Key Instructional Key Instructional Design Design

Considerations for Considerations for Distributed LearningDistributed Learning

Jeanne Farrington, CPT, Ed.D.Jeanne Farrington, CPT, Ed.D.J. Farrington ConsultingJ. Farrington Consulting

Rossier School of EducationRossier School of EducationUniversity of Southern CaliforniaUniversity of Southern California

ICT Immersive Training WorkshopICT Immersive Training WorkshopJanuary 11, 2005January 11, 2005

Marina Del Rey, CaliforniaMarina Del Rey, California

Assuming that you Assuming that you have…have…

Something your soldiers need to learn Something your soldiers need to learn A course goalA course goal Knowledge of relevant learner Knowledge of relevant learner

characteristicscharacteristics Information about their prior knowledgeInformation about their prior knowledge Context information Context information Content to analyze and structureContent to analyze and structure Course objectivesCourse objectives

And, DL makes sense…And, DL makes sense…

Allows useful practice of the new Allows useful practice of the new knowledge and skillsknowledge and skills

Enables feedback (knowledge of Enables feedback (knowledge of results) to learners as they engage with results) to learners as they engage with the new knowledge and skillsthe new knowledge and skills

Provides efficiencies and/or cost Provides efficiencies and/or cost savings savings

Then you’ll want to…Then you’ll want to…

Make the objectives clearMake the objectives clear Provide a strong rationale for learningProvide a strong rationale for learning Inspire confidence in the learnerInspire confidence in the learner Design for relevant content typesDesign for relevant content types Provide practice, practice, and more Provide practice, practice, and more

practicepractice Include useful feedbackInclude useful feedback

Why Clear Objectives?Why Clear Objectives?

For the learnerFor the learner Part of the advance organizer (activation)Part of the advance organizer (activation) Help with where to focusHelp with where to focus Adults want to know where they are goingAdults want to know where they are going Helps with motivationHelps with motivation

For the designer and instructorsFor the designer and instructors Narrowing down to necessary focusNarrowing down to necessary focus Providing sufficient practice, feedbackProviding sufficient practice, feedback

Clear ObjectivesClear Objectives

Conditions

Action & Content

Measures

ConditionsConditions Using the job aidUsing the job aid From memoryFrom memory

Action & ContentAction & Content Locate and repair the Locate and repair the

problem.problem. Write a learning objective.Write a learning objective.

MeasuresMeasures In 5 minutes or lessIn 5 minutes or less Including the following…Including the following… With 3 mistakes or fewerWith 3 mistakes or fewer

Objectives ReviewObjectives Review

You will know all the parts of your rifle.You will know all the parts of your rifle. You will prepare a weekly meal plan.You will prepare a weekly meal plan. You will be able to list useful cognitive You will be able to list useful cognitive

strategies for learning at a distance strategies for learning at a distance within 5 minutes.within 5 minutes.

You will be able to provide appropriate You will be able to provide appropriate challenges and engagement in your DL challenges and engagement in your DL designs.designs.

Why a Strong Why a Strong Rationale?Rationale?

You want to get their attention and interest You want to get their attention and interest earlyearly

Adult learners want to know:Adult learners want to know: Why should I learn this? Why should I learn this? What makes it important?What makes it important? What happens if I What happens if I don’tdon’t learn this? learn this?

50% of learners (or more) do 50% of learners (or more) do not not complete complete distance learning programsdistance learning programs

They often need help to persist with the They often need help to persist with the programprogram

Provide a Strong Provide a Strong RationaleRationale

This is important because…This is important because… It will help you to be more effectiveIt will help you to be more effective It could save your lifeIt could save your life

This will be of use to you because…This will be of use to you because… Knowing this, you’ll be able to advanceKnowing this, you’ll be able to advance You need this course for your jobYou need this course for your job

This will satisfy your curiosity about…This will satisfy your curiosity about… You may have wondered You may have wondered whywhy Haven’t you always wondered Haven’t you always wondered howhow

Rationale PracticeRationale Practice

Do I want to?Do I want to? ImportanceImportance UtilityUtility InterestInterest

Do I feel like it?Do I feel like it?

Why Inspire Why Inspire Confidence?Confidence?

