Trainers’ guides are usually group-oriented classroom instruction.

6. Selecting or preparing learning activities. Select existing learning activities Prepare individual learning activities Prepare group learning activities

10.0 Evaluating Instruction

Levels of evaluation

Level 1 – Participant reactions toward learning experience (attitude survey)

Level 2 – determine what was actually learned/learning outcomes (performance/post-test) Knowledge measured with achievement

test Kills measured with performance test Attitudes measured with questionnaire

Level 3 – Transfer (job application)&Course evaluation

Level 4 – Organizational results

Type PurposeLevels Form. Sum.

1 2 3 4

Formative product evaluation


The process of appraising instructional materials during preparation. Its key purposes are to provide instructional designers with descriptive and judgmental information about the value of instruction. Descriptive information outlines the value of instructional components. In contrast, judgmental information assesses how much learning results from the instructional materials when used with learners and places a value on those results.

Formative process of evaluation

Provides descriptive and judgmental information about planned learning experiences.

Develop a formative evaluation plan

1. Determine purposes, objectives, audience, and subjects Why is this evaluation being

conducted? Consider who wants the evaluation and

why. Clarify who will review the results of the

formative evaluation and what information they need from it.

Identify who will participate in the formative evaluation.

2. Assess information needs of the target audience Designers are usually interested in how

they can revise instructional materials or delivery methods to make them more effective for learners.

Key decision makers are usually interested in how well the materials

meet previously identified instructional needs and solve human performance problems.

3. Consider proper protocol How much do the targeted audiences

expect to be consulted about a formative evaluation before, during, and after it is conducted?

What permissions are necessary to carry out the study?

Whose permissions are necessary? What formal or informal steps are

necessary to secure the necessary permissions to conduct a formative evaluation, select subjects, collect data, and feedback results?

4. Describe the population to be studied and select the subjects via sampling procedures.

5. Identifying other variables of importance What settings should be used for the

formative evaluation? What specific program issues are

particularly worth pre-testing before widespread delivery of instruction?

How much should the formative evaluation focus solely on instructional issues, and how much (if at all) should it focus on such other important but non-instructional issues as equipment needs, staff needs, financial resources required, facilities needs, and non-instructional needs of participants?

What positive but post-instructional outcomes of the planned learning experience can be anticipated? What negative post-instructional outcomes can be anticipated

How accurate are the pre-requisites previously identified?

6. Formulate a study design7. Formulate a management plan to guide the

study

Approaches to conducting formative evaluation

Expert reviews of material with SMEs Focused on content of instruction Focused on delivery of instruction

Management or executive rehearsals Describe to management what content

is covered and how they are to be delivered to gain and reinforce stakeholder support.

Individualized pre-tests and pilot-tests Group pretests and pilot tests

Definitions

Feedback is either incidental or intentional


Incidental feedback -growing out of specific situations in a spontaneous way.

Intentional feedback growing out of situations deliberately designed to provide people with evaluative information about how or what they do.

Needs assessment - to identify and define a performance gap. Identify gap between current performance and ideal performance. Critics of gap analysis state that it

focuses on deficiencies. Designers are finding fault and thus making training a form of punishment. To emphasize the positive change, appreciative inquiry, designers may tend to focus on the future and gear training as a means of preparing people for the future and building on their strengths, rather than emphasizing deficiencies based on the past alone.

Needs analysis - determine causes of gap and recommend solutions.

Comprehensive-needs assessment planning is broad, covering large groups inside or outside and organization. Sometimes called macro needs assessment. Used to determine the continuous and relatively predictable training needs of all newly hired workers since they must be oriented to their jobs. The results are used to establish an organization's curriculum - an instructional plan - covering basic training for each job category. A curriculum provides long-term direction to organized learning activities.

System – an integrated set of elemetns that interact with each other.

Situation-specific needs assessment planning is sometimes called micro needs assessment. Used for correcting a specific performance problem that affects only a few people. For instance, a micro training need exits when one supervisor reveals no knowledge of how to fire an employee and another employee possesses that knowledge. This is more often used than the other type. And the primary reasons for this are: Relatively few organizations establish an instructional plan or training curriculum across all job categories. Situation-specific needs often have built-in management support.


