Instructional+Design

=Instructional Design=

Objective: The objective of this task is for you to design an example of training material for either your organisational problem or the Kayak Case. The material should be tested by your classmates. After testing the material your classmate should respond to the design to help you improve.

//Once the intervention has been designed and developed, the intervention has to be implemented. Proper training of the users on the intervention is an essential part of effective implementation.//
// Role of Instructional Design in HPT // : Study Table 16.1, page 375 in Chapter 16 of reference 3. Browse and read the relevant parts of chapters 16, 15 and 20 to understand the background and logic of the elements in the table. = = =Step Selected= =+= =Examples= || =__Post 2__= =Comment on= =Justification= || =__Post 1__= =Parts of Training Material= =+= =Example= || =__Post 2__= =Comment on use of= =Training Material= ||  **3. Organize the information** Enna, I have moved your course material to your page titled Enna. For this post you first need to justify from your own experience why the step (in this case Step 3) is important. Second you need to describe the logic of how the training material would need to be organised to do this. In particular ensuring the following:
 * Post 1 ** : During the first part of week 12, select any step of table 16.1 that you can relate to from your own teaching/training/learning experiences. Write a post in the later part of week 12
 * 1) justifying why the step is important giving examples from your own experiences.
 * 2) suggesting how training material would be developed and used for a Blended class or an online class. Illustrate your suggestions with an example. (10 marks) You can use your own page to upload your example or make a new page. Remember to add a link to your page.
 * Post 2 ** : During week 13, study all the posts from your classmates. Select a post from your classmates that you can relate to. By the end of week 13 develop a post responding to
 * 1) the justification given
 * 2) the description of the training material given. (10 marks)
 * =Name= || =__Post 1__=
 * =Enna= || I shall use the training material I developed for a Business Continuity Courseware for online learning. (elearning)

3. Organize the information in such a way that • Makes it easier to learn • Cuts mental processing • Minimizes confusion • Stresses only relevant information and incrementally helps learning.

The purpose of posting instructional material is to choose relevant examples to prove your points (in this case organization of the material) and not simply post the entire material.

Yes, apologize for not being clear on the jsutification, I have repost in my page. thanks. (Enna) || Justification There is no justification of the step selected given. It was not on the assignment page neither was it stated in the Enna page where you moved his manual to. (Olubiyi)

Yes I haven't added, will do so. At my page. Hope you're patience with me in my understanding of this assignment. Will do so now and you can check at Enna's page. Thanks (Enna) || Below is a sample of 1 page of the courseware, based on the **"Content Design Document**" which was developed.

(Ops! not enough space for me to put here . . . somehow when I paste it appears in the first column so please refer to the first column Examples of the sample of my training material.
 * __Post 1__**
 * Step Selected**

(Enna) || Comments on Design In Module 1, the objectives are clearly stated with appropriate action verbs. There is however a problem with the presentation. I feel topic 3 should come before topic 2 because you may not be able to explain why we need what we don't know. Thus, topic 2 would be "What is Business Continuity Management (BCM)?" and Topic 3 would now be "Why do we need BCM?"

Secondly, there seems to be no provision for formative evaluation. While there is practice and summary in each of the modules presented, I believe the presence of evaluation in each of the module is necessary for the purpose of formative evaluation. (Olubiyi)

Why was put first to suit the adult learners here which in this case are the Bankers of XYZ bank, as according to the Stakeholders, it is ver difficult to get them to do their learning (being busy etc) so with the stakeholders i.e. their learning dept, the Subject Matter Experts and the focus group we have decided to focus on the "Why they need to learn BCM" then we explain "What is BCM".

The adult Learners for this particular group here must know "What's in it for them?" first before they are comfortable to do the learning. (Enna)

Explanation justifies the reordering (Olubiyi). ||
 * =Jesvin= || No 5. Strengthen the new knowledge in memory.

I have selected to share about strengthen the new knowledge in memory. I believe this is an important task as I have attended many trainings and workshops as a teacher and after the training I forget what was taught because there is no follow up and I am not taught how to apply it in my job. In addition, when the knowledge is not applied people will eventually forget the information learned.

Yes, good thinking. Also during a class, the same concepts need to be discussed from various view points for understanding to take root and also applied practically.

On the other hand, last year all teachers were sent for 7 Habits training by Franklin Covey Organisation to apply the habits in our teaching. The training was really effective as we were given personal materials, 7 Habits book and at all meeting in school each teacher department or teachers will randomly share about a habit. Furthermore, this year our school became the first in Malaysia to be recognised as The Leader In Me school. This programme is established by Franklin Covey organisation and we make the 7 habits apart of our school culture. I am the coordinator of this programme in my school and we apply the information learnt in our everyday task in school. Thus, the 7 habits is now instilled into your students.

