AN INSTRUCTIONAL-DESIGN THEORY GUIDE for producing effective self-learning multimedia programs for training adult learners in the Hang Seng Bank by Jenny C. N. Tai

TRADITIONAL CLASSROOM training courses Since 1997… MULTIMEDIA training programs > 30 multimedia programs (Mutual Funds, Securities, Life Insurance and Mandatory Provident Funds, etc) BACKGROUND of the Study

PROGRAMMER System programming BACKGROUND of the Study GRAPHIC DESIGNER Visual and audio elements SUBJECT EXPERTS Instructional-design

Examination: -learners’ understanding of the concept and knowledge -retention and application of the learnt knowledge to new situations Improvements: assumptions and verbal feedback BACKGROUND of the Study Learning results : unsatisfactory

Problems to be Addressed Design of the self-learning multimedia programs: 1.Knowledge of the Instructional Designers not properly trained lacked an understanding on  the ways adults learn best  the best use of multimedia as training tool 2.Individual Differences of the Adult Learners target learners  different positions  different academic background  different life experiences 40% failed in the examinations, some of the others got very high scores

Purpose of the research Develop an instructional-design theory guide : 1.Knowledge of the Instructional Designers 2.Individual Differences of the Adult Learners providing suggestions for designing instructions that could facilitate different styles of learners providing a systematic method for the instructional designers to design instructions

Research questions ? ? (b) How does the instructional design of the existing self-learning multimedia programs facilitate those who can achieve expected learning outcomes to learn? (a) What are the learning styles of the adult learners who can achieve and those who cannot achieve expected learning outcomes after studying the self-learning multimedia programs? (c)What are the learning difficulties of those who cannot achieve expected learning outcomes after the learning process? (d) What kinds of instructional design will facilitate them to learn better?

Literature review Foundation for the development of the instructional-design theory guide Gagné’s instructional-design theory Importance of learning style in the instructional-design Kolb’s Experiential Learning Model

imaginative ability, generating ideas, seeing things from different perspectives (time, reflection, expert interpretation and guidance) concise and logical (case studies and theory readings) practical application, hypo-deductive reasoning, problem solving (feedback, activities that apply skills and self-directed learning mode ) doing things, solving problem intuitively, applying their learning in real life situations (practice the skills learnt, new experiences ) Literature review

Foundation for the development of the instructional-design theory guide Gagné’s instructional-design theory An understanding on how to facilitate adult learners in their learning Knowles’s adult learning theory: Andragogy Importance of learning style in the instructional-design Kolb’s Experiential Learning Model The Kolb Learning Style Inventory (investigate the learning styles of the adult learners) Literature review

Methodology A small-scaled research and development process. Instructional-design theory guide derived from the analysis of the results from phase 1, 2a and 2b that respond to the research questions Phase 3 Evaluate the readability of the newly developed instructional-design theory guide Informants: n=6 Instructional designers with experience in writing instructions for the self-learning multimedia programs and novice instructional designers Phase 1 Identify the learning styles of the adult learners Informants: n=120 adult learners who received high scores and those who failed in the examinations Phase 2a Investigate the extent to which the instructional design of the existing self-learning multimedia program achieved in facilitating the adult learners to learn Informants: n=6 adult learners who received high scores in the examinations Phase 2b Examine the learning difficulties of the adult learners and what kinds of instructional design could be used in the self-learning multimedia programs to facilitate them to learn better Informants: n=6 adult learners who failed in the examinations

Results Kolb Learning Style Inventory Phase 1 High scores in the examinations } to 29 age-group to 39 age-group to 49 age-group to 29 age-group to 39 age-group to 49 age-group 20 Failed in the examinations

Distribution of learning styles among the sample group of informants who received high scores in the examinations Results

Distribution of learning styles among the sample group of informants who failed in the examinations Results

Phase 2a Adult learners who received high scores in the exam. DIVERGERS 20 to 29 age-group 2 30 to 39 age-group 2 40 to 49 age-group 2 ASSIMILATORS 20 to 29 age-group 2 30 to 39 age-group 2 40 to 49 age-group 2 Phase 2b Adult learners who failed in the exam. CONVERGERS 20 to 29 age-group 2 30 to 39 age-group 2 40 to 49 age-group 2 ACCOMMODATORS 20 to 29 age-group 2 30 to 39 age-group 2 40 to 49 age-group 2 Individual interviews }6}6 }6}6 6{6{ 6{6{ (14 open-ended questions derived from Knowles’s six principles of adult learning & Gagné’s nine Events of Instruction ) Results

