Tim VanDoren

Training Needs Assessment - Part 2

2012-01-18T12:16:00.000-08:00

Learning Content Analysis

Relevance
R	*Is the right content being trained?* Is content aligned with the project goals? Is the content appropriate for the targeted audience? Will the content be used on the job immediately? Do we receive regular feedback on the content via training feedback/reporting?
Effectiveness
E	*Are we conveying the knowledge effectively?* Is the delivery method appropriate for the targeted audience needs? Is the content engaging? Do the activities foster learning? Is the individual time to proficiency what we expect? Is the knowledge being retained as expected post deployment? Is the content packaged into “digestible” pieces?
Efficiency
E	*Are we doing it as quickly and cost effectively as appropriate?* Is the development time appropriate for the content being delivered? Are the development, delivery and administration costs in line with expectations? Are we efficiently leveraging people, tools and content across sectors? Can the content be easily updated or modified in response to change in business?
Sustainability
S	*Is the delivery of the content consistent and repeatable?* Is the content being delivered as designed consistently across each sector? Can the content be easily updated or modified in response to changes in the business environment? Do we anticipate frequent updates due to technology changes/customization?

Training Needs Assessment - Part 1

2012-01-09T07:48:00.000-08:00

Three Levels of a Training Needs Assessment

Introduction

The purpose of a training needs assessment is to identify performance requirements and the knowledge, skills, and abilities needed by an agency's workforce to achieve the requirements. An effective training needs assessment will help direct resources to areas of greatest demand. The assessment should address resources needed to fulfill organizational mission, improve productivity, and provide quality products and services. A needs assessment is the process of identifying the "gap" between performance required and current performance. When a difference exists, it explores the causes and reasons for the gap and methods for closing or eliminating the gap. A complete needs assessment also considers the consequences for ignoring the gaps.

Three Levels of a Training Needs Assessment:

Organizational Assessment:

Evaluates the level of organizational performance. An assessment of this type will determine what skills, knowledge, and abilities an organization needs. It determines what is required to alleviate the problems and weaknesses of the organization as well as to enhance strengths and competencies, especially for Mission Critical Occupation's (MCO). Organizational Assessment takes into consideration various additional factors, including changing demographics, political trends, technology, and the economy.

Occupational Assessment:

Examines the skills, knowledge, and abilities required for affected occupational groups. Occupational assessment identifies how and which occupational discrepancies or gaps exist, potentially introduced by the new direction of an organization. It also examines new ways to do work that can eliminate the discrepancies or gaps.

Individual Assessment

Analyzes how well an individual employee is doing a job and determines the individual's capacity to do new or different work. Individual assessment provides information on which employees need training and what kind.

Retrieved January 9, 2012, from http://www.opm.gov/hrd/lead/TrainingNeedsAssessment.asp

ADDIE Model

2011-03-07T18:04:00.000-08:00

ADDIE Model

The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools. While perhaps the most common design model, there are a number of weaknesses to the ADDIE model which have led to a number of spin-offs or variations.

It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE model; other models include the Dick & Carey and Kemp ISD models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix.

Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials.

In the ADDIE model, each step has an outcome that feeds into the subsequent step.

Analysis > Design > Development > Implementation > Evaluation

Analysis Phase

In the analysis phase, instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner's existing knowledge and skills are identified. Below are some of the questions that are addressed during the analysis phase:

* Who is the audience and their characteristics?
* Identify the new behavioral outcome?
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion?

Design Phase

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan needs to be executed with attention to details.

These are steps used for the design phase:

* Documentation of the project's instructional, visual and technical design strategy
* Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, psychomotor).
* Create storyboards
* Design the user interface and user experience
* Prototype creation
* Apply visual design (graphic design)

Development Phase

The development phase is where the developers create and assemble the content assets that were created in the design phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.

Implementation Phase

During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), student registration.

This is also the phase where the project manager ensures that the books, hands on equipment, tools, CD-ROMs and software are in place, and that the learning application or Web site is functional.

