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

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)

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)

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)

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

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

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

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

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

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

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

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)

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)

Linear Instructional Design (Dick and Carey) 7. 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.

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)

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)

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

Timelines & Lagging Dependencies Establish Web Based Collaborative June-Sept 2011 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 2012 -March 2013 Knowledge Translation

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

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

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

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