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YOU ARE AN INSTRUCTIONAL DESIGNER!

Keith Hopper, PhD

SOCIETY FOR TECHNICAL COMMUNICATION APRIL 2, 2012

BUILDING ON…

Hopper, K. B., and Sun, W. (2011). You may be an instructional designer. Intercom (Society for Technical Communication), May 2011, 6-10

Hopper, K. (2010). Development and deployment of a

hybrid technical communication and instructional design graduate program. STC 2010 Proceedings (pp. 56-60).

http://tinyurl.com/73enr8o http://tinyurl.com/7eosu

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SISTER FIELDS Instructional Technology—The theory and practice of design,

development, utilization, management, and evaluation of processes and resources for learning. (Association for Educational Communications and Technology)

Instructional (Systems) Design—A system of procedures for developing

education and training programs in a consistent and reliable fashion. (Branch and Gustavson)

Technical Communication—The process of conveying usable information

about a specific domain to an intended audience. (Society for Technical Communication)

JOB FUNCTION MIRRORING

MANIFEST DESTINY…

Carliner: “…while both (TCOM and ID) focus on the design of informative materials and both have well-defined processes for doing so, those processes are incomplete…(and) the way they are incomplete is compatible with one another.”

Dayton: “There is presently a convergence of the two complimentary fields in industry, while academe has not yet adapted. Information design and instructional design are manifestly complementary disciplines.”

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ADDIE model of instructional design Hackos model for managing documentation projects

Analyze—learner characteristics, task to be learned

Information Planning

Design—develop learning objectives, choose instructional approach

Content Specification

Develop—create instructional materials

Implementation

Implement—deliver instruction Production

Evaluate—assess efficacy Evaluation

Project Management Process Nursing Process (ADOPIE)

Initiation Assess-Diagnose—physical exam, diagnostic data, observation, client interview

Planning Outcome identification

Execution Plan—evidence-based Nursing outcomes

Control and validation Implement—Nursing care plan

Closeout and evaluation Evaluate—progress toward goals/outcomes

CHARACTERISTICS

•  Cyclic and dynamic •  Goal directed and client centered •  Interpersonal and collaborative •  Universally applicable •  Systematic

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What do we have?

What do we want?

How to we get there?

Design, build, do…

How did that

go?

WHAT DO YOU BRING TO THE TABLE?

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•  You’re smart •  You know how to get stuff done •  Audience analysis expertise •  Information packaging skill and experience •  Aesthetic sense

•  Document design sense and skill •  White space •  Graphic design

•  Writing expertise •  Clarity and brevity •  Plain language

•  Cultural savvy •  And doggone it, people like you!

WHAT’S IN IT FOR YOU?

DOUBLE YOUR SKILL SET

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RELEASE YOUR INNER KITTEN!

PT IT ID

STOP THINKING LIKE A TEACHER…

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START THINKING LIKE A HUMAN PERFORMANCE ENGINEER…

TEACHERS V. INSTRUCTIONAL DESIGNERS

Teacher Instructional Designer

lesson plans performance gaps

What will I do in class? What will learners do after class?

quizzes performance

education! training!

EDUCATION V. TRAINING

•  Specificity and immediacy •  What about sex?

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ANDRAGOGY (KNOWLES)

Adult learners… •  Need to know why •  Expect respect, especially accumulated experiential

learning; like to be involved in planning and directing learning

•  Prefer problem-based, practical learning with immediate relevance and application

•  Respond to internal motivation

THREE PATHS…

Instructional Design

Teaching--Training

Instructional Technology

Technical Communication

WHAT’S DIFFERENT

•  Professional instructional designers •  DO follow a model •  Know something about human cognition •  Expect to SEE clients DO something

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RECONSIDER THE MEANING OF KNOWLEDGE, LEARNING, TEACHING

THE MYTH OF KNOWLEDGE TRANSFER…

“Learning…is a process of meaning making, not of knowledge reception.

David Jonassen

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WHY CAN’T I JUST USE MY DOCUMENT(S)?

NO MATTER HOW GOOD THEY ARE…

•  Information isn’t knowledge; delivering information is not teaching

•  Talking isn’t teaching •  Learners are human •  You can start there

UNIVERSAL AGENDA

1. A little something to eat 2. A little something to drink 3. Have a look around

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UNIVERSAL LESSON PLAN

1.  Intro 2.  Body 3.  Conclusion 4.  Assessment

WHO WAS YOUR BEST TEACHER?

What did he/she do right?

GAGNÉ LESSON MODEL (EVENTS OF INSTRUCTION)

1.  Gain attention 2.  Reveal objective 3.  Stimulate recall 4.  Present (stimulus) materials 5.  Provide learning guidance 6.  Elicit performance 7.  Provide feedback 8.  Assess 9.  Enhance retention & transfer

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NAVIGATE

CONGRATULATIONS, YOU ARE NO LONGER AN INTROVERT

INVEST IN A GOOD CAT

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GET MOVING…

•  Network! •  Join STC ID SIG •  Seek out and attend AECT, ISPI, STC, PM, ID events

•  Develop project management skills •  Embrace a life of larceny •  Find/stalk a mentor •  Buy some (old) books •  Master a top technology

WORTHY TECHNOLOGIES…

•  Adobe Captivate •  Articulate Presenter/Suite •  Camtasia •  Audacity •  Many new ones…try them out!

MUST READ

Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.Hopper, K. (2010).

Mager, R. F., & Pipe, P. (1997). Analyzing performance

problems, or, you really oughta wanna : How to figure out why people aren't doing what they should be, and what to do about it (Vol. 3). Atlanta, GA: Center for Effective Performance.

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MUST KNOW

•  ADDIE •  Dick and Carey ISD model •  Positivism / cognitivism / constructivism •  Andragogy

I RECOMMEND

THE GOOD NEWS

•  Applying even a little ISD skill helps •  Nobody has the answers •  Room to learn, grow, innovate… •  The toys are fun!