Instructional Design Basics: Teaming Information Development and Training Development

1. Instructional Design Basics: Teaming Information Development and Training Development John McGloon, MATC

2. “Breaking out of writing into Instructional Design” • Learn some theory • Learn some models • Look at examples • Find opportunities to practice • Find a mentor Deb Lockwood, presentation at STC 2007

3. “Breaking out of writing into Brain Surgery” • Learn some theory • Learn some models • Look at examples • Find opportunities to practice • Find a mentor John McGloon, just now

4. After this session you will be able to: • Recognize key elements of the definition of instructional design • Explain a performance gap • Draw and describe the ADDIE model • Recognize key components of an Instructional Design Plan • Describe effective ways for information developers to team up with instructional designers and trainers

5. What is Instructional Design? A Science: The science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.

6. What is Instructional Design? A Discipline: The branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.

7. What is Instructional Design? A Process: The systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction…the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.

8. Design Develop Implement Evaluate One view: ADDIE Model Analyze

9. Anatomy Physiology Learning Theories Psychology Instructional Theories Instructional Design

10. Desired Performance gap Actual Performance Zero Performance Gap

11. ADDIE Model

12. ADDIE sample tasks and outputs

13. Create a Task Matrix Roles Tasks

14. Create a task matrix • Use requirements documents to predict tasks • Consider roles or personas • Determine “high priority” tasks • Risk? • Frequency? • Other factors?

15. Develop from a Task Matrix Roles Tasks

16. Other models

17. Desired Performance gap Actual Performance Zero Needs analysis

18. Conduct a needs analysis • To determine the performance gap • Possible solutions • To provide a basis of measurement • To gain management support

19. Designing Instructional Systems A.J. Romiszowski 1981 Training Information System Plan practice Retrain Telling/ showing On job training Supply a Manual Formal instruction (course) Supply Job Aids Problem tasks rarely performed Has prerequisites Teach Pre-reqs Enlarge the job Staffing Reassign/ transfer Enrich the job Problem tasks freq performed Lacks pre- requisites Restructure job Deficiency In Job Performance Plan feed- back of results Never performed well Used to perform well Reorg Manage- ment systems No obvious consequences Deficient management systems Motivation Systems (Contingency Management) Poor performance rewarded Increase rewards for good perfor- mance Reorg responsi- bilities Good perfor- mance punished Methods or equipment deficient Eliminate rewards for poor perfor- mance Replan work methods/ sequence Replan the Equip or workspace Organization + Method Eliminate punishment Increase punishment for non-perf Work Study

20. The Instructional Design Plan • Covers the basic phases of ADDIE • (see sample outputs) • May include additional details, as required

21. ADDIE sample tasks and outputs

32. Gagne’s nine instructional events • Gaining attention (reception) • Informing learners of the objective (expectancy) • Stimulating recall of prior learning (retrieval) • Presenting the stimulus (selective perception) • Providing learning guidance (semantic encoding) • Eliciting performance (responding) • Providing feedback (reinforcement) • Assessing performance (retrieval) • Enhancing retention and transfer (generalization)

33. Example: Recognize an equilateral triangle • Gain attention - show variety of computer generated triangles • Identify objective - pose question: "What is an equilateral triangle?" • Recall prior learning - review definitions of triangles • Present stimulus - give definition of equilateral triangle • Guide learning- show example of how to create equilateral • Elicit performance - ask students to create 5 different examples • Provide feedback - check all examples as correct/incorrect • Assess performance- provide scores and remediation • Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals

34. Information Development and Instructional Design • How can technical writers, instructional designers, and trainers work better together?

35. Ideal Partners • In the best circumstances, instructional designers and technical communicators are both considered part of the information-development team. CIDM Information Management News July 2007

36. Develop unified user profiles • Because they work regularly with actual users, classroom trainers are an invaluable source of information to build in-depth user profiles. • Trainers, instructional designers, and information developers need to participate in analyzing users and constructing mutually agreed upon profiles.

37. Effective collaboration: training and information development • Combine forces: single organization under unified management • Launch joint development & define all deliverables from a common source • Manage jointly or alternate management • Gather user profiles based on a common understanding of user needs • Decide the role of training, documentation, and help during design CIDM Information Management News July 2007

38. Developing training as part of information development • Instructional designer writes IDP • Agree on user profiles • Establish objectives together • Develop during product development • Content reuse opportunity • Co-develop with writers and instructional designers • Establish measures of effectiveness

39. Review • Recognize key elements of the definition of instructional design • Explain a performance gap • Draw and describe the ADDIE model • Recognize key components of an Instructional Design Plan • Describe effective ways for information developers to team up with instructional designers and trainers