Introduction

Black & White or Color

• Are your modules drab and colorless?

• Would you like to change it into a colorful, eventful, meaningful document?

If you do want color, you have come to the right place….

• You were probably hoping for someone to wave their magic wand and create this module.

• However, as in the story of the Wizard of Oz, we can only point you down the right path… YOU have to have the determination to complete the journey.

• The road ahead is long and there are many paths that will lead you to some good ideas. You can create the “ultimate Module”. If you use the tools you will find along the way.

• Take the time now to step into the yellow Brick Road.

Your module cannot lack the philosophy for Adult Learning.

Make sure it has courage and heart.

Do not make it like the Scarecrow, a failure, because it

was built without a brain.

If you need help, follow this Yellow Brick Road:

Introduction

Once upon a time…

• There was a facilitator named Dorothy. She wanted more out of her modules. Everything felt drab and colorless!

• She wanted more! More activities! More sense out of what she did!

A Twister!!!

• She found herself in the middle of terrible storm. Her house flew away. Where would it land?

The World of Oz

• Suddenly she saw bright colors! How could she use this to make her life better. How could she use it to dress up her teaching?

Introduction

The witch is dead!• As she started to explore her

surroundings she found her house had landed on and killed the Wicked Witch of the East (her old way of teaching).

• She had killed her old way of teaching and preparing learning activities for her students.

• Everyone was happy, but poor Dorothy, didn’t know what to do.

Introduction

The Wicked Witch of the West

• Her old ways wanted to come back.

• So she had to ask for help from the Good Witch – Glinda.

Introduction

The Emerald City:Instructional Design

• Glinda tells Dorothy about Instructional Design. It is found in the Emerald City.

Introduction

Instructional Design

• Instructional Design Theory is the study of how to best design instruction so that learning will take place.

Defining ID

Instructional Design

• It is a reflective, analytical, systematic, and systemic process that intends to ensure the quality of learning using instructional theory to create a favorable learning environment.

Defining ID

The Adult Learner

• Glinda also reminded Dorothy that the facilitator needed to believe in Principles of Adult Learning.

Defining ID

Principles of Adult Learning

1. Adults tend to be self-directed. Adults want to participate in the planning and evaluation of their learning.

2. Adults have rich reservoir of experience. Adults prefer to build on prior learning and experience.

3. Adults need to learn experientially. Adults learn by doing; experiences form bases for knowledge construction.Malcolm KnowlesMalcolm Knowles

Defining ID

Principles of Adult Learning

4. Adults have problem-solving orientation. Adults are problem-centered rather than content-oriented

5. Adults’ motivation affected by need to know. Adults most interested if learning has immediate relevance to job or personal life

6. Adults motivated by internal/intrinsic factors. Grades and other extrinsic rewards not as effective with adults.Malcolm KnowlesMalcolm Knowles

Defining ID

The Yellow Brick Road• Dorothy asks, “How do I get there?”• Glinda tells Dorothy she needs to study

hard and travel down the Yellow Brick Road in order to get to the Emerald City and talk to the Wizard of Oz.

• Follow the steps!

Introducing ADDIE

– Development

So she meets some help along the way…

• The ADDIE model

– Analysis– Design

– Implementation– Evaluation

Introducing ADDIE

The Brains…

• The scarecrow wanted a brain in his quest for knowledge. As an EPM, you can think of “Analysis” as the brains of your module. After all, it is what links all the other stuffing you have in your entire module.

The ADDIE Model - Analysis

• The process of defining what is to be learned. You determine the instructional need of the audience

Analysis - ADDIE

The ADDIE Model - Analysis– Who is the audience?– What do they need to learn?– What is the budget?– What are the delivery options?– What constraints exist?– When should the project be completed?– What will students do to determine their

competency? – What is the context?

