1. What are you really-really good at?

2. Identify one small task associated with your skill

3. Designing for Instruction 101 John Krochmalny jkrochmalny@yahoo.com

4. Archive of today’s presentation John Krochmalny jkrochmalny@yahoo.com JohnKrochmalny.wikispaces.com

6. Purpose for Designing Instruction  Consistency & Repeatability  Learning Effectiveness  Competitive Advantage  Knowledge Integration  Creating what the customer paid for

7. Purpose for Designing Instruction NEEDS

9. Analysis

10. What are the needs?

11. Purpose for Designing Instruction PROPOSE

12. How can you help?

13. What will it look like?

14. What will be the product?

15. Concise Learning Outcomes expected

16. Materials Organization

17. Determine Costs

19. Customer Proposal

20. Development

21. Student Manual

22. ACTION VERBS

23. STUDENT LEARNING MATERIALS

24. Instructor Manual

25. Pre / Post Test

26. Presentation Visuals

27. Course Outline

28. Implementation

30. Evaluation / Assessment

32. Purpose for Designing Instruction  Consistency & Repeatability  Learning Effectiveness  Competitive Advantage  Knowledge Integration  Creating what the customer paid for

33. What are you really-really good at?

34. Identify one small task associated with your skill

35. ACTION VERBS

36. Learning Objectives POOR

37. Learning Objectives GREAT

38. Concise Learning Outcomes expected

39. Performance Objectives How will you measure learning?

40. Performance Objectives How will you measure learning?

41. Performance Objectives How will you measure learning? Learners will be able to troubleshoot an electrical circuit. POOR

42. Performance Objectives How will you measure learning? Using a 120 vac electrical circuit, learners will use an electrical multi- meter to locate 10 electrical problems to a 80% success rate or better. GREAT

43. Performance Objectives How will you measure learning? Using a 120 vac electrical circuit, learners will use an electrical multi- meter to locate 10 electrical problems to a 80% success rate or better. GREAT BEHAVIOR

44. Performance Objectives How will you measure learning? Using a 120 vac electrical circuit, learners will use an electrical multi- meter to locate 10 electrical problems to a 80% success rate or better. GREAT CONDITION

45. Performance Objectives How will you measure learning? Using a 120 vac electrical circuit, learners will use an electrical multi- meter to locate 10 electrical problems to a 80% success rate or better. GREAT STANDARD

46. Performance Objectives How will you measure learning? Using a 120 vac electrical circuit, learners will use an electrical multi- meter to locate 10 electrical problems to a 80% success rate or better. GREAT BEHAVIOR CONDITION STANDARD

47. Purpose for Designing Instruction  Consistency & Repeatability  Learning Effectiveness  Competitive Advantage  Knowledge Integration  Creating what the customer paid for

48. CLIENT VALUES

49. SCIENTIFIC METHODOLOGY

53. Designing for Instruction 101 John Krochmalny jkrochmalny@yahoo.com END OF PRESENTATION