Needs Assessment Plan

Steps in developing needs assessment plans First clarify why you are doing an assessment. Beyond clarification, the appropriate place to start depends on the problem that is to be solved, the number of

people affected by it, and the time span available for the intended solution. Comprehensive needs assessment plan

Establishing a long-term plan for an organization or an employee job category should begin by locating a current organizational chart and information about strategic business plans, job categories in the organization, common movements from each job category to others, existing human performance problems in each job category, and individual training needs. They should then identify for each job category the knowledge, skills, and attitudes necessary for employees to perform competently. They should use the skills list as the basis for a curriculum by job category, team, department, or geographical site.

Situation-specific needs assessment plan Designed to close a performance gap through instruction. Begin by clarifying what you know about the gap.

SEE p66. What is happening now? What should be happening? How wide is the performance gap between what is and what should be. How important is the performance gap? How much of the performance gap is caused by deficiencies in knowledge, skills, or attitudes? What solutions are cost-effective and feasible? What unintended side effects of taking corrective action can be predicted?

Once these questions are answered, then move on to establish objectives, identify the target audience, select sampling procedures, decide on appropriate data collection methods, specify instruments and protocols, choose methods of data analysis, and describe how decisions will be bade based on the data.

1. Establishing objectives of a need assessment The needs assessment objectives spell out the results sought from needs assessment. The needs assessment objectives provide direction and clarify why the problem is worth solving and what

the ideal assessment outcomes will be. Begin by clarifying what results are to be achieved from the needs assessment. This should produce a mental picture of the desire conditions existing at the end of the assessment process. Once the vision has been formulated then a short (one-to two page) proposal for conducting the needs

assessment. The proposal should be used as a selling tool and as a formal request. Results include agreement among stakeholders about what the needs are and what instruction should meet

them, also a sense of what learners must know, do, or feel to overcome the deficiency of knowledge causing the performance problem, and finally, a clear sense of the final work product of the needs assessment.

Objectives can take different forms in a needs assessment plan. 2. Identifying target audience

Whose instructional needs are to be addressed in solving the performance problem? Who must be persuaded by the results of needs assessment to authorize instructional projects and provide resources for carrying them out? Must identify target audience to answer these questions.

A needs assessment really has at least two target audiences - performers and decision-makers. Performers are employees whose instructional needs will be identified through the needs assessment

process. They correspond to subjects in a research project. A needs assessment will have to identify who is presently affected by the performance problem, how much

they are affected, and where they are located. In micro needs assessment it may be possible to identify only a few individuals In most macrotraining needs assessment projects, it will be necessary to consider instructional needs by employee job categories or departments.

3. Establishing sampling procedures A sample is a small, representative group drawn from a larger group called a population. Sampling is the

process of identifying smaller groups for examination. It is used to economize the time and expense of gathering information about needs, and is often the focus of some questions.


Any sample will deviate to some extent from the "true" nature of the population from which it is drawn, a principle known as sampling error. Sampling error cannot be eliminated, but it can be predicted and conclusions can be reached in a way that takes its effects into account.

A sampling procedure is the method used to select a sample. Instructional designers commonly use any of four types of sampling procedures. To determine which to use

consider the objectives of the needs assessment, the degree of certainty needed in the conclusions, the willingness of decision makers in the org. to allow information to be collected for the needs assessment study, and the resources (time, money, and staff) available:

Convenience or judgmental sampling - used most often - a type of non-probability sampling in that the subjects for review are chosen for convenience or accessibility rather than representativeness. Can yield biased results

i. Select some number of cases to include in the sample based on convenience, access, or intuition.

ii. Choose the sample based on the results of step 1 Simple random sampling - a type of probability sampling in which each subject in the population has an equal chance of being selected for the study. Appropriate when the population is large.

i. Clarify the nature of the populationii. List the population

iii. Assign an identification number to each member of the populationiv. Select the sample by using any method that permits each member of the population an equal

chance of being selected Stratified sampling - more sophisticated. Appropriate when the population is composed of subgroups differing in key respects. In needs assessment subgroups may mean people in different job classes, hierarchical levels, structural parts of the org. or geographical sites. Might also mean classification of people by age, education, prior job experience, appraisal rating. The important point is that stratified sampling ensures that each subgroup in a population is represented proportionally in a sample

i. Clarify boundaries of populationii. Identify relevant subgroups within the population

iii. List members of each subgroupiv. Assign numbers to each member of each subgroupv. Determine the percentage of the population is made up of members of each group

vi. Select the sample at random (each subgroup should be represented in proportion to its representation in the population.

