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TTT Unit 4 Instructional Design Models and Information Technology (Using…
TTT Unit 4 Instructional Design Models and Information Technology
Instructional Design Models
Training needs Analysis
Qualitative and Quantitive Data
Build Training Course from Q and Q Data
Tried and Trusted Models
Gap between Current State and End Goal is the focus for applying Instructional Design Model
Where do we want to bring existing knowledge and skills
Assess Learners Current Knowledge
ADDIE model
Develop
Build Content Outlined in Design Phase
Develop Instructional Materials, Narrative Scripts, Exercises, Evaluations
Develop Handouts, Slides, Cheat-sheets and other material outlined in the design
Use Flowcharts to document components/modules
Write workbooks from design documentation
Research Material and special resources
build multimedia and visual aids
write and produce all course materials and evaluation documentation
Implement
Delivery of Performance Solution
Potentially Train others to deliver the course
Possible Pilot/Pre-Delivery-Phase
Constant Evaluation - Seek Feedback - refine course
Actual Presentation of the course
Student, Teacher, Designer Feedback - Evaluation Forms - Observations, Issues, lessons learned
Design
Content/tasks Broken Down into lowest common components
identify how learning will be best delivered
activities required and learning objectives, assessment, exercises, content, subject matter analysis, lesson planning and media selection.
Approach Design Stage as follows
design high level lesson plans and test/evaluate content
Design approach to selecting graphical material
User interfaces, design how the users will receive and experience new skills
define/design appropriate multimedia content
Begin documentation to fill the performance gap
Break Down Objectives
Key Components
Context
Logical Delivery
Relevance
Specific Information
Evaluate
Are the Objectives met
Formative evaluation at every stage
Track Progress of Learners Acquisition against Objectives
Assess the Learning, ARE they learning?
Formative and Summative Assessment
Summative Assessment Seeks evaluation of specific learning
Set point in time - e.g. - Conclusion
Tests designed Specifically to assess content
Feedback from end user
Analysis
What are the new skills required and what is the current state
Identify Constraints and Challenges to learning
Who is the audience
What are the Time Lines for Completion
Which Delivery Models
ADDIE model
Develop
Create Performance Solution
Implement
Delivery of Performance Solution
Design
Performance objectives relating to performance gap
Evaluate
Measurement of how well the performance solution achieved the objectives
Analysis
performance gap
The Way things Should Be
The Way things Are
Other Models
Response Evaluation - Robert Stakes
5 Steps
Identification of evaluative standards and criteria
Design and implementation of evaluation methodology
Stakeholder concerns and issue analysis
Data Analysis and reporting
Stakeholder audience identification, consultation and issue exploration
Advantages
Different Viewpoints of the programme
Relies on insider knowledge, flexible to unique needs
Directs attention to the needs of Stakeholders
Allows evaluator to priorities issues
provides answers to questions that participants are asking
Disadvantages
subjective
Labour Intensive
Complex rather than simple
Not Suitable for Generalisation
Quasi-legal, Adversary, Judicial Approach - 2 teams of evaluators representing 2 views of the training's effects argue cases based on the evidence - Assessed by a panel of peers
Goal Free - Focus on Actual outcomes, not intended outcomes
Goal Based - Focus on intended outcomes
Using IT as Part of Evaluation PLatform
Evaluation objective must be clearly defined - Identify Specific Criteria
Cognitive Domain - Acquisition of Facts, Knowledge, Info, Concepts
Bloom's Taxonomy
General
Retention
Recall of Facts and concepts
Comprehension
Interpretation
Conceptual Application
Learner's Analysis
Identification of individual parts
Reconstruction
Use in new situations
Knowledge Measuring
2001
Analysing
Applying
Evaluating
Understanding
Creating
Remembering
Higher Order Thinking Skills
Lower order thinking skills
Affective Behaviour - Changes in attitude, value, aesthetics, appreciation
Level of Evaluation
Measure Quality
Measure Quantity
Measure Competence
Measure reaction
Examine changes in behaviour
Measure application
Measure measure organisational impact
what has been achieved
how has it impacted goals
Evaluate the approach
Validation of the structure - size/type f group
environmental impact setting for delivery
IT
Evaluate
Asses Results
Reporting
Gather Data