1. Instructional Design Deliverables CBRNE CRTI TD 180‏
Marie Rocchi, B.Sc.Phm., M.D.Ed.
Leslie Dan Faculty of Pharmacy
University of Toronto

2. Bottom Line(s) for Instructional Designers
“Could they demonstrate that they have achieved the learning reflected by this goal if their lives depended on it?” (Rothwell & Kazanas, 1992)

3. Definition of Instructional Design
“the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan, 2005)

4. Instructional Design is…
A type of problem solving
Prescriptive and/or organic
Recursive and/or systematic
Creative and evolving
Goal oriented (product)
Controversial (40+ models)

5. Context/Setting Ample time Limited time Goals not universal
Universal Goals
Accountability for physical safety and domain specific goals less high
Accountability for physical safety and domain specific goals high
Less demands
for competency
External demands for competency

6. Learner Characteristics Thought to be the most critical
High prior knowledge
Low prior knowledge
High aptitude
Low aptitude
Internal success attribution
External success attribution
High motivation
Low motivation
Wide range of cognitive strategies
Low range of cognitive strategies
Low anxiety
High anxiety

7. Learner Characteristics Thought to be the most critical
High prior knowledge
Low prior knowledge
High aptitude
Low aptitude
Internal success attribution
External success attribution
High motivation
Low motivation
Wide range of cognitive strategies
Low range of cognitive strategies
Low anxiety
High anxiety

8. Three Major Activities in Instructional Design
Instructional Analysis (need to ask questions)
Environment (school, work, home)
Task (new information, skills)
Setting (context of application)
Learner characteristics (attitudes, time)
Prior knowledge/experience

9. Three Major Activities in Instructional Design
Instructional Strategy Selection
Content (size of segments, embedded activities or lecture)
Activities (supplement or primary means, read, discuss, do)
Sequence (expository or discovery)
Media, group or individual activities

10. Three Major Activities in Instructional Design
3. Evaluation
Assessment of Learners (formative and summative)
Assessment of Instruction (program evaluation)

11. Key Principles
Principle 1: Congruence between objectives, activities and assessment
Principle 2: Advocacy of the learner as focus of instruction
Principle 3: Supports effective, efficient and appealing instruction

12. Key Limitations
Limitation 1: Not the solution for everything (only instructional needs)
Limitation 2: Needs lead time (and usually $$)
Limitation 3: Requires identification of outcome (not always easy to glean)

13. Linear Instructional Design (Dick and Carey)
Determine instructional goal (what do the learners have to be able to do after the instruction?)
Analyze the instructional goal (step-by-step determination, what entry behaviours are needed)
Analyze learners and context (in which skills will be learned and used)
Write performance objectives (specific skills, conditions for performance, criteria for successful performance)
Develop assessment instruments (based on objectives)
Develop instructional strategy (emphasis on information, practice, feedback, testing)

14. Linear Instructional Design (Dick and Carey)
Develop and select instruction (produce instructional materials)
Design and conduct formative evaluation (testing of materials one-to-one, small group evaluations, prior to distribution)
Revise instruction (based on formative evaluation, relate achievement difficulties to deficiencies in design)
Summative evaluation (independent evaluation to judge the worth of instruction)
Dick and Carey Model prescribes a methodology based on the model of breaking down instruction into smaller components and supplies the appropriate learning conditions.

15. Promoting Interest and Motivation in Learning
Who cares? People are busy….
…..Or do we want learners to attend what is going on and choose to apply effort?
Flow: engaged in a task that is perceived as challenging and that learner possesses enough skill to complete
Extrinsic vs. Intrinsic Motivation (goal orientation is NB)

16. Project Context
Establish a National Training Program for Health, Psychosocial, Media and Technology Responders attending
SMEs (Della Corte, Walter, Lemyre)
End Users (Trish, Paul, Alan, Julie)
Evaluation/Rating (Janet)
IT & PS (Ann)
FT & PS (Ginette)
AE (Andrea)

17. Main Instructional Design Deliverables
Assemble content chosen by end-users and subject matter experts into an instructional program that is web based, supporting both self directed and multiple participant activities and has printable format that can support similar activities when computers are not available. This will include, but not be limited to: 
Instructions on how to use web media system for collaboration,
How to register and participate in program development, exercises, etc
Program Activities themselves
Archives and evidence files
Education around unfolding project events

18. Timelines & Lagging Dependencies
Establish Web Based Collaborative June-Sept Igloo Software? **training*
Gather Content Sept 2011-March 2012
Develop Curriculum/Simulation Formats March -Aug 2012 Moodle & e-Sim
Evaluate Program in 3 Sims Sept March 2013 Knowledge Translation

19. Content: Sifting/Archiving Learning Platforms: Integration
Uber Tasks
Content: Sifting/Archiving
Learning Platforms: Integration

20. Social Media Explorer/Lurker
Critical Roles
Editor/Archivist
Social Media Explorer/Lurker

21. Where you’ll find me..
Solitary & Embedded
Secret Weapons

22. Instructional Design Needs….
Content
Ratings Methodology
Software/ICT
Ideas
Trust
Learning Objects
Information flowing freely