Instructional Design Training 2016

Nancy AndersonBlackbird Learning Associates, LLC

Copyright 2016 Blackbird Learning Associate, LLC

Describe Adult Learning theories and methods Define “Training” or Learning and Development Describe Instructional Design theory and models Design a real world Instructional Design

application Provide practical training methods


After completing this segment of the workshop, you should be able to:◦ Distinguish between Andragogy and Pedagogy◦ Define the term, “Training” or “Learning &

Development”◦ Discuss the Principles of Adult Learning


Andragogy: “The art and science of helping adults learn.” Malcolm Knowles

Self-Concept: As a person matures, he or she moves from dependency to self-directness.

Experience: Adults draw upon their experiences to aid their learning. Readiness: The learning readiness of adults is closely related to the

assumption of new social roles. Orientation: As a person learns new knowledge, he or she wants to apply it

immediately in problem solving. Motivation: As a person matures, he or she receives their motivation to

learn from internal factors. Pedagogy: “The art and science of

helping children learn.” The definition of teaching.


Self-directed learning describes a process in which individuals take the initiative in diagnosing their learning needs, formulating learning goals identifying learning resources, choose/implement learning methods and evaluate results.


1. Adults are autonomous and self-directed. They need to be free to direct themselves, be actively engaged.

2. Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education; they need to connect learning to this knowledge/experience base.

3. Adults are goal-oriented. They, therefore, appreciate an educational program that is organized and has clearly defined elements.

4. Adults are relevancy-oriented. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them.

5. Adults are practical, focusing on the aspects of a lesson most useful to them in their work.

6. As do all learners, adults need to be shown respect. Instructors must acknowledge the wealth of experiences that adult participants bring to the classroom.


1. The Issues Facing You in Instructional Design

a. What are your learning needs?b. What are your goals?c. What resources can you use?d. What methods or instruction are best for you?e. How will you evaluate your instruction design goals?


After completing this segment of the workshop, you should be able to:◦ Identify the fundamental steps involved in

Instructional Design ◦ Identify the major Instructional Design Models

ADDIE Bloom’s Taxonomy Dick and Carey Instructional Design Learning Systems Model

◦ Review the steps in the Kirkpatrick Model of Evaluation

◦ Translate the ADDIE ID Model to a real-world example


Instructional Design or Instructional Systems Design is a process where instruction is improved by analyzing learning needsand systematically developing learningmaterials to meet those needs.

ID is:a. Determining the current state and needs of thelearner and the organizationb. Defining the end goal of instructionc. Creating an "intervention" to assist in thetransition.


Analyze learning needs and develop methodsof instruction to meet those needs.


◦ADDIE◦Bloom’s Taxonomy◦Dick and Carey◦Instructional Design Learning Systems

Model


FormativeEvaluation

SummativeEvaluation


Analyze – analyze learner characteristics, task to be learned, task and gap analysis◦ Task: Defining the SKB needed to do a job.◦ Gap: What must be done? What is the employee doing

now?

Design – create learning objectives, choose an instructional approach

Develop – produce instructional or training materials

Implement – deliver or distribute the instructional materials

Evaluate – ensure the materials achieved the desired goals


A system (or 'taxonomy') of specifications that enable educational training and learning objectives to be planned and measured properly. It is developing 'mastery' instead of simply transferring facts for mindless recall.


Cognitive Affective PsychomotorKnowledge Attitude Skills

1. Recall data 1. Receive (awareness) 1. Imitation (copy)

2. Understand 2. Respond (react) 2. Manipulation (follow instructions)

3. Apply (use) 3. Value (understand and act) 3. Develop precision

4. Analyze (structure/elements)

4. Organize personal value system

4. Articulation (combine, integrate related skills)

5. Synthesize (create/build)

5. Internalize value system (adopt behavior)

5. Naturalization (automate, become an expert)

6. Evaluate (assess, judge in relational terms)


Performance Objective: A statement of what the learners will be expected to do when they have completed a specified course of instruction, stated in terms of observable performances (Robert Mager).

Instructional Analysis: The procedures applied to an instructional goal in order to identify the relevant skills and their subordinate skills and information required for a student to achieve the goal.

Instructional Strategy: An overall plan of activities to achieve an instructional goal; includes the sequence of intermediate objectives and the learning activities leading to the instructional goal.