Analysis - ADDIE

The ADDIE Model - Analysis

• Sample Activities– Needs assessment– Problem identification– Task analysis

• Sample Outcomes– Learner profile– Description of

constraints– Needs, Problem

Statement– Task analysis

Analysis - ADDIE

ADDIE Game Step 1-Analysis• Break into small teams (3 or 4)

The manufacturing department is bringing in 20 temporaries to help with the peak season. They want us to build a short activity that will allow the

permanent employees to meet and introduce themselves to the temporaries.

• Analyze the problem - What type of problem is it?

• Perform a short task analysis - How do people get to know each other?

Analysis - ADDIE

Take !• The Tin Woodman, after

groaning for one long year was oiled back to mobility. After some deep thinking he asked: "Do you suppose the Wizard could give me a heart?"

• By specifying learning activities, methods and media you can give structure and a sense of usefulness. That is the heart of your module!

The ADDIE Model - Design

• Specify learning activities, assessment and choose methods and media

• It is your HEART!

Design - ADDIE

 

The ADDIE Model - Design

– Write up objectives

– Select evaluation/assessment techniques

– Determine instructional sequence

– Prepare a visual representation of the instruction

– Select the media

Design - ADDIE

The ADDIE Model - Design• Sample Activities

– Write objectives– Develop test items– Plan instruction– Identify resources

• Sample Outcomes– Measurable objectives– Instructional strategy– Prototype

specifications

Design - ADDIE

How to put a heart into the hull…Tools to Determine

Instructional Sequence

Design - ADDIE

Gagné’s Learning HierarchyThe Nine Events of Instruction

1. Gaining attention (reception)2. Informing learners of the objective (expectancy)3. Stimulating recall of prior learning (retrieval)4. Presenting the stimulus (selective perception)5. Providing learning guidance (semantic

encoding)6. Eliciting performance (responding)7. Providing feedback (reinforcement)8. Assessing performance (retrieval)9. Enhancing retention and transfer

(generalization).

Design - ADDIE

Gagné’s Learning HierarchyThe Nine Events of Instruction

1.Gain attention•In order for any learning to happen,

you must capture the students’ attention.•Multimedia program with an animated

title screen sequence accompanied by sound effects or music

•Start each lesson with a thought-provoking question or interesting fact.

Design - ADDIE

Gagné’s Learning HierarchyThe Nine Events of Instruction

1. Gain attention• In order for any learning to happen, you

must capture the students’ attention.• Multimedia program with an animated title

screen sequence accompanied by sound effects or music

• Start each lesson with a thought-provoking question or interesting fact.

Design - ADDIE

Gagné’s Learning HierarchyThe Nine Events of Instruction

2. Inform learners of objectives • Tell students what the objectives of the

lesson are.• The objectives should form the basis for

assessment and possible certification as well.

Design - ADDIE

Gagné’s Learning HierarchyThe Nine Events of Instruction

3. Stimulate recall of prior learning• Associate new information with prior

knowledge .• A simple way to stimulate recall is to ask

questions about previous experiences, an understanding of previous concepts, or a body of content.

Design - ADDIE

Gagné’s Learning HierarchyThe Nine Events of Instruction

4. Present the content• Content should be chunked and

organized meaningfully, and typically is explained and then demonstrated.

• To appeal to different learning modalities, a variety of media should be used if possible, including text, graphics, audio narration, and video.

Design - ADDIE

Gagné’s Learning HierarchyThe Nine Events of Instruction

5. Provide "learning guidance“• Guidance strategies include the

use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies.

6. Elicit performance (practice)• The learner is required to practice

the new skill or behavior.

Design - ADDIE

Gagné’s Learning HierarchyThe Nine Events of Instruction

7. Provide feedback• Provide specific and immediate feedback on

student performance. • Do not use exercises within this section for

formal scoring. These should be used for comprehension and encoding purposes.

• Additional guidance and answers provided at this stage are called formative feedback.

Design - ADDIE

Gagné’s Learning HierarchyThe Nine Events of Instruction

8. Assess Performance• Students should show mastery of material

without the ability to receive additional coaching, feedback, or hints.

