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Instructional Design, mnemonics, Scaffolding - Coggle Diagram

- - - - Training Strategy
        
        Foundation & Structure & Sequence!
        
        Outcome Statement!
        
        Learning Objectives for each task and competency
        
        Assessments
        
        Design Document (LXP)
        
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        Objectives are the skills and knowledge learners use to perform the tasks that lead to the outcomes. Objectives are written from the learners’ perspective and are, therefore, more meaningful to them. Objectives identify what the learners will be able to do as a result of the learning or performance solution
        
        Terminal vs. Enabling Objectives
        
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        Bloom's Taxonomy
        
        Knowledge, Skills or Attitude??
        
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        A-B-C-D Method
        
        • The audience or actor is specified using the course title, for example, “Learners in Leading Meetings.” In a list of course objectives, the audience may only appear in the lead-in statement rather than in each individual objective. This answers the “Who?” question.
        
        • The behavior provides a clear description of the anticipated performance. For example, “Will be able to develop an agenda.” The verbs must be observable and measurable. This answers the “Will do what?” question.
        
        • The condition states the support available to learners to complete the objective, for example, “Using an agenda template.” This answers the “Given what?” question.
        
        • The degree indicates how close to perfection a learner must get to meet the objective, for example, “100 percent of the time” or “every time.” This answers the “How well?” question.
        
        • Learning outcomes describe the benefits for the organization and the individual. Clarify intent using a verb, object, measureable unit, timeline
        
        Using an SME
        
        Appreciate their time, Provide Context, Communicate
    - - Production of Materials & Assessment
        
        SME Reviews Materials
        
        Instructional Modality Options
        
        Formal Learning
        
        • Instructor-led classrooms
        
        • Instructor-led online training
        
        • Certification programs
        
        • Workshops, webinars, and college courses
        
        Informal Learning
        
        Multidevice learning
        
        Coaching and mentoring
        
        Stretch assignments or rotational assignments
        
        Reading books and blogs
        
        Watching online videos
        
        Listening to podcasts
        
        Searching for digital content through search engines
        
        Blended Learning
        
        Types of Modalities
        
        • Synchronous training—occurs when the facilitator and learners participate in the training at the same time, such as face-to-face in the physical classroom or in a virtual classroom.
        
        • Asynchronous training—occurs when the facilitator and learners do not participate simultaneously in time or location.
        
        e-earning ???
        
        Sequencing:
        
        Gagne:
        
        Gain Attention
        
        Stimulate students with novelty, uncertainty, and surprise
        
        Pose thought-provoking questions to students
        
        Have students pose questions to be answered by other students
        
        Lead an ice breaker activity
        
        Feedback
        
        Provide timely feedback of students’ performance to assess and facilitate learning and to allow students to identify gaps in understanding before it is too late.
        
        Confirmatory feedback informs the student that they did what they were supposed to do. This type of feedback does not tell the student what she needs to improve, but it encourages the learner.
        
        Evaluative feedback apprises the student of the accuracy of their performance or response but does not provide guidance on how to progress.
        
        Remedial feedback directs students to find the correct answer but does not provide the correct answer.
        
        Descriptive or analytic feedback provides the student with suggestions, directives, and information to help them improve their performance.
        
        Peer-evaluation and self-evaluation help learners identify learning gaps and performance shortcomings in their own and peers’ work.
        
        Provide learning guidance
        
        Advise students of strategies to aid them in learning content and of resources available. In other words, help students learn how to learn.
        
        The following are examples of methods for providing learning guidance:
        
        Provide instructional support as needed – i.e. scaffolding that can be removed slowly as the student learns and masters the task or content
        
        Model varied learning strategies – e.g. mnemonics, concept mapping, role playing, visualizing
        
        Use examples and non-examples – examples help students see what to do, while non-examples help students see what not to do
        
        Provide case studies, visual images, analogies, and metaphors – Case studies provide real world application, visual images assist in making visual associations, and analogies and metaphors use familiar content to help students connect with new concepts
        
        Instructional Methods
        
        Instructional methods are activities created by instructional designers and implemented by facilitators or designers to deliver content to learners. They are also known as methods, activities, instructional strategies, design strategies, training techniques, and exercise techniques. Examples include case studies, experiential learning activities, games, and simulations. Talent development professionals should be knowledgeable about how to select methods that ensure learning transfer.
        