Hierarchical Analysis: Technique used with goals to identify the critical skills needed to achieve the goal, and their inter-relationships.


Design a Task Analysis

Develop Criterion Tests and Performance Measures

Develop Interactive Instructional Materials

Validate the Interactive Instructional Materials


Tell: Provide the information, knowledge, expectations◦ Include what why how and sometimes when and where◦ Have them verbally summarize to your approval

Show :Demonstrate how to do it◦ Have them demonstrate it to your satisfaction

Do: Set expectations and have them do it◦ Observe them do it

Review: ◦ Provide feedback and have them do it again◦ Cycle between Do and Review until Mastery is reached◦ Monitor results


Level Type Description Relevance1 - Reaction How the trainees

felt about the learning experience.

Feedback forms, verbal reaction

Quick, ease of design and administration

2 - Learning Increase in knowledge - before and after training.

Before, after assessments. Observation.

Easy to design and input into training. May be difficult for complex issues.

3 - Behavior On the job application

Observation, interviewing, follow-up assessment.

Cooperation needed from management

4 - Results Effect on the business

Using existing measures to

Difficult as results may depend on other organizational factors.


Review the case study and design an action plan using the ADDIE Model.

1. How would you Analyze learner needs?2. What would you include in the Design

phase?3. What Delivery option would you suggest?4. When would you Implement, how?5. How would you Evaluate the learning?


Content – The material presented. The “What”

Presentation – The quality of the training methods. The “How”

Value - The usefulness of the training to the individual and organization. The “Why”

Assimilation – Extent to which the new skills are incorporated into the day to day performance. The “Value”


After completing this segment of the workshop, you should be able to:◦ Identify the David Kolb Model of Experiential

Learning Theory◦ Review various Adult Learning Styles and discuss

methods to meet these styles


Definition: Various learning approaches or methods that presume how people learn best.

There are mixed opinions about the validity of learning styles. Everyone learns in a different

manner and most people use a variety of methods.


Convergers are characterized by abstract conceptualization and active experimentation. They are good at making practical applications of ideas and using deductive reasoning to solve problems.

Divergers tend toward concrete experience and reflective observation. They are imaginative and are good at coming up with ideas and seeing things from different perspectives.

Assimilators are characterized by abstract conceptualization and reflective observation. They are capable of creating theoretical models by means of inductive reasoning.

Accommodators use concrete experience and active experimentation. They are good at actively engaging with the world and actually doing things instead of merely reading about and studying them.

Smith, M. K. (2001). David A. Kolb on Experiential Learning.Copyright 2016 Blackbird Learning Associate, LLC

Kolb's Learning Styles

Reflective Observation

Watching

Concrete Experience

Feeling

Active Experimentation

Doing

Abstract Conceptualisation

Thinking

Processing Continuum

how we do things

Perc

eptio

n Co

ntin

uum

how

we

thin

k ab

out t

hing

s

Assimilating (think and watch)

AC/RO

Diverging (feel and watch)

CE/RO

Converging (think and do)

AC/AE

Accommodating (feel and do)

CE/AE

© concept david kolb, adaptation and design alan chapman 2005-06, based on Kolb's learning styles, 1984

Not to be sold or published. More free online training resources are at www.businessballs.com. Sole risk with user.


1. Visual/Spatial2. Auditory3. Verbal 4. Kinesthetic

New research indicates that learning styles can

also be mathematical, interpersonal andintrapersonal


Generally Speaking, Adults: Want to know why they should invest their

time. Need to feel responsible for their own

learning. Are ready to learn when the need arises. Are task oriented (hands-on, activity based).


Index of Learning Styles Questionnaire Online questionnaire prepared by Soloman and Felder, North Carolina State University

Learning Styles Resources posted by the Center for Academic Excellence (CAE) at Tufts University Measure your learning style

Perceptual Modality Preferences Survey Online questionnaire from the Institute for Learning Styles Research

VARK Questionnaire


Research indicates that instructional design is

similar from company to company. It includes:

Instructor – led training On the Job instruction Coaching Tacit Learning


After completing this segment of the workshop, you should be able to:◦ Discuss the basics, benefits of E Learning◦ Define Synchronous vs. Asynchronous learning ◦ Apply E Learning to various KnowledgePoint 360

scenarios


Synchronous learning: The learner is online at same time as an instructor or other learners.