Evaluation Phase

The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users.

Retrieved March 7, 2011, from http://www.instructionaldesign.org/models/addie.html

Cognitive Load

2011-03-01T19:05:00.000-08:00

Cognitive Load

The term cognitive load is used in cognitive psychology to illustrate the load related to the executive control of working memory (WM).

Another aspect of cognitive load theory involves understanding how many discrete units of information can be retained in short-term memory before information loss occurs. An example of this principle that seems to be commonly cited is the use of 7-digit phone numbers, based on the theory that most people can only retain seven "chunks" of information in their short-term memory.

Intrinsic cognitive load

The term "intrinsic cognitive load" was first described by Chandler and Sweller. Accordingly all instruction has an inherent difficulty associated with it (e.g., the calculation of 2 + 2, versus solving a differential equation). This inherent difficulty may not be altered by an instructor. However many schemas may be broken into individual "subschemas" and taught in isolation, to be later brought back together and described as a combined whole.

Extraneous cognitive load

Extraneous cognitive load is generated by the manner in which information is presented to learners and is under the control of instructional designers. This load can be attributed to the design of the instructional materials. Because there is a single, limited cognitive resource, using resources to process the extraneous load reduces the amount of resources available to process the intrinsic load and germane load (i.e., learning). Thus, especially when intrinsic and/or germane load is high (i.e., when a problem is difficult), materials should be designed so as to reduce the extraneous load.

An example of extraneous cognitive load occurs when there are two possible ways to describe a square to a student. A square is a visual and should be described using a visual medium. Certainly an instructor can describe a square in a verbal medium, but it takes just a second and far less effort to see what the instructor is talking about when a learner is shown a square, rather than having one described verbally. In this instance, the efficiency of the visual medium is preferred. This is because it does not unduly load the learner with unnecessary information. This unnecessary cognitive load is described as extraneous cognitive load.

Germane cognitive load

Germane load is that load devoted to the processing, construction and automation of schemas. While intrinsic load is generally thought to be immutable, instructional designers can manipulate extraneous and germane load. It is suggested that they limit extraneous load and promote germane load.

Bloom's Learning Taxonomy

2011-02-16T14:00:00.000-08:00

Bloom's Learning Taxonomy

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.

Figure 1 Kemp Instructional Design Model

Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.
Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,
Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

Source: http://www.officeport.com/edu/blooms.htm

Retrieved February 16, 2011, from http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#bloom

Merrill's First Principles of Instruction

2011-02-15T12:43:00.000-08:00

Merrill's First Principles of Instruction

Many current instructional design models suggest that the most effective learning environments are those that are problem-based and involve the student in four distinct phases of learning:

Activation of prior experience,
Demonstration of skills,
Application of skills, and
Integration or these skills into real world activities.

Figure 1 below illustrates these five ideas. Much instructional practice concentrates primarily on phase 2 and ignores the other phases in this cycle of learning.

Figure 1 First Principles of Instruction Diagram

At the top level the instructional design prescriptions based on first principles are as follows:

Learning is facilitated when learners are engaged in solving real-world problems.
Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.
Learning is facilitated when new knowledge is demonstrated to the learner.
Learning is facilitated when new knowledge is applied by the learner
Learning is facilitated when new knowledge is integrated into the learner's world.

Source: http://id2.usu.edu/Papers/5FirstPrinciples.PDF

Retrieved February 15, 2011, from http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#merrill

Types of Evaluations

2011-02-14T19:34:00.000-08:00

Types of Evaluations in Instructional Design

Evaluations are normally divided into two broad categories: formative and summative.

Formative

A formative evaluation (sometimes referred to as internal) is a method for judging the worth of a program while the program activities are forming (in progress). This part of the evaluation focuses on the process.

Thus, formative evaluations are basically done on the fly. They permit the designers, learners, and instructors to monitor how well the instructional goals and objectives are being met. Its main purpose is to catch deficiencies so that the proper learning interventions can take place that allows the learners to master the required skills and knowledge.