Again, high drop-out rate for DL coursesAgain, high drop-out rate for DL courses Learners must believe they can be Learners must believe they can be

successfulsuccessful Learning requires Learning requires efforteffort

If the course seems too difficult, the learners If the course seems too difficult, the learners will drop outwill drop out

If it seems too easy, they will not invest effortIf it seems too easy, they will not invest effort

So they need the right level of confidence So they need the right level of confidence (self-efficacy)(self-efficacy)

Inspire ConfidenceInspire Confidence Refer to similar course they took and Refer to similar course they took and

mastered (e.g., prerequisite)mastered (e.g., prerequisite) Connect with prior knowledgeConnect with prior knowledge Design content in small, digestible chunksDesign content in small, digestible chunks Provide ample opportunities to practiceProvide ample opportunities to practice Provide immediate feedbackProvide immediate feedback Allow more time, where neededAllow more time, where needed Design for masteryDesign for mastery

Inspiring Confidence Inspiring Confidence Practice Practice

This is similar to the course you took on…This is similar to the course you took on… Now we’re going to build on…Now we’re going to build on… Read through the following page and be ready Read through the following page and be ready

to point out…to point out… Work on activities 1 and 2. For more practice…Work on activities 1 and 2. For more practice… Your answer is correct!Your answer is correct! Review until you are ready for the testReview until you are ready for the test Once you have mastered the practice Once you have mastered the practice

exercises, then…exercises, then…

Why Consider Content Why Consider Content Types?Types?

What to gather for content/task analysisWhat to gather for content/task analysis The right methods/strategies for The right methods/strategies for

teaching/learning activitiesteaching/learning activities Helps you to matchHelps you to match

Learning objectivesLearning objectives InformationInformation Examples, practiceExamples, practice Test itemsTest items

How to test for masteryHow to test for mastery

Design for Content Design for Content TypesTypes

Declarative knowledgeDeclarative knowledge ConceptsConcepts PrinciplesPrinciples ProceduresProcedures Problem solvingProblem solving Cognitive strategiesCognitive strategies AttitudesAttitudes Psychomotor skillsPsychomotor skills

Declarative KnowledgeDeclarative Knowledge

Stuff you can declare, or talk aboutStuff you can declare, or talk about Facts, lists, names, organized Facts, lists, names, organized

informationinformation Your chain of command is…Your chain of command is… The following countries border on the The following countries border on the

Iraq…Iraq… The biggest factors in the development of The biggest factors in the development of

modern warfare were…modern warfare were…

Declarative Knowledge Declarative Knowledge DesignDesign

Linking, chunking, Linking, chunking, clusteringclustering

Pictures, models, Pictures, models, maps, graphsmaps, graphs

Chronology, time Chronology, time periods, location, other periods, location, other patternspatterns

Tables, flowcharts, Tables, flowcharts, mind mapsmind maps

Elaborate with stories, Elaborate with stories, examples…examples…

ConceptsConcepts

Sets of Sets of ObjectsObjects IdeasIdeas EventsEvents

With characteristics in common With characteristics in common andand That share a common nameThat share a common name

Grenade, weaponGrenade, weapon Cleanliness, orderCleanliness, order March, deploymentMarch, deployment

Concept DesignConcept Design

Definition, including Definition, including critical attributescritical attributes

Clear and divergent Clear and divergent examplesexamples

Clear and close-in Clear and close-in nonexamplesnonexamples

Practice classifying Practice classifying examples and examples and perhaps providing perhaps providing their owntheir ownMilitary Transport

PrinciplesPrinciples

Rules that help us to Rules that help us to Predict what will happenPredict what will happen Explain things that happenExplain things that happen Control what will happenControl what will happen

Generally involve cause and effectGenerally involve cause and effect If you pull the pin and let go, the grenade If you pull the pin and let go, the grenade

will explode.will explode. If you do not plan for supplying the troops, If you do not plan for supplying the troops,

the mission will be delayed or compromised.the mission will be delayed or compromised.

