Develop_Phase_Concept_Map

Designing Learning Assessments

Assessment is Aligned with Instructional Goals

ID's need to make sure that assessments are aligned with instructional goals, expected learning outcomes, and instructional strategies (Rothwell, Benscoter, King, and King, pg 229-230). If they are not aligned then there is no point to the assessment.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Constructing Reliable/Valid Methods of Assessing Learning and Performance

There are three types of effort to assess or evaluate people (Rothwell, Benscoter, King, and King, pg 228), which you see below. If an assessment does not meet all three methods then the assessment should be revised.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Credibility

Validity

Reliability

Identify Learning Processes/Outcomes to be Measured

Preparing Instrument Measurement

There are 10 basic steps taken to prepare measuring instruments (Rothwell, Benscoter, King, and King, pg 221). To create a measure instrument can take additional time to the overall developing and designing phase. Some shortcuts to speed up this process is to see if an instrument as already been designed. As an ID you can do this by collaborating with other ID's to see if they have anything they have designed in the past.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Revising the instrument-or items-periodically.

Using the instrument-but establishing a means of tracking experience with it.

Testing the instrument on a larger group.

Revising theinstrument based on the small-group tryout.

Trying out the instrument on a small-group representative of the learner population.

Sequencing-or reviewing the sequence of-items.

Drafting or modifying items.

Conducting background research.

Giving the instrument a descriptive title.

Clarifying the purpose of measurement and selcting an instrument.

Instrument Classification

Instruments that will be used to mearsure objectives met to close performance gaps.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Other

Criterion-Referenced Tests

Questionnaires, Interviews, Schedules, Observation Forms, Simulations, Checklist

Developing Instructional Materials

Working with Production Pros

As an ID using you are now working alone especially when working with large projects. You could be one of the many team members or the Lead Designer overseeing the entire design process. Today, collaboration with other ID's from afar is being a common practice. It’s very important to build strong working relationships and a strong schedule that creates a positive working environment.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Developing Materials Product Alignment

Maintain focus on all aspects that are guiding instructional materials, media, methods of delivery, and so forth are critical to ensure that the end product is solid and requires little if any re-work.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Productin Instructional Materials in Various Delivery Formats

Using digital media in ID can be a very powerful tool that can create a great learning environment. However, media can be very costly, especially in todays age were there are many tools available, some that are easy to use, other that require advance knowledge, such as JavaScripting. Instructional Designers need to be skilled balancing out digital media use and design, with included a blended learning appreciate using different types of material.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Developing Media Specification

Developing media can be a very time consuming process, take for example this Concept Map which took many hours to put together. In order to develop media to help close performance caps it can take weeks if not months to develop material that can require full time attention of the designer or design team.

Select/Prepare Learning Activities

Learning activities are broken down in two categories individual and group. Individual activities are informal and provide instructional learning design for a single person. This does not mean the instruction is made just for one person but is utilized will an individual attends the learning event. This can be things such as finding a problem, demonstrate a skill, and so forth.

Group activities is just what it is group learning. This can be used in numerous methods such as discussions, case studies, and role-playing. As many of us have probably experienced

group learning can be a very effective tool or it can be a flop. Determining when individual or group activities is appropriate can be a challenge task.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Group

Individual

Preparation/Formatting of Instructional Material

This part of media development is were a bulk of time can be consumed. Preparing and formating material will include outlines, visual aids, handouts, student lesson plans, storyboards, student manuals, and so forth. Some that has to be realized is there is no proper format or presentation of information, this is a skill that I believe the academic world has lost in a lot of instruction is the ability or want to create material that is creative and grips the attention of learners. As future ID's we have tha ability to change this and create products that no allow bring learning and wonder with learners but make huge impressions on the ability to present and instruct material that people want to learn.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Prepare Custom Instructional Materials

The ideal design method would be improving upon instructions that are already in place. However, if this is not an option and instructional material have to be built from scratch the workload can increase to a very complex process. Some key components of of creating custom content and instructions can and most likely invovle:

1. Creating directional sheets for both the learner and facilitator.
2. Creating instructional material such as videos, storyboard, slide shows.
3. Developing test.
4. Lesson plans for both the learners and instructor.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Producing Instructional Materials

ID's have to be very aware of the time and cost of material production and selecting, this can be a critical factor to the overall project plan of media development. Remember, one trick to this time of market is to over project time versus under estimating, if you over estimate and finish early the client will not only be happy but could bring more business in the future or through referral!

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Selecting/Modifying Existing Instructional Materials

Validating Selection/Modification of Existing Instruction

In order to ensure that the selctioned or modified material is valid a formative evaluation must be done. This is a lot like a pilot test except that only a small group will receive the instruction so a determination can be made if the objectives have been meet.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Cost-Benefit Analyses & Use or Modify Existing Materials

It will need to be decided if instructional material is in place if modifying the material is worth the investment. Some times even if a process is in place, changing and making adjustments can cost more in the short/long run than creating a whole new process. A way to figure this out is doing an ROI analysis.

