Reference Guide for Instructional Design and Development
Contents
1. Requires a trained facilitator May provide extraneous information lt lt lt BACK http webstage ieee org organizations eab tutorials refguideForPadf data htm 9 7 2001 2 52 29 PM Reference Guide for Instructional Design and Development IEEE Search Join IEEE How do I i Assess Needs 2 Analyze Learners G Write Learning Objectives 4 Select an Instructional Strategy Develop Materials 6 Evaluate Lia Fhe esa For Further Stud If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security Last Updated 07 September 2001 ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES JEEE ORGANIZATIONS Mowsreom Shop Site Map T ur IEEE Heme Reference Guide for Instructional Design and Development M E E gO Concept Outline Tools Online References Assess Instructional Needs If you decide to conduct a needs assessment here are some online materials that may help you work through this phase Two of the sites represented here are specific to distance education however many of these principles may be applied to different kinds of educational environments http mime1 marc gatech edu MM_Tools analysis html This Web site includes links to tools for use in assessing instructional needs The tools presented here are specifically written for2. IEEE Terms amp Conditions Privacy amp Security i E E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPdf ans03 htm 9 7 2001 2 52 20 PM Reference Guide for Instructional Design and Development To get started collect the following data Who is the intended audience Who will make up your potential learners How many potential learners are there What specific industries businesses and professions will find your instructional material of particular interest What are the prerequisites for the course What should learners already know Where are the potential learners geographically located Will learners be located in a centralized classroom or distributed throughout a geographical location What is the need Has it been determined by legislation a change in career or job expectations What is the gap between what is and what should be What kinds of knowledge skills or tasks will the intended instruction include lt lt lt BACK http webstage ieee org organizations eab tutorials refguideForPadf collect htm 9 7 2001 2 52 29 PM Reference Guide for Instructional Design and Development If time and resources allow consider collecting information using more than one method Method Advantages Disadvantages May yield large amount of Requires explicit instructions information e Return rates tend to be low Try building Restricts respondents to in a
3. Shop Site Map T ur IEEE Heme Reference Guide for Instructional Design and Development M E E Concept Outline Tools Online References Assess Instructional Needs Assessing instructional needs is the first phase of instructional design Depending on your situation you may not need to assess and determine an instructional need that work may have been done for you It may be too that your particular situation does not require a needs assessment However if you are responsible for course creation from the ground up conducting a needs assessment may be a necessary step The motivation behind conducting a needs assessment is not too mysterious in order to begin designing instruction you may need to determine whether there is a need for the instruction you intend to offer In addition depending on your instructional goal and course content you may need to identify the gap between what s and what needs to be that is what do learners know now and what do learners need to know New educational needs or enhancements may arise because of changes in legislation changes in a given industry or mandates from professional organizations For instance a telecommunications company may realize that it s falling behind in the area of wireless technology it may then conduct a needs assessment to determine how to remedy the lack Page 1of2 IEEE http webstage ieee org organizations eab tutorials refguideForPadf ans01 htm 9 7 200
4. If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security Last Updated 07 September 2001 ABOUT IEEE Moewsroom IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS T ur IEEE Heme Shop Site Map Reference Guide for Instructional Design and Development Concept Outline Tools Online References Analyze Learners What kinds of things do you need to know about your learners Some instructional design theorists contend that the most important factor for an instructional designer is specific prior learning See Instructional Design by Patricia L Smith and Tillman J Ragan Consider how you can discover what your learners already know about your topic Think about the prerequisite knowledge your learners must possess before they take your course or instructional unit It s also important to consider Cognitive characteristics such as learning aptitude learning styles prior knowledge of topic Psychosocial characteristics such as motivation attitudes SOcioeconomics Physiological characteristics such as age race ethnicity cultural and linguistic background Be aware that we now live work and learn in environments that are increasingly culturally diverse Remember that some cultures may not encourage classroom participation so some learners may be hesitant to speak up or volunteer inf
5. availability of required media If you use or develop CBT or WBT what are minimum technical requirements Find out what facilities are available a Page 2of2 If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security i E E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPdf ans02 htm 9 7 2001 2 52 29 PM Reference Guide for Instructional Design and Development amp IE E E ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS Search Join Newsroom Shop Site Map Tour IEEE Home E IEEE Reference Guide for Instructional Design and Development ST E E n How do Concept Outline Online References 3 ee T Assess Needs Assess Instructional Needs 2 Analyze Learners If you decide to conduct a needs assessment the following documents may help you with the process To view a document click the appropriate question For a hard copy click the Print button that appears at the bottom of each document 4 Select an Instructional Strategy What specific types of data are important to collect 3 Write Learning Objectives G Develop Materlals How should I collect data 6 Evaluate Lia Fhe esa For Further Stud If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001
