| A resource, process, or condition that is essential for the growth and success of an organization and achievement of its strategy.
The internal and external forces that direct an organization's strategy, goals, business needs, and performance needs, For instance . Learning is linked to the organizations's goals and to the business strategy and the goals of key stakeholders
Reducing Expenses
Generating Revenue
Building employee engagement | What are Business Drivers? |
| 1.Talk with the participant's supervisor
2.Clarify with management what the participants are expected to do differently or better, and how this aligns with business goals.
3.Design support in the form of both hard copy and online materials that can be used after the learning event
4.Ensure that participants know how their efforts will affect business goals
5.Be certain participants know what is expected of them and how they will be held accountable
6.Be sure participants know how they can find assistance following the learning event. | How does a TD professional design a learning event to ensure
it meets business requirements? |
| the three classic learning theories -Behaviorism -cognitivism-Constructivism explain how learners internalize information | What does a learning Theory Do? |
| Behaviorists are concerned with discovering the relationship between stimuli and responses to predict and
control behavior.you can watch it after you finish your HW
The objective is to shape behavior through reinforcement
until the learner internalizes the reinforcement so that new behavior is rewarding in itself . Behaviorism focuses on observable behavior
B.F. Skinner, an American behaviorist | What is the Behaviorist Learning Theory? |
| 1.Setting the objectives of the instruction criterion-referenced testing : A criterion-referenced test is a style of test which uses test scores to generate a statement about the behavior that can be expected of a person with that score
2.Testing prototypes or example behavior on a target population before implementation
3.chunking content based on learning objectives (Sink 2014).
giving awards. positive reinforcements | What are instructional design concepts derived from
behaviorism including? |
| Cognitive theories focus on what is happening to learning internally.
Cognitive theory "tries to understand understanding" How information is received,organized and stored by the mind
Cognitivism focuses on mental processes that involve
how people perceive, think, remember, learn, solve problems, and attend to one stimulus rather than another
exposure to logically presented information | Cognitivism? |
| 1.Help learners to:
organize the information: objectives, chunking, well-designed instructions and order ,use visuals and graphic organizers and sequence
2.assimilate new content into existing knowledge: start from current, use examples, real-life stories , Activate prior knowledge.
3.strengthen new knowledge into memory: practice, feedback, summary, test, on-the-job application
4.focus attention: Answer WIIFM (what's in it for me?), movement
5. Uses retention and recall activities | How an a TD professional uses cognitivism theory to design learning ? |
| Constructivists focus on how learners internalize what they have learned. Creating meaning from experience.
Jean piaget ,According to Piaget, learners construct knowledge from assimilation , understanding and accommodation based on their experiences.
Assimilation may occur when individuals' new experiences are aligned with their internal beliefs of the world, or it may occur when individuals fail to change a faulty understanding
According to the theory, accommodation is the process
of reframing one's mental beliefs of the external world to fit new experiences | Constructivism? Jean paget |
| Making learners more responsible for their own learning
• using experiential learning activities and problem solving
• focusing on a facilitator role by guiding and stimulating learners ,collaborative work
• having real-world relevance and problems ,role-playing, simulations
• providing opportunities to collaborate in groups
• allowing for a variety of outcomes (Sink 2014).
Teaching high order thinking skills | How a TD professional uses Constructivism? |
| Maslow contended that people have complex needs that they strive to fulfill, and those needs change and evolve. from physiological to psychological needs | Abraham Maslow's Hierarchy of Needs |
| A leader in the field of adult education.
was one of the first researchers to propose that adults
learn differently than children | Malcolm Knowles's Adult Learning, or Andragogy |
| means the art of teaching children.
