Instructional Design of Distance Training

1. Instructional Design of Distance Training TRDEV 533 Chapter 3

2. Processing Model for DT • Goal • Maximize tech utilization • Institutionalize distance learning • Business Goals & Objectives • Must dictate • Instructional needs • Performance objectives

3. DT: Event Vs Program • Event • A single or multiple training session(s) done in isolation • Program • Organizational process with policies and procedures specific to dept functions and responsibilities

4. Variables Effecting D. T. In Corp. Settings • Technology alone does not equal success • Instructional needs should drive selection of tech • Failure to apply sys. I.D. process model causes: • Lack of instructional analysis • Methodologies inconsistent with medium • Staff unable (reluctant) to us technology

5. Variables That Effect D. T. In Corp. Settings (continued) • Content application not defined by org. bus. goals & objectives • Effective implementation without contributing to org. strategic org. goals

6. Application of ISD to DT • Instructional goals defined relative to org goals • ISD provides a strategy to account for all instructional components • Student’s role at far sites • ID of DT materials • What the learner is to learn • Interactivity- student, instructor, media

7. ADDIE ISD Model • Analyze • Design • Develop • Implement • Evaluate

8. ADDIE adapted to DT • Analysis = instructional & organizational • Performance outcomes includes: • Operational bus. needs • Instructional needs • Design & Development includes appropriate: • Instructional events & methodologies • Selected delivery tools

9. ADDIE adapted to DT (continued) • Implementation = contribution of interdisciplinary teams • Evaluation = formative & summative

10. IDM – DT Model • Purpose: • Id org. goals & objectives • Performance outcomes that contribute to org. goals • Id instructional events & methodologies which facilitate performance change

11. IDM – DT Model (continued) • Seven steps • Analyze business needs • Id strategic DT events & programs • Apply conceptual frameworks to DT • Develop & accommodate org. technology plan

12. IDM – DT Model (continued) • Correlate DT instructional materials to tech. delivery tools • Secure implementation support for balanced rollout • Evaluate DL processes & measure transfer

13. IDM – DT • Analyze business needs • DT’s strategic contribution to the org. • Initial crisis? • Instructional problem? What type? • Is DT an effective solution? • Org needs analysis • Gap analysis • Id key individuals • Review org documentation

14. IDM – DT • Id strategic training events & programs • Id business-driven performance outcomes (objectives) that contribute strategically • What the learner will do upon completion of DT • Conduct a cost-benefit analysis for ROI • How to id performance objectives p.46

15. IDM – DT • Apply conceptual framework of leaning to DT • Id an instructional strategy • How will content be presented?

16. Two Conceptual frameworks • Content & knowledge determined by someone else is transmitted to the learner • Learner transforms information, generates hypotheses, & makes decisions about knowledge that she constructs or socially constructs through interpersonal communications

17. Instructional Analysis • Ensure that instructional event matches the learning model • The process examines: • Sequencing of concepts • Size of module • Style of presentation • Types of examples used • See p.49 for implementation activities

18. Types of Instructional Analysis • Hierarchical analysis • Intellectual goals & subordinate knowledge & skills • Procedural analysis • Psychomotor goals & sequential subordinate tasks • Cluster analysis • Verbal information & categorize subordinate terms

19. DT Instructional Events • Three instructional components • Introduction • Body of activities • Conclusion

20. Introduction • Pre-instructional activities • Establish motivational levels • Engage in prerequisite skill development • Sets the frame-of-reference for learning • My supplies advanced organizers • Or demonstrations of performance outcomes • Sets learner expectation • Identifies procedures & protocols

21. The body* • Presentation of content • Guidance of learners • Elicitation of learner input & response • Provide feedback • Evaluation * See Gagne’s 9 events of instruction

22. Conclusion • Reiterate intended learning objectives • Review of salient concepts • Summative evaluation of learner performance

23. Characteristics that effect DT development • Type & level of interaction • Synchronicity of the interaction & personal communication • Locus of control over content and pace of instruction

24. Instructional Event for Adult Learners • Strengthened by increased levels of: • Learner-to-learner interaction • Learner-instructor interaction • Learner-control over content & pace • Activities that increase learner dialog and engagement • Questioning, role-play, collaborative activities, case studies, storytelling, debates, simulations

25. Instructional Event for DT • Strengthened by: • Limiting the distraction from the technology • Instructional events complement the model of learning

26. Institutional Technology Plan • Guides decisions about procurement & utilization of tech • Provides policies & procedures for: • Analyzing cost-benefits • Allocating resources • Controlling budgets • Should be included in the organization’s mission statement

27. IDM – DT • Accommodate (organizational) technology plan • Characteristics of a strong technology plan • 3 to 5 yrs tech support description • Description of options for the above • Statement recognizing DT as unique & necessary • Statement of guiding principles • Statement of strategic & tactical goals • Clear description of core costs • Line item descriptions of ISD costs

28. IDM – DT • Correlate distance learning instructional materials to technology delivery tools • See table 3.1, pages 58-59 • Note media effectiveness parameters • Text p 61 • Text Design for Non-Designers

29. IDM – DT • Secure implementation support for balanced roll-out strategy • Understand transitional-management theory • Proactive institutional planning • Org recognition of DT • Availability of org computing services & tech support • Collaborative contributions by interdisciplinary groups

30. IDM – DT • Characteristics that impact DT effectiveness • Identification & recognition of org goals • Presents of interdisciplinary DT team • Active maintenance of org tech plan • Insert activity p. 63

31. IDM – DT • Evaluate DT processes & measure transfer • Formative evaluation • Reiterative reviews, continuous feedback • Summative evaluation • Overall strengths & weaknesses • Systematic collection of data over time

32. IDM – DT • Id-driven id & selection of tech for PT • ID Vs tech related • P. 55 ???????