Yes, specific experience consolidates theory and gives ownership.

In result, what we teacher have learnt we are doing something with this new knowledge by applying it into our lessons to instilled good values, principles into our students. We are putting it into practice, from knowledge to action. In our meeting we share feedbacks from all and come up with suggestion and solutions to the challenges. The trainers from the Franklin Covey organisation that visit us on and off to guide us and give us feedback on our methods applied from our new knowledge. In addition, they are able to ensure that we teachers are applying the new knowledge learnt and their objective is met. We teachers discuss the content structure in our meeting to recall the structure and ensure we remember what was learnt. The trainers will ensure we use the knowledge, not lose it.

I believe strengthen the new knowledge in memory is an important task as humans we tend forget when we don't apply in our daily life. Eventually we forget when we don't apply our knowledge in action.

Which parts of the personal material given to you on Covey's Seven Habits help to strengthen the 7 habits in memory?

The 7 habits diary that was given during the training. I use the diary to refer back what I learnt and shared during the training. I the training we used the diary to reflect on each habit and also wrote notes that I caught to enforce my memory. By referring to the notes and explanation on each habit given in a simple manner with also pictures help me strengthen my memory. In addition, the notes were written by me thus I understand in my way. I believe this is important because we all got our ways to remember something important, where it can be pictures, notes and etc. (Jesvin) || Yes Prof, the objective is to discuss the concepts from various view. The materials given is a personal 7 habits book, various poster on 7 habits pasted in school and classrooms, training materials used during implementation stage, login to 7 habits "Leader In Me" forum, the forum allow teachers to share experiences, video, ideas and etc. In addition, I also conduct a 1 period lesson every week where I use the Leader In Me book bought from Covey foundation. The book is designed according to the level of students with step by step guidance with interesting learning tools. This helps me strengthen the 7 habits among the students step by step and at the same time I upgrade myself with various ideas to share the habits in an interesting and effective manner. In addition, recently my school organised Leadership Day, I coordinated the event. It was time for students to share their talent and knowledge with parents. It was really a successful event and students did very well for our 1st Leadership day. Thus, this event also help to enforce the habits in an exciting manner. (Jesvin) || Please view Jesvin

Jesvin, thank you for your post.

Since your selected aspect was 5. "Strengthen the new knowledge in Memory", can you point out how this was achieved in the step-by-step delivery design of the materials used, e.g. how using different approaches/ methods/ applications were used to help repeat the same concepts in memory.

Hi Prof, Will reply in link jesvin. thank you. (Jesvin) || Hi Jesvin From opinion you justified very well why you selected the section and I also believe that if the new acquired knowledge is not strengthen in memory than the objective of the training or lesson has not been achieved. You touched on all the aspects needed for strengthening your new knowledge in memory. Teachers share their new knowledge and very importantly they practice what they have learned and in that way strengthening the new acquired knowledge. Feedback is share amongst each other and teachers came up with suggestions and solutions to challenges. It was also a good idea that the trainers returned to give feedback and to see if the objective has been achieved of the training. The content are also been reinforced by the regular discussions amongst the teachers. The test is clearly shown in the application of the newly acquired knowledge and it shows that the objective has been met. On the job application has also been achieved by using the newly acquired knowledge to ensure they use it and not lose it. What I normally used to do especially in the languages is to give them a practical activity such as in my example a role play to practice the newly acquired skills. This is something that they can also enjoy and reinforce the content at the same time. (Wynand)

Thanks Wynand for understanding it well. I believe role play is really a great idea and yes for sure they will enjoy. (Jesvin) ||
 * =Olubiyi= || **Stage 1: Select the information to attend to**.


 * Justification of Choice **

This step is very important in that it lays the foundation for the students’ attitude for the course. This is a make or mar step for the course, hence, the instructional designer needs to handle this step properly. The step also serves as an introduction for the students to prepare them for what to encounter during the course or lesson. When this is properly handled, students are motivated to put in their best and they have their interests kindled.

In every concept there are parts that student must be able to logically analyse by themselves to understand. This would be crucial for being able to use or apply the concept. On the other hand there are parts which students may have trouble understanding. This is the information the IDer must attend to. For example, in this HPT course, it is very important for all to understand the concept of "Performance Gap". Without a thorough understanding of "Gap", the rest of the course would be difficult to nail down.

