some ideas shared in the 1 st session of atd’s study...

ATD-PR Study Group Presented by N. Martínez e Irangelis Summary

S o m e i d e a s s h a r e d i n t h e 1 s t s e s s i o n o f A T D ’ s S t u d y G r o u p

o n A p r i l 1 3 t h , 2 0 1 6

Instructional Design ID By Noemí Martinez

Instructional design is the process of analyzing, designing, developing, implementing, and evaluating any instructional experience. (This process often referred to as the ADDIE model) It is important to understand the business goals and organization’s objectives in order to do a good ID. To identify the mission and vision of the organization is also a critical factor to be known, so the Designer could translates the goals into action. (section 2.1) There are many learning theories, among them are Maslow’s hierarchy of needs, Malcom Knowle’s concept of Andragogy, behaviorism, cognitivism, and more.

Abraham Maslow stated that

https://brilliantnurse.com/nclex-prioritization-questions-maslows-hierarchy-needs-theory/


Graphic of Malcom Knowle’s concept of Andragogy

www.slideshare.com

http://www.slideshare.com/


Behaviorism

www.wikipedia.com

Cognitivism

Refer to the following link to know more about learning theories of Piaget-

Vigotsky-Ausubel Bruner:

http://www.imageneseducativas.com/cuadro-comparativo-de-las-teorias-de-

aprendizaje-piaget-vigotsky-ausubel-bruner/

http://www.imageneseducativas.com/cuadro-comparativo-de-las-teorias-de-aprendizaje-piaget-vigotsky-ausubel-bruner/

http://www.imageneseducativas.com/cuadro-comparativo-de-las-teorias-de-aprendizaje-piaget-vigotsky-ausubel-bruner/


A basic tenet of instructional design is that training is most effective when it provides learners with a clear statement of what they must be able to do as a result of training and how their performance will be evaluated. During the instructional design process, TD professionals should be aware of learning's overall context, including how the learning need relates to the overall business strategy or environment as well as the goals and perspectives of key stakeholders. TD professionals have to balance the qualities of the most elegant learning solution with business needs to propose solutions that work within business constraints. According to data collected to develop the ATD Competency Model, instructional design is the AOE with the highest rating for importance and the highest percentage of time spent on the job. So, why is that? Because work environments experience rapid and continuous change, learning is increasingly critical to enable workers to adapt and organizations to be better than their competitors. Instructional design helps to ensure that learning supports organizations in their quest for excellence and meets the needs of individual learners. One of the first steps in the instructional design process is to understand the business goals and objectives of the organization. This is critical to identify the current state, the desired future state, and ultimately the needs of the learner. Without understanding the business strategy and drivers early in the instructional design process, TD professionals are at risk for spending time on pet projects that perhaps do not address the performance needs or align with overall business strategy and goals. Business strategy should drive the work of the TD professional just as it drives the goals of an organization. The business strategy identifies the mission and vision of the organization, creates strategic goals, and translates the goals into action. An effective TD professional strives to be aware of the context of the learning being designed, such as how the learning is connected to the overall business strategy, the environment in which the learning will occur, and the goals and perspectives of key stakeholders in the project. TD professionals responsible for instructional


design must ensure that the learning aligns with the strategic business goals and objectives of the organization and supports the learning outcomes. A TD professional needs to have a basic understanding of how businesses function in an organization's particular community or industry, how funding and revenues are determined, and what are the strategic strengths and weaknesses of the business. A learning professional must be able to convey learning initiatives in the terminology of his or her organization so that the function is seen as a strategic business partner. To become a strategic partner, a TD practitioner should focus on: providing services that support the organization's business strategy improving the visibility of his or her activities and accomplishments to gain

credibility for the learning function measuring results or relating results to other internal measures becoming educated in strategic planning educating others in strategic planning.