6. iss03 htm 9 7 2001 2 52 23 PM Reference Guide for Instructional Design and Development Lesson Plan Format Name Topic Attention Grabber How can you gain learners attention How can you establish the relevance of your material and pique their curiosity Objective Upfront tell learners what the objective is Establish expectancy Recall of Prior Learning How can you convey the relevance of your material How can you link your instructional material to learners prior experiences or knowledge Present the Content How can you accommodate for different learning styles How can you engage different presentation methods Video Graphics Audio Performance Practice How can you engage learners How can learners demonstrate what they know Feedback How can you provide helpful constructive feedback on learner activities Assess Performance How can you assess whether learners are ready to proceed What kinds of formative and summative assessment will you employ Enhance Retention and Transfer How can you review summarize and connect your instructional material to learners life experience and prior knowledge lt lt lt BACK http webstage ieee org organizations eab tutorials refguideForPdf lplanformat htm 9 7 2001 2 52 27 PM Reference Guide for Instructional Design and Development Information Presentation for Online Materials Know the Ropes Retrieval _ Presentation Encoding _ lt lt lt B
7. more online materials are being developed for digital libraries Do you need to ensure that your materials are built and tagged consistently and appropriately for inclusion in a digital library lt lt lt BACK http webstage ieee org organizations eab tutorials refguideForPdf impleductech htm 9 7 2001 2 52 26 PM Reference Guide for Instructional Design and Development Self Check for Materials Assessment Do your materials include the following elements e Explanation presentation of instructional content e Appropriate opportunity for practice e Assessment of progress Do your written or online materials follow these general guidelines e Effective writing o Phrasing and terminology are simplified o Materials are concise o Materials use active not passive voice Readability o Text is formatted with ragged right margin o Appropriate line length 5 5 inches and font size 11 13 are used o Use of varying fonts is minimized Graphics o Graphics are placed close to text that describes them o Graphics are consistently laid out o Graphics are used to explain visual conventions e Information organization o Overviews or pre questions are included o Tables or lists are used for clarification o Information is chunked into meaningful groups 5 9 items e Learning Theory o Material contains an introduction that provides background o Material presents topics that create a basis for understanding and procedures to enable perform
8. practice and feedback evaluate learner learning and guide student learning 6 Based on your instructional strategy build your instructional material 7 Review each completed instructional unit for flow clarity and information chunking Keep your learner analysis in mind 8 Develop a student manual or student instructions provide a syllabus or outline that informs learners of objectives and assignments a Page2of2 If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security i E E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPdf dms02 htm 9 7 2001 2 52 26 PM Reference Guide for Instructional Design and Development How do i Assess Needs Analyze Learners 3 Write Learning Objectives 4 Select an Instructional Strategy Develop Materials 6 Evaluate Lia Fhe esa Concept Outline Tools Online References Develop Materials As you develop your instructional materials the following documents may help you work through this phase To view a document click the appropriate question or statement For a hard copy click the Print button that appears at the bottom of each document am considering using educational technology in my course What factors do need to consider How can assess my own instructional materials If you would like
9. transfer Consider too the resources and budget you have available Also consider whether you wish to create your own instructional materials or whether you want to use materials that already exist Remember though to avoid using material just because It s available make sure the material is appropriate for your instructional goals Page 1 of2 IEEE http webstage ieee org organizations eab tutorials refguideForPdf dms01 htm 9 7 2001 2 52 23 PM Reference Guide for Instructional Design and Development How do i Assess Needs Analyze Learners 3 Write Learning Objectives Develop Materials E Evaluate Lia EEN esa 4 Select an Instructional Strategy IEEE ORGANIZATIONS SHIPS PRODUCTS amp SERVICES CONFERENCES Tour IEEE Reference Guide for Instructional Design and Development Concept Outline Tools Online References Develop Materials When developing your instructional material think about using the following steps This is a condensed list For more information see The Systematic Design of Instruction by Walter Dick and Lou Carey 1 Review your instructional strategy 2 Research existing literature or fellow subject matter experts determine what material is available 3 Consider how you can adapt existing material 4 Determine whether you need to design new materials 5 Consider the best media for presentation How can you best monitor
10. 1 2 52 20 PM Reference Guide for Instructional Design and Development amp IE E E ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS Search Jein Newsroom Shop Site Map Tour IEEE Home p __ lEEE Reference Guide for Instructional Design and Development E E How do I Concept Outline Tools Online References F T Assess Needs Assess Instructional Needs 2 Analyze Learners To begin designing instruction Ask yourself Who is affected by this need Who are your potential learners 4 Select an Instructional Strategy What prerequisite knowledge skills or understanding do your 3 learners need What is and what needs to be What is the instructional goal Write Learning Objectives Develop Materials Begin with the learner f possible solicit input from your potential learners Consider using email a Survey a focus group informal or formal observation or discussion Home Gl Back We Next f you use or develop CBT or WBT what kind of access to technology do your learners have Are there language considerations Are there students who speak English as a second language For Further Stud Consider the learning environment f applicable determine whether there are existing curricula or certification requirements your Course must satisfy f your course is media dependent determine the
11. ACK Keep topics small and self contained Chunk in groups of 3 to 5 units of information Label topics clearly Use a template for consistency Disclose information in progressive layers Online material has no physical representation of its organization there are no covers chapters or pages Provide visual cues through metaphor or color Provide a site map easy backtracking and exit and a default path Consider readability and layout Reduce clutter aim for 50 white space Distinguish important information Use color and graphics appropriately Be consistent and conservative use color and graphics for clarification not for explanation or decoration When designing the structure consider the purpose O For instructional units design sequentially O For browsing or reference design hierarchically or associatively structure each topic to answer one question Provide several access techniques menu index table of contents hypertext links keyword searches Provide multiple entry points and paths to address a variety of learner needs http webstage ieee org organizations eab tutorials refguideForPdf ropes htm 9 7 2001 2 52 27 PM Reference Guide for Instructional Design and Development amp IE E E ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES JEEE ORGANIZATIONS T ur IEEE Search Join IEEE How do I i Assess Needs Analyze Learners G Write Learning Ob