Systematic sampling - very simple to use. Make a list of everyone in the org. Then divide the number of persons by 10 percent. Finally, select every tenth name on the list.

4. Determining data collection strategy and tactics How will information about instructional needs be collected? Five methods are typically used to collect

information about instructional needs: SEE p77 for strengths and weaknesses of each Interviews Direct observation Indirect examination of performance or productivity measures Questionnaires Task analysis Other possible collection methods include: Key informant or focus groups, Nominal group techniques, Delphi procedure, Critical incident method, Competency assessment, Assessment center, Exit interviews

Interviews are structure or unstructured conversations focusing on needs. Focus these conversations on key managers' perceptions about the performance problem and the planed instruction necessary to solve it.


To plan interviews: prepare a list of general topics or specific questions; identify people who are knowledgeable about training needs; meet with the knowledgeable people and pose questions about training needs; take notes during or immediately following the interview.

Direct observation First hand examinations of what workers do to perform and how they do it. Planned or unplanned Include specialized forms or not Indirect examinations of performance or productivity measures They are indirect because they are unobtrusive and thus do not require instructional designers to observe workers performing. Indirect examinations may be structured ( in which results of observations are recorded on a checklist) or unstructured (in which the researcher's feelings and perceptions about results are recorded.

Questionnaires Mail surveys or web-based surveys, consist of written questions about instructional needs.

Task analysis Series of techniques by which work procedures are carried out.

Key informant Key informant groups or focus groups rely on highly knowledgeable people or committees composed of representatives from different segments of stakeholders. They are knowledgeable about the performance problem.

Nominal group technique (NGT) p73 for steps Formation of small groups in which the participants do not, during the earliest stages of data collection, actively interact. They are in name only, thus, nominal groups

Delphi procedure p73 for steps Substitutes written questionnaires for small -group interaction as a means of collecting information about training needs.

Critical incident method p74 for steps Collect information about critically important (critical) performance in special situations (incident).

Competency assessment p74 for steps To identify and isolate the characteristics of idea (exemplary) performers. Those characteristics are used as the foundation for preparing instruction that is designed to raise average performers to ideal performers.

Assessment center p75 for steps Not a place. Rather a method for collecting information.

Exit interviews p 75 for steps Are planned or unplanned conversations carried out with an organization's terminating employees to record their perceptions of employee training needs in their job categories or work groups.

5. Specifying instruments protocol What instruments should be used during the needs assessment, and how should they be used? What

approvals or protocols are necessary for conducting the needs assessment, and how will the instructional designer interact with members of the organization? These questions must be addressed in a needs assessment plan. The first has to do with specifying instruments and the second has to do with specifying protocol

Commercially available vs. tailor made instruments6. Determining methods of data analysis

How will the results of the needs assessment be analyzed once the information has been collected? Must be answered in a needs assessment plan.

Selecting data analysis methods depends on the needs assessment design, corresponding to a research design, that has been previously selected. They include


Historical - heavily qualitative; describe conditions of past Descriptive - presented in either qualitative as narrative or quantitative with frequencies, modes, means, and medians. A frequency is a count of how often a problem occurs or an event happens. Includes interview studies, questionnaires, document review Developmental Case or field study - heavily qualitative; describe conditions of present Correlation Causal-comparative True experimental Quasi-experimental Action research

7. Assessing the feasibility of the needs assessment plan Before finalizing the needs assessment plan, instructional designers should review it with three important

questions in mind Can it be done with the resources available? Is it workable in the organizational culture? Has all superfluous information been eliminated from the plan?

Other questions worth consideration include: how well does it take into account the decision making process of the organization? Whose opinions are most valued and how does the plan take their opinions in to account?


Learner Analysis

Select learner characteristics for assessment: Who is the intended and appropriate learner? The answer will help define the target population, target group,

or target audience.