In teaching Biblical Greek for the theology students, the first lesson has always been the introduction that sets out what I expect the students to learn. But before doing this, I justify the need study a dead language like Biblical Greek when they are not going to be speaking the language to anyone nor use it during preaching in the church. The reason is that the New Testament of the Bible is written in the language. Knowing the language thus gives them the edge of not relying on the English versions that are limited to the interpretation of the translators. This fact has motivated quite a number in their study of the language. The history of the coming of Greek language as the lingua franca of the Mediterranean world would create the necessary attention while the justification of the study would create the “What is in it for me”. For the “You can Do it” I make the students to realize that those of us who have mastered the language are humans like them and if we can master the language, they can also master it. I also offer help beyond the walls for all the students who are determined to master the language.

Yes, "whats in it for me" is an important question that would promote ownership of what is being taught. In this case, Jesus's attitude or expression towards his Maker can best be understood in the language that Jesus spoke. The students would then be in a position to understand what the translator wrote and why they wrote it. Also understand the limitations of the translated language.


 * Development of Training Material **

To put the example above into a training material for an online class, I will do the following: Firstly, I will plan to take the class in an online forum like ning. After all the students have responded to the invitation to the forum and have all joined, I will post a video welcoming them to the course giving them an idea of what is expected of them. I will also let them know that many English words today have their roots in the Greek language and give them examples to stimulate their interest. The video would end by inviting them to study the developmental history of the Koine Greek. This would be posted on the ning site for them to study. After this, I would post another video that would illustrate the weaknesses of the English translations so that the students would know that the ability to read the Bible passages in the original language is a great asset to any theologian and pastor. After this, I will post another lecture on the site giving tips on what to do to master the Greek language and let them know that if others can master the language, they too can.

How would you compare Ning to Wikispaces? Both these are just tools. No tool by itself solves the underlying problem of learning. Regardless of the tool, I would rather get direct to the point. I would ask the students to introduce themselves and ask them about the language they normally speak in. I would get them to give one instance of words that could not be directly translated. How much meaning is lost. I would ask them to explain whether there would be any benefit in sticking to the original language for understanding the finer points of what is being said.

Dear Prof.,

I am not particular about the use of any tool, I just mentioned ning for an example. For the suggestions you have given, I must confess that they are quite excellent and if I have to develop a training material for this, I would continue with your suggestion. I also forgot the introduction phase and that is too bad of me. However, I don't understand your first response on my justification of choice. I wish you will explain this. Do I need a gap analysis for a course training material to be developed? I think this is always applicable for human performance cases only.

Of course, what I meant was while designing this HPT course as an example, I realised that understanding the "performance gap" was crucial for students. In designing the material for this course, I had to take this aspect into consideration. ||  ||   || Dear Olubiyi,

Your first justification is justified, and I agree that at the first step, the ID must be able to select (using Bloom Taxonomy) the lesson objectives, based on the purpose of the Lesson. At this stage, also, learner is able to identify their purpose to learn in the learning material selected, based on the lesson objectives, and how you have analyzed it as such in para 2 of your post, is practical. I see that students are able to identify why they need to learn, the scope they have to learn i.e. “what are the results I can expect to get once I finished the lesson?” as you have put it well “What is in it for me” and I shall simplify it as the following:

At the end of the lesson, you will be able to:
 * 1) 1. State why learning Biblical Greek is still relevant
 * 2) 2. Know Biblical Greek and able to interpret the New Testament

I also agree with your choice of using Ning as a platform for your community of learning and social pedagogy network. I would have chosen Ning too. Firstly, Ning’s layout appeals to me and makes moving in and around the pages seem effortless and learners are able to posts in the forums or to ask question where the Instructor has posted the learning material on the page itself. The postings by the students and instructor are set in a conversational cronological way, and learner can track the learning which occurs in the discussion by reading the thread, and able to form their opinions (if they have missed postings earlier) by reading all postings and finally post their post.

Wikispace on the other hand has its good frature such as you can include tables in your learning abd learner can also compare their posts this way, however if the posts are long, it can be confusing for learners and instructor will need to open up another page, and learners may forget to open the particular page to post feedback, or they miss a link. (Enna) ||
 * =Wynand= || **1. Select the information to attend to**


 * Justification of Choice**

Learners must heighten their attention and focus it on the new knowledge being taught because that new knowledge is seen as important and capable of being learned. I am selecting step because, before information can be shared and to facilitate learning, you as the facilitator or instructor must first capture and hold learner attention. If this part is not successfully achieved and carried out your further steps will also be affected and your lesson outcome as well. In learner centered education and training this part is central and attention should be given to it.