12. E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPdf als03 htm 9 7 2001 2 52 21 PM Reference Guide for Instructional Design and Development Worksheet for Learner Analysis If you have the time and opportunity to conduct a learner analysis consider the following questions l 10 11 What are the required prerequisites What knowledge do learners need to have before they take this course Have learners experienced something similar to this instruction What attitudes do the learners have about instructional content What kinds of expectations do learners have concerning instructional delivery How relevant is the instructional goal to the learners What are the job titles or functions of potential learners How confident will your learners be What are the educational and general ability levels of the learners What are the general learning preferences of the target learners How do the learners feel about the organization IEEE providing the instruction Are the learners heterogeneous Homogeneous In what ways lt lt lt BACK http webstage ieee org organizations eab tutorials refguideForPdf worksheet htm 9 7 2001 2 52 28 PM Reference Guide for Instructional Design and Development Learner Characteristics If you have the time and opportunity to conduct a learner analysis consider the following learner characteristics Note Th
13. Learners 3 Write Learning Objectives Develop Materials Evaluate Lia Fhe esa For Further Study If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security Last Updated 07 September 2001 4 Select an Instructional Strategy Online References Concept Outline Tools Develop Materials Instructional materials are any tools you use during the instructional process An instructional package usually consists of a student manual instructional materials pre and post tests and an instructor s manual You may choose to employ worksheets handouts job aids computer based training the Internet laboratory work learning objects learning portals or audio video material Prior to developing your instructional materials consider your intended development and delivery mode Will your delivery mode be self paced and instructor independent such as online learning Will your delivery be a combination of instructor presentation and use of materials Think about how you will cover all required instructional events R Gagne outlined a process of systematic learning that includes the following nine instructional events gain attention inform learners of objectives stimulate recall of prior learning present content provide learner guidance elicit learning practice provide feedback assess learning and enhance retention and
14. Reference Guide for Instructional Design and Development IEEE Search Join IEEE How do i Assess Needs 2 Analyze Learners G Write Learning Objectives 4 Select an Instructional Strategy Develop Materials 6 Evaluate For Further Study If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security Last Updated 07 September 2001 ABOUT IEEE Mowsreom IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS Shop Site Map T ur IEEE Heme Reference Guide for Instructional Design and Development o ME E M MEn Instructional design is the process through which an educator determines the best teaching methods for specific learners in a specific context attempting to obtain a specific goal This reference guide is designed to help you apply sound principles of design to the creation of your courses The overview presented here is based on the model developed by Walter Dick and Lou Carey to read more see The Systematic Design of Instruction by Walter Dick and Lou M Carey which provides a systematic step by step approach to designing and then improving effective and objectives based instruction Keep in mind that the content is presented here in a linear manner but there will always be movement between and among phases Also remember that not all of the
15. TIONS Site Map T ur IEEE Heme Reference Guide for Instructional Design and Development M E E tt Concept Outline Tools Online References Evaluate Instruction To some extent you may be evaluating your instruction throughout the development and delivery process Considering the needs of your target audience for instance is one way you evaluate what strategies or materials are appropriate Formative evaluation evaluating instruction as you develop and deliver instruction enables you to make critical decisions on how to revise and thereby improve your instruction This will help you more effectively meet the needs of your learners Summative evaluation comes after delivery or after full development of the instructional unit lt may help to use tables or questionnaires to gather valuable data from your test audience whether your audience consists of potential learners fellow subject matter experts or learning specialists Use the documents and Web sites referenced in the Too s and Online References section to adapt and create your own tables and questionnaires a Page2of2 IEEE http webstage ieee org organizations eab tutorials refguideForPdf evs02 htm 9 7 2001 2 52 25 PM Reference Guide for Instructional Design and Development amp IE E E ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS Search Jein Newsroom Shop Site Map Tour IEEE Home EEE Reference Guid
16. ance o Material allows learners to practice and perform required procedures Materials were developed with sufficient attention to e Learner characteristics e Resources and or constraints of facilities e Content analysis e Learning objectives e Instructional strategies lt lt lt BACK http webstage ieee org organizations eab tutorials refguideForPdf checkevains htm 9 7 2001 2 52 26 PM Reference Guide for Instructional Design and Development IEEE Search doin IEEE How do i Assess Needs Analyze Learners 3 Write Learning Objectives Develop Materials 6 Evaluate Lia Fhe esa If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security Last Updated 07 September 2001 4 Select an Instructional Strategy ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES JEEE ORGANIZATIONS Tour IEEE Concept Outline Tools Online References Develop Materials Take a look at some online materials that may help you work through the Develop Materials stage http Irs stcloudstate edu cim courses pine develop html Provides an overview of support materials and delivery strategy Includes links to handouts guidelines and an overview of self paced instruction http www fbe unsw edu au learning instructionaldesign materials htm Instructional Design of Learning Material