        Motivation, Discover Knowledge, Application & Practice, Retention & Transfer, Variety of Options
        
        Selecting Delivery Media and Technology
        
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        Curation of Existing Content
        
        Creation of New Content
        
        • Stick to one topic.
        
        • Stick to one audience.
        
        • Create an eye-catching title.
        
        • Be succinct when delivering content. Keep the content informal. Utilize graphics in addition to text.
        
        • Be engaging—you want to ensure that you are keeping your audience’s attention.
        
        Materials
        
        Participant Materials
        
        They should be aligned with the learning objectives.
        
        They should be learner-centric.
        
        They should be accessible.
        
        Ask:
        
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        Facilitator Materials
        
        Facilitator guides make preparation and delivery easier for instructor-led courses. In virtual training, these may be referred to as a producer/facilitator’s guide. These guides help ensure program consistency, especially if more than one facilitator is used. A facilitator’s guide will have descriptive titles, visuals, and details around content and activities that support the facilitation. Pages should be numbered to match the participants’ guides if possible. They should indicate where visuals, slides, and other facilitator materials are used, the timing of content and activities, key learning points, questions to ask (and suggested answers), transitions, and review checks.
        
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        Designing for Accessibility
        
        Accessibility refers to making sure that employees with disabilities have comparable access to information and services as those without disabilities. No matter what physical limitations an individual may encounter, all have a right to do their best at their jobs without suffering from obstacles that could easily be removed. Well-designed, accessible content is more user-friendly and can benefit all users, regardless of disabilities in face-to-face, virtual, and asynchronous online environments. The acronym POUR can be used to remember the four principles of accessibility and applies to all modalities.
        
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    - - Delivery of Training Event, Administration, LMS Needs, Technology, Facilitator is ready to conduct Training, Ensure Accessibility & Inclusivity
    - - Did the training meet Business Goals?
        
        Formative vs Summative
        
        Formative Evaluation
        Formative evaluation consists of periodically checking on the materials as they are being developed to ensure that the program meets internal standards. This type of evaluation provides data for revising and improving instructional materials. The data are used to form the program and lead the decisions on program revision.
        
        Summative Evaluation
        Summative evaluation occurs after the formative stage. It is conducted on a finished program that is already offered to see if it achieved its goals and objectives. It looks at the instructional system as a whole. It is called summative because it seeks to gather evidence about the summed effects of a set of lessons.
        
        Kirkpatrick’s Four Levels
        
        How did the learners feel about the course? How did the learners demonstrate learning? How did individual job productivity improve? How did we achieve our organizational goals?
        
        Level 1: Reaction
        
        Level 2: Learning
        
        Level 3: Behavior
        
        Level 4: Results
    - - Gather Data, Business Goals, Needs Assessment, Understand Learners
        
        Can training solve a problem? What goals & objectives should the trainer address? What resources are available for the project? Who are the learners? What additional data is needed?
        
        NEEDS ASSESSMENT
        
        Determine the Gap
        
        Identify performance problems, deficiencies, and root causes to determine if a formal or informal training solution will best fill the gap.
        Remember that they are not always the subject matter experts. When you are not a subject matter expert, partner with the experts to gain an understanding of what ideal performance from your learners looks like. This will assist with identifying the knowledge gaps.
        
        Data Collection Methods
        
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        6 Steps of a Needs Assessment
        
        Organizational Assessment
        
        · Who is making the request?
        · Why this training; why now?
        · What are the organization’s needs?
        · What’s the organizational goal?
        · Who has the most at stake with the success or failure of the program?
        What departments would experience the most impact?
        · What executives have the most influence over the program or people involved?
        
        Task Assessment
        
        A task assessment, or job analysis, is defined as the systematic identification of the items necessary to perform any job, such as skills, knowledge, tools, conditions, and any other requirements.
        
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        Individual Assessment
        
        An individual assessment focuses on how individuals complete their jobs. Individual assessments may be used for employee appraisals and to design developmental options. During this process, your focus is on individual employees and how they do their jobs successfully, pinpointing key activities that successful employees use to perform a job correctly.
        
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- - - - Behavioursm
        
        Cognitivism
        
        Constructivism
        
        learning through experience
        
        unobservable mental processes
        
        can be observed
      - 6 drivers of performance
        
        Skills and Knowledge
        
        Motivation
        
        Tools & Resources
        
        Structures, Processes, Guidelines
        
        Information
        
        Health