Teleconference. Videoconference Webinar On-Line Chat Asynchronous learning: Self-paced learning.

The learner is not online at same time as an instructor or other learners.

CD ROM Intranet/Internet Video


Pros Cons•Reduced costs•Less time away from work•Flexible in scheduling•Reduced trainer time•Quicker development time•Extensive reach•Consistent quality and message•Flexibility in blended learning•Faster roll out•Excellent refresher programs•Reduced travel time

•Lack of face-to-face with instructor•Require motivation and self discipline•Lack of interpersonal interactivity•Difficult for some instructors to become on-line communicators•Equipment needs of the learner•Requires new skills and knowledge from learner


Tacit Knowledge is information that is inherently in the mind of the individual. It is the “know how”.

Explicit Knowledge is transferring information through various methods such as manuals, books, emails, memos, processes, procedures.

Since knowledge is inherently tacit (and remains in the minds of individuals), the challenge facing organizations is to discover how to

recognize, build, share and manage knowledge.


There are two types of knowledge transfer…

1. Tacit: Interactive, transferred through conversation. Tacit knowledge is inside the mind.

2. Explicit: Non-interactive, formal, book knowledge.

70 – 80% of learning is tacit, informal and takes

places outside of structured learning.


Tacit Explicit

When to merge Driving manualsWhen to slow down Driver’s Ed classesWhen to pass another vehicle

Driver simulation

Other inherent “Know How” steps

Newspaper articles


Type/Medium Tacit/Explicit

Self-Paced E-Learning

E Training delivered electronically, cd’s, cbt. No interaction.

Real-Time Web Training

E Real-time web instruction. Limited interaction unless Q&A.

Blended Learning E & T Text-based & interactive. Virtual classrooms, video streaming, webinars.

Blogs T Back and forth written communication handled by administrator.

On-line forum/groups

T General discussion, Q&A, handled by administrator.

Wikis T Learner modified web pages.Podcast E Audio content pushed via

internet and MPs files.Copyright 2016 Blackbird Learning Associate, LLC

After completing this segment of the workshop, you should be able to:◦ Discuss the purpose and benefit of a Learning

Management System


A learning management system (commonly abbreviated as LMS) is a software application/database designed to track, manage and report all training programs, events and content.


Manage students, courses, instructors, facilities, and generate reports

Contains course calendar Learning Path Provides learner messaging and notifications Provides pre and post assessment and testing Displays scores and transcripts Grades coursework and roster processing, including wait listing Houses Web-based or blended course delivery Allows auto enrollment Manages enrollment and approval May integrate with performance management systems Curriculum, required and elective training requirements at an

individual and organizational level


Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956

Dick, W., Carey, L., & Carey, J. O., (2001). The Systematic Design of Instruction (5th ed.). New York: Addison-Wesley, Longman.

Dick, W. & Cary, L. (1990), The Systematic Design of Instruction, Third Edition, Harper Collins

Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds. (1991), Instructional Design: Principles and Applications, Second Edition, Educational Technology Publications, Englewood Cliffs, NJ

Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994), A Conceptual Framework for Comparing Instructional Design Models, Educational Research and Technology, 42(2), pp. 55-72.


Gagne, R. M., Briggs, L. J. & Wagner, W. W. (1992). Principles of Instructional Design (4th ed.), Holt, Reihhart, and Winston Inc.

IDLS—Pro Trainer 1: How to Design, Develop, and Validate Instructional Materials

Learning Styles: http://changingminds.org/explanations/learning/kolb_learning.htm

E-Learning: http://www.cm-luminosity.com/blog/ E-Learning: http://misadventuresinlearning.blogspot.com/ E-Learning/White Papers: http://www.elementk.com/home Learning, ID, Mike Kunkle,

http://www.slideshare.net/MikeKunkle/basic-instructional-design-principles-a-primer


Hodell: ISD From the Ground UpSwanson, Analysis for Improving PerformanceRobert F. Mager, The New Mager Six PackStolovitch and Keeps, Telling Ain’t Training


Instructional Design Training 2016

Leadership & Management

Transcript of Instructional Design Training 2016