Instructional/Program Design Produced by Dr. James J. Kirk Professor of HRD Western Carolina...
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Transcript of Instructional/Program Design Produced by Dr. James J. Kirk Professor of HRD Western Carolina...
Instructional/Program Design
Produced by
Dr. James J. Kirk
Professor of HRD
Western Carolina University
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
PERFORMANCE
Remember that all training should result inincreased job performance.
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.
PROGRAM VS INSTRUCTIONAL DESIGN
PROGRAM DEVELOPMENT
Looks at all of the planned learning activities (e.g., courses, workshops, OJT) an organization provides its employees.
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)
Instructional Design
Focuses on the creation of a specific course, course segment, or specific learning activity. Attention is given to minute details.
Curriculum Development
EIGHT CURRICULUM ISSUES
• 1. Goals & Objectives
• 2. Underlying Values
• 3. Methods of Selecting,
Organizing, and Planning
Content
• 4. Facilitation Processes
EIGHT CURRICULUM ISSUES
• 5. Evaluation Methods
• 6. Instructor Selection
• 7. Identification of Learners
• 8. Management of the Setting in
which the Curriculum is
Implemented
CURRICULUM DEV. APPROACHES & MODELS
• Subject-Centered
• Objectives-Centered
• Experience-Centered
• Opportunity-Centered
SUBJECT-CENTERED
• Disseminating information to individuals with little prior knowledge
OBJECTIVES-CENTERED (Building measurable skills)
• Decision-Based (Performance Model)
• Competency-Based Models– 1. Instructional Systems
Design (ISD)– 2. Behavioral skills Outputs (BSO)– 3. Developing
EXPERIENCE-BASED (Developing new ideas or solving
complex problems)
• Creative-Based
• Action-Based
• Concept-Based
OPPORTUNITY-BASED (Taking advantage of learning
opportunities, individual growth, career development)
• Individualized Informal
• Individualized Contractual
• Groups-Oriented
APPROACH
Which approach do I use?
WHICH CURRICULUM APPROACH IS BEST WHEN...?
• Learners have no prior knowledge of a subject.
WHICH CURRICULUM APPROACH IS BEST
WHEN...?
• Learners are expected to acquire measurable or observable skills.
WHICH CURRICULUM APPROACH IS BEST WHEN...?
• Learners are expected to be creative, examine their attitudes, and make complex decisions.
WHICH CURRICULUM APPROACH IS BEST WHEN...?
• Learners are expected to take charge of their personal / professional growth and careers.
WHICH CURRICULUM APPROACH IS BEST FOR...?
• New Employee Orientation
• Computer Training
• Customer Service
• Career Planning
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?
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?
TRAINING CURRICULUM CLOSES GAPS
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
Gap (Objectives-Centered)
Needs To Be Able To Do To Perform The Job
Competency Gap
Currently Able To Do To Perform The Job
Gap (Experience-Centered)
Needs To Understand To Perform The Job
Conceptual Gap
Currently Understands To Perform The Job
Gap (Opportunity-Centered)
Capable Of Becoming To Perform The Job
Is Becoming While Performing The Job
Growth Gap
INSTRUCTIONAL DESIGN
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
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
OUTCOMES CATEGORIES
• Verbal Information (Knowing that)
• Intellectual Skills (Knowing how)
• Cognitive Strategies (Understanding that)
• Attitudes (Believing/valuing that)
• Motor Skills (Doing that)
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
• Eliciting the performance
• Providing feedback about performance correctness
• Assessing the performance
• Enhancing retention and transfer
PLANNING FOR THE EVENTS OF INSTRUCTION
ASSURE
A Procedural Model for Planning and Conducting Effective Instruction that
Incorporates Media.
ELEMENTS OF THE ASSURE MODEL
STEPS IN THE ASSURE MODEL
• Analyze Learners • State Objectives • Select Methods, Media, and
Materials • Utilize Media and Materials • Require Learner
Participation • Evaluate and Revise
ANALYZE LEARNERS
• General Characteristics
• Specification Competencies – knowledge
– skills
– attitudes
• Learning Styles
STATE OBJECTIVES
• Conditions of Performance
• Specific Performance • Degree of Acceptable
Performance
STATE METHODS
• Choose Appropriate Methods and Media Formats
• Decide on Materials to Implement the Choices made
REQUIRE PARTICIPATION
• Activities Should Require Active Mental Engagement by the Learners
EVALUATE & REVISE
• Evaluate the Impact and Effectiveness of Instruction
• Revise Where Discrepancies Exist Between What was Intended and Obtained
TWO ROLES FOR TRAINERS
Depending on the nature of the learning activities built into the instructional design, trainers play one of two roles.
INSTRUCTOR
• Presents information / right answers
• One-way communication
• Assignments
• Dictates objectives
• Teacher-Centered
FACILITATOR
• Guides discussion right..?
• Two-way communication
• Coordinates learning methods of group’s goals
• Learner-Centered
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