Formative evaluation is also useful in analyzing learning materials, student learning and achievements, and teacher effectiveness.... Formative evaluation is primarily a building process which accumulates a series of components of new materials, skills, and problems into an ultimate meaningful whole. - Wally Guyot (1978)

Summative

A summative evaluation (sometimes referred to as external) is a method of judging the worth of a program at the end of the program activities (summation). The focus is on the outcome.

All assessments can be summative (i.e., have the potential to serve a summative function), but only some have the additional capability of serving formative functions. - Scriven (1967)

The various instruments used to collect the data are questionnaires, surveys, interviews, observations, and testing. The model or methodology used to gather the data should be a specified step-by-step procedure. It should be carefully designed and executed to ensure the data is accurate and valid.

Questionnaires are the least expensive procedure for external evaluations and can be used to collect large samples of graduate information. The questionnaires should be trialed (tested) before using to ensure the recipients understand their operation the way the designer intended. When designing questionnaires, keep in mind the most important feature is the guidance given for its completion. All instructions should be clearly stated...let nothing be taken for granted.

Retrieved February 14, 2011, from http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html

The Dick and Carey Model - 1978

2011-02-13T14:46:00.000-08:00

The Dick and Carey Model - 1978

Although there are several versions ISD, with an almost unlimited number of flavors, the ADDIE model probably reigns supreme, with the Dick and Carey model following close behind it.

Dick and Carey's model details a comprehensive and detailed process, however, it has been criticized for at the same time being too rigid and cumbersome for the average design process.

Reference

Dick, W., & Carey, L.(1978). The Systematic Design of Instruction. Glenview, IL.: Scott, Foresman.

Retrieved February 13, 2011, from http://www.nwlink.com/~donclark/history_isd/carey.html

Elaboration Theory (C. Reigeluth)

2011-02-09T17:54:00.000-08:00

Elaboration Theory (C. Reigeluth)

Overview:

According to elaboration theory, instruction should be organized in increasing order of complexity for optimal learning. For example, when teaching a procedural task, the simplest version of the task is presented first; subsequent lessons present additional versions until the full range of tasks are taught. In each lesson, the learner should be reminded of all versions taught so far (summary/synthesis). A key idea of elaboration theory is that the learner needs to develop a meaningful context into which subsequent ideas and skills can be assimilated.

Elaboration theory proposes seven major strategy components: (1) an elaborative sequence, (2) learning prerequisite sequences, (3) summary, (4) synthesis, (5) analogies, (6) cognitive strategies, and (7) learner control. The first component is the most critical as far as elaboration theory is concerned. The elaborative sequence is defined as a simple to complex sequence in which the first lesson epitomizes (rather than summarize or abstract) the ideas and skills that follow. Epitomizing should be done on the basis of a single type of content (concepts, procedures, principles), although two or more types may be elaborated simultaneously, and should involve the learning of just a few fundamental or representative ideas or skills at the application level.

It is claimed that the elaboration approach results in the formation of more stable cognitive structures and therefore better retention and transfer, increased learner motivation through the creation of meaningful learning contexts, and the provision of information about the content that allows informed learner control. Elaboration theory is an extension of the work of Ausubel (advance organizers) and Bruner (spiral curriculum).

Scope/Application:

Elaboration theory applies to the design of instruction for the cognitive domain. The theoretical framework has been applied to a number of settings in higher education and training (English & Reigeluth, 1996; Reigeluth, 1992). Hoffman (1997) considers the relationship between elaboration theory and hypermedia.

Example:

Reigeluth (1983) provides the following summary of a theoretical epitome for an introductory course in economics:

1. Organizing content (principles)- the law of supply and demand

a) An increase in price causes an incease in the quantity supplied and a decrease in the quantity demanded.

b) A decrease in price causes a decrease in the quantity supplied and an increase in the quantity demanded.

2. Supporting content - concepts of price, supply, demand, increase, decrease

Practically all principles of economics can be viewed as elaborations of the law of suppy and demand including monopoly, regulation, price fixing, planned economies.

