INSTRUCTIONAL DESIGN:Moving Learners Toward

Professional GoalsEDIT6100

Saviour AnyidohoVivia Hill-Silcott

Kathryn Kolencik

Instructional Design FrameworkAsk questions throughout the process Where are we going? How will we get there? How will we know we have arrived?

Make decisions throughout the process Balance quality with timeliness Select activities, exercises, and best method of delivery

Develop prototype and course materialsConduct tabletop review and pilot the courseLaunch

Keeping the CourseAnalyze: Clarify the instructional problemNeeds analysis

Consider entry skills of target audience Analyze performance gap Establish means to measure improvement in performance

Establish measurable instructional goals, objectives, and metrics

Who is the target

audience?What should

the learner be

able to do?

What does the learner already know?

Keeping the CourseDesign: Plan instructional strategy Select appropriate course format Write instructional design document

Describe overall learning approach Identify instructional media choices Cluster and sequence objectives Describe activities and assessments

How should

content be

organized?

Delivery Format?

What

activities will

best help

learners?

How to measure

progress?

Keeping the CourseDevelop: Produce instructional materials Test through formative assessment Tabletop review for completeness Pilot session - rapid prototyping

Test design Obtain learner and instructor feedback

What input can

the SME provide

to improve the

design?

What issues need to be tested?

Does the material meet the learning objectives?

Is the design feasible for the learning environment?Is the

content accurate and

complete?

Rubber Meets PavementImplement: Launch - deliver training to the target audience

Establish timetable for rollout Train the trainer Manage course logistics

Assess, redesign, and enhance product Incorporate trainer feedback Incorporate learner feedback Incorporate SME feedback Now that I’ve seen it

in action, is the course as good as it could be?

Rubber Meets PavementEvaluate: Formative evaluation occurs during development

and implementation Summative evaluation – Kirkpatrick Levels

Response of the learner Learner results Learner behavior Level of achievement of the company’s business goals

Does the learner like the course?

Have the

learners

achieved the

objectives?

Do the learners change workplace behaviors?

Does the course

help the company

achieve business

goals?

Instructor Guides the WayBehaviorist view: Provide stimulus - instruct Prompt and reward correct responses

Cognitivist view: Direct student through information processing Assist learner in applying appropriate strategies

Constructivist view: Model, but maintain student-centered environment Coach the learner through the process of learning Provide the necessary just-in-time scaffolding

Active Learners in MotionBehaviorist View: Learn through repetitive drill processes

Cognitivist View: Recall prior knowledge and experiences – schema Change mental structures to accommodate

learning

Constructivist View: Construct learning through problem solving,

active participation, and reflection

Instructional Design Model

Anal

yze

DesignDevelop

Implement

Eval

uate

Brea

ks