Instructional Design DeliverablesCBRNE CRTI TD 180

Instructional Design DeliverablesCBRNE CRTI TD 180

Marie Rocchi, B.Sc.Phm., M.D.Ed.

Leslie Dan Faculty of PharmacyUniversity of Toronto

Bottom Line(s) for Instructional Designers

“Could they demonstrate that they have achieved the learning reflected by this goal if their lives depended on it?” (Rothwell & Kazanas, 1992)

Definition of Instructional Design

“the systematic and reflective

process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan, 2005)

Instructional Design is…• A type of problem solving• Prescriptive and/or organic• Recursive and/or systematic• Creative and evolving• Goal oriented (product)• Controversial (40+ models)

Context/Setting

Ample time Limited time

Goals not universal Universal Goals

Accountability for physical safety and domain specific goals less high

Accountability for physical safety and domain specific goals high

Less demands for competency

External demands for competency

Learner CharacteristicsThought to be the most critical

High prior knowledge

Low prior knowledge

High aptitude Low aptitude

Internal success attribution

External success attribution

High motivation Low motivation

Wide range of cognitive strategies

Low range of cognitive strategies

Low anxiety High anxiety

Learner CharacteristicsThought to be the most critical

High prior knowledge

Low prior knowledge

High aptitude Low aptitude

Internal success attribution

External success attribution

High motivation Low motivation

Wide range of cognitive strategies

Low range of cognitive strategies

Low anxiety High anxiety

Three Major Activities in Instructional Design

1. Instructional Analysis (need to ask questions)

• Environment (school, work, home)• Task (new information, skills)• Setting (context of application)• Learner characteristics (attitudes,

time) • Prior knowledge/experience

Three Major Activities in Instructional Design

2. Instructional Strategy Selection• Content (size of segments, embedded

activities or lecture)• Activities (supplement or primary

means, read, discuss, do)• Sequence (expository or discovery)• Media, group or individual activities

Three Major Activities in Instructional Design

3. Evaluation• Assessment of Learners (formative

and summative)• Assessment of Instruction (program

evaluation)

Key Principles

Principle 1: Congruence between objectives, activities and assessment

Principle 2: Advocacy of the learner as focus of instruction

Principle 3: Supports effective, efficient and appealing instruction

Key Limitations

Limitation 1: Not the solution for everything (only instructional needs)

Limitation 2: Needs lead time (and usually $$)

Limitation 3: Requires identification of outcome (not always easy to glean)

Linear Instructional Design (Dick and Carey)

1. Determine instructional goal (what do the learners have to be able to do after the instruction?)

2. Analyze the instructional goal (step-by-step determination, what entry behaviours are needed)

3. Analyze learners and context (in which skills will be learned and used)

4. Write performance objectives (specific skills, conditions for performance, criteria for successful performance)

5. Develop assessment instruments (based on objectives)

6. Develop instructional strategy (emphasis on information, practice, feedback, testing)

Linear Instructional Design (Dick and Carey)

7. Develop and select instruction (produce instructional materials)

8. Design and conduct formative evaluation (testing of materials one-to-one, small group evaluations, prior to distribution)

9. Revise instruction (based on formative evaluation, relate achievement difficulties to deficiencies in design)

10. Summative evaluation (independent evaluation to judge the worth of instruction)

Dick and Carey Model prescribes a methodology based on the model of breaking down instruction into smaller components and supplies the appropriate learning conditions.

Promoting Interest and Motivation in Learning

Who cares? People are busy….…..Or do we want learners to attend what

is going on and choose to apply effort?Flow: engaged in a task that is perceived

as challenging and that learner possesses enough skill to complete

Extrinsic vs. Intrinsic Motivation (goal orientation is NB)

Project Context Establish a National Training Program for

Health, Psychosocial, Media and Technology Responders attending

• SMEs (Della Corte, Walter, Lemyre)• End Users (Trish, Paul, Alan, Julie)• Evaluation/Rating (Janet)• IT & PS (Ann)• FT & PS (Ginette)• AE (Andrea)

Main Instructional Design Deliverables

Assemble content chosen by end-users and subject matter experts into an instructional program that is web based, supporting both self directed and multiple participant activities and has printable format that can support similar activities when computers are not available. This will include, but not be limited to: 

• Instructions on how to use web media system for collaboration,

• How to register and participate in program development, exercises, etc

• Program Activities themselves• Archives and evidence files• Education around unfolding project events

Timelines & Lagging Dependencies

1. Establish Web Based Collaborative June-Sept 2011 Igloo Software? **training*

2. Gather Content Sept 2011-March 2012 3. Develop Curriculum/Simulation

Formats March -Aug 2012 Moodle & e-Sim

4. Evaluate Program in 3 Sims Sept 2012 -March 2013 Knowledge Translation

Uber TasksContent:

Sifting/ArchivingLearning Platforms:

Integration

Critical RolesEditor/Archivist

Social Media Explorer/Lurker

Where you’ll find me.. Solitary & Embedded Secret Weapons

Instructional Design Needs….

• Content• Ratings Methodology• Software/ICT• Ideas• Trust• Learning Objects• Information flowing freely