Principles:

1. Instruction will be more effective if it follows an elaboration strategy, i.e., the use of epitomes containing motivators, analogies, summaries, and syntheses.

2. There are four types of relationships important in the design of instruction: conceptual, procedural, theoretical and learning pre-requisites.

References:

English, R.E. & Reigeluth, C.M. (1996). Formative research on sequencing instruction with the elaboration theory. Educational Technology Research & Development, 44(1), 23-42.

Hoffman, S. (1997). Elaboration theory and hypermedia: Is there a link? Educational Technology, 37(1), 57-64.

Reigeluth, C. & Stein, F. (1983). The elaboration theory of instruction. In C. Reigeluth (ed.), Instructional Design Theories and Models. Hillsdale, NJ: Erlbaum Associates.

Reigeluth, C. (1987). Lesson blueprints based upon the elaboration theory of instruction. In C. Reigeluth (ed.), Instructional Design Theories in Action. Hillsdale, NJ: Erlbaum Associates.

Reigeluth, C. (1992). Elaborating the elaboration theory. Educational Technology Research & Development, 40(3), 80-86.

For more about Reigeluth’s current work, see his home page at https://profile.educ.indiana.edu/reigelut

Retrieved February 09, 2011, from http://tip.psychology.org/reigelut.html/

Instructional Design (n):

2011-02-04T15:26:00.000-08:00

Instructional Design (n):

The process by which instruction is improved through the analysis of learning needs and systematic development of learning materials. Instructional designers often use technology and multimedia as tools to enhance instruction.
Retrieved February 04, 2011, from http://www.instructionaldesign.org/

The Basics of Constructivism

2011-02-02T09:41:00.000-08:00

The Basics of Constructivism

Bartlett (1932) pioneered what became the constructivist approach (Good & Brophy, 1990). Constructivists believe that "learners construct their own reality or at least interpret it based upon their perceptions of experiences, so an individual's knowledge is a function of one's prior experiences, mental structures, and beliefs that are used to interpret objects and events." "What someone knows is grounded in perception of the physical and social experiences which are comprehended by the mind." (Jonasson, 1991).

If each person has their own view about reality, then how can we as a society communicate and/or coexist? Jonassen, addressing this issue in his article Thinking Technology: Toward a Constructivist Design Model, makes the following comments:

"Perhaps the most common misconception of constructivism is the inference that we each therefore construct a unique reality, that reality is only in the mind of the knower, which will doubtlessly lead to intellectual anarchy."

"A reasonable response to that criticism is the Gibsonian perspective that contends that there exists a physical world that is subject to physical laws that we all know in pretty much the same way because those physical laws are perceivable by humans in pretty much the same way."
"Constructivists also believe that much of reality is shared through a process of social negotiation..."

If one searches through the many philosophical and psychological theories of the past, the threads of constructivism may be found in the writing of such people as Bruner, Ulrick, Neiser, Goodman, Kant, Kuhn, Dewey and Habermas. The most profound influence was Jean Piaget's work which was interpreted and extended by von Glasserfield (Smorgansbord, 1997).

Realistic vs. Radical Construction

Realistic constructivism - cognition is the process by which learners eventually construct mental structures that correspond to or match external structures located in the environment.

Radical constructivism - cognition serves to organize the learners experiential world rather than to discover ontological reality

(Cobb, 1996, in Smorgansbord, 1997).

The Assumptions of Constructivism - Merrill

knowledge is constructed from experience
learning is a personal interpretation of the world
learning is an active process in which meaning is developed on the basis of experience
conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning
learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity
(Merrill, 1991, in Smorgansbord, 1997)

Gagne's Nine Events of Instruction: An Introduction

2009-02-03T10:54:00.001-08:00

Tim VanDoren,Gagne's Nine Events of Instruction

Quoted from http://www.e-learningguru.com/articles/art3_3.htm:

Gagne's Nine Events of Instruction: An Introduction
Gagne's Nine Events of Instruction: An Introduction
by Kevin Kruse
Just as Malcolm Knowles is widely regarded as the father of adult learning theory, Robert Gagne is considered to be the foremost researcher and contributor to the systematic approach to instructional design and training. Gagne and his followers are known as behaviorists, and their focus is on the outcomes - or behaviors - that result from training.

