Download - ADDIE Training Development
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TrainingDevelopment
6/8/2010
Presented to ASTD Southeast HoustonTraining Network
Version: C.01
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• ADDIE Model• How People Learn• Content Development• Practical Strategies
How to Develop Training
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ADDIE Model
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ADDIE ModelTypical Training Events by Phase
Phase I: Analyze
Analyze System
Compile Task Inventory
Select Tasks
Build Performance
MeasuresChoose
Instructional Setting
Estimate Training Cost
Phase II: Design
Develop Objective
Identify Learning Steps
Develop Tests
List Entry Behaviors
Sequence and Structure
Phase III: Develop
List Learner Activities
Select Delivery System
Review Existing Material
Develop Instruction
Synthesize
Validate Instruction
Phase IV: Implement
Management Plan
Conduct Training
Phase V: Evaluate
Internal Evaluation
External Evaluation
Revise System
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How People Learn
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What is Learning?
• Relatively permanent change in behavioral that occurs as a result of reinforced practice
• An observable change in behavior.
• After learning, learners are capable of performing something that they could not do before the learning experience.
• The change in behavior results from experience or practice.
• The experience or practice must be reinforced.
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Cognitive• Mental skills• Knowledge
Affective• Growth in feelings
or emotional areas• Attitude
Psychomotor• Manual or physical
skills• Skills
Types of Learning
Types of Learning
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Iconic Memory• Ability to hold visual
images
Acoustic Memory• Ability to hold
sounds• Can be held longer
than iconic memory
Working Memory• Active process to
keep information until it is put to use
• Example: Repeating a phone number until you can dial it
Human Memory and Learning
Short Term Memory (STM)
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• Linkage to things you already know about• Relevance to you improves retention
Chaining or Association
• What you see, hear, do increases retention
Multi-sensory
• You store information in your brain in small segments• Information organization improves retention
Chunking
How People Learn
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Laws of Learning
• Law of Readiness• Law of Exercise• Law of Effect• Law of Primacy• Law of Intensity• Law of Recency
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Content Development
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• Comes from Analysis and Design Outputs• Initial specification for content
requirements• Determines the topics and level of detail• Requires research to identify:
o Support materials o Sources of content
• Ensures alignment with customer requirements
• Keeps developer on topic
Outlines
Need to Know
Nice to Know
Could Know
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Research Source Materials
Resource Documents• Previously Developed
Materials• Procedures• Manuals• Vendor information• Subject Matter Experts• Internet
Tips• Relate information to
target audience• Consider the
background of your audience
• Retain original meaning
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• Lesson Title• Lesson Objectives• Introduction• Content• Summary• Self Check
Lesson Content
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Lesson Title• Describes the topic
Lesson Objectives • Comes from the
Analysis/Design phase outputs
Lesson Content
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Introduction • Introduces the topic • Stimulates recall of
previous learner knowledge and experience
• Includes WIIFM• Personalizeo What YOU will learno What YOU will get out of
the training
Lesson Content
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• Learning Objective Typeso Terminal Objectiveso Enabling Objectives
• Objectives define the level and type of content to be developedo Must be measureable and observableo Verbs help define level of cognitiono Avoid “Understand” or “Know”
Lesson Content
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• Covers the topics from the outline• Integrates media to present information• Organizes the information into appropriate
chunks with a logical sequence and flow• Incorporates activities and exercises to provide
practice
• Flow may change as materials are developed• Keep content directly relevant, need to know
Lesson Content
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• Short recap of the lesson• Discusses the most critical concepts to reinforce• Provides closure to the current lesson• Introduces the next learning event
Summary
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• Must relate to the training objectives• Questions must have answers that were covered
in the content• Use appropriate mix of question types and
formats• Make sure questions are stand-alone if used in a
test bank
Self-Check Questions
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• Create templates• Put samples of content into templates• Ask for client feedback
• Pilot test materials• Use feedback to make improvements• Training content has a life cycle beyond initial
development
Prototyping & Validation
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Practical Strategies
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• Displayed as statements, diagrams, photographs• Use job aids, mnemonics, design exercises that apply to job tasks• Example: Learning Correct Terms for Equipment
Facts and Concepts
• Descriptive explanations, block diagrams, flow diagrams• Use animations, case studies, design exercises to solve problems/make predictions• Examples: Distillation, Process Flow, AFE Approval
Processes
• Appears as a list of ordered steps• Use the procedure with graphics, animation or video to support understanding• Examples: Pump Startup
Procedures
• Appears as cause and effect statements, lists of rules or guidlines• Use examples and non-examples, analogies, design exercises using problems,
scenarios, role play• Example: Principles of Operation for Gas Turbine
Principles
Types of Content
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Elaboration Theory
Present overview of simplest ideas
Add complexity to one aspect
Review overview & show relationships to details
Provide additional elaboration of details
Provide additional summary & synthesis
Instruction is made out of layers and each layer elaborates on the previously presented ideas.
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Organization Techniques
• Whole-Part-Whole• Simple-To- Complex• Known-To-Unknown
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• Drawings and Diagrams (P&IDs, Block, Flow)
• Graphics (Cutaways, Internals)
• Photographs• 3D• Animations• Video
Media Selection
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• Must relate to the materials• Remove extraneous information• Use labels if not clear what the point is• If graphic is labeled, content must cover it• If content describes it, graphic needs a label• Typically, put content, then graphic below it
Using Graphics
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• Avoid presenting extra information• Learner cannot process it and time will be wasted
Keep content relevant, need to know
• Most people do not like to read.• Avoid run on sentences.• Avoid heavy use of pronouns, especially “IT”.• Avoid the use of passive voice.
Keep sentences short and ideas clear
• In this lesson you will learn about A, B, C• Order of material A, B, C• Use 1,2,3 when order matters
Keep the order of presentation consistent
Development Strategies
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• Style Guides• QA Checklists• Technical/Peer/SME Reviews• Grammar/Syntax Review• Client Review
Quality Assurance
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Summary
To develop quality training you must:• Understand how people learn• Research the topic thoroughly• Develop the content effectively• Be consistent• Conduct quality assurance