17. ble Materials are relevant to learners needs Media employed encourages efficient management Materials allow adequate opportunity for practice and constructive feedback Assessment items are relevant to performance objectives test items test required behaviors lt lt lt BACK http webstage ieee org organizations eab tutorials refguideForPdf newcheck htm 9 7 2001 2 52 25 PM Reference Guide for Instructional Design and Development Evaluation Overview Consider employing formative evaluation summative evaluation or combining the two efforts Formative Evaluation e Is an on going process e Facilitates course and content adaptation e Enables the instructor to improve instruction on an ongoing basis Consider using o Electronic mail o Telephone o Surveys o Questionnaires Summative Evaluation e Assesses overall effectiveness of the completed instructional unit e Allows instructor to develop a revision plan in order to improve next instructional delivery e Can provide information for designing a new plan program or course Summative data may include items such as o List three to five weaknesses of this instructional unit List three to five strengths of this instructional unit Q o What would you recommend to a friend planning to take this course What did you think would be covered in this course but was not O Would you recommend this course to a friend Why or why not Q lt l
18. e extent to which you focus on certain learner characteristics will depend on the nature of your instructional project 1 Cognitive Characteristics e English as a second language e Cognitive processing styles e Learning strategies e General world knowledge Specific content knowledge 2 Psychosocial Characteristics Interests Motivation to learn Attitude toward subject matter Attitude toward learning Anxiety level Beliefs Socioeconomic background Racial ethnic background affiliations Job position rank 3 Physiological Characteristics e Sensory perception visual auditory tactile acuity e General health e Age Condensed from Instructional Design by Patricia L Smith and Tillman J Ragan lt lt lt BACK http webstage ieee org organizations eab tutorials refguideForPdf character htm 9 7 2001 2 52 28 PM Reference Guide for Instructional Design and Development To analyze the context in which learning will take place consider the following Is the physical environment is appropriate for learning Does the environment include appropriate light sound and seating e Does the environment allow access to facilities equipment learning experiences and resource materials in compliance with the Americans with Disabilities act e Are educational services and technical support provided to instructors and learners e For online or CBT WBT courses Do learners and instructor s have access to appropriate tech
19. e for Instructional Design and Development Online References How do I Concept Outline Ei 2 Assess Needs evaluate instruction If you have the time and opportunity to evaluate your instruction the following documents may help you work through this phase To view a document click the appropriate question or statement For a hard copy Write Learning Objectives click the Print button that appears at the bottom of each document Consider giving this checklist to your test audience or peers For reference I d like a quick outline of evaluation strategies and tips Analyze Learners 4 Select an Instructional Strategy 5 Develop Materials 6 Evaluate Lia Fhe esa For Further Study If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security i E E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPdf evs03 htm 9 7 2001 2 52 25 PM Reference Guide for Instructional Design and Development Checklist for Evaluating Instructional Materials To be completed by learners instructional designer learning specialist or fellow subject matter experts Materials are appropriate for defined performance objectives Materials include adequate instruction for required skills Material is sequenced logically and chunked meaningfully Materials are clear and understanda
20. e is to use previously learned information to solve problems Assess compute determine develop implement prepare produce provide report utilize 4 Use the following verbs when the objective is to break down informational material into component parts Diagram differentiate discriminate illustrate recognize separate subdivide 5 Use the following verbs when the objective is to apply prior knowledge and Skills to produce a new or original whole Compare compile contrast design devise facilitate formulate generate incorporate integrate plan revise structure 6 Use the following verbs when the objective is to judge the value of information Compare amp contrast conclude critique interpret justify support lt lt lt BACK http webstage ieee org organizations eab tutorials refguideForPdf avoidieee htm 9 7 2001 2 52 27 PM Reference Guide for Instructional Design and Development Objectives Performance Component Performance Statements Learning Objectives Use this list as a resource when you develop your own objectives Note the specific action verbs used in each performance statement Student teams will design new automation modules Learners will define the protocols and systems that implement the Internet Learners will write simulations Learner will define error correction coding You will be able to identify and define the correct name for the components that make up the network provisio
21. earners Although not always possible it s good practice to soend some time thinking about and researching your potential learners or your target population These are the folks who will actually be taking your class using your computer based training or working through your self paced instructional materials Usually it s best to create instruction around a particular audience rather than designing content and then searching for an audience It s also a good idea to avoid designing instruction based on what you think learners should know or be like instead determine what learners are like and what they do know In addition to analyzing the learners think about the learning context where will the instruction be offered Will the environment adequately support the intended instruction Remember many of your learners are adults Usually adult learners take classes for a specific reason make sure you can articulate the relevance of your course materials How will your learners apply what you re presenting Page 1 of2 IEEE http webstage ieee org organizations eab tutorials refguideForPdf als01 htm 9 7 2001 2 52 20 PM Reference Guide for Instructional Design and Development IEEE di E a p 1 How do TEF i Assess Needs Analyze Learners G Write Learning Objectives 4 Select an Instructional Strategy Develop Materials 6 Evaluate Lia Fhe esa For Further Stud