Gagne's Nine Events of Instruction

Gagne's book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. These were based on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. The figure below shows these instructional events in the left column and the associated mental processes in the right column.

Instructional Event

Internal Mental Process

1. Gain attention

Stimuli activates receptors

2. Inform learners of objectives

Creates level of expectation for learning

3. Stimulate recall of prior learning

Retrieval and activation of short-term memory

4. Present the content

Selective perception of content

5. Provide "learning guidance"

Semantic encoding for storage long-term memory

6. Elicit performance (practice)

Responds to questions to enhance encoding and verification

7. Provide feedback

Reinforcement and assessment of correct performance

8. Assess performance

Retrieval and reinforcement of content as final evaluation

9. Enhance retention and transfer to the job

Retrieval and generalization of learned skill to new situation

Gain attention

In order for any learning to take place, you must first capture the attention of the student. A multimedia program that begins with an animated title screen sequence accompanied by sound effects or music startles the senses with auditory or visual stimuli. An even better way to capture students' attention is to start each lesson with a thought-provoking question or interesting fact. Curiosity motivates students to learn.

Inform learners of objectives

Early in each lesson students should encounter a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson. These objectives should form the basis for assessment and possible certification as well. Typically, learning objectives are presented in the form of "Upon completing this lesson you will be able to. . . ." The phrasing of the objectives themselves will be covered under Robert Mager's contributions later in this chapter.

Stimulate recall of prior learning

Associating new information with prior knowledge can facilitate the learning process. It is easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge. A simple way to stimulate recall is to ask questions about previous experiences, an understanding of previous concepts, or a body of content.

Present the content

This event of instruction is where the new content is actually presented to the learner. Content should be chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to different learning modalities, a variety of media should be used if possible, including text, graphics, audio narration, and video.

Provide "learning guidance"

To help learners encode information for long-term storage, additional guidance should be provided along with the presentation of new content. Guidance strategies include the use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies.

Elicit performance (practice)

In this event of instruction, the learner is required to practice the new skill or behavior. Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.

Provide feedback

As learners practice new behavior it is important to provide specific and immediate feedback of their performance. Unlike questions in a post-test, exercises within tutorials should be used for comprehension and encoding purposes, not for formal scoring. Additional guidance and answers provided at this stage are called formative feedback.

Assess performance

Upon completing instructional modules, students should be given the opportunity to take (or be required to take) a post-test or final assessment. This assessment should be completed without the ability to receive additional coaching, feedback, or hints. Mastery of material, or certification, is typically granted after achieving a certain score or percent correct. A commonly accepted level of mastery is 80% to 90% correct.

Enhance retention and transfer to the job

Determining whether or not the skills learned from a training program are ever applied back on the job often remains a mystery to training managers - and a source of consternation for senior executives. Effective training programs have a "performance" focus, incorporating design and media that facilitate retention and transfer to the job. The repetition of learned concepts is a tried and true means of aiding retention, although often disliked by students. (There was a reason for writing spelling words ten times as grade school student.) Creating electronic or online job-aids, references, templates, and wizards are other ways of aiding performance.

Applying Gagne's nine-step model to any training program is the single best way to ensure an effective learning program. A multimedia program that is filled with glitz or that provides unlimited access to Web-based documents is no substitute for sound instructional design. While those types of programs might entertain or be valuable as references, they will not maximize the effectiveness of information processing - and learning will not occur.

How to Apply Gagne's Events of Instruction in e-Learning

As an example of how to apply Gagne's events of instruction to an actual training program, let's look at a high-level treatment for a fictitious software training program. We'll assume that we need to develop a CD-ROM tutorial to teach sales representatives how to use a new lead-tracking system called STAR, which runs on their laptop computers.