TD professionals are most successful at designing instruction when they understand where and how adults learn best. Practitioners who possess a solid understanding of adult learning theories are able to identify the characteristics of learners and select appropriate instructional strategies to create effective, targeted solutions to meet learner needs and business goals. Some References (for in depth research) on ID Allen, M. (2012). Leaving ADDIE for SAM. Alexandria, VA: ASTD Press. Biech, E. (2005). Training for Dummies. Hoboken, NJ: Wiley Publishing. Butruille, S.G. (1989). "Lesson Design and Development." Infoline No. 258906. Carliner, S. (2002). Designing E-Learning. Alexandria, VA: ASTD Press. ———. (2003). Training Design Basics. Alexandria, VA: ASTD Press. Clark, R.C. (2010). Evidence-Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ASTD Press. Cross, J. (2007). Informal Learning. San Francisco, CA: Pfeiffer. Dick, W.O., and L. Carey. (1996). The Systematic Design of Instruction (3rd edition). New York: HarperCollins College. Dick, W.O., L. Carey, and J.O. Carey. (2004). The Systematic Design of Instruction (6th edition). Boston: Allyn & Bacon. Hodell, C. (1997). "Basics of Instructional Systems Development." Infoline No. 259706.


———. (2000). ISD From the Ground Up. Alexandria, VA: ASTD Press. Knowles, M.S. (1984). The Adult Learner: A Neglected Species (3rd edition). Houston: Gulf Publishing Company. McArdle, G.E. (1993). Delivering Effective Training Sessions. Menlo Park, CA: Crisp Publications. ———. (1999). Training Design and Delivery. Alexandria, VA: ASTD Press. Merriam-Webster's Collegiate Dictionary (11th edition). (2009). Springfield, MA: Merriam-Webster. Nadler, L. (1994). Designing Training Programs (2nd edition). Houston: Gulf Publishing. Russo, C., and J. Mitchell, editors. (2005). "The Infoline Dictionary of Basic Trainer Terms." Infoline No. 250513. Sanders, E.S., and S. Thiagarajan. (2005). Performance Intervention Maps: 39 Strategies for Solving Your Organization's Problems. Alexandria, VA: ASTD Press. Seels, B., and R. Glasgow. (1998). Making Instructional Design Decisions. Upper Saddle River, NJ: Prentice-Hall. Senge, P.M. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Currency/Doubleday. Sharpe, C. (1997). "Course Design and Development." Infoline No. 258905. Thiagarajan, S. (2000). "Rapid Instructional Development." The ASTD Handbook of Training Design and Delivery, G.M. Piskurich, P. Beckschi, and B. Hall, editors. New York: McGraw-Hill.


Learning Technology (LT) By Irangelisse Vera

The American Heritage Dictionary defines technology as an application of science for industry or commerce; as the methods and materials used; as electronic or digital products; and anthropologically, as the body of knowledge about fashioning implements that a society uses. Older methods of storing or conveying knowledge—books and flip charts can be included in the definition of learning technologies. However, the focus on this module will be methods that are supported electronically. Learning within the organization can take place at many levels. First is the interaction among its workers to learn together and do the business of the organization. The organization may also have a designated unit that teaches newcomers how to do their work and helps more seasoned workers perform better. This, in turn, may be part of a strategy for recruiting, managing, and developing all of the talent dedicated to the organization’s efforts. Finally, there may be strategies in place to manage all the organization’s knowledge, both documented and belonging to its workers. The size and needs of the organization, both current and future, will determine the level of technology that is used to support all of these levels of learning and knowledge creation. Pull Versus Push Educational Strategies […] how to design a strategy for delivering instructional content “objects” that effectively uses or combines the tactics of pushing or pulling the information. In his formulation of andragogy, Malcolm Knowles and colleagues (2005) asserted that adults:

need to know the reason for learning something base new learning on their reservoir of experience learn in order to resolve problems in a given context learn best when they perceive new knowledge’s value to their circumstances.

This characterization suggests that with adults a “pull” strategy, where they make the request for information as they need it, may be more effective than a “push” strategy, where the educational designer decides what information they should


have. The growing pervasiveness of technology in both developed and developing countries makes it increasingly possible to produce learning objects that respond to adult learners’ needs—that is, adult learners can quickly access information that they can apply immediately to the problem or challenge they are trying to resolve.

