Dick Clark, Rich DiNinni and Gary Rauchfuss November 14 - 16, 2006 GEL Design – Phase I Dick Clark, Rich DiNinni and Gary Rauchfuss November 14 - 16, 2006

Topics Welcome and Introductions Guided Experiential Learning (GEL) Outline of Tasks Cognitive Task Analysis (CTA) Job Aids GEL Course Design Sequencing Course and Lesson Introductions

Welcome Participants Workshop format Ground Rules

Guided Experiential Learning (GEL) Guided Experiential Learning (GEL) is a framework for instructional design and delivery. GEL is founded on Cognitive Load Theory which is considered relevant to all content. The goal of cognitive load theory is to help novice to intermediate level trainees acquire knowledge and skills more efficiently by not overloading their working memory. The GEL framework is based on the use of five training methods regardless of delivery medium or training content: 1) Realistic field-based problems; 2) Analogies and examples that relate trainee’s relevant prior knowledge to new learning; 3) Clear and complete demonstrations of how to perform key tasks and solve authentic problems; 4) Frequent opportunities during training to apply what is being learned (by performing tasks and solving problems) while receiving corrective feedback; and 5) Application practice that includes “part task” (practicing small chunks of larger tasks) but also “whole tasks” (applying as much of what is learned as possible to solve the complex problems that represent challenges encountered in operational environments). GEL requires the use of cognitive task analysis to determine training information content and specifies that all lessons in a course must be sequenced “as performed in the field” (or if there is no necessary sequence, easier to learn tasks are taught before more difficult tasks). GEL specifies how the five training methods will be combined with currently used training methods by requiring the following elements in all lessons in the following sequence: 1) Objectives (specifying actions, conditions and standards that must be achieved); 2) Reasons for learning (advantages of learning and risks of failure to learn and transfer); 3) Overview (knowledge models and content outline); 4) Conceptual Knowledge (Concepts and processes necessary to learn to perform a task with examples and analogies that support learning); 5) Demonstration of the procedure ( a clear “how to” description for all elements of a task); 6) Part and whole-task practice of procedures with corrective feedback; 7) Challenging, competency-based tests that include reactions (trainee confidence and value for the learning) and learning (memory for conceptual knowledge and application skill for all procedures).

Guided Experiential Learning (GEL)

Outline of tasks Conduct Cognitive Task Analysis (CTA) interview Design/develop Job Aids based on CTA and decide whether training is required Design course and lesson introductions Design lessons and select media alternatives Design demonstrations, practice and feedback Design competency tests

Conduct CTA Interview Resources for this activity: Blank CTA Report template CTA Report with Instructions CTA Workshop Job Aid Sample CTA Report 11-1-2006 ASAT CTA Report Job Aid Job Aid for Designing Job Aids Employ hand grenades

Conduct CTA Interview AVOID “WHAT TO DO” FOCUS ON “HOW TO” Open CTA template with instructions, start at the top and fill in required information (use CTA job aid when needed) Person who has not performed task conducts interview – capture ALL procedures in performance order – or easy to difficult – interview multiple SME’s (separately) if possible For each procedure, capture “HOW” - action and decision steps in their performance sequence – write them clearly enough so that trainees could perform them by reading. AVOID “WHAT TO DO” FOCUS ON “HOW TO”

Conduct CTA Interview Fill in remaining information on CTA template Action, condition and standard for each procedure Decide which concepts and processes need to be taught (if any) with SME (based on MOS, grade, skill level)

Design/Develop Job Aids Resources for this activity: Job Aid for Designing Job Aids Job Aid Example Customer Service Computer Task

Design/Develop Job Aids Decide if a job aid can replace training Copy procedure into job aid template Write step caption Describe each step Complete the “what happened” column Publish job aid Validate job aid

Design Course/Lesson introductions Resources for this activity: GEL Course Design Template with Instructions Design Document for a GEL Course TRADOC 350-70 Verbs

Design Course/Lesson introductions Outline course and sequence tasks/procedures Design course introduction Objective Reason Overview Design lesson introduction

Dick Clark, Rich DiNinni and Gary Rauchfuss December 4 - 6, 2006 GEL Design – Phase II Dick Clark, Rich DiNinni and Gary Rauchfuss December 4 - 6, 2006

Topics Welcome and Introductions Outline of Tasks GEL Lesson Design Selecting Media Demonstrations, practice and feedback\ Designing tests Working with contractors – DLXXI checklist

Design Lessons and Select Media Alternatives Resources for this activity: GEL Course Design Template with Instructions GEL Lesson Design Template – Blank GEL Lesson Design Template with Instructions Design Document for a GEL Course Job Aid for Selecting Media

Design Lessons and Select Media Alternatives Select concepts and processes that must be taught before or with the procedure Design learning activities to for concepts and processes that are taught before any procedures Review sensory mode information for each procedure Select delivery media

Design Demonstrations, Practice and Feedback Resources for this activity: Your completed CTA GEL Lesson Design Template with Instructions GEL Course Design Template with instructions Job aid for Designing Demonstrations, Practice and Feedback Design Document for a GEL Course

Design Demonstrations, Practice and Feedback Decide if a demonstration is required and if you need to develop IMDP specifications for the lesson Decide how often demonstrations must be provided in the course Decide if the demonstration will be live or dL Determine the content and emphasis of the demonstration Determine the specifications for the person or equipment to demonstrate the procedure

Design Demonstrations, Practice and Feedback Specify the setting and context for the demonstration Decide how often practice exercises must be offered Decide what type of practice is required Provide and opportunity to review the demonstration Decide when and how to provide feedback Determine the level at which trainees must succeed at practice before being allowed to continue in a course

Design Competency tests Resources for this activity: Completed CTA Completed GEL Lesson Design Template Design Document for a GEL Course

Design Tests

Work with dL contractors Resources for this activity: DLXXI Checklist Blank DLXXI Job Aid Completed GEL Lesson Design Template Design Document for a GEL Course

Use the DLXXI Checklist Evaluate Course and Lesson Introductions Evaluate When to Teach Declarative Knowledge Evaluate Training Design Evaluate Demonstration, Practice and Feedback Evaluate Multimedia Design Evaluate Cognitive Load Strategies Evaluate Staffing Requirements for Contractors

Use the DLXXI Checklist Resources for this activity: Blank DLXXI Checklist DLXXI Checklist Job Aid Design Document for a GEL Course

Pulling it all together Developing live instruction and supporting trainers Working with contractors who are developing dL

Pulling it all together THAT’S ALL FOLKS Questions, comments?