1. Gain attention

The program starts with an engaging opening sequence. A space theme is used to play off the new software product's name, STAR. Inspirational music accompanies the opening sequence, which might consist of a shooting star or animated logo. When students access the first lesson, the vice president of sales appears on the screen in a video clip and introduces the course. She explains how important it is to stay on the cutting edge of technology and how the training program will teach them to use the new STAR system. She also emphasizes the benefits of the STAR system, which include reducing the amount of time representatives need to spend on paperwork.

2. Inform learners of objectives

The VP of sales presents students with the following learning objectives immediately after the introduction.

Upon completing this lesson you will be able to:

List the benefits of the new STAR system.

Start and exit the program.

Generate lead-tracking reports by date, geography, and source.

Print paper copies of all reports.

3. Stimulate recall of prior learning

Students are called upon to use their prior knowledge of other software applications to understand the basic functionality of the STAR system. They are asked to think about how they start, close, and print from other programs such as their word processor, and it is explained that the STAR system works similarly. Representatives are asked to reflect on the process of the old lead-tracking system and compare it to the process of the new electronic one.

4. Present the content

Using screen images captured from the live application software and audio narration, the training program describes the basic features of the STAR system. After the description, a simple demonstration is performed.

5. Provide "learning guidance"

With each STAR feature, students are shown a variety of ways to access it - using short-cut keys on the keyboard, drop-down menus, and button bars. Complex sequences are chunked into short, step-by-step lists for easier storage in long-term memory.

6. Elicit performance (practice)

After each function is demonstrated, students are asked to practice with realistic, controlled simulations. For example, students might be asked to "Generate a report that shows all active leads in the state of New Jersey." Students are required to use the mouse to click on the correct on-screen buttons and options to generate the report.

7. Provide feedback

During the simulations, students are given guidance as needed. If they are performing operations correctly, the simulated STAR system behaves just as the live application would. If the student makes a mistake, the tutorial immediately responds with an audible cue, and a pop-up window explains and reinforces the correct operation.

8. Assess performance

After all lessons are completed, students are required to take a post-test. Mastery is achieved with an 80% or better score, and once obtained, the training program displays a completion certificate, which can be printed. The assessment questions are directly tied to the learning objectives displayed in the lessons.

9. Enhance retention and transfer to the job

While the STAR system is relatively easy to use, additional steps are taken to ensure successful implementation and widespread use among the sales force. These features include online help and "wizards", which are step-by-step instructions on completing complex tasks. Additionally, the training program is equipped with a content map, an index of topics, and a search function. These enable students to use the training as a just-in-time support tool in the future. Finally, a one-page, laminated quick reference card is packaged with the training CD-ROM for further reinforcement of the learning session.

ARCS Model of Motivational Design (Keller)

2009-02-02T12:30:00.001-08:00

Tim VanDoren,Attention,Relevance,Confidence,Satisfaction (ARCS)

1. Attention

Keller attention can be gained in two ways: (1) Perceptual arousal - uses surprise or uncertainly to gain interest. Uses novel, surprising, incongruous, and uncertain events; or (2) Inquiry arousal - stimulates curiosity by posing challenging questions or problems to be solved.
Methods for grabbing the learners’ attention include the use of:
- Active participation -Adopt strategies such as games, roleplay or other hands-on methods to get learners involved with the material or subject matter.
- Variability - To better reinforce materials and account for individual differences in learning styles, use a variety of methods in presenting material (e.g. use of videos, short lectures, mini-discussion groups).
- Humor -Maintain interest by use a small amount of humor (but not too much to be distracting)
- Incongruity and Conflict - A devil’s advocate approach in which statements are posed that go against a learner’s past experiences.
- Specific examples - Use a visual stimuli, story, or biography.
- Inquiry - Pose questions or problems for the learners to solve, e.g. brainstorming activities.

