Instructional Design of Distance Training

TRDEV 533Chapter 3

Processing Model for DT Goal

Maximize tech utilization Institutionalize distance learning

Business Goals & Objectives Must dictate

Instructional needs Performance objectives

DT: Event Vs Program Event

A single or multiple training session(s) done in isolation

Program Organizational process with policies

and procedures specific to dept functions and responsibilities

Variables Effecting D. T. In Corp. Settings Technology alone does not equal

success Instructional needs should drive selection of

tech Failure to apply sys. I.D. process model

causes: Lack of instructional analysis Methodologies inconsistent with medium Staff unable (reluctant) to us technology

Variables That Effect D. T. In Corp. Settings (continued)

Content application not defined by org. bus. goals & objectives

Effective implementation without contributing to org. strategic org. goals

Application of ISD to DT Instructional goals defined relative

to org goals ISD provides a strategy to account

for all instructional components Student’s role at far sites ID of DT materials What the learner is to learn Interactivity- student, instructor,

media

ADDIE ISD Model Analyze Design Develop Implement Evaluate

ADDIE adapted to DT Analysis = instructional &

organizational Performance outcomes includes:

Operational bus. needs Instructional needs

Design & Development includes appropriate: Instructional events & methodologies Selected delivery tools

ADDIE adapted to DT (continued)

Implementation = contribution of interdisciplinary teams

Evaluation = formative & summative

IDM – DT Model Purpose:

1. Id org. goals & objectives2. Performance outcomes that

contribute to org. goals3. Id instructional events &

methodologies which facilitate performance change

IDM – DT Model (continued)

Seven steps1. Analyze business needs2. Id strategic DT events & programs3. Apply conceptual frameworks to DT4. Develop & accommodate org.

technology plan

IDM – DT Model (continued)

5. Correlate DT instructional materials to tech. delivery tools

6. Secure implementation support for balanced rollout

7. Evaluate DL processes & measure transfer

IDM – DT1. Analyze business needs

DT’s strategic contribution to the org. Initial crisis? Instructional problem? What type? Is DT an effective solution?

Org needs analysis Gap analysis Id key individuals Review org documentation

IDM – DT

2. Id strategic training events & programs

a. Id business-driven performance outcomes (objectives) that contribute strategically

What the learner will do upon completion of DT

b. Conduct a cost-benefit analysis for ROI How to id performance objectives p.46

IDM – DT

3. Apply conceptual framework of leaning to DT

Id an instructional strategy How will content be presented?

Two Conceptual frameworks

1. Content & knowledge determined by someone else is transmitted to the learner

2. Learner transforms information, generates hypotheses, & makes decisions about knowledge that she constructs or socially constructs through interpersonal communications

Instructional Analysis Ensure that instructional event

matches the learning model The process examines:

Sequencing of concepts Size of module Style of presentation Types of examples used

See p.49 for implementation activities

Types of Instructional Analysis Hierarchical analysis

Intellectual goals & subordinate knowledge & skills

Procedural analysis Psychomotor goals & sequential

subordinate tasks Cluster analysis

Verbal information & categorize subordinate terms

DT Instructional Events Three instructional components

1. Introduction2. Body of activities3. Conclusion

Introduction Pre-instructional activities

Establish motivational levels Engage in prerequisite skill development

Sets the frame-of-reference for learning My supplies advanced organizers Or demonstrations of performance

outcomes Sets learner expectation Identifies procedures & protocols

The body* Presentation of content Guidance of learners Elicitation of learner input &

response Provide feedback Evaluation* See Gagne’s 9 events of instruction

Conclusion Reiterate intended learning

objectives Review of salient concepts Summative evaluation of learner

performance

Characteristics that effect DT development

1. Type & level of interaction2. Synchronicity of the interaction &

personal communication3. Locus of control over content and

pace of instruction

Instructional Event for Adult Learners Strengthened by increased levels of:

Learner-to-learner interaction Learner-instructor interaction Learner-control over content & pace Activities that increase learner dialog

and engagement Questioning, role-play, collaborative

activities, case studies, storytelling, debates, simulations

Instructional Event for DT Strengthened by:

Limiting the distraction from the technology

Instructional events complement the model of learning

Institutional Technology Plan Guides decisions about

procurement & utilization of tech Provides policies & procedures for:

Analyzing cost-benefits Allocating resources Controlling budgets

Should be included in the organization’s mission statement

IDM – DT

4. Accommodate (organizational) technology plan

Characteristics of a strong technology plan 3 to 5 yrs tech support description Description of options for the above Statement recognizing DT as unique &

necessary Statement of guiding principles Statement of strategic & tactical goals Clear description of core costs Line item descriptions of ISD costs

IDM – DT

5. Correlate distance learning instructional materials to technology delivery tools

• See table 3.1, pages 58-59• Note media effectiveness

parameters• Text p 61• Text Design for Non-Designers

IDM – DT

6. Secure implementation support for balanced roll-out strategy

• Understand transitional-management theory

• Proactive institutional planning• Org recognition of DT• Availability of org computing services &

tech support• Collaborative contributions by

interdisciplinary groups

IDM – DT Characteristics that impact DT

effectiveness Identification & recognition of org

goals Presents of interdisciplinary DT team Active maintenance of org tech plan

Insert activity p. 63

IDM – DT

7. Evaluate DT processes & measure transfer

Formative evaluation Reiterative reviews, continuous

feedback Summative evaluation

Overall strengths & weaknesses Systematic collection of data over time

IDM – DT Id-driven id & selection of tech for

PT ID Vs tech related P. 55 ???????