The first priority in using any technology is to understand what is available to learners and what they are currently able to use if it is available, and to select appropriate methods of conveying content. The second is to understand your organization’s technological capacity. These two priorities are ongoing, given the rapid development of new technologies and the fading of older ones. A third priority is to develop methods for keeping up with new technological developments, whether for understanding what is available to learners, authoring and producing learning materials, and tracking the progress of learners through learning opportunities, or for the larger organizational efforts of which training is only a part—TD and knowledge management. While the ideal situation for TD professionals is to create learning and TD plans and strategies and adopt the technologies that best support them, the reality may require assessing the technologies currently available, deciding how they can best be used to support the learning plan, and when necessary, identifying and advocating for newer methods that may yield more options or better results.

Some References (for in depth research) on LT Abou-Zahra, S., ed. (2012).“How People with Disabilities Use the Web.” Status: Draft Updated 1 August 2012. http://www.w3.org/WAI/intro/people-use-web/Overview. Accessed April 17, 2015. American Heritage Dictionary of the English Language (5th edition). (2011). New York: Houghton Mifflin Harcourt. Broadband Commission for Digital Development. (2014). The State of Broadband 2014: Broadband for All. Geneva, Switzerland: Author. http://www.broadbandcommission.org/documents/reports/bbannualreport2014. pdf


Business Dictionary. “Bandwidth (definition).” http://www.businessdictionary.com/definition/ bandwidth.html . Accessed May 23, 2015. Computer Hope. “How Much Is 1 Byte, Kilobyte, Megabyte, Gigabyte, Etc.?” http:// www.computerhope.com/issues/chspace.htm. Accessed March 29, 2015. Knowles, M.S., E. Holton, and R.A. Swanson, R. A. (2005). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Burlington, MA: Elsevier. MERLOT (Multimedia Educational Resource for Learning and Online Teaching). (2013). “Bookmark Collection: Student Readiness for Online Learning.” http://www.merlot.org/merlot/viewPortfolio.htm? id=731796. Accessed on April 14, 2015. (This resource contains links to self-assessments.) U.S. General Services Administration. “Section 508.gov: Opening Doors to Technology.” http:// www.section508.gov/summary-section508-standards. Accessed April 13, 2015. World Wide Web Consortium (W3C). “Web Accessibility Initiative: Designing for Inclusion.” http:// www.w3.org/WAI/users/Overview.html. Accessed April 22, 2015.

4.1.10 References Note: Wikipedia (http://en.wikipedia.org/wiki/Main_Page) is a readily accessible source for definitions and current basic information about the technologies described in this and other sections. Although it is peer-reviewed and the editors signal articles that may not meet its standards (for example, because the article does not maintain a neutral stance or does not cite verifiable sources), Wikipedia itself cautions users about citing it, given that it is at best a secondary source of information (http://en.wikipedia.org/wiki/ Wikipedia:Researching_with_Wikipedia). Because the definitions it provides are often succinct, some are quoted here. However, use it with caution and as a gateway to additional information. Anderson, L.W., D.R. Krathwohl, P.W. Airasian, K.A. Cruikshank, R.E. Mayer, R. Pintrich, J. Raths, and M.C. Wittrock. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. (Complete edition). New York: Longman.


Bartle, R. (1996). “Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDs.”http://mud.co.uk/richard/hcds.htm. Accessed April 22, 2015. Berwald, L. (February 22, 2015). “Interview with Yu-Kai Chou.” Blog. https://blog.captainup.com/interview-with-yu-kai-chou/ . Accessed April 22, 2015. Bidwell, A. (July 21, 2014). “A Swivel Chair: The Most Important Classroom Technology?”U.S. News & World Report. http://www.usnews.com/news/articles/2014/07/21/chairs-and-tables-the-classroomtechnology- that-could-help-students . Accessed April 14, 2015. Brame, C.J. (2013). “Flipping the Classroom.” http://cft.vanderbilt.edu/guides-sub-pages/flipping-theclassroom/ . Accessed April 14, 2015. Bruff, D. (2015). “Classroom Response Systems (‘Clickers’).” http://cft.vanderbilt.edu/guides-sub-pages/clickers/#questions. Accessed April 14, 2015. Burns, M. (July 30, 2014). “Accessing Multimedia Using QR Codes.” http://www.edutopia.org/blog/ accessing-multimedia-using-qr-codes-monica-burns . Accessed April 19, 2015. Chou, Y. (2012). “What Is Gamification?” Blog. http://www.yukaichou.com/gamification-examples/whatis-gamification/#.VRBINOETO00 Chtena, N. (November 30, 2014). Blog. “5 Reasons to Allow Digital Devices in Your Classroom.” http:// www.yukaichou.com/gamification-examples/what-is-gamification/#.VRBINOETO00 . Accessed May 24, 2015. Cross, J. (2007). Informal Learning. San Francisco, CA: Pfeiffer. EDUCAUSE. (2012). “7 Things You Should Know About Flipped Classrooms.” https://net.educause.edu/ir/library/pdf/eli7081.pdf . Accessed April 14, 2015. EDUCAUSE. (2015). “Mobile Learning.” http://www.educause.edu/library/mobile-learning Accessed May 24, 2015. Gottfredson, C. (August 19, 2013). “What We Got Here Is … an EPSS.” Learning Solutions Magazine [Online]. http://www.learningsolutionsmag.com/articles/1228/what-we-got-here-is--an-epss . Accessed April 15, 2015.


