1. Designing Performance-Based Interactive Exercises Reuben Tozman CEO, SlideJar Inc reuben@slidejar.com

2. 2 Agenda  Defining‘Performance Based’  Learning and Performance Objectives  Learning Classes  Isolating Behaviors  Structuring Output  Putting It All Together  Structuring Audio and Video  Designing Multiple Outputs for a Single Structure

3. 3 Defining Performance Based

4. 4 Discussion  In your own experiences, what eLearning activities have you found to be effective and engaging?  What do they all have in common?

5. 5 Defining Effective Classic Definition Adjective  1.adequate to accomplish a purpose; producing the the intended or expected result: effective teaching methods; effective steps toward peace.  2.actually in operation or in force; functioning: The law becomes effective at midnight.  3.producing a deep or vivid impression; striking: an effective photograph.  4.prepared and available for service, especially military servic e.

6. 6 Defining Engaging Adjective  winning; attractive; pleasing: an engaging sm ile.

7. 7 Signs that activities are not performance driven 1.Difficult to discern what the user is supposed to come away knowing and how knowledge of a topic translates to performance. 2.Low levels of participation and feedback. 3.Inconsistency in functionality between one exercise and another.

8. 8 LEARNING AND PERFORMANCE OBJECTIVES

9. 9 Learning Objectives  Paradigm for structuring and classifying cognitive/motor skills.  Paradigm for structuring and classifying information based on the cognitive/motor skills required to ‘learn’ that information.

10. 10 Performance Objectives Performance Objectives Must Describe…..  Performance - What must a learner must do to demonstrate mastery? (Activity)  Criteria - How well must a learner perform? (Standard)  Condition - Under what circumstances must a learner perform? (Environment)

11. 11 Activity Please complete the learning and performance objectives table

12. 12 Now What?

13. 13 Project Management Considerations  Building eLearning is a service not a product  Building ‘activities’ are the most expensive part of the development cost for eLearning  ‘Activites’ are supposed to be the ultimate delivery vehicle of content that facilitates performance  How do you keep costs the lowest while producing quality and quantity?

14. 14 Create Performance Activity Templates – Not Output Templates

15. 15 Working with Performance Objectives

16. 16  LOs are critical to designing Knowledge Types  POs will provide the framework for Interactivity based on Knowledge Types

17. 17 Based on the information provided on Canine Anatomical Systems:  Generate 3 Learning Objectives  Generate 5-7 Performance Objectives

18. Performance Objectives - Activity The organ systems include:  1. The cardiovascular system (cat) (dog) includes the heart and blood vessels. The cardiovascular system performs the function of pumping and carrying blood to the rest of the body. The blood contains nutrients and oxygen to provide energy to allow the cells of the body to perform work.catdog  2. The lymphatic system includes the lymph nodes and lymph vessels. The lymphatic system is part of the immune system that helps the body fight off disease. The lymphatic system also works with the cardiovascular system to return fluids that escape from the blood vessels back into the blood stream.lymphatic system  3. The digestive system (cat) (dog) includes the mouth, teeth, salivary glands, esophagus, stomach, intestine, pancreas, liver and gall bladder. The digestive system absorbs and digests food and eliminates solid wastes from the body.catdog

19. 19 Performance Objectives - Activity Learning Objectives….  Learners should understand the various canine anatomical systems  Learners should be able to explain how each system works  Learners should be able to analyze problems and recommend solutions

20. 20 Performance Objectives - Activity Performance Objectives….  Identify two components of the respiratory system  Describe the function of oxygen and nutrients to the rest of the body when asked.  Identify the lymphatic system as part of the immune system  Differentiate between lymph nodes and lymph vessels on a picture showing both  Identify all the elements of the digestive system  Troubleshoot digestive problems based on scenarios provided

21. 21 Activity Learning Class: Knowledge Type: ‘Knowledge’ Learning Objectives: ‘Understand’, ‘Explain’ Performance Objectives: ‘Identify’, ‘Differentiate’ Learning Class: Knowledge Type: Learning Objectives: Performance Objectives:

22. 22 Isolating Behaviors

23. 23 Isolating Behaviors  Based on any single performance objective (PO), what behaviors or skills are at the core of the objective?  Requires an in depth task analysis into the PO Example: Identify -Pointing out -Saying out loud -Separating one from many

24. 24 Isolating Behaviors Example: Identify -Pointing out -Correctly -Internalizing corrective feedback -Correcting mistake -Repeatedly -In different contexts

25. 25 Isolating Behaviors Your Turn! Can you do a task analysis on the Performance Objective below? PO: Execute a front end analysis via long distance with a subject matter expert

26. 26 Structuring Interactivity

27. 27 Structuring Interactivity  What are the components to ‘interactivity’ based on how we isolated behaviors?  What do we need? Knowledge Type: Knowledge Learning Objective: Understand, Explain Performance Objective: Identification and Differentiation (Simple)

29. 29 Identification and Differentiation (Simple)  Point and Click  Drag and Drop  Matching Identification and Differentiation (Complex)  Memory game that adjusts itself based on a learner’s ability to get items right or wrong.  Problem based learning with multiple pathways. Output Options

30. 30 Structuring Interactivity Sample ‘Data Structure’ How would we expand ‘STEPS’?

31. 31 Structuring Interactivity Exercise In groups of 3 create data structures and visualizations of your performance objectives. Visualizations may include:  Maps  GUI’s  Prototypes Bear in mind…  Interactive elements have no format  There is no right and wrong  Be specific about behaviors. They can have a major impact on the user

32. 32 Communicating Output - Mockups

33. 33 Communicating Output - Prototypes

34. 34 Putting It All Together

35. 35 Putting it all together Using the content handouts, working in your original groups do the following:  Define 3-5 learning objectives per content piece  Create learning classifications  Create performance objectives for all the learning objectives  Define your data structures  Design your outputs

36. 36 Activities With Audio and Video

37. 37 Audio and Video  When is it appropriate to use audio and video?  What value does audio and video bring to the table?  What value can we give back to the audio and video?

38. 38 Audio and Video  Individually, what are the performance objectives you’ve written where video may be appropriate?  Structure an activity around your performance objective that employs video.

39. 39 Multiple Outputs

40. 40 Multiple Outputs  Using a single structure, create two different outputs.  Discuss what outputs would be used in which situations. Why?

41. 41 Multiple Outputs

42. 42 Contact Information Reuben Tozman Chief Learning Officer, edCetra Training reuben@edcetratraining.com 416.530.5890