22. earners As you develop your objectives the following documents may help you through this phase To view a document click the appropriate question For a hard copy click the Print button that appears at the bottom of each pe T 3 Write Learning Objectives dociec 4 Select an Instructional Strategy What are appropriate verbs for learning objectives What are some examples of performance objectives 5 Develop Materials 6 Evaluate Pie EFN fre For Further Study If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security amp i E E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPdf pos03 htm 9 7 2001 2 52 22 PM Reference Guide for Instructional Design and Development Phrases to Avoid These verbs are subject to multiple interpretations e Comprehend fully understand know remember contemplate perceive enjoy consider recognize experience Phrases to Use Categories with Outcome Illustrating Verbs 1 Use the following verbs when the objective is to remember and recall previously learned information Define describe identify match name record 2 Use the following verbs when the objective is to understand the meaning of informational materials Classify describe estimate summarize understand 3 Use the following verbs when the objectiv
23. ebmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security i E E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPdf evs04 htm 9 7 2001 2 52 25 PM Reference Guide for Instructional Design and Development IEEE Search Join IEEE How do i Assess Needs 2 Analyze Learners Write Learning Objectives 4 Select an Instructional Strategy Develop Materials 6 Evaluate Lira Fhe fe For Further Study If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security Last Updated 07 September 2001 ABOUT IEEE Newsroom Shop _ IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS Site Map Tour IEEE Home Reference Guide for Instructional Design and Development Instructional Design Resources Print Instructional Design By Patricia L Smith and Tillman J Ragan Macmillan 1993 nstructional Design Implications from Cognitive Science Charles K West et al Allyn and Bacon 1991 The Systematic Design of Instruction Walter Dick and Lou Carey Harper Collins 1990 Multimedia Based Instructional Design Computer Based Training Web based Training and Distance Education By William W Lee and Diana L Owens Jossey Bass 2000 The Conditions of Lear
24. eveloping a series of PowerPoint slides Guiding Principles for Faculty in Distance Learning Guidelines developed by the Working Group of the Indiana Partnership for Strategic Education Specifically see Principle 1 Faculty Benchmarks and Principles Course Design http members tripod com Roberta methods htm Adult Education in Practice Adult education tipsheet from Waycross College http Awww uidaho edu evo dist8 html Strategies for Learning at a Distance Developed by Engineering Outreach at the University of Idaho Profiles the distance education learner http granite cyg net jblackmo diglib styl html Outline of different learning styles in particular adult learning styles Kolb s learning theory and Gardner s multiple intelligences IEEE http webstage ieee org organizations eab tutorials refguideForPadf als04 htm 9 7 2001 2 52 21 PM Reference Guide for Instructional Design and Development amp IE E E ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS Tour IEEE EEE Reference Guide for Instructional Design and Development How do Concept Outline Tools Online References 7 T Assess Needs Write Learning Objectives Analyze Learners A learning objective is a clear concise objective description of what your learners will be able to do at the end of a given instructional unit Of all the activities involved in the instructional design process developing objec
25. g Objectives Analyze Learners Parts of Begin with a statement such as Upon the completion of this course lesson presentation CBT you will be able to Phrase the objective in terms of what the user will be able to do not what you are presenting Write objectives that include the following criteria O Performance Statement List the skill or knowledge the user T Develop Materials needs to achieve Ask yourself What will the user be able to know or do O Criteria Statement Continue by stating how well the user should be able to perform Not always required O Condition Statement Describe the conditions that need to Write Learning Objectives 4 Select an Instructional Strategy Home Back Next exist for the learner to perform the task Not always required For Further Study a Page 2of2 If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security amp i E E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPdf pos02 htm 9 7 2001 2 52 27 PM Reference Guide for Instructional Design and Development amp IE E E ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS lEEE How do Concept Outline Online References i ipii A i 1 Assess Needs Write Learning Objectives 2 Analyze L
26. issues to keep in mind there may be bandwidth issues for instance if you want to integrate online video Consider your learners technological access Provide learner guidance To provide learner guidance advise learners of resources available and guide them through some effective learning strategies e Elicit learning practice During this event learners are provided with the opportunity to practice what they have learned This is one way to assess whether learners are prepared for the next part of the lesson it also provides a chance for learners to actively participate in their learning Employ simulations role playing or hands on laboratory work depending on the nature of the instruction This provides opportunities for learners to confirm their understanding Provide feedback As students practice and otherwise participate in the learning process it is vital to provide useful and immediate feedback This does not mean only acknowledgement of a correct or incorrect response constructive feedback provides useful information If a learner makes an error discuss the consequences of it or if you notice that learners errors form a consisten pattern use that as a basis for a discussion and possibly a revision of your approach This kind of feedback is not used for final assessment but rather as a formative means of understanding the specific needs of your learners e Assess learning Assessing learners may not happen as a di
27. jectives 4 Select an Instructional Strategy 5 Develop Materials 6 Evaluate Lia Fhe esa Reference Guide for Instructional Design and Development EEE a SSS T e E T a E 2 a i Concept Outline Tools Online References Select an Instructional Strategy Take a look at some online materials that offer assistance and tools that will help you work through the nstructional Strategy stage http Irs stcloudstate edu cim courses pine strategy html This site part of St Cloud State University provides a slightly different perspective on Gagne s events of instruction http www uidaho edu evo dist2 html Strategies for Teaching at a Distance This guide part of Idaho State University discusses instructional strategies specifically related to distance education For Further Study If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security i E E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPadf iss04 htm 9 7 2001 2 52 23 PM Reference Guide for Instructional Design and Development IEEE esearch Join IEEE ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS Tour IEEE Reference Guide for Instructional Design and Development How do i Assess Needs Analyze