What learner characteristics should be assessed? Assessing learner characteristics resembles segmentation, the process used to categorize consumers by similar

features. In advertising, segmentation gives advertisers the ability to target messages to the unique needs and concerns of their audiences. Truly, learners are consumers of services provided by instructional designers.

The three basic categories of learner characteristics are relevant to a specific situation, performance problem, or instructional need: situation-related characteristics, decision-related characteristics, and learner-related characteristics.

o Situation-related characteristics stem from events surrounding the decision to design and deliver instruction. The chief focus of the instructional design efforts should be directed to those most affected by it. When assessing situational characteristics of learners, instructional designers should begin by asking this question: what are the possible relationships between the performance problem and the learner? Does the performance problem itself suggest unique characteristics of the learners who should receive instruction? If so, what are they? Will those characteristics remain the same - or change over time? If they will change, in what ways will they change?

o Decision-related characteristics pertain to those making decisions about learner participation in instruction. When assessing these characteristics, iders should ask the following question: who makes decisions about permitting people to participate in instruction? Iders should clarify before preparing training materials who will make decisions about participation. There are several ways to do this. Establish a formal committee of people from inside the organization. The members of the committee can give advice about who should participate, predict who is likely to participate, and offer practical guidance for attracting appropriate participants by targeting the needs of decision makers.

o Learner-related characteristics stems from the learners themselves. There are two kinds 1) prerequisite knowledge, skills, or attitudes is sometimes called simply a prerequisite. In classical treatment, Blank defines a prerequisite as a characteristic, trait, or ability that students should possess to be successful on the job. Four types 1) physical traits 2) previously learned skills [ability to read, write, compute, use machines…] 3)previously learned knowledge 4) previously learned attitudes [employability skills such as appropriate dress, punctuality, interpersonal relations at work, policies and procedures].

Other learner-related characteristics:o Demographic characteristics include: age, gender, raceo Physiological characteristics include: heart condition, lung capacity, and general physical conditiono Experience characteristics include: length of service with the organization, length of service in the job,

experience with present job activities prior to job entry, and similar experienceo Learner sensitivity such as gender neutral language.o Physiological characteristics include sensitivity to chemicals, prior medical history, genetic heritage,

including tendency to certain forms of disease.o Aptitude includes talent and skills; knowledge includes education, basic skills, and specialized previous

training. Attitudinal feelings include feelings about the topic, training, the job, performance problems, and the organization. Some individuals have a higher aptitude because they are gifted with talents that others do not possess, and those talents are synonymous with aptitudes. Employers sometimes administer aptitude tests. When test scores are available they can be a rich source of information about learners.

o Experience (the amount of time a targeted learners have spent in their employment position) is one of the most important learner characteristics to consider in designing instruction. Because? When people first enter an organization they are often highly motivated to learn. Second, experience affects the


selection of appropriate instruction methods. Learners with the least experience need the most guidance. Simply, they do not know what they do not know.

o Knowledge is associated with what learners know about the subject of instruction, the performance problem, learning needs, and organizational policies and procedures. What if anything is known about the learner's knowledge of these subjects? What assumptions, if any, are safe to maek about what they know before they enter instruction? Have learners had much or little formal education generally? Have they had specific, previous instruction on the subject at another institution? If so, how was the subject treated?

o Learning styles refers to the ways people behave and feel while they learn. Several classic questionnaires are available for assessing the learning style of individuals. They may be administered. Alternatively, learners may simply be asked how they learn best, and the results can be used at that stage to modify instruction.

o Learning competence is how well individuals have learned how to learn. People may need to be trained how to learn better.

o Attitudinal characteristics refers to learners feeling about performance that they voice to other people. What learners think about a subject, the performance problem that instruction is designed to solve, their own learning needs, the organization, and other important issues. One way iders can assess attitudes is to prepare and administer a simple attitude survey to representatives of the targeted audience. Another way is to field-test instructional manuals and then administer an attitude survey to participants in small-group discussion.

o Geographical location affects learners needs and willingness to participate in instruction.o Job category refers to the learners' job duties and responsibilities within the organization. i.e., hourly

employees may not need the same instruction as managers.o Life cycle stage pertains to the individual's age and stage of development. In each stage of development,

the individual experiences central life crises that stimulate interest in learning about issues related to those crises. Consequently, the life cycle stages of prospective participants in instruction are worth some consideration by instructional designers.

o Career stages or career prospects may also influence learners. Classic Dalton, Thompson, and Price career stage model (apprentice --> colleague --> mentor --> sponsor).

