instructional/program design produced by dr. james j. kirk professor of hrd western carolina...
TRANSCRIPT
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Instructional/Program Design
Produced by
Dr. James J. Kirk
Professor of HRD
Western Carolina University
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What You Will Learn
• Differences between program development and instructional design
• Specific approaches and issues
• Key steps in the instructional design process
• Ways of accommodating adult learners
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PERFORMANCE
Remember that all training should result inincreased job performance.
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Gap (Performance)
What An Employee Is Expected To Do
What An Employee Is Doing
Performance Gap
Remember that training should only be consideredif a performance gap can be in part or in whole closedby an increase in knowledge, skills, and or understanding.
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PROGRAM VS INSTRUCTIONAL DESIGN
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PROGRAM DEVELOPMENT
Looks at all of the planned learning activities (e.g., courses, workshops, OJT) an organization provides its employees.
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LEVELS OF PROGRAMDEVELOPMENT
• Organization (total curriculum)• Limited Scope (specific training tracks like safety,
management development etc.)• Specific Programs (a specific course, workshop like
a new employee orientation program)
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Instructional Design
Focuses on the creation of a specific course, course segment, or specific learning activity. Attention is given to minute details.
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Curriculum Development
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EIGHT CURRICULUM ISSUES
• 1. Goals & Objectives
• 2. Underlying Values
• 3. Methods of Selecting,
Organizing, and Planning
Content
• 4. Facilitation Processes
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EIGHT CURRICULUM ISSUES
• 5. Evaluation Methods
• 6. Instructor Selection
• 7. Identification of Learners
• 8. Management of the Setting in
which the Curriculum is
Implemented
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CURRICULUM DEV. APPROACHES & MODELS
• Subject-Centered
• Objectives-Centered
• Experience-Centered
• Opportunity-Centered
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SUBJECT-CENTERED
• Disseminating information to individuals with little prior knowledge
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OBJECTIVES-CENTERED (Building measurable skills)
• Decision-Based (Performance Model)
• Competency-Based Models– 1. Instructional Systems
Design (ISD)– 2. Behavioral skills Outputs (BSO)– 3. Developing
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EXPERIENCE-BASED (Developing new ideas or solving
complex problems)
• Creative-Based
• Action-Based
• Concept-Based
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OPPORTUNITY-BASED (Taking advantage of learning
opportunities, individual growth, career development)
• Individualized Informal
• Individualized Contractual
• Groups-Oriented
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APPROACH
Which approach do I use?
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WHICH CURRICULUM APPROACH IS BEST WHEN...?
• Learners have no prior knowledge of a subject.
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WHICH CURRICULUM APPROACH IS BEST
WHEN...?
• Learners are expected to acquire measurable or observable skills.
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WHICH CURRICULUM APPROACH IS BEST WHEN...?
• Learners are expected to be creative, examine their attitudes, and make complex decisions.
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WHICH CURRICULUM APPROACH IS BEST WHEN...?
• Learners are expected to take charge of their personal / professional growth and careers.
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WHICH CURRICULUM APPROACH IS BEST FOR...?
• New Employee Orientation
• Computer Training
• Customer Service
• Career Planning
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WHICH CURRICULUM APPROACH IS BEST?
(FOUR KEY QUESTIONS)
• 1. What key groups of decision-
makers will be affected by a
program or curriculum?
• 2. What results does each group
hope most to gain over time?
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WHICH CURRICULUM APPROACH IS BEST?
(FOUR KEY QUESTIONS)
• 3. What might any of the group’s fears be about instructional effects?
• 4. What curriculum approach is each group most likely to prefer? Why?
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TRAINING CURRICULUM CLOSES GAPS
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Gap (Subject-Centered)
Needs To Know To Perform The Job
Currently Knows To Perform The Job
Information Gap
Needs To Know To Perform The Job
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Gap (Objectives-Centered)
Needs To Be Able To Do To Perform The Job
Competency Gap
Currently Able To Do To Perform The Job
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Gap (Experience-Centered)
Needs To Understand To Perform The Job
Conceptual Gap
Currently Understands To Perform The Job
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Gap (Opportunity-Centered)
Capable Of Becoming To Perform The Job
Is Becoming While Performing The Job
Growth Gap
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INSTRUCTIONAL DESIGN
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ASSUMPTIONS
• It is aimed at individual learning
• It is both immediate and long-range
• It can greatly affect individual human development
• It should be conducted systematically
• It is based on knowledge of human learning
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ID ESSENTIALS
• Conduct a task/job analysis
• Identify the outcomes of the instruction based on the job tasks to be performed
• Develop the instruction (content, strategies, materials, tests)
• Deliver the instruction
• Evaluate the effectiveness of the instruction
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OUTCOMES CATEGORIES
• Verbal Information (Knowing that)
• Intellectual Skills (Knowing how)
• Cognitive Strategies (Understanding that)
• Attitudes (Believing/valuing that)
• Motor Skills (Doing that)
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PLANNING FOR THE EVENTS OF INSTRUCTION
• Gaining attention
• Informing learners of the objectives
• Stimulating recall of prerequisite learning
• Presenting the stimulus material
• Providing learning guidance
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• Eliciting the performance
• Providing feedback about performance correctness
• Assessing the performance
• Enhancing retention and transfer
PLANNING FOR THE EVENTS OF INSTRUCTION
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ASSURE
A Procedural Model for Planning and Conducting Effective Instruction that
Incorporates Media.
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ELEMENTS OF THE ASSURE MODEL
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STEPS IN THE ASSURE MODEL
• Analyze Learners • State Objectives • Select Methods, Media, and
Materials • Utilize Media and Materials • Require Learner
Participation • Evaluate and Revise
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ANALYZE LEARNERS
• General Characteristics
• Specification Competencies – knowledge
– skills
– attitudes
• Learning Styles
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STATE OBJECTIVES
• Conditions of Performance
• Specific Performance • Degree of Acceptable
Performance
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STATE METHODS
• Choose Appropriate Methods and Media Formats
• Decide on Materials to Implement the Choices made
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REQUIRE PARTICIPATION
• Activities Should Require Active Mental Engagement by the Learners
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EVALUATE & REVISE
• Evaluate the Impact and Effectiveness of Instruction
• Revise Where Discrepancies Exist Between What was Intended and Obtained
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TWO ROLES FOR TRAINERS
Depending on the nature of the learning activities built into the instructional design, trainers play one of two roles.
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INSTRUCTOR
• Presents information / right answers
• One-way communication
• Assignments
• Dictates objectives
• Teacher-Centered
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FACILITATOR
• Guides discussion right..?
• Two-way communication
• Coordinates learning methods of group’s goals
• Learner-Centered
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What You Have Learned
• Differences between program development and instructional design
• Specific approaches and issues
• Key steps in the instructional design process
• Ways of accommodating adult learners
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