28. multimedia products but the methodologies may be adapted for all instructional assessment needs http www uidaho edu evo dist3 html Instructional Development for Distance Education Developed by Engineering Outreach at the University of Idaho For needs assessment see particularly The Need for Instructional Development and The Design Stage htto www mtsu edu itcont oroceed98 rstewart html Needs Assessment A Systematic Approach for Successful Distance Education Online article outlining the needs assessment process for effectively implementing distance education IEEE http webstage ieee org organizations eab tutorials refguideForPdf ans04 htm 9 7 2001 2 52 20 PM Reference Guide for Instructional Design and Development IEEE di E a p 1 How do i Assess Needs Analyze Learners G Write Learning Objectives 4 Select an Instructional Strategy Develop Materials 6 Evaluate Lia Fhe esa For Further Stud If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security Last Updated 07 September 2001 ABOUT IEEE Moewsroom IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES JEEE ORGANIZATIONS T ur IEEE Heme Shop Site Map Reference Guide for Instructional Design and Development C O te Concept Outline Tools Online References Analyze L
29. n incentive to motivate people to specific areas completion Does not require trained Requires a significant sample size for interviewers an acceptable confidence level Time effective for a large number of participants Establisnes what people actually do not what they say they do May be accomplished via trained observers or automatic cameras Helps pinpoint problem areas Yields a high response rate Provides most information for time spent and most accurate detail Provides opportunity to pursue responses for more detail Less costly than face to face interviews Less time consuming that face to face interview Yields a high response rate Provides significant amount of information for time spent Experts can identify what is and what needs to be Observation Requires skilled observers May be expensive and time consuming Data not easily quantifiable May be costly in both time and money May provide extraneous information Requires trained interviewers Provides no non verbal feedback Respondent may cut interview short Requires trained interviewer Telephone Interview Group Data Collection 1 A panel of experts or master performers 2 A focus group of target population May be difficult to schedule Requires some degree of structure Dominant participant may bias group response
30. n you make sure that your instruction is effective If your particular situation allows the best way to test your instruction is by employing a system of evaluation Of course your learners are your best test audience however it s also a good idea to ask available fellow subject matter experts to provide a peer review of your instructional materials and strategy Don t confuse evaluation with assessment Usually assessment methods concentrate on learner learning evaluation on the other hand has a wider scope Evaluation implies an examination of the entire instructional unit you have been developing A peer review from your colleagues Is one way of evaluating the effectiveness of your class presentation or self study materials Page 1of2 IEEE http webstage ieee org organizations eab tutorials refguideForPdf evs01 htm 9 7 2001 2 52 24 PM Reference Guide for Instructional Design and Development IEEE Search Join IEEE How do I i Assess Needs Analyze Learners G Write Learning Objectives 4 Select an Instructional Strategy 5 Develop Materials 6 Evaluate Lia Fhe esa For Further Study If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security Last Updated 07 September 2001 ABOUT IEEE Neawsreom Shop IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZA
31. ning R Gagne New York Holt Rinehart and Winston 1987 Distance Education Resources Online http www btinternet com iberry html wd htm wdp Web based and Distance Education Prime Sites A selection of some of the best supersites and directories http www btinternet com iberry html et htm etp Educational Technology Prime Sites A selection of some of the best supersites and directories http www uwex edu disted home html Distance Education Clearinghouse From the University of Wisconsin Extension htto www ihets org learntech distance ed resources index html onlinepubs Part of the Indiana Higher Education Telecommunication System Many valuable links IEEE http webstage ieee org organizations eab tutorials refguideForPdf rfs01 htm 9 7 2001 2 52 25 PM
32. ning system Learner will analyze the design trade off in ADC and DAC design Learner will develop strategies and analytical methods for evaluation of capital projects Learners will outline key concepts and principles of effective human resource management Learner will compose a complete and accurate technical document Learner will compose and customize a presentation for a specific audience Learner will identify basics of Telecommunication Traffic Engineering Learner will perform information processing in IS 95 uplink and downlink lt lt lt BACK http webstage ieee org organizations eab tutorials refguideForPdf Icompont htm 9 7 2001 2 52 27 PM Reference Guide for Instructional Design and Development lEEE How do i Assess Needs Analyze Learners 3 Write Learning Objectives 4 Select an Instructional Strategy 5 Develop Materials 6 Evaluate Lia Fhe esa For Further Study Q JEEE son IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES JEEE ORGANIZATIONS Tour IEEE i 7 Concept Ow Outline Tools Online References Write Learning Objectives The following online materials offer assistance and tools that may help you work through the Learning Objectives phase http ag arizona edu aed aed695a writing hAtm This links to a quote from theorist Robert Mager This site provides a rationale for developing objectives as well as links to a defini
33. nology and support e For video courses Do learners have access to the appropriate equipment e Are there existing curricula or certification requirements with which the course must comply e Are there any community or organizational issues you need to consider lt lt lt BACK http webstage ieee org organizations eab tutorials refguideForPadf learningstyles htm 9 7 2001 2 52 28 PM Reference Guide for Instructional Design and Development T ur IEEE Heme How do on i Assess Needs 2 Analyze Learners G Write Learning Objectives 4 Select an Instructional Strategy Develop Materials 6 Evaluate Lia Fhe esa For Further Stud If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security Last Updated 07 September 2001 Reference Guide for Instructional Design and Development o D M Shop Site Map g Concept Outline Tools Online References Analyze Learners If you have the time and opportunity to analyze your potential learners here are some online materials that may help you work through this phase Two of these sites deal specifically with distance education however there are some overall principles you may apply to any instructional environment Think about how to apply for instance the adult education tipsheet to developing presentations creating course materials or d