Phase 2b Adult learners who failed in the examinations Convergers Accommodators Phase 2a Adult learners who received high scores in the examinations Divergers Assimilators Gagné’s nine Events of Instruction 9.Enhancing retention and transfer 8.Assessing performance 7.Providing feedback 6.Eliciting performance 5.Providing “learning guidance” 4.Presenting the stimulus 3.Stimulating recall of prior learning 2.Informing learners of the objective 1.Gaining attention Findings in how the instructional design of the existing program facilitated them to learn Findings in their learning difficulties and ways to overcome Results

Phase 2a Adult learners who received high scores in the examinations Divergers Assimilators Gagné’s nine Events of Instruction 8.Assessing performance 7.Providing feedback 5.Providing “learning guidance” 3.Stimulating recall of prior learning 2.Informing learners of the objective 1.Gaining attention dynamic graphics, audio effects, animations & interactive messages recap of previously learnt knowledge, differentiation of the new topic and the previously learnt topics lively animations effect motivated them to learn, case studies and exercise engaged them in the learning process probing questions, detailed theories, introductory section, user-friendly interface design, self-directed learning mode and study progress Results clear program instructions specifying the learning outcome exercise after every topic to assess the learner’s knowledge and to correct their misconceptions immediate feedback with good logical explanations and detailed information for reflection assessments covering all the topics in order to indicate learners’ mastery of knowledge logical explanations, hypothetic context, summaries of learned topics enhanced retention 4.Presenting the stimulus 6.Eliciting performance 9.Enhancing retention and transfer

Phase 2b Adult learners who failed in the examinations Convergers Accommodators Gagné’s nine Events of Instruction different visual and audio elements, mixture of the use of diagrams, graphics and narration to present the content failed to: take account of their different levels of prior knowledge and experience solutions: - sufficient and detailed instructions which are simple and easy to understand - a glossary which contains explanations for all the terms mentioned in the program failed to: - sufficient multimedia elements to facilitate the learners to learn - enough exercises that were in alternative situations solutions: - more varieties of graphics, narration, and animations to enhance understanding and encourage the participation of the learners - more exercises in other context to motivate them in the learning process. Results clear program instructions specifying the learning outcome 4.Presenting the stimulus 2.Informing learners of the objective 1.Gaining attention 3.Stimulating recall of prior learning

Phase 2b Adult learners who failed in the examinations Convergers Accommodators Gagné’s nine Events of Instruction failed to: - offer enough examples to demonstrate how the complex concepts could be practically applied to different circumstances - give enough hints to guide them to think and figure out the answers to some difficult questions - let them search for a designated topic within so many pages on screen to have revision Solutions: - substantial localized examples in real life context - options for hints - topics and subtopics arranged in systematic structure and learning sequences -search function and indication on screen showing the location of the learner Results failed to: - diversify the varieties and level of difficulty of the exercises for them to demonstrate the newly learnt capability Solutions: - exercises with different levels of difficulty and formats to assess the learner’s integrated understanding of different topics. 6.Eliciting performance 5.Providing “learning guidance”

Phase 2b Adult learners who failed in the examinations Convergers Accommodators Gagné’s nine Events of Instruction Results failed to: -offer direct and explicit messages to inform them whether they have got the right answer or not and why they were wrong solutions: -explicit messages on screen, explanations on both the correct and incorrect response failed to: -offer assessments that induce their critical thinking because the assessment questions were too simple and direct in compare to those in the examination - let them identify which part of the program they were weak in by showing only the overall scores after the assessment. Solutions: - assessment in different level of difficulty to induce different degree of critical thinking -assessment result in details showing the mastery of knowledge in different topics and the topics that theindividual learners are weak in. failed to: -enough exercises for applying learnt knowledge to real life situations Solutions: -plenty of learning activities in real life Hong Kong context 9.Enhancing retention and transfer 8.Assessing performance 7.Providing feedback

The Marshall’s Readability Checklist }6}6 Experienced instructional designers 3 Novice instructional designers 3 Main Ideas Vocabulary Concepts Related Ideas Referents Audience HIGH READABILITY Phase 3 Results

Further Research Possible research questions for this continuing research: (1) Does the instructional-design theory guide provide enough guidance for the instructional designers to write instructions for production the new program? (2) Do all the four styles of learners achieve expected learning outcome after studying the new self-learning multimedia program? (3) Does the new program facilitate all the styles of learners in all the nine Events of Instruction? Study the new program Instructional- design Newly developed Instructional- design Theory Guide New self-learning multimedia program Observe the examination results

Thank You