Considerationso Iders must remember two key points as they identify prerequisites. First, if trainees enter instruction

lacking essential knowledge or skills, then these essentials must be furnished to them. Second, competent legal advice should be sought before people are screened out of instruction that is necessary for job advancement or security, particularly when physical traits are the prerequisite. Instruction is subject to the laws, regulations, and court decisions affecting equal employment opportunity and equal access for the disabled.

Determining methods for assessing learner characteristics: When should learner characteristics be assessed? At three different points in the instructional design process.

o First, before instruction is prepared to meet identified needs and solve specific human performance problems as they exist at the present.

o Second, consider target learners who may need to participate in future instruction, perhaps on a regular basis.

o Third, consider characteristics of a specific target group of learners each time the instruction is delivered.

How should learners be assessed? Using either of two methods:o The derived approach (simplest) - can an ider identify learner characteristics of obvious importance to a

given performance problem, instructional need, or organizational constraint through brainstorming? If yes, they can derive relevant learner characteristics.

o The contrived approach - if they cannot be identified through the derived approach then iders should derive a list of characteristics worthy of consideration. Go through a general list item by item and ask whether each item is related to the performance problem.


Developing a profile of learner characteristics: Summarize results of learner assessment in a learner profile. A learner profile is a narrative description of the

targeted audience for instruction that sets forth key assumptions that will be made about them as instruction is prepared.

What to include in a learner profile? Necessary background knowledge, skills, attitudes, and physical traits - what should the learner already know or

be able to before instruction begins? What should he feel about it? What minimum physical traits are necessary for success in the instruction?

Other necessary learner characteristics - assumptions made about learners' demographic or physiological characteristics, aptitudes, experience, learning styles, attitudes, job categories, value systems, life cycle stages, or career stages.

How should a profile of learner characteristics be developed? There are three basic ways to develop a profile of learner characteristics for instruction: Normative profile - is established judgmentally, without necessarily considering the existing market of learners.

It summarizes characteristics of the idea or desired learner. Work along with operating supervisors and managers.

Descriptive profile - examine characteristics of an existing group and simply describe them. It summarizes characteristics of the probable or likely learner.

Historical profile - establish characteristics of those who actually participate in instruction over a period of time. Summarizes characteristics of historical learner.


Worksheet: Preparing Instructional Objectives

Directions: Use this worksheet as a job whenever you draft performance objectives. In column 1 below, write a description of the work task or subject-matter topic on which the objective is to be based. Then, moving across the worksheet complete columns 2 to 4.

Work task or subject matter topic:

Performance objectives On completion of instruction, learners should be able to…

Column 1 Column 2 Column 3 Column 4Begin with a verb Performance

Answer this question: What will the learner

know or do?

CriterionDescribe how well the

learner should know or be able to do the performance

(Make sure it is measurable.)

ConditionBegin with “given” or

“when” and describe the conditions that must exist for the learner to perform.


Behaviors Specified In Instructional Objectives and Corresponding Test Items

Type of test item Brief description of test-item format Behavior (verb specified in the instructional objective)

Essay(Example: “What are the chief advantages and disadvantages of the essay format as a test item?”)

A type of test item requiring a learner to respond in essay format. This type of item is appropriate for assessing higher levels of cognition – such as analysis, synthesis, and evaluation.

ConstructDefineDevelopDiscussGenerateLocateSolveState

Fill-in-the-blank(Example: “The ___ - in-the-blank is a type of test item.”)

A type of test item requiring the learner to fill in the blank with an appropriate word or phase. Scoring can be objective because the required response is quite specific – often only one word is correct.

ConstructDefineIdentifyLocateSolveState

Completion(Example: “A type of test item that requires the completion of a sentence is called the ___.”)

A type of test item that closely resembles the fill-in-the-blank type, except that the learner is asked to complete a sentence stem.