34. ormation Nuances of body language and nonverbal communication may vary widely from culture to culture All of these factors carry implications for selecting your instructional strategy and developing your instructional materials a Page 2of2 IEEE http webstage ieee org organizations eab tutorials refguideForPadf als02 htm 9 7 2001 2 52 28 PM Reference Guide for Instructional Design and Development amp IE E E ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS Newsroom Shop Site Map Tour IEEE Home EEE Reference Guide for Instructional Design and Development ee a CCE How do Concept Outline Online References 4 Assess Needs Analyze Learners Analyze Learners If you have the opportunity to analyze your potential learners the following a documents may guide you through the process To view a document click the appropriate question For a hard copy click the Print button that G Write Learning Objectives appears at the bottom of each document What are some important questions to ask learners What learner characteristics do need to consider 4 Select an Instructional Strategy 5 Develop Materials 6 Evaluate How do analyze the learning context Lia Fhe esa For Further Study If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security i E
35. ovide feedback and guidance For more information on each event as well as instructional strategies and tips place your mouse over each phrase Page 1 of2 If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security i E E E Last Updated 07 September 2001 r http webstage ieee org organizations eab tutorials refguideForPdf iss01 htm 2 of 2 9 7 2001 2 52 22 PM Reference Guide for Instructional Design and Development How do I i Assess Needs Analyze Learners G Write Learning Objectives 4 Select an Instructional Strategy 5 Develop Materials 6 Evaluate Lia Fhe esa If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security Last Updated 07 September 2001 ST ss Concept Outline Tools Online References Select an Instructional Strategy Depending on your instructional goal and course content you may need to test your learners knowledge So as part of your instructional strategy you may need to think about creating tests or other assessment tools How will you and your learners know when the required objectives have been achieved lt may seem unusual to suggest that you begin to create assessment instruments in the middle of the design process rather than at the end However the best time to develop tes
36. s Outline of the instructional design process describing how all stages impact the development of instructional materials http Awww fgcu edu onlinedesign mediadev html Increasingly instructors are turning to the Web as an educational method Here are some quick tips to keep in mind when developing Web based instructional materials http www adinet org This link part of the Advanced Distributed Learning initiative provides information on SCORM or Shareable Object Reference Model If you are using the Internet to develop your materials this is useful information IEEE http webstage ieee org organizations eab tutorials refguideForPdf dms04 htm 9 7 2001 2 52 24 PM Reference Guide for Instructional Design and Development IEEE ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES JEEE ORGANIZATIONS Mowsreom Shop Site Map T ur IEEE Heme Search Join IEEE How do I i Assess Needs Analyze Learners G Write Learning Objectives 4 Select an Instructional Strategy 5 Develop Materials 6 Evaluate Lia Fhe esa For Further Study If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security Last Updated 07 September 2001 Reference Guide for Instructional Design and Development Oot Concept Outline Tools Online References Evaluate Instruction How ca
37. screet instructional event In all likelihood you assess your learners comprehension during the entire instructional process Traditionally http webstage ieee org organizations eab tutorials refguideForPadf issO1 htm 1 of 2 9 7 2001 2 52 22 PM Reference Guide for Instructional Design and Development formal summative assessment occurs at the end of an instructional unit however you may also choose to employ formative assessment testing students comprehension as you work through the instructional unit This kind of assessment where learners need work allows you to adapt your instruction accordingly Enhance retention and transfer Reviewing and summarizing is an effective way of reinforcing new material review and summary also helps learners retain what they have just learned As you review and summarize paraphrase information use metaphors and analogies and connect new information to career work or life experiences Although you may not need or choose to incorporate each discreet event presented here in your own instruction you may want to refer to this hierarchy as you develop your course or instructional materials Remember that depending on your course delivery integrating these instructional events may present challenges For instance if you are developing a distance education or self study course via electronic or paper based materials your instructional materials need to gain learners attention as well as pr
38. se phases may apply to your situation Depending on your needs you may work through this reference guide in a linear manner using the Back and Next buttons on the left side of the screen or you can click the phase and section that apply only to your current interests and requirements Within this reference guide each design phase consists of three sections Concept Outline Tools and Online References The first section the Concept Outline provides bulleted quick tips and important concepts pertaining to that particular design phase The Tools section provides worksheets or job aids to assist you in working through each phase Finally the Online References section provides a list of relevant online articles references or Web sites IEEE http webstage ieee org organizations eab tutorials refguideForPdf mms01 htm 9 7 2001 2 52 14 PM Reference Guide for Instructional Design and Development IEEE Search Join IEEE How do I i Assess Needs 2 Analyze Learners G Write Learning Objectives 4 Select an Instructional Strategy Develop Materials 6 Evaluate Lia Fhe esa For Further Stud If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security Last Updated 07 September 2001 ABOUT IEEE Mowsreom IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS
39. t lt BACK http webstage ieee org organizations eab tutorials refguideForPdf evaloverview htm 9 7 2001 2 52 26 PM Reference Guide for Instructional Design and Development amp IE E E ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS Search Jein Newsroom Shop Site Map Tour IEEE Home EEE Reference Guide for Instructional Design and Development OS E OE Ee Fi a ay J J How do Concept Outline Tools Online References C Assess Needs Evaluate Instruction Analyze Learners If you have the time and opportunity to evaluate your instruction the following online materials may help you work through this phase Write Learning Objectives http mime1 marc gatech edu MM_Tools evaluation htm This site provides a number of useful evaluation tools although they are 4 Select an Instructional Strategy specifically designed for multimedia projects the tools may be adapted for use in any instructional design project 5 Develop Materials http www ieee org organizations eab ceus index htm This site part of IEEE provides guidelines for Continuing Education Units sta http www iacet org distance distance htm This site part of the International Association for Continuing Education and Training provides guidelines for maintaining quality in distance education Lia Fhe esa offerings For Further Stud If you would like to contact the IEEE Webmaster email to w