2. Relevance

Establish relevance in order to increase a learner’s motivation. To do this, use concrete language and examples with which the learners are familiar. Six major strategies described by Keller include:
- Experience - Tell the learners how the new learning will use their existing skills. We best learn by building upon our preset knowledge or skills.
- Present Worth - What will the subject matter do for me today?
- Future Usefulness - What will the subject matter do for me tomorrow?
- Needs Matching - Take advantage of the dynamics of achievement, risk taking, power, and affiliation.
- Modeling - First of all, “be what you want them to do!” Other strategies include guest speakers, videos, and having the learners who finish their work first to serve as tutors.
- Choice - Allow the learners to use different methods to pursue their work or allowing s choice in how they organize it.

3. Confidence

Help students understand their likelihood for success. If they feel they cannot meet the objectives or that the cost (time or effort) is too high, their motivation will decrease.
Provide objectives and prerequisites - Help students estimate the probability of success by presenting performance requirements and evaluation criteria. Ensure the learners are aware of performance requirements and evaluative criteria.
Allow for success that is meaningful.
Grow the Learners - Allow for small steps of growth during the learning process.
Feedback - Provide feedback and support internal attributions for success.
Learner Control - Learners should feel some degree of control over their learning and assessment. They should believe that their success is a direct result of the amount of effort they have put forth.

4. Satisfaction

Learning must be rewarding or satisfying in some way, whether it is from a sense of achievement, praise from a higher-up, or mere entertainment.
Make the learner feel as though the skill is useful or beneficial by providing opportunities to use newly acquired knowledge in a real setting.
Provide feedback and reinforcement. When learners appreciate the results, they will be motivated to learn. Satisfaction is based upon motivation, which can be intrinsic or extrinsic.
Do not patronize the learner by over-rewarding easy tasks.

For more information, see:

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.
Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K. Shaw & A. J. Trott (Eds.), Aspects of Educational Technology Volume XVII: staff Development and Career Updating. London: Kogan Page.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10. John Keller’s Official ARCS Model Website

Retrieved February 02, 2009, from http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html

Instructional System Design Concept Map

2009-01-29T12:06:00.001-08:00

Tim VanDoren,Instructional System Design Concept Map,ADDIE Model

Click map area for more information on ISD, such as Learning Environment, Design, or Knowledge.

ID and ISD Models

The main goal of an ID (Instructional Design) model or process is to construct a learning environment in order to provide the learners with the conditions that support the desired learning processes.

ID models differ from an ISD (Instructional System Design) model in that ISD models are more broad in nature. On the other hand, ID models are less broad in scope and normally focus on the first two phases of the ISD model - analysis and design. They focus on the analysis of a to-be-trained skill or knowledge-acquisition and then convert the analysis into a training strategy (design of the learning environment). While ID models normally only account for analysis and design, ISD models normally cover five-phases:

Analysis
Design
Development or Production
Implementation or Delivery
Evaluations.

Formative and Summative Evaluations

Formative evaluations are embedded in each of the five phases for judging the value or worth of that process while the program activities are "forming" or happening. This part of the evaluation focuses on the processes or activities. A summative evaluation is also performed at the end of the ISD process that focuses on the outcome (summation).

http://www.nwlink.com/~donclark/hrd/ahold/isd.html

Learning Goals and Learning Objectives

2009-01-28T13:08:00.001-08:00

Tim VanDoren,Learning Goals,Learning Objectives

Learning Goal: a statement of purpose or intention, what learners should be able to do at the conclusion of instruction.

When given ( TOPIC ) with ( SPECIFIC ) be able to ( X ).

Learning Objectives: are statements that tell what learners should be able to do when they have completed a segment of instruction.

Learners will decide X
Learners will choose X
Learners can X

Subject Matter Expert, SME, Draft Questions

2009-01-23T09:07:00.001-08:00

Tim VanDoren,SME,Subject Matter Expert

What are your expectations from this collaboration?
What is the relevant background on this instruction?

i.e. What do you want to do with this instruction?

What are your performance objectives of instruction?

What do you want students to know by the end of this? Such as they are able to describe, explain, compare..