Hamari, J., J. Koivisto and H. Sarsa. (2014). “Does Gamification Work?—A Literature Review of Empirical Studies on Gamification.” Forty-Seventh Hawaii International Conference on System Science,January 6-9, 2014,Waikoloa, HI. Heer, R. (2009). “A Model of Learning Objectives—Based on A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.” Center for Excellence in Learning and Teaching, Iowa State University. http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/ . Accessed April 14, 2015. Johnson, L., S. Adams Becker, M. Cummins, V. Estrada, A. Freeman, and H. Ludgate. (2013). NMC Horizon Report: 2013 Higher Education Edition. Austin, TX: The New Media Consortium. http:// redarchive.nmc.org/publications/2013-horizon-report-higher-ed . Accessed April 22, 2015. Lee, J.J., and J. Hammer. (2011). “Gamification in Education: What, How, Why Bother?” Academic Exchange Quarterly 15(2). Moldovan, A.N., S. Weibelzahl, and C.H. Muntean. (2014). “Energy-Aware Mobile Learning: Opportunities and Challenges.” Communications Surveys & Tutorials, IEEE 16(1): pp. 234-265. Pimmer, C., P. Brysiewicz, S. Linxen, F. Walters, J. Chipps, and U. Gröhbiel. (2014). “Informal Mobile Learning in Nurse Education and Practice in Remote Areas—A Case Study from Rural South Africa.” Nurse Education Today 34(11): pp. 1398-1404. Rossett, A., and L. Shafer. (2007). Job Aids and Performance Support: Moving from Knowledge in the Classroom to Knowledge Everywhere. San Francisco: Pfeiffer/John Wiley. [Available in part through Google Books.] Rubin, P. (May 20, 2014). “The Inside Story About Oculus Rift and How Virtual Reality Became


Reality.”Wired Magazine. http://www.wired.com/2014/05/oculus-rift-4/. Accessed April 18, 2015. Shirky, C. (September 11, 2014). “Why I Just Asked My Students to Put Their Laptops Away.” Medium. https://medium.com/@cshirky/why-i-just-asked-my-students-to-put-their-laptops-away-7f5f7c50f368 . Accessed April 14, 2015. Techopedia.http://www.techopedia.com/dictionary. Definitions of technology terms. Tinio, V.L. (2003).ICT in Education. Wikibooks. Last modified November 28, 2011. http:// en.wikibooks.org/wiki/ICT_in_Education/The_Uses_of_ICTs_in_Education . Accessed May 23, 2015. UNESCO (United Nations Educational, Scientific and Cultural Organization). (2015). “Mobile Learning.” http://www.unesco.org/new/en/unesco/themes/icts/m4ed/ . Accessed May 24, 2015. Virtual Reality. “What Is Virtual Reality?” http://www.vrs.org.uk/virtual-reality/what-is-virtualreality.html . Accessed April 18, 2015. Wikipedia. “Interactive Electronic Technical Manual.” http://en.wikipedia.org/wiki/IETM. Accessed April 18, 2015. ———. “Internet.” http://en.wikipedia.org/wiki/internet. Accessed April 18, 2015. ———. “Web 2.0.” http://en.wikipedia.org/wiki/Web_2.0. Accessed April 18, 2015.

some ideas shared in the 1 st session of atd’s study...

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