40. t items is after developing learning objectives Your assessment instruments then will be more likely to actually measure what you want your learners to accomplish Remember too that assessment doesn t only occur at the end of an instructional unit Think about how to integrate formative assessment during instruction Check in with your students by frequently asking questions and soliciting feedback a Page2of2 IEEE http webstage ieee org organizations eab tutorials refguideForPadf iss02 htm 9 7 2001 2 52 26 PM Reference Guide for Instructional Design and Development How do I i Assess Needs Analyze Learners 3 Write Learning Objectives 4 Select an Instructional Strategy 5 Develop Materials 6 Evaluate Lia Fhe esa Concept Outline Online References Select an Instructional Strategy Use the following documents to guide you through the Instructional Strategy phase To view a document click the appropriate question For a hard copy click the Print button that appears at the bottom of each document How can use Gagne s nine events to organize my instruction How do apply instructional strategies to online material If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security i E E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPdf
41. tion of objective and a list of verbs for varying cognitive levels http www adprima com objectives htm Although this Web site anticipates an audience of secondary school teachers this high level overview works for all educators If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security i E E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPdf pos04 htm 9 7 2001 2 52 22 PM Reference Guide for Instructional Design and Development amp IE E E ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS Hewsroom Shop Site Map Teur IEEE Heme IEEE Reference Guide for Instructional Design and Development M E E oO t S How do I Concept Outline Tools Online References Assess Needs Select an Instructional Strategy Analyze Learners As you begin to formulate your instructional strategy it may be helpful to use R Gagne s For more information see R Gagne The Conditions of Learning New York Holt Rinehart and Winston 1987 nine events of Write Learning Objectives instruction as an organizational tool Gagne outlined a process of learning that includes the following nine events 4 Select an Instructional Strategy Gain attention In order to focus your learners on the task at hand begin your instructional unit in a way that
42. tives Write Learning Objectives is one of the most critical Purpose Learning objectives tell learners what they will Know understand or be able to do at the end of a block of instruction section topic 5 Develop Materials lesson workshop Objectives should be clear honest complete and correct 4 Select an Instructional Strategy m 6 Evaluate Well written objectives should serve as the basis for test items Well written objectives tell learners how their performance will be assessed iim cla Ee c l omposing For Further Study Determine the goal of the learning activity the terminal objective Determine what learners must demonstrate to achieve that goal the enabling objectives Write objectives based on the above skills task or Knowledge Page 1 of 2 If you would like to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security i E E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPdf pos01 htm 9 7 2001 2 52 21 PM Reference Guide for Instructional Design and Development IEEE ABOUT IEEE IEEE MEMBERSHIPS PRODUCTS amp SERVICES CONFERENCES IEEE ORGANIZATIONS Search Join Tour IEEE EEE Reference Guide for Instructional Design and Development How do Concept Outline Tools Online References i 7 m m m m T Assess Needs Write Learnin
43. to contact the IEEE Webmaster email to webmaster ieee org Copyright 2001 IEEE Terms amp Conditions Privacy amp Security i E E E Last Updated 07 September 2001 http webstage ieee org organizations eab tutorials refguideForPdf dms03 htm 9 7 2001 2 52 24 PM Reference Guide for Instructional Design and Development lf you are considering implementing educational technology consider the following Access Is the technology accessible to all learners Is the technology flexible Will there be language barriers Is the technology difficult to learn or to use Cost How much will developing the technology cost Learning and Instructional Strategy What instructional approaches will best meet your learning objectives What technologies are best for supporting this kind of learning Can any existing content be adapted to the technology What skills or knowledge does the technology support Feedback and Interactivity Does the technology encourage any interaction What kind Institutional Issues Are there any institutional barriers to using this technology What kind of support is needed for this technology Does it exist Do any organizational or institutional changes need to be made to incorporate the technology Flexibility How quickly can you create and distribute materials How much flexibility does the technology allow How quickly can you change the materials SCORM Compliance More and
44. will pique their interest and gain their attention You can for instance begin with a 5 Develop Materials thought provoking question Or depending on the media available you may use graphics audio or video material a e Inform learners of objectives Evaluate After gaining learners attention establish the purpose of the instruction Informing learners of objectives early in the instructional process helps to facilitate learning knowing the instructional goal helps learners direct their focus Remember objectives should form the basis of assessment iim cla Ee Stimulate recall of prior learning In order to make instruction relevant and meaningful try to link your topics to prior For Further Study knowledge This is particularly important for adult learners To maintain and stimulate interest ask questions concerning personal experience Present the content Present content doesn t necessarily mean only lecture When possible it s best to use a variety of media including text graphics audio narration and video If you are developing computer based or Web based training remember to chunk content sensibly and organize it meaningfully Remember there are different challenges if your material is only media based if you are designing an online course consider how you can present content without simply building an online page turner In addition remember that with Web based courses there are technological
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