Generally, this model is content-centered and instructor-led. | Pedagogy |
| Malcolm Knowles's 1984 theory on adult learning. Andragogy
contends that five key principles affect the way adults learn:
1.Self-concept of the learner,
2.Prior experience of the learner,
3.Readiness to learn,
4.Orientation to learning,
5.Motivation to learn | Andragogy Malcolm Knowles |
| Control: Adult learners learn best when they have some control over their learning experiences. Self-directed learning. | Self-concept of the learner ( andragogy) |
| Relate: the TD professional should relate new material to a learner's existing knowledge to create a powerful and relevant learning experience | Prior experience of the learner |
| Apply: Adults participate in learning programs to achieve a particular goal and are most ready to learn information or developmental tasks when they can immediately apply the new knowledge or skills to real-life situations. | Readiness to learn (Andragogy) |
| Real-Life Experiences: According to Knowles, adult learning should focus on life experiences,not subjects.
They acquire new knowledge, understanding,
skills, values, and attitudes most effectively when presented in the context of real-life or experience-oriented | Orientation to learning |
| Adults' motivation to learn becomes increasingly internal
When challenged with a new job role or process, adults are motivated to learn. | Motivation to learn ( Andragogy) |
| 1.Teaching: The instructor is the "teller" of information
Facilitation:
2.Facilitative methods require a high level of participation among learners and often leverage questioning techniques, solicitation of ideas, brainstorming, and small-group discussions to involve participants in the learning process.
In the design phase, TD professionals focus on ways to encourage participation through activities, self-assessment, role plays, case studies, debates, teach backs, and other forms of learner involvement. | The difference between Teaching and Facilitation |
| TD professionals consider four key characteristics of learning:
1.Motivation, WiiifM
2.Goals, based on their needs and interests
3.Experience Linking new info to existing knowledge
4.Culture. Organizational culture and national culture | What are four key characteristics of learning? |
| Learning is dependent upon both sides of the brain
Although the two hemispheres of the brain process
information differently, they are complementary rather than competitive | The Whole brain thinking Model? |
| HBR describes a different type of information processing
or brain dominance affect the way individuals work learn, and communicate | The Whole Brain Thinking Model Ned Herman Brain dominance |
| interpersonal, emotional, musical, and spiritual. They think using
feelings. They learn by listening and sharing ideas, integrating experiences into their own lives, moving and feeling, getting emotionally involved, and harmonizing with the content | Lower-right limbic: HBT |
| suggests that intelligence is multifaceted
He also believes intelligence is not fixed
He defines intelligence as:
a measurable aptitude
an aptitude that people use to create and solve problems
an aptitude valued by the culture | Haward Gardner multiple Intelligence |
| interpersonal: aptitude for working with others
• logical/mathematical: aptitude for math, logic, and deduction
• spatial/visual: aptitude for picturing and seeing
• musical: aptitude for musical expression
linguistic/verbal: aptitude for the written or spoken word
• intrapersonal: aptitude for working alone
• bodily/tactile: aptitude for being physical
• emotional: aptitude for identifying emotion | List of multiple intelligences |
| An instructional designers' process includes:
inputs such as content and resources
an instructional systems design ISD process,
and outputs such as curriculum and materials to build a training course or program | Instructional Design Process ISD |
| 1.sponsor's request
2.Business need or driver underlying the project
3.Desired performance
4.Tasks involved in performance
5.learners and what influences them
6.Constraints on the project. | What do ID need to understand? |
| 1. Lack of motivation
2.Lack of tools and resources to perform the task
3.Inadequate structure or process
4. Lack of information
5.Lack of health
6.Lack of Skills and Knowledge | What are the six drivers of Performance? |
| It is a systematic process with clear goals that focuses learners on the right things and engages them by presenting clear and meaningful content.
ISD is based on the idea that training is most effective when it provides learners with a clear statement of what they must be able to do as a result of training and how their performance will be evaluated | What is ISD based on? |
| Analysis
Design
Development
Implementation
Evaluation | ADDIE Model |
| the process of gathering data to identify specific needs—the who, what, where, when, and why of the design process . It is the data-gathering phase of instructional design | ADDIE Analysis |
| the designer provides the basic foundation and structure for the training project.
