The Development Phase

2 Lesson Objectives Describe the purpose of Development Explain Development Phase processes Exercise: Complete Development Phase activities

3 Validation Analysis Design ConductEvaluation Needs Assessment Job Description Development Courseware TP

4 Purpose of Development The purpose of the Development phase is to provide effective instructional materials that will preserve the design intent and prepare for the delivery of the instructional programme.

5 What starts the Development phase (key inputs)? A new or updated TP Results of a Program Evaluation Results of course critiques New instructional strategy

6 Development Activities 5 processes: –Prepare instructors and staff –Prepare and procure instructional material –Prepare tests and student assessments –Identify any special course requirements –Conduct trials and revise materials

7 1 – Prepare Staff Ensure staff have proper training –Master Skills Instructor Course, other Instructor Course, Professional designation, Occupation Courses, Outsourced Trg –Instructor Development Opportunities –Indoctrination –Ensure Standards is prepared!

8 2 – Prepare and Procure Instructional Materials Purchased “off the shelf” Produced internally Procured from other Gov’t depts –e.g. MOI & ANP Contract outside agencies to produce

Courseware development time per hour of instruction Face-to- face (instructor and student Printed CBT/Web- Based/Sim (online) 25:1 125:1 TIME to develop (prep time to instr time) 300:1 Source: Canadian Forces Training Development Centre estimates 9

10 Course Development: time considerations Who is producing the courseware? If it is the TE, what are they not doing while producing courseware? Outsourced courseware production still has a resource implication for the TE. When choosing a start date for a new course… don’t constrain the Training Establishment!

3 - Test and Student Assessment preparation Prepare tests based on the Assessment Plan Ensure tests measure students against the standard written in the EO/PO Tests can be either written or practical depending on what is being assessed Assessments can be either formative or summative - EC/PC 11

3 - Assessment types Theory tests should only be used if testing knowledge or other cognitive skills Some types of theory tests include: –Multiple choice –Short answer –Essay Practical tests should assess the application or other physical task being measured 12

13 4 – Identify Requirements Resource requirements –Specialized equipment –Consumables –Non-consumables –Facilities Examination rooms Lecture halls Platforms Review requirements for OJT –e.g. ability of other departments to include students

14 5 – Conduct Trials Purpose? Initial Review Expert Review One-on-One –E.g. Standards member plays role of student Group or field trials

15 Review PhaseProduct DesignTraining Plan  What standards personnel and the instructors see DevelopmentInstructional Materials  What the students see

16 Overview of Development Phase TP Program Evaluation Course Critiques New instructional strategy Inputs OPI: AFAMS Prepare staff Procure instructional materials Build tests Identify requirements Conduct trials Process OPI: AFAMS Course schedule Training and learning aids Instructional guides / lesson plans Testing instruments, etc… Outputs OPI: AFAMS

17 Poor development implications for AFAMS ? DISCUSSION Inappropriate development timelines and inadequate resources will result in poor training.

18 Lesson Overview Describe the purpose of Development Explain Development Phase processes Exercise - Complete Development Phase activities: –Lesson Plan derived from EO –Discussion on Training-aids and other course requirements

19 Questions?