In the attention phase it is important to give learners a reason to listen to what you have to say, what is the added value and results for me. This is where I will tell the learners WIIFM “What’s in it for me”. Now I will share what they are going to get from this session and how it can be used in the real world. The value of what they are going to get from the lesson and they will have a clear idea why they should listen to me. Sometimes it is a good idea to share personal experiences with them and what value it has for me.

If learners can relate the learning content to the real world I can encourage them that they can do it as well (YCDI). As a language teacher in this phase I normally ask them to share similar experiences with the class. The language syllabus is divided into themes and the themes are related to life experiences. In teaching a theme different components are addressed in one lesson for example listening, reading, writing, speaking and language. I am going to give a short example of a lesson on communication as a theme. The objective of the lesson is that learners should be able to differentiate between different types of communication, compare communication types like verbal and non verbal.

Should the learners know why it is important to distinguish between different types of communication? Would they themselves need to design what they wish to communicate and select the best method?

They should be able to distinguish between different types of communication. (Written oral and body language). No they will be introduced to different communication types and through the lesson. Therefore, it is crucial that different methods of communication are employed. It is important that they will be able to select the best method for effective communication.

There is a saying that goes like this: "In real life we are given a test from which we learn a lesson. In school, we are given a lesson on which we are given a test!" Can role play of different types of communication be designed or shown on which the students would be asked to comment? After the comments, the lesson could move into the uses and benefits/disadvantages of each type. As tasks the students would select and design communication for different types of situations.

I like the saying and yes role play of different types of communication can be designed to show. That is a very good idea. I designed a sample and took some screenshots to show it. I will upload them on my page.


 * Training material for Blended Mode **

I will welcome the learners and give the objective of the lesson. Learners need to know what is expected of them. ** Gaining attention ** In a Blended class I will develop short video clips using animation software or do short recordings on different types of communication. I will ask the learners to look at the clips and write their responses on the platform that has been established.Here I will arrange a chat to give learners an opportunity to share their opinions. As teacher I will just facilitate and guide them.
 * Step 1 **

Good! Part of gaining attention is motivation for learning the subject,i.e. imparting ownership.

Once learners have submitted their responses the value of communication will then be given to them and the WIIFM aspect will be emphasized. Seeing it is learner centered they are discovering the value as the lesson progresses. I will also share personal experiences here and ask them to do the same in short. Once everyone has given their opinions I will move to the next stage and ask them to look at a few more images that was send to them. The more learners are engaged in the learning process through discovering the more they will realize the value the YCDI concept will be achieved successfully. Once I am satisfied with the responses I will move to the next phase.
 * Step 2 **

I will be able to measure the success of this phase by looking at the responses and if the responses is good based on the rubric I have developed, I can continue with the next phases. Good! How would you compare the approach used in this HPT course? The approach to me would be similar, because in the HPT course the best method would be employed to achieve the desired results. I would try to follow the the ADDIE Model. I was introduced to this Model in the MIDT Course and it guides The HPT Practitioner when he/she needs to do intervention. || Hi Wynand,

I agree with you strongly on gaining attention from learners in the beginning itself. As an educator I believe this is one of the most challenging area as knowledge on subject we have but to be a great educator we must be able to deliver the lesson in an interesting and creative manner that gains our students attention from the start. Thus, the first step towards the lesson is essential for learners to receive us better.

Great idea about WIFM. I would like add on from my experience. I believe the first step need to catch their attention. Thus, starting with a video clip, game, showing pictures and role play can excite learners. This will also motivate them to go on and stimulate their mind.

In addition, I agree with you on relating lesson to real life is important. As an example, I do take my students outdoor for activities: Topic: Length Students measure various objects around the school using measuring tapes and work in groups, measure in cm and m. This is an example for primary students. As for secondary I use a lot video clip to show how example ratios are used in real life and also share history about how pi was introduce to calculate area of circle. (Jesvin) ||  || Hi Wynand,

I like the way you have presented the objectives and introduction before going into the lesson. I believe it is essential to give an introduction to what is going to be taught and state the objectives. In this way, the learners know what is expected from the lesson and what they are going to learn about. It sure helps them to shift their paradigm and get ready to learn. Gain their attention in the beginning is sure achieved.

I like the objective - "give your own opinion on types of communication", I believe is important for learners to share their opinion so that they feel involved and at the same time the trainer/instructor is able to understand how much they have learnt. The material is also designed well and well organised.

In addition, using a video is interesting and will sure catch attention. On the other hand, using pictures to match the type of communication is a great idea. Pictures sure speaks a thousand words. It also relates to real life pictures.

You did mention about role play, but I did not see it in your material. (Jesvin)

Hi Jesvin, you are right I mention it but I will also have to include it into my sample. (Wynand) ||