Instructional Design Basics: Teaming Information Development and Training Development

John McGloon, MATC

“Breaking out of writing into Instructional Design”• Learn some theory• Learn some models• Look at examples• Find opportunities to practice• Find a mentorDeb Lockwood, presentation at STC 2007

“Breaking out of writing into Brain Surgery”• Learn some theory• Learn some models• Look at examples• Find opportunities to practice• Find a mentorJohn McGloon, just now

After this session you will be able to:

• Recognize key elements of the definition of instructional design

• Explain a performance gap• Draw and describe the ADDIE model• Recognize key components of an Instructional

Design Plan• Describe effective ways for information

developers to team up with instructional designers and trainers

What is Instructional Design?A Science:The science of creating detailed specifications for

the development, implementation,

evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.

What is Instructional Design?A Discipline:The branch of knowledge concerned with research and theory about instructional strategies and the

process for developing and implementing those strategies.

What is Instructional Design?A Process:The systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction…the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.

One view: ADDIE Model

Analyze

Design

Develop

Implement

Evaluate

Psychology

Anatomy

Physiology

Performance Gap

Desired

PerformanceActual

Performance

Zero

ADDIE Model

Design

Evaluate

Analyze

Develop

Implement

ADDIE sample tasks and outputs

Create a Task Matrix

RolesRoles

TasksTasks

Create a task matrix

• Use requirements documents to predict tasks• Consider roles or personas• Determine “high priority” tasks

• Risk?• Frequency?• Other factors?

Develop from a Task Matrix

Roles

Tasks

Other models

Needs analysis

Desired

PerformanceActual

Performance

gap

Zero

Conduct a needs analysis

• To determine the performance gap• Possible solutions

• To provide a basis of measurement• To gain management support

DeficiencyIn Job

Performance

Nev

er

per

form

ed

we

llUse

d to

perfo

rm w

ell

Problem

tasks rarely

performed

Prob

lem

task

s

freq

perfo

rmed

Plan practice

Retrain

Supply a

ManualSupply

Job AidsEnlarge the job

Enrich the

job

No obvious

consequences Poor

performance

rewarded

Plan feed-back of results

Increase rewards

for good

perfor-

mance

Elimin

ate

rewar

ds

for p

oor

perfo

r-m

ance

Good perfor-mance punished

Elim

inat

e pu

nish

men

tIn

crea

se

puni

shm

ent

for

non-

perf

Methods or

equipment defic

ient

Replan the

Equip or

workspace

Replan work

methods/

sequence

Def

icie

nt

man

agem

ent

syst

ems

Reorg Manage-ment systems

Reorgresponsi- bilities

Lacks pre-

requisites

Has prerequisites

Te

llin

g/

show

ing

On

job

tra

inin

g

For

mal

in

stru

ctio

n (c

ours

e)Te

ach

Pre-re

qs

Reassign/transfer

Restructurejob

Staffing

Work Study

Information System

Org

aniz

atio

n +

Met

hod

Training

Motivation S

ystems (C

ontingency Managem

ent)

Designing Instructional SystemsA.J. Romiszowski 1981

The Instructional Design Plan• Covers the basic phases of ADDIE

• (see sample outputs)• May include additional details, as required

ADDIE sample tasks and outputs

Gagne’s nine instructional events1. Gaining attention (reception) 2. Informing learners of the objective (expectancy) 3. Stimulating recall of prior learning (retrieval) 4. Presenting the stimulus (selective perception) 5. Providing learning guidance (semantic encoding) 6. Eliciting performance (responding) 7. Providing feedback (reinforcement) 8. Assessing performance (retrieval) 9. Enhancing retention and transfer (generalization)

Example: Recognize an equilateral triangle1. Gain attention - show variety of computer generated triangles 2. Identify objective - pose question: "What is an equilateral

triangle?" 3. Recall prior learning - review definitions of triangles 4. Present stimulus - give definition of equilateral triangle 5. Guide learning- show example of how to create equilateral 6. Elicit performance - ask students to create 5 different examples 7. Provide feedback - check all examples as correct/incorrect 8. Assess performance- provide scores and remediation 9. Enhance retention/transfer - show pictures of objects and ask

students to identify equilaterals

Information Development and Instructional Design• How can technical writers, instructional

designers, and trainers work better together?

Ideal Partners

• In the best circumstances, instructional designers and technical communicators are both considered part of the information-development team.

CIDM Information Management News July 2007

Develop unified user profiles• Because they work regularly with actual users,

classroom trainers are an invaluable source of information to build in-depth user profiles.

• Trainers, instructional designers, and information developers need to participate in analyzing users and constructing mutually agreed upon profiles.

Effective collaboration: training and information development Combine forces: single organization under unified management

Launch joint development & define all deliverables from a common source

Manage jointly or alternate management Gather user profiles based on a common

understanding of user needs Decide the role of training, documentation, and

help during designCIDM Information Management News July 2007

Developing training as part of information development• Instructional designer writes IDP • Agree on user profiles• Establish objectives together• Develop during product development

• Content reuse opportunity• Co-develop with writers and instructional

designers• Establish measures of effectiveness

Review• Recognize key elements of the definition

of instructional design• Explain a performance gap• Draw and describe the ADDIE model• Recognize key components of an

Instructional Design Plan• Describe effective ways for information

developers to team up with instructional designers and trainers