Principle DesignPrinciple Design

Present the principlePresent the principle Practice recognizing Practice recognizing

when to apply the when to apply the principleprinciple

Practice applying in Practice applying in a variety of a variety of situationssituations

Have them check Have them check their worktheir work

ProceduresProcedures

Steps to be taken to complete a certain Steps to be taken to complete a certain task task Cleaning a rifleCleaning a rifle Dressing a blisterDressing a blister Preparing a recipePreparing a recipe

Procedure DesignProcedure Design

Show the beginning Show the beginning and end state of the and end state of the procedureprocedure

Present each step, Present each step, demonstrate it, demonstrate it, provide practice, provide practice, give feedbackgive feedback

Evaluate progress Evaluate progress and final resultsand final results

Problem-SolvingProblem-Solving

Select and apply multiple principles Select and apply multiple principles (rules) (rules) Troop supply planningTroop supply planning Medical triageMedical triage Map-reading Map-reading Instructional designInstructional design

Problem-Solving DesignProblem-Solving Design

Review types of Review types of problems to be solved—problems to be solved—start simplestart simple

Define range of goals Define range of goals and likely variables and likely variables related to the problemrelated to the problem

Teach strategies for Teach strategies for each type of problemeach type of problem

Practice with case Practice with case studies, job aids—studies, job aids—easier to more complexeasier to more complex

Cognitive StrategiesCognitive Strategies

How people manage their own learning How people manage their own learning Organizing: outlining, underlining Organizing: outlining, underlining Rehearsing: repetition for memorizationRehearsing: repetition for memorization Elaborating: finding examples from one’s Elaborating: finding examples from one’s

own experienceown experience

Cognitive Strategy Cognitive Strategy DesignDesign

Review when a Review when a strategy is usefulstrategy is useful

Review stepsReview steps Provide examples Provide examples

and nonexamples of and nonexamples of strategystrategy

Provide practice and Provide practice and feedback using the feedback using the strategy in a variety strategy in a variety of situationsof situations

AttitudesAttitudes

Manifest as choices people make about Manifest as choices people make about what they will do what they will do Choosing to observe safety rulesChoosing to observe safety rules Providing friendly customer serviceProviding friendly customer service Showing respect for authorityShowing respect for authority

Attitudes DesignAttitudes Design

Provide a respected Provide a respected role model who role model who demonstrates the demonstrates the desired behaviordesired behavior

Teach how to do the Teach how to do the new thing and whynew thing and why

Provide practice, use Provide practice, use role playsrole plays

Provide positive Provide positive feedback for the new feedback for the new behaviorsbehaviors

Psychomotor SkillsPsychomotor Skills

Learning coordinated muscle Learning coordinated muscle movements movements TypingTyping SuturingSuturing Gestures for making presentationsGestures for making presentations Hand-to-hand combatHand-to-hand combat Driving a forkliftDriving a forklift

Psychomotor Skills Psychomotor Skills DesignDesign

Teach when to do Teach when to do the required actionthe required action

Demonstrate the Demonstrate the skillsskills

Provide practiceProvide practice Provide feedbackProvide feedback Make sure the Make sure the

learner can learner can determine when to determine when to use these skillsuse these skills

Practice, Practice, Practice, Practice, PracticePractice

Pick onePick one Multiple choiceMultiple choice ChecklistsChecklists

Fill-in-the blankFill-in-the blank MatchingMatching ClusteringClustering Roll-over for more Roll-over for more

informationinformation Draw or write on Draw or write on

paperpaper

Context mattersContext matters Practice on ownPractice on own With a group of With a group of

learnerslearners With an instructor in With an instructor in

real time (though real time (though distant)distant)

Hybrid solutions— part Hybrid solutions— part at a distance, part with at a distance, part with an instructor presentan instructor present

Useful FeedbackUseful Feedback

Feedback means “knowledge of results”Feedback means “knowledge of results” Right or wrong answerRight or wrong answer Why an answer is right or wrongWhy an answer is right or wrong Additional instruction to treat Additional instruction to treat

misconceptions, lack of knowledgemisconceptions, lack of knowledge The more immediate, the betterThe more immediate, the better On the requisite stepsOn the requisite steps AndAnd on the whole task on the whole task

Key ConsiderationsKey Considerations

Use objectives to focus design and Use objectives to focus design and learning effortslearning efforts

Provide a strong rationale for learningProvide a strong rationale for learning Inspire confidence in the learnerInspire confidence in the learner Design for relevant content typesDesign for relevant content types Provide practice, practice, and more Provide practice, practice, and more

practicepractice Include useful feedbackInclude useful feedback