As it has been stated before Time and Money are the driving force behind what can and will get done; approved by the client.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Return on Investment

Usually ROI is not something an ID Designer will actually do, determining cost analysis is something that needs to be in the front of an ID Designers mind. But, this is a function that usually HR or another department will do. Most organizations higher people to do all the math and numbers shifting when it comes to cost and profit.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Selecting, Developing, Modifying Materials

Arrange/Modify Existing Material

Arrange/Revise Instructional Material

Get Copyright Permissions

Examine Existing Material

If instructional materials is already in place there is a chance that it can be improved, modified, and continued to be used. However, this process can still require much detail and research in order to improve the training properly. The ID designer will need to determine if the material is still usefule, what type of changes need to be made, and what additional objectives will need to be added in or to close performance gaps.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Conduct Research

Regardless if instructional material is being determined or modified research is a critical task, especially when instructional materials have to be designed from the ground up, then time and cost become a big factor. As an ID Designer working for an organization it is important to collect information from SME's such as management, trainers, regular employees, and so forth. The varey peopel that will be involved with assisting the ID Designer most likely will be the same people either taking or being affected by the new instruction.

Asking the client questions should include things such as:

1. What type of procedures, training, or guidence is in place that will help with the intructional design or modification, if any of these are missing it will alert the ID designer of what is missing.
2. What teams or departments conduct training and what type.
3. What SME's does the organization have employeed that could assist with instructions.

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Prepare Working Outline

An outline allows the instruction to facilitate learning in a organized manner that will enhance learning objectives. Some aspects of the outline to consider is:

1. What method will be used to determine if the learners have improved their knowledge or skills?
2. What are the learners?
3. Will the outline meet the objectives?

Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: a systematic approach (5th ed.). Hoboken, NJ: Wiley.

Does Not Include all Guidance

Example: Teacher Lesson Guide

Important for Learner Attention and Active Engagement

Example: Detailed Lesson Plan

Connects Knowledge and Skills Closes Caps

Additional Activites

Guided Practic

Feedback

Assessments

Heavy Involvement Between

Media/Content

Teacher

Student

Content Creation Influenced by Robert Gagne

Sequence of Learning Activities

Creating the Plan

Learning Resources Complied/Developed and Presented to the Client

Client Request for Changes and Re-evaluation

Client Accepts Results

Bloom's Taxonomy a Major Influence to Branch's ADDIE Approach

Mcdaniel, R. (1970, June 10). Bloom’s Taxonomy. Retrieved November 02, 2017, fromhttps://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Major Reference and Influence to Mastering the Instructional Design Process

ADDIE Concept

Instructional Design Model

Develop Phase

Comparing Concepts

Revision before final product is very important influenced by testing results.

Lesson plans for both the learner and teacher is important.

Require testing of instruction before release of final product.

Develop

ADDIE Develop Phase

Conduct a Pilot Test

Pilot Test Involves

Role of Management

Evaluation Team

Formative Revisions

Data Analysis

Data Collection

Components of Pilot Test Plan

Location, Time, Date

Facilitator Qualifications

People Involved in Pilot

Students

Active in Instruction

Facilitator

Leads Instruction

Client

ID Designer

Observing Only

Real student participate in the Pilot Test for Credit reguardless of outcome.

Conduct Formative Revisions

Phases of Formative Evaluation

Field Trial

Small Group Trail

One-to-One Trail

Develop Revisions Based On

Attitude Questionnaire

Observation

Post-Test

Pre-Test

Formative Evaluation Does

Post-Development Procedures

Concludes Develop Phase

Permeates ID Process

States ID Process

Develop Guidance for Teachers

Teacher Lesson Guidance Includes

Leading Questons

Example

Points of Emphasis

Symbols/Icons Direct Actions

Same format as for Students

Table of Contents is Modified for Teacher Lesson Guidance

Develop Guidance for Students

Guiding Learner with Information

Quality

Consistency

Accuracy

Clarity

Format

Sequence

Exercise Presentation

Content Presentation

Organization

Appendix

Glossary

Body

Table of Contents

Acknowledgements Page

Copyright

Title Page

Select/Develop Supporting Media

Media Selection Should

Physical Activities

Enhance Learning

Provide Auditory/Visual

Accommodate Blended Learning

Reinforce Knowledge and Skills

Instructional Media Should Facilitate Student from:

Known to Unkown

Concrete to Abstract

Simple to Complex

Easy to Difficult

Generate Content

Instructional Strategy

Branch, R. M. (2010). Instructional Design: The ADDIE Approach. Boston, MA: Springer US.

End

Summaries

Review Activities

Topic Reflections

Middle

Role Play

Presentations

Discussions

Project-based Exercises

Beginning

State Prerequistes

Clarify Objectives

Gain Student Attention

The Differences

Branch define how media should be used from easy to complex.

Rothwell considers using exiting material.

Branch makes of point of the importance client buy-off.

Designing and Developing for ID