1. Awareness

2. Training

3. Education

1. Identify the need for instruction

2. Identify the level of instrucition

3. Define Context

4. Define Content

5. Define Audience

6. Identify Training

7. Cost Analysis

8. Outline Selected

9. Build Program

10. Deliver

11. Assess

• Start Objectives
• Medium
• Assess what we learned

a.       Incident

b.      Policy

c.       New job assignment

d.      New employee

e.      procedure

f.        Physical plant

g.       Changes in the state of the art

h.      Changes in infrastructure

a.       Awareness

b.      Training

c.       Education

d.      You will usually need awareness and training

e.      Education is for you

1.       Define Learning context

a.       Learning environment

b.      Use of content expert

1.       Define content

a.       Follows from need for instruction and level of instruction

b.      Need to identify specify goals of instruction

a.       Background of audienc

b.      Level of education

c.       age/race/language

d.      Disabilities or special concerns

e.       Who are the learners

f.        How do they learn

g.      what time/resource is available for training *constraints*

If you can buy something at the same price you can build it, it’s better to buy (if the instruction is at the same level)

a.       In house vs external training

a.       A&T will be in house

b.      E will often by external (send out two dudes to train the rest. Watch out for complexity of information)

b.      Methods of delivery

a.       Passive: figure It out for yourself:  cheaper/less time. Awareness

b.      Active face-to-face

c.       On-line not as good as active, better than passive.  Cheaper/less time

c.       Associated Costs

7. Cost benefit analysis of alternatives

                a. Select alternatives with acceptable Cost to                          

                    benfit ratio
                b. Decide on “best” alternative
                 regulatory: cost higher the benefit: fight 

List the factors in (Outline selected alternative)

a. detailed cost analysis and schedule for external training
b. Detailed outline of in-house instruction

c. Identify all content

d. Identify al intended delivery channels

a. Schedule external training
b. create internal content
c. include assessment plan/expectations

a. Prepare materials for instructor and student
b. deliver training
c. Conduct assessment

a. Can learners demonstrate Student Learning Objectives
b. Were objectives/goals achieved
c. Document

·         Assess the process

·         What worked well?

·         What didn’t work well?

·         Identify remediation for next iteration. 

Instructional design is a systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation. 

·         Systematic – defined process that can be followed by “anyone”

o   Does not guarantee success in and of itself

o   Helps to be successful versus “shoot from the hip” methods

·         Reflective – must consider what is being done and evaluate the effectiveness

o   Helps insure that results satisfy the needs

o   Assists the continuous quality improvement process

•Principles of learning- concepts that underline   the learning process

oHow we learn

oWhy we learn

oWhat external elements affect the learning process

·         Principles of instruction – concepts that underlie the teaching process

o   Presentation methods

o   Teaching technology

·         Instructional materials, activities… - the things we will use to conduct the instruction.

o   Materials – notes, presentations, texts ,etc

o   Activities – labs, case studies, projects, etc.

o   Informative resources – readings, bibliography, etc.

o   Evaluation – exams, assignments, assessments, etc. 

Education encompasses all experinces in which people learn

*often unplanned, incedental, informal

* Trail-and-error  processes 

Training is instruction that focuses narrowly on a very specific skill or set of skills.

·         Skills typically expected to apply immediately in workplace

·         Focus only on skills development – may neglect underlying rational or theory

Teaching refers to experiences that are faclitated by a human being

Active = teaching by a human being

Passive = materials available, self-taught
(no universal agreement)  

1. Encourages advocacy of the learner

2. Supports effective, efficient, and appealing instruction

3. Supports coordination among desingers, developers and instructors 

4. Facilitates dissemintation/adoption

5. Supports develpment for alternative delivery systems 

6. Facilites congruence among objectives, activites and assessment. 

7. Provides framework for dealing with learning problems 

1. Requires definition of clear, mesurable outcomes

2. Requires lead time to do correctly

3. Not applicable to non-instructional problems

Trainers
Teachers/professors

(prodcuers o instructional materials, administrators, special edcuatiors)  

Belief that knowledge is constructed and not transmitted 

(·         Individual constructivism holds that knowledge is constructed from individual experiences; learning results from personal interpretation of knowledge; and learning is an active process.)

We build new knowledge on what we previously knew

    Reality is “constructed” not “discovered” 

• Belief that knowledge comes only from experience (five senses)
• No "hard-wired" knowledge at birth

• Learn by expirimentation but interpret through reason
• View knowledge as “truth for now” an constantly revise interpretation based on new information as it is learned

• Teachers should assume students actions follow rationally from what htey currently know
• Errors and unexpected response should be viewd as opportunites for learning about students' understanding
• (construtism is not a sufficeint basis)

·         Encourages experimentation as a learning tool.

·         Forces us to think about pre-requisite knowledge one must have before learning something new

List the 4 Contributions of pragmatism

·         Represents the best of both worlds.

·         Integrates both into a common belief system

·         Eliminated some of the pointless philosophy in favor of being more grounded in reality – whatever reality is.

·         Authors observe that most instructional designers are really pragmatists regardless of whatever else they may espouse. 

 1.       To design instruction, designer must have a clear idea of what the learner should learn.
 2.       The “best” instruction in that which is effective, efficient and appealing to the learner

3.       Students may learn from many different media; a live teacher is not always necessary

4.       There are principles of instructional design that transcend age and content

5.       Evaluation should include evaluation of the instruction as well as student performing 

6.       Evaluation of student achievement should be objective and governed by the outcomes of the course

7.       There should b congruence among outcomes, learning activities, and assessment

·         Descriptive theory attempts to describe phenomena as they are believed to be

·         Prescriptive theory attempt to describe actions that will lead to certain results

o   How we convey information from individual to individual

o   How that contributes to the learning process

o   How this facilitates transfer of knowledge

o   Idea that we an view the instruction process as a system compromised of subsystems

o   Allows us to apply “divide and conquer” to solve instructional design problems

o   Allows us to decouple different instructional components giving u the ability to exchange components of similar purpose within the context.

o   E.G. substitute an interactive we presentation for a lecture on a certain topic

o   E.G. substitute one textbook for another in a given topic area

o   Attempt to describe and predict how we learn

o   Lot of psychology here

o   It’s not nonsense., but it’s pretty far afield of what we need

o   Attempt to describe and predict cognitive development

o   We already saw constructivism, empiricism and pragmatism

o   Lots of variants and “in-betweens”

o   Again, we’ll use the results without question

o   Identifying the context

o   Identifying the learner

o   Identifying the learning task

1. Problem

2. New Information

3. Pending organizational evaluation

• Problem model
• Innovation model
• Discrepancy model