The foundation consists of goals, objectives, and evaluation tasks that must be developed and their sequence.The designer: writes learning objectives develops instructional evaluation techniques and tasks Develop a program, evaluation plan,
Develop the sequence and structure of the program | ADDIE Design |
| Pilot testing and Materials production are the hallmarks of development
The pilot testing process allows organizations to make any necessary changes before the expenses associated with full-scale materials development are realized. | ADDIE Development |
| The content is delivered and the design plan meets the learner, and The Level 1 reaction evaluation process occurs at this stage . assessment of learners' ability to meet program objectives
• evaluation of program design by facilitators
• review of the materials prepared for the program | ADDIE Implementation |
| Confirming that all subject matter is correct
Consulting with stakeholders to ensure adherence to established project goals
Adhering to the design plan and procuring sign-off on all critical design elements
Reviewing and acting on all evaluation from participants, facilitators, and other project participants . Ensuring quality control of the process by constant and thorough evaluation of all remaining project elements | ADDIE Evaluation |
| A lesson plan is a sequential set of events that leads to a desired goal.
An ideal teaching sequence that enables learners to retain concepts, skills, and procedures because those concepts are presented in a way that enhances and supports learning
1.Gain Attention -2. Inform learners of the objectives - 3.Stimulate of prior knowledge - 4.Present stimulus -5.Provide guidance- 6.Elicit performance and practice -7.Provide feedback -8.Assess performance -9.Enhance retention and transfer | Gagné's Nine Events of Instruction |
| is a collection of strategies for quickly producing instructional packages that enables learners to achieve a set of learning objectives. RID provides an alternative when designers are working with tight deadlines, limited budgets, and constantly shifting content. rapid instructional design represents a "compressed" version of the traditional ADDIE mo | Rapid Instructional Design |
| Rapid prototyping is an iterative , doing it again and again ,design-develop-evaluate process that enables stakeholders to view and provide feedback on the design of the learning experience
SAM, or Successive Approximation Model, is one example of a rapid design model | Rapid Instructional Design 2 |
| Carl Rogers: clinical psychologist, developed several guidelines for facilitating learning. Participation is necessary for learning to occur.
This process led him to the concept of learner-centered instruction
"We cannot teach another person directly; we can only facilitate
his learning."
The learner is responsible for learning.
The teacher becomes a facilitator of learning.
The relationship between learners and facilitators is equal.
Participation is necessary for learning to occur. | Learner-Centered Instruction Carl Rogers |
| Mager argued for the use of specific, measurable objectives
relate directly to Gagné's second event of instruction
Mager's central concept is that a learning goal should be broken into a subset of smaller tasks or learning objectives;
a behavioral objective should have three components:
1.A behavior,
2.A condition
3. A standard | Theory of Behavioral Instructional or Performance Objectives (Mager) |
| 1.Behavior: The behavior should be specific and observable.
Condition: 2.The conditions under which the behavior is to be completed should be stated and should include the tools or assistance to be provided.
3.Standard: The desirable level of performance should be stated, including an acceptable range of allowable answers | Behavioral Objective ( Mayer) |
| Accelerated learning involves the right and left hemispheres
the cortex, and the limbic systems of the brain in learning. By involving the different brain functions | Accelerated Learning |
| 1. Affective state : positive state of the nervous system
2. Beliefs about learning: Many people believe that learning is difficult
3.Information Network: for connecting new material to content learned previously
4. Nonconscious learning: As much as 80 percent of learning may
5.Learning cycles: learning styles
6.Multisensory Input: VARK
7.Learning readiness state: calm, relaxed state—physically and mentally | Principles of Accelerated Learning |
| Speed and enhance learning.
• Reduce course design time.
• Improve learning retention and job performance.
• Create healthier learning environments.
• Involve learners at every stage | What does Accelerated learning claim in Instructional Design