What are the students actual learning outcomes before the instruction?
Who is your target audience, age, level, etc. .
How would you describe your learners?
- Their general reading/writing aptitude and development level.
- What is their prior knowledge of the instructional topic?
- What is their attitude towards learning?
- What are their attitudes towards current instructional content and delivery?
What are the best resources to the instruction?
What types of media would you like to use?
What types of deliverables are you expecting?
How long will the instruction be?
Do you want an immediate summative evaluation after the instruction?

If so, what types of evaluation do you expect?

How involved do you want to be in the development?
Do you understand our development process?

Kirkpatrick Model Four Levels of Evaluation

2009-01-21T22:42:00.000-08:00

Tim VanDoren,Kirkpatrick Model

CAVXCVFCM5NJ

Level	Measure	Description	Benefits	Limitations	Methods
1	Reaction	Participant reactions of the instructional program just completed	Give quick feedback about various aspects of the course Easy to collect data	Validity of information limited (i.e., is influenced by many factors)	Survey instruments requiring quick quantified responses to: Instructor's presentation Content relevance Effectiveness of instructional materials Facilities and arrangements Program strengths and weaknesses
2	Learning	Participant learning which has occurred during the instructional program just completed	Gives most direct objective evidence of training quality Gives learners feedback on achievement Gives instructor feedback on course quality for revision purposes	Depends on high validity of tests Assumes objectives are relevant to the bottom-line Instructor may have to deal with negative attitudes requires additional course time	Objective tests using: Multiple choice questions True-false questions Fill-in-the-blank questions
3	Behavior	Participant behavior, usually on the job, which is directly related to the instructional program.	Gives direct information as to training success on the job Provides good selling argument to management	Impacted by factors other than training May be difficult to collect	Data collected with a time lapse after training (2 to 6 months) using: Workplace observation Direct supervisor reports Self-reports
4	Results	Organizational impact	Provides most persuasive information for management	Impacted by many factors besides training May be difficult/impossible to collect	Data collected over a periodic interval to establish behavior trends and patterns

Instructional Event	Internal Mental Process
1. Gain attention	Stimuli activates receptors
2. Inform learners of objectives	Creates level of expectation for learning
3. Stimulate recall of prior learning	Retrieval and activation of short-term memory
4. Present the content	Selective perception of content
5. Provide "learning guidance"	Semantic encoding for storage long-term memory
6. Elicit performance (practice)	Responds to questions to enhance encoding and verification
7. Provide feedback	Reinforcement and assessment of correct performance
8. Assess performance	Retrieval and reinforcement of content as final evaluation
9. Enhance retention and transfer to the job	Retrieval and generalization of learned skill to new situation

Tim VanDoren

Training Needs Assessment - Part 2

Learning Content Analysis

Training Needs Assessment - Part 1

Three Levels of a Training Needs Assessment

Introduction

Three Levels of a Training Needs Assessment:

ADDIE Model

ADDIE Model

Analysis Phase

Design Phase

Development Phase

Implementation Phase

Evaluation Phase

Cognitive Load

Cognitive Load

Bloom's Learning Taxonomy

Bloom's Learning Taxonomy

Merrill's First Principles of Instruction

Merrill's First Principles of Instruction

Types of Evaluations

Types of Evaluations in Instructional Design

Formative

Summative

The Dick and Carey Model - 1978

The Dick and Carey Model - 1978

Reference

Elaboration Theory (C. Reigeluth)

Elaboration Theory (C. Reigeluth)

Instructional Design (n):

Instructional Design (n):

The Basics of Constructivism

The Basics of Constructivism

Gagne's Nine Events of Instruction: An Introduction

ARCS Model of Motivational Design (Keller)

Instructional System Design Concept Map

ID and ISD Models

Formative and Summative Evaluations

Learning Goals and Learning Objectives

Subject Matter Expert, SME, Draft Questions

Kirkpatrick Model Four Levels of Evaluation

Level

Measure

Description

Benefits

Limitations

Methods