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

2. 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

3. Welcome
Participants
Workshop format
Ground Rules

4. 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).

5. Guided Experiential Learning (GEL)

6. 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

7. Conduct CTA Interview Resources for this activity:
Blank CTA Report template
CTA Report with Instructions
CTA Workshop Job Aid
Sample CTA Report
ASAT CTA Report Job Aid
Job Aid for Designing Job Aids
Employ hand grenades

8. 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”

9. 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)

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

11. 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

12. Design Course/Lesson introductions
Resources for this activity:
GEL Course Design Template with Instructions
Design Document for a GEL Course
TRADOC Verbs

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

14. 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

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

16. 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

17. 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

18. 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

19. 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

20. 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

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

22. Design Tests

23. 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

24. 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

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

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

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