1. Instructional Systems Design An extended Instructional Systems Design (ISD) - valuable for developing High Performance Training

2. 2 Fun with Instructional Design n Should be fun and fast! n The most creative part of developing training

3. 3 Agenda n What Is Instructional Design? n Instructional Systems Design (ISD) n Extended ISD n Creative Designing

4. 4 What Is Instructional Design? n Instructional design is the Analysis, Design, Development, Implementation, and Evaluation of instructional materials (ADDIE) n There is a standard design model called Instructional Systems Design (ISD) –Developed by Dick and Cary (The Systematic Design of Instruction -- 6th Edition, 2004)

5. 5 Terminology n Learning n Training n Instruction n Technology-Based Training n e-Learning n Learner-Based Training n Web-Based Training (WBT) n Blended Learning n Learning 2.0 n Training Glossary (references)references

6. 6 Why Use a Systematic Process? n A systematic process is effective... –An effective way to develop training –Ensures an appropriate process –Flows from goals to objectives, to content, to instructional strategies –Includes evaluations to insure that goals and objectives are met

7. 7 Instructional Design (ID) n The end-to-end process or methodology used to create a learning program n The document of a design for a specific program n The major phases are summarized by the acronym ADDIE n Instructional Systems Design (ISD) is a comprehensive model for instructional design n There are other models and lots of theory n A methodology is much better than a model

8. 8 ADDIE “Model” Analysis Design Development Implementation Evaluation

9. 9 Analysis Design Development Implementation Evaluation Needs Assessment Project Plan Goals ADDIE Model

10. 10 Analysis Design Development Implementation Evaluation Audiences Objectives Task Analysis Strategy Prototypes ADDIE Model Needs Assessment Project Plan Goals

11. 11 Analysis Design Development Implementation Evaluation Outline Content Select Delivery “Programming” ADDIE Model Needs Assessment Project Plan Goals Audiences Objectives Task Analysis Strategy Prototypes

12. 12 Analysis Design Development Implementation Evaluation Delivery Integration LMS ADDIE Model Needs Assessment Project Plan Goals Audiences Objectives Task Analysis Strategy Prototypes Outline Content Select Delivery “Programming”

13. 13 Analysis Design Development Implementation Evaluation Evaluation Plan Testing Reviews ADDIE Model Needs Assessment Project Plan Goals Audiences Objectives Task Analysis Strategy Prototypes Outline Content Select Delivery “Programming” Delivery Integration LMS

14. 14 Instructional Systems Design (ISD) n Identify Goals n Instructional Analysis n Analyze Audiences n Write Performance Objectives n Develop Assessment Instruments n Develop Instructional Strategy n Develop and Select Instruction Materials n Formative Evaluation of Instruction n Revise Instruction n Conduct Summative Evaluation Source: Instructional Systems Design by Dick and Carey

15. 15 Instructional Systems Design Conduct Instructional Analysis Assess Needs to Identify Goal(s) Analyze Learners and Contexts Write Performance Objectives Develop Assessment Instruments Develop Instructional Strategy Develop and Select Instructional Materials Design and Conduct Formative Evaluation of Instruction Design and Conduct Summative Evaluation Revise Instruction

16. 16 Extended ISD What got left out: n Preliminary planning n Curricula that includes this course, module, program n Alternate performance interventions n Multiple delivery methods (and triangulation) –ILT, e-Learning, Learning and Support Portal n Follow-up

17. 17 Corporate Objectives (Goals)... let's discuss one of the 10 steps... n Goals are the purpose or objective of the instruction. Usually stated in terms of performance. n Goal may be an New Initiative, a Problem, a Performance Improvement Need, or Something Else New n May include detailed objectives. n May be incomplete or unclear n There may be Ad Hoc Needs

18. 18 Everything can change! n Everything can change during the project! n Plan on it! Get comfortable with it! n Rapid application development (RAD) can minimize problems with changes

19. 19 Iteration: Constant Review and Revision n Part of rapid application development n Plan on it! Get comfortable with it! n "One of the most important skills of a good instructional designer is the ability to revise.... Good instructional design requires constant revision, elimination, and addition.... Your program is not written in stone until the day it is taught, and even then only for that day; you should begin making revisions for the next class based on what you learn in this one." n George Piskurich in Rapid Instructional Design

20. 20 Module Objectives After completing this xxxx module you will be able to: –Define –Describe –Explain –Install –Configure –Verify –Test –List –Use –Participate –Troubleshoot –Recognize –Manage –Understand –Take advantage of –Summarize

21. 21 Example Objective n When shown a model of our solar system, n students will be able to name all nine planets. n Audience = Students n Behavior = “name all nine planets” n Condition = “when shown a model of our solar system” n Degree = ?

22. 22 Instructional Strategy n Pre-instructional activities, delivery methods, sequence, etc. n Allocation of pre-work, homework, and post-work –careful with homework - it really is optional work in most cases n Triangulation (blend of methods) n Distribute between "course" and "more information" –Can/should reduce the amount of material n Possibles: –Creating a set of online resources –Simulations, videos –Online discussion groups

23. 23 Instructional Systems Design (continued) n ISD was created for instructor-led training –By university people and primarily for university courses n Nothing wrong with the ISD model, but... –Nothing wrong in that context n Doesn't consider e-learning, LSPs, or blends n Doesn't include follow-up (e-mail, direct contact, etc.) n Doesn't include curriculum review, iteration; process could be improved

24. 24 Extended Instructional Systems Design n The High Performance Training Model n Include e-learning and learning and support portals n Consider other performance improvement interventions –Training may not be the best intervention n Design the course within a curriculum –One course or several, earlier courses, related courses, n Delivery triangulation n Iteration is an important part of the process n Include follow-up and management

25. 25 e-Learning Instructional Design is Different n Have many more powerful learning elements n Modules tend to be short n Can use a multi-level presentation –Supports both shorter modules, and more complete information

26. 26 The Extended ISD Model n + Program Planning n Conduct Instructional Analysis n Analyze the Instructional Goal n Analyze Learners and Contexts n Write Performance Objectives n + Design the course within a curriculum n Develop Instructional Strategy n Develop and Select Instruction Materials n + Delivery Triangulation n + Design e-learning elements including LSP n Formative Evaluation of Instruction n Revise Instruction n Develop Assessment Instruments n Conduct Evaluations n + Design/Implement Follow-up Program

27. 27 Be Creative! n Think outside the box n Use creative methods –Brainstorm, mind maps n Want something different, fun, engaging n Think of alternative ways to present a topic –Graphic, metaphor, case study n Be open to ideas!

28. 28 ISD Criticism n "Too much theory" –Too academic, dense, not accessible n "It takes too long" n "It's too cumbersome" n "We don't do that here" n "We use ADDIE" n Discussion

29. 29 ISD Summary n ISD has proven to be a systematic, effective model n... but needs to be extended for the HPT model n Instructional Design is an Iterative Process

30. 30 What's Next n Practice! Your Project n Use the resources n More study