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Instructional Design of Distance Training TRDEV 533 Chapter 3
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Processing Model for DT Goal Maximize tech utilization Institutionalize distance learning Business Goals & Objectives Must dictate Instructional needs Performance objectives
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DT: Event Vs Program Event A single or multiple training session(s) done in isolation Program Organizational process with policies and procedures specific to dept functions and responsibilities
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Variables Effecting D. T. In Corp. Settings Technology alone does not equal success Instructional needs should drive selection of tech Failure to apply sys. I.D. process model causes: Lack of instructional analysis Methodologies inconsistent with medium Staff unable (reluctant) to us technology
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Variables That Effect D. T. In Corp. Settings (continued) Content application not defined by org. bus. goals & objectives Effective implementation without contributing to org. strategic org. goals
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Application of ISD to DT Instructional goals defined relative to org goals ISD provides a strategy to account for all instructional components Student’s role at far sites ID of DT materials What the learner is to learn Interactivity- student, instructor, media
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ADDIE ISD Model Analyze Design Develop Implement Evaluate
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ADDIE adapted to DT Analysis = instructional & organizational Performance outcomes includes: Operational bus. needs Instructional needs Design & Development includes appropriate: Instructional events & methodologies Selected delivery tools
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ADDIE adapted to DT (continued) Implementation = contribution of interdisciplinary teams Evaluation = formative & summative
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IDM – DT Model Purpose: 1. Id org. goals & objectives 2. Performance outcomes that contribute to org. goals 3. Id instructional events & methodologies which facilitate performance change
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IDM – DT Model (continued) Seven steps 1. Analyze business needs 2. Id strategic DT events & programs 3. Apply conceptual frameworks to DT 4. Develop & accommodate org. technology plan
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IDM – DT Model (continued) 5. Correlate DT instructional materials to tech. delivery tools 6. Secure implementation support for balanced rollout 7. Evaluate DL processes & measure transfer
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IDM – DT 1. Analyze business needs DT’s strategic contribution to the org. Initial crisis? Instructional problem? What type? Is DT an effective solution? Org needs analysis Gap analysis Id key individuals Review org documentation
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IDM – DT 2.Id strategic training events & programs a.Id business-driven performance outcomes (objectives) that contribute strategically What the learner will do upon completion of DT b.Conduct a cost-benefit analysis for ROI How to id performance objectives p.46
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IDM – DT 3. Apply conceptual framework of leaning to DT Id an instructional strategy How will content be presented?
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Two Conceptual frameworks 1.Content & knowledge determined by someone else is transmitted to the learner 2.Learner transforms information, generates hypotheses, & makes decisions about knowledge that she constructs or socially constructs through interpersonal communications
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Instructional Analysis Ensure that instructional event matches the learning model The process examines: Sequencing of concepts Size of module Style of presentation Types of examples used See p.49 for implementation activities
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Types of Instructional Analysis Hierarchical analysis Intellectual goals & subordinate knowledge & skills Procedural analysis Psychomotor goals & sequential subordinate tasks Cluster analysis Verbal information & categorize subordinate terms
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DT Instructional Events Three instructional components 1. Introduction 2. Body of activities 3. Conclusion
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Introduction Pre-instructional activities Establish motivational levels Engage in prerequisite skill development Sets the frame-of-reference for learning My supplies advanced organizers Or demonstrations of performance outcomes Sets learner expectation Identifies procedures & protocols
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The body* Presentation of content Guidance of learners Elicitation of learner input & response Provide feedback Evaluation * See Gagne’s 9 events of instruction
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Conclusion Reiterate intended learning objectives Review of salient concepts Summative evaluation of learner performance
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Characteristics that effect DT development 1. Type & level of interaction 2. Synchronicity of the interaction & personal communication 3. Locus of control over content and pace of instruction
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Instructional Event for Adult Learners Strengthened by increased levels of: Learner-to-learner interaction Learner-instructor interaction Learner-control over content & pace Activities that increase learner dialog and engagement Questioning, role-play, collaborative activities, case studies, storytelling, debates, simulations
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Instructional Event for DT Strengthened by: Limiting the distraction from the technology Instructional events complement the model of learning
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Institutional Technology Plan Guides decisions about procurement & utilization of tech Provides policies & procedures for: Analyzing cost-benefits Allocating resources Controlling budgets Should be included in the organization’s mission statement
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IDM – DT 4. Accommodate (organizational) technology plan Characteristics of a strong technology plan 3 to 5 yrs tech support description Description of options for the above Statement recognizing DT as unique & necessary Statement of guiding principles Statement of strategic & tactical goals Clear description of core costs Line item descriptions of ISD costs
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IDM – DT 5. Correlate distance learning instructional materials to technology delivery tools See table 3.1, pages 58-59 Note media effectiveness parameters Text p 61 Text Design for Non-Designers
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IDM – DT 6. Secure implementation support for balanced roll-out strategy Understand transitional-management theory Proactive institutional planning Org recognition of DT Availability of org computing services & tech support Collaborative contributions by interdisciplinary groups
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IDM – DT Characteristics that impact DT effectiveness Identification & recognition of org goals Presents of interdisciplinary DT team Active maintenance of org tech plan Insert activity p. 63
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IDM – DT 7. Evaluate DT processes & measure transfer Formative evaluation Reiterative reviews, continuous feedback Summative evaluation Overall strengths & weaknesses Systematic collection of data over time
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IDM – DT Id-driven id & selection of tech for PT ID Vs tech related P. 55 ???????
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