ConstructDefineDevelopDiscussGenerateIdentifyLocateSolveState

Multiple-choice(Example: “A type of test item requiring the learner to choose from more than one possible answer is the (a) multiple-choice; (b) essay; (c) completion.”)

Kemp calls multiple-choice “the most useful and versatile type of objective testing.” Learners must choose between three and five options or alternatives as the answer to the question.

DiscriminateIdentifyLocateSelectSolve

True-false(Example: “A true-false test item is less versatile than a multiple-choice one.”)

A type of test item in which learners are asked to determine whether a statement is true or false.

DiscriminateLocateSelectSolve

Matching A type of test item in which learners are asked to match up items in one column with items in another column

DiscriminateLocateSolve

Project(Example: “Write an essay question to describe ten steps in preparing an assessment instrument.”)

A type of test in which learners are asked to demonstrate the ability to perform a task they have (presumably) learned through participation in an instructional experience.

ConstructDevelopGenerateLocateSolve


Structure of a CourseCOURSE INTRODUCTION1. Table of contents2. Preface/introduction3. Course introduction4. Pre-requisites5. Learner materials6. Evaluation plan7. Feedback plan8. How to use

MODULE 1 INTRODUCTION1. Motivation2. Objectives3. Background4. Transition to unit

UNIT 1.11. Motivation2. Objectives3. Background4. Transition5. Content6. Examples7. Learning activity8. FeedbackRepeat #5, 6, 7, & 8 for each intermediate Learning Objective (lesson)9. Key points10. Transition

MODULE 1 CLOSING6. Summary7. Integrative activity8. Practice test9. Key points10. TransitionMODULE XRepeat module introduction and closing for each module in the course

UNIT X.1Repeat unit content for first unit of moduleUNIT X.XRepeat unit content outline for remaining units of the module

COURSE CONCLUSION9. Review goals and objectives10. Test & next steps11. Training transfer12. Course evaluation13. Future classes


Worksheet: Assess the Performance Problem

1. Describe the optimal performance.

2. Describe the actual performance.

3. Describe the performance need, or discrepancy between optimal and the actual.

4. Identify possible causes of the discrepancy or need.

5. Identify possible solutions.

6. Write a problem statement with proposed solutions.


Worksheet: Analyse Learners

1. How would you characterize the potential learners?

Who performs this job?

What prior experience and/or training have they had?

What is their motivation for training?

2. What are the prerequisite knowledge and/or skills the learners must have to undertake this training?

3. Are there characteristics of the learners that might affect their capacity to learn?

4. Estimate numbers required training.

5. Where are learners located?

6. When should training be given (e.g. a specific period for the year, in relation to specific tasks, etc.)?


Worksheet: Analyse Job

Job:

Functions Duties Tasks Criticality(1=Low / 5 = High)

Frequency(Low / Moderate / High)

1.0 … 1.1 … 1.1.1 …1.1.2 …1.1.3 …

1.2 … 1.2.1 …


Worksheet: Analyse Tasks

Duty:

REF Task Select for trainingOptional On

the Job

Prerequisite Job Aid

Training

1.X

REF Knowledge – Skills – Key Messages Select for trainingOptional On

the Job

Prerequisite Job Aid

Training

1.XK11.XK21.XK31.XS11.XS21.XS31.XM11.XM21.XM3


Worksheet: Sequencing & High Level Design

Duty:

REF Task TLO Eval Source Delivery

Exists External Develop

REF Task TLO Eval Source Delivery

Exists External Develop


Worksheet: Detailed Lesson Plan1. Course Title:2. Delivery Strategy:3. Module Title:

Module Objective:4. Unit Title:

Terminal Learning Objective (TLO):

Transition:

Sequenced learning objectives(ILO/TLOs)

Content Instructional Strategy (really tactics) Examples/Learning Activities

Learner Responses/Feedback

Materials Time Estimates

Transition


Worksheet: Write Units

Unit No. & Title:

Unit Objective:

Module No. & Topic:

Module Objective (ILO):

Instructional Elements Text & Graphics Supporting Material

1. Objective

2. Motivation

3. Background

4. Transition

5. Content

6. Examples

Lesson No. & Title:

Module No. & Topic:

7. Learning Activity

8. Feedback

9. Key Points

fsu - introduction to instructional design guide

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