1. Agenda Introduction Design Methodology Project Overview
Needs Assessment Process
Findings
Learner Analysis
Job Task Analysis
Proposed Solution System
Design Approach
Training System
Prototypes
Conclusions and Next Steps

2. Introduction A proposed solution system is:
Recommended based upon the findings
Grounded in state-of-the-art instructional theory and pedagogical models
Comprised of design approaches that address the learning needs and learning objectives of the mine supervisors

3. Design Approach
Multiple level design approach is proposed to address the learning needs of mine supervisors. The components of the approach are:
Distributed Learning Support System (DLSS)
Problem-Solving/Cased-based Learning (CBL)
Gagné’s Nine Events of Instruction
The multiple design approaches are proposed to address the learning needs and apply the appropriate instructional methods and strategies to the intellectual skills at different domains. The design approaches are:
Distributed Learning Support System
Problem-Solving/Cased-based Learning (CBL)
Expanded Events of Instruction

4. Multi-level Design Approach
Distributed Learning
Support System
Macro level
Overall Supervisor Training (Problem Solving)
Gagné’s Nine Events of Instruction
Scenario-based & Case-based
Learning
Micro level
Duties 1-10
(Procedure)
Duty 12
(Principle)
Duty 11
(Problem Solving)

5. Macro Level Design Approach
Based on the findings, a Distributed Learning Support System (DLSS) design approach is recommended at the macro level of the system.
Findings from the learner analysis: The generational cohorts
prefer the features to be used in training:
visually stimulating training that incorporates graphics, headings and animations
technology
Findings from the survey:
100% of the primary audience has access to the Internet
70% of the people surveyed expressed a medium to high comfort level with technology, including , Internet, interactive CD-ROM, and word processing
Through the findings, Distributed Learning Support System (DLSS) design approach is recommended at the macro level of the system.
Findings from the learner analysis: The generational cohorts from Generation X and Generation Next prefer visually stimulating training that incorporates graphics, headings and animations, and they expect technology to be used in training.
Findings 100% of the primary audience who responded to the survey has access to the Internet either at work or at home.
70% of the samples in this survey expressed a medium to high comfort level with technology, including , Internet, interactive CD-ROM, and word processing.

6. Macro Level Design Approach
To satisfy the needs of taking the training as a refresher across the space, time and various media
Mitigates the need requiring miners to take training during on-shift hours

7. Distributed Learning Support System (DLSS)
Delivered primarily over the Web
Accessed alternatively by methods: CD-Rom, handheld or other electronic devices.
Meet SCORM standards:
Identify repeated tasks and steps in JTA
Package the tasks as reusable learning objects (RLO)
Meet the accessible specifications of W3C
Intuitive and consistent user interfaces:
Adaptable to the learners’ needs and knowledge levels
Learner performance as the center of the design
General features:
The supervisor training support system is designed to be delivered primarily over the Web. Other methods of delivery include CD-Rom, handheld or other electronic devices.
The reusable learning objects (RLO) will be developed to comply with Sharable Content Object Reference Model (SCORM) standards. This allows the DLSS training to be compatible with a learning management system (LMS).
The supervisor training support system will be designed to meet the specifications of W3C, and usability requirements of distributed learning.

8. SCORM Sharable Content Object Reference Model
Technical Standards for LMS (Learning Management System)
A set of services:
Launches learning content
Keeps track of learner progress
Figures out in what order (sequence) learning objects are to be delivered
Reports student mastery through a learning experience.

9. Micro Level Design Approach
Based on Task Analysis, according to Gagné’s intellectual skill domain, the design approaches at the micro level are proposed.
Problem solving approach:
Overall supervisory job and Duty 11 are identified at problem solving level
Scenario-based or Case-based Learning approach suites to problem-solving tasks
Systematic instruction approach:
The majority of the supervisory duties are identified at the rule-using level
Gagné’s Nine Events of Instruction are suitable for structured and procedural characteristics of rule-using tasks
Based on Task Analysis, according to Gagné’s intellectual skill domain, the design approaches at the micro level are proposed.
Problem solving approach: The overall supervisory task and the duty 12 is identified at the problem-solving level, which should be aligned with scenario-based or cased-based learning approach suited for problem-solving instruction pedagogical models.
Systematic instruction approach: The majority of the supervisory duties are identified at the rule-using level, which have the structured and procedural characteristics suited to a design approach of systematic instruction, specifically the “expanded events of instruction”.

10. Problem Solving/CBL Approach
Scenario-based and Case-based instructional strategy and methods
Situated learning in authentic activities that allow learners to explore real-world problems and find the solutions.
The whole supervisory task and Duty 11 are at the highest level of Gagne’s intellectual skills taxonomy - problem solving.
Scenario-based and case-based instructional approaches will be applied to situate learning in authentic activities, allowing the learners to explore real-world problems and find the solutions.

11. Gagné’s Nine Events of Instruction
A well-known instructional approach in corporate and military training
Provides the appropriate structure, strategy and methods to transfer the generic JTA into the lesson plans and activities which are situated into the characteristics of the rule-using skills

12. Gagné’s Nine Events of Instruction
Gagné: The foremost researcher and contributor to the systematic approach to instructional design and training
Focused on the outcomes/behaviors that result from training
Identified the mental conditions for learning
Created nine events of instruction which correlate to and address the condition of learning

13. Gagné’s Nine Events of Instruction