Tying the Process Together Dana R. Pullum EDU232: Instructional Design for E-Learning Nancy Lockwood August 10, 2015

What is Instructional Design? Instructional design is utilizing proven instructional theory and teaching models to create instruction models that will be effective in aiding learners to focus, absorb, and retain lessons or training.

The Situation A chain of restaurants has decided to update their register systems, prompting a needs assessment in order to determine if previously trained cashiers (and new employees) will require further training than what is currently offered in order to properly use the new system.

Needs Analysis (Innovation Model) Nature of the change? – New registers Learning goals? – Employees able to use new registers efficiently Are goals appropriate/high priority? – Yes. Begin learning analysis design activities…

Needs Analysis (7 Questions) What problem exists or what change is being requested? – A register change from manual to computerized Who is being asked to change? – All employees What is currently taking place with the individual or individuals being asked to change? – Employees must become familiar with the new register system Who identified the problem or is requesting this change? – Upper management Where will the solution or change need to take place? – All restaurants in the chain Is instruction the most appropriate means for solving the problem or bringing about the desired change? – Yes! What is the solution to be developed and implemented? – A new training program

Task Analysis No matter if it is called task analysis, “content analysis, subject matter analysis, or learning task analysis,… the goal remains the same: to gather information about the content and/or tasks that need to be part of the instruction being developed” (Brown & Green, 2011).

Learner Analysis “Understanding the target audience of learners and determining in advance what they can and will do is an essential element of any instructional plan. In order to gain understanding of the target audience, one must conduct some form of preliminary evaluation of that group. Learner analysis is considered a critically important component of the instructional design process” (Brown & Green, 2011).

First Goal Audience: The audience is all cashiers, wait staff and management. Behavior: Learners will recall and apply basic knowledge of register system terminology and functions. Conditions: Learners will perform this in a training room/area using a training terminal. Degree: The acceptable standard is an 85% score on a knowledge- based exam comprised of multiple choice questions and utilization of skills learned.

First Goal Objectives Objective 1 All employees [learners] will accurately recall 85% knowledge of basic register system terminology and facts. Objective 2 All employees [learners] will accurately apply 85% knowledge of basic register system use.

Instructional Strategies: First Goal Objective 1 – Concept trees – Analogies – Imagery Objective 2 – Diagramming and mapping – Tying to motions – Equipment provision

Second Goal Audience: The audience is all cashiers, wait staff, and management. Behavior: Learners will recall and apply knowledge of terminology and facts concerning special register functions. Conditions: Learners will develop these skills in a training room/area, making use of a training terminal. Degree: The acceptable standard is an 85% score on a knowledge- based exam comprised of multiple choice questions and application on a training terminal.

Second Goal Objectives Objective 1 All employees [learners] will accurately recall 85% of terminology and facts concerning special register functions (i.e. discounts, coupon entry, separate orders, etc.) on a multiple choice examination. Objective 2 All employees [learners] will accurately apply 85% knowledge of special register functions (i. e. discounts, coupon entry, separate orders, etc.) in practice.

Instructional Strategies: Second Goal Objective 1 – Video/Audio clips – Key Concept and Fact list menu – Comprehension Monitoring Objective 2 – Pre-recorded books/lessons – Peer tutoring – Full simulation

Third Goal Audience: The audience is all cashiers, wait staff, and management. Behavior: Learners will recall and apply accurate knowledge of system terminology and summarize how register functions work. Conditions: Performed in a face - to - face evaluation with supervisor/s in training room asking questions for verbal response from learners and performance on a training terminal. Degree: The acceptable standard is an 80% score based on testing and supervisorial evaluation.

Third Goal Objectives Objective 1 All employees [learners] will accurately recall 80% knowledge of register terminology, functions and use including special and inventory functions. Objective 2 All employees [learners] will accurately apply 80% knowledge of register terminology, functions and use including special and inventory functions.

Instructional Strategies: Third Goal Objective 1 – Written reports – Small group discussions – Guided peer questions Objective 2 – Explain ideas to assessor – Analyzing scenarios – Evaluations

Formative Evaluation Formative evaluation is used throughout the process of instructional design in order to provide feedback throughout the process. It allows an instructional designer to make improvements, ensure quality of instruction, and helps certify through communication with the client that project goals will be met (Brown & Green, 2011). It should be used often in order to expose any areas of instruction that may require further adjustment or reworking.

References Brown, A. & Green, T. D. (2011). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Pearson Education, Inc. Boston, MA. Cennamo, K. & Kalk, D. (2005). Real World Instructional Design. Wadsworth. Belmont, CA. ISBN- 10: Gauthier, A. (May, 2005). Instructional Design Strategies for Technologies Utilizing Data Visualization. University of Arizona. Chicago. Retrieved from Smith, P. L. & Ragan, T. J. (2005). Instructional Design (3rd ed.) Hoboken, NJ: John Wiley & Sons, Inc. ISBN:

Image References bayyinah.com [Clipart of a check mark]. Retrieved from clipartbest.com [Clipart of a touch screen register]. Retrieved from cliparthut.com [Clipart of needs analysis]. Retrieved from clipartpanda.com [Clipart of a diner facade]. Retrieved from download download clipartpanda.com [Clipart of training instructor]. Retrieved from clipartpanda.com [Clipart of diversity]. Retrieved from cliparts.co [Clipart of trainer and learner]. Retrieved from clkr.com [Clipart of a restaurant]. Retrieved from -hi.png -hi.png

Image References (pt 2) edtechtips.org [Clipart of information shared between two people]. Retrieved from content/uploads/2012/08/dreamstime_xs_ jpg content/uploads/2012/08/dreamstime_xs_ jpg examiner.com [photo of diverse group]. Retrieved from gailly123 [Clipart of Assessments]. Retrieved from Lindeman, M. [Clipart of Program Evaluation]. Retrieved from photos.gograph.com [Clipart of training screen]. Retrieved from picgifs.com [Clipart of a woman at a computer]. Retrieved from vectors4all.net [Clipart of person using a computer]. Retrieved from schoolnew.discoveryeducation.com [Clipart of wheelchair accessible computer]. Retrieved from access-color.gifhttp://schoolnew.discoveryeducation.com/clipart/images/wheelchair- access-color.gif sr.photos2.fotosearch.com [Clipart of task road sign]. Retrieved from stillpointleadership.com [Clipart of Goals]. Retrieved from What is Instructional Design [Clipart]. Retrieved from