• Mastery of material, or certification, is typically granted after achieving a certain score or percent correct.

• A commonly accepted level of mastery is 80% to 90% correct.

Design - ADDIE

Gagné’s Learning HierarchyThe Nine Events of Instruction

9. Enhance Retention and Transfer• Make connections to the work-environment.• Have students apply what they learned in a

real-life situation.

Design - ADDIE

ADDIE Game Step 2-DesignThe manufacturing department is bringing

in 20 temporaries to help with the peak season. They want us to build a short activity that will allow the permanent

employees to meet and introduce themselves to the temporaries.

• Design the activity - Develop objectives, activities, assessment.

Design - ADDIE

“I am such a coward!”

• This is the opportunity to remove your tail from between your legs.

• You must accept the challenge of developing the materials…

The ADDIE Model - Development

• Begin production, formative evaluation, and revision. Develop the instructional events. The process of authoring and producing the materials.

• Have BRAINS, HEART, COURAGE!

Development - ADDIE

The ADDIE Model - Development

– Creation and production of materials– Preparing the environment– Presenting skills and content– Determining achievement and products– Participation and interaction

• Beta-testing

Development - ADDIE

The ADDIE Model - Development

• Sample Activities– Work with producers– Develop workbook,

flowchart, program

• Sample Outcomes– Storyboard– Script– Exercises– Computer assisted

instruction

Development - ADDIE

ADDIE Game Step 3-DevelopmentThe manufacturing department is

bringing in 20 temporaries to help with the peak season.

They want us to build a short activity that will allow the

permanent employees to meet and introduce themselves to

the temporaries.• Develop the activity - Outline

how you will perform the activity and trial it.

Development - ADDIE

The ADDIE Model - Implementation

• The process of installing the project in the real world context

• Lights, Camera, Action

Implementation - ADDIE

The ADDIE Model - Implementation

• Activities– Teacher training– Tryout

• Sample Outcomes– Student Comments– Data

Implementation - ADDIE

The ADDIE Model - Evaluation

• The process of determining the adequacy of the instruction

Evaluation - ADDIE

The ADDIE Model - Evaluation

• Measure Effectiveness• Formative Evaluation:

–At each phase–Iterative Process

• Summative Evaluation:–At the end of the process

Evaluation - ADDIE

The ADDIE Model - Evaluation

• Sample Activities– Record time data– Interpret test results– Survey graduates– Revise activities

• Sample outcomes– Recommendations– Project report– Revised prototype

Evaluation - ADDIE

ADDIE Game Step 4 & 5- Implementation & Evaluation

• Implement – Introduce your team using the activity created.

• Evaluate – Prizes awarded for – Most Courageous – Best development– Most Heart – Best Design– Most Brains – Best Analysis

Implementation & Evaluation - ADDIE

Don’t Fall Asleep

Make sure your module is like OZ

– certainly is a place, abounding in jewels and precious metals, and every good thing that is needed to make one .

– When seen from afar, one just knows that something wonderful and will happen once one passes through its mystical gates.

Make sure your module is like OZ

– First impressions are very important and can lead to great expectations. Unfortunately, just as an can attract many visitors, a dull and dreary city can drive the crowds away.

– When people use your module, students and other facilitators alike, what will their first impression be?

Make sure your module is like OZ

– Make it clear, with courage and heart, and brains, and reward your visitors (students and facilitators) for their patience and persistence in completing an education.

– give your visitors the feeling that they truly have entered a...

• Just as Dorothy, the Tin Man, the Scarecrow, and the Lion all thought they needed help from a "great and powerful wizard" to achieve their dreams, many EPMs may feel that making their modules is something difficult... NOT SO!

• It’s not about having MAGICAL powers. It about moving with courage, putting your heart and brain to work….

So don’t be afraid!

All worries will melt away..

If you put your heart..

And your nerve

And your brain!

You just need to do it!

• And you’ll find that you will feel right at home!

Questions & Answers

Thank you!!!