Analysis of learning and performance problems Design, development, implementation, evaluation, and management of processes and resources intended to improve learning and performance
The outcomes of behavior The process of acquiring new knowledge or skill that results in a permanent change in behavior Learning Theories Learning Behavioral Learning Theory Cognitive Information Processing Theory Schema Theory and Cognitive Load Situated Learning Theory Gagns Taxonomies of Learning Constructivism 1. Student centered The learner and their performance are the focal points of all instruction and activities. 2. Goal oriented Goals should reflect client expectations and can be met through appropriate design implementation. 3. Focused on meaningful performance The learning environment should closely reflect actual performance environments. 4. Assumes outcomes can be measured in a reliable and valid way Assessments should be consistent across time and different learners and reflect how learning might be applied in actual performance settings. 5. Observable, repeatable, and self-correcting Data collected before, during, or after the implementation of a design should be informative and provide a rational basis for decision making and revision. 6. Collaborative ID projects use a variety of special skills, sometimes completed by an individual but most often completed by a team.
Traditional Breaking down complex skills into component parts and teaching those component parts
Whole task Presenting a series of progressively more difficult whole-task problems that learners will be expected to solve as a result of the instruction Examples of Whole-Task Models Task-Centered Approach Ten Steps Approach The most important consideration in choosing how to implement an instructional design project is how your resources serve the learning process.
Other considerations to keep in mind when assessing how your resources serve the learning process are Having a variety of learning objects to meet each objective Thinking about the prior knowledge and experience of your learners Using evidence-based practices
Evaluation is identifying conditions of intrinsic value and value to stakeholders of a project, setting standards, collecting data, and making value judgments.
Formative evaluation trying out drafts of instructional materials during development and before a final form for the purpose of improvement
Summative evaluation testing of instructional materials in their final form for stakeholders to make value judgment
Models of Evaluation Stufflebeams CIPP Content evaluation (needs assessment) Input evaluation Process evaluation (formative evaluation) Product evaluation Rossis Five- Domain Evaluation Needs assessment Theory assessment Implementation assessment Impact assessment Efficiency assessment Kirkpatricks Training Evaluation Reaction Learning Behavior (transfer of training) Results Brinkerhoffs Success Case Method Success case study Visual impact model Research study (best and worse cases) Success case interviews Findings Pattons Utilization- Focused Evaluation Readiness assessment Identify intended users Situational analysis Identify intended uses Focus and design evaluation Collect, analyze, and interpret data Facilitate evaluation use Conduct metaevaluation Sometimes training is too costly, time consuming, redundant or just not enough and needs to be augmented.
Knowledge management improves performance through easier, more direct access to reliable information and expertise.
Revisiting what instructional design is: . . . management of processes and resources intended to improve learning and performance
Knowledge management: getting information from people who have it to people who need it
Instructional design = effectively using knowledge management
Approaches to Knowledge Management Networking Collaboration Knowledge repository Solution archiving References 1. Reiser & J. Dempsey (Eds.). (2012). Trends and issues in instructional design and technology. Boston, MA: Pearson. 2. Merrill, M. D. Hypothesized performance on complex tasks as a function of scaled instructional strategies. Retrieved March 9, 2014, http://itforum.coe.uga.edu/paper84/DrMerrillHTM L.htm. 3. Ferguson, D. (2009, March 9). Ten little steps, and how one grew. Daves Whiteboard. Retrieved March 9, 2014, http://www.daveswhiteboard.com/archives/series/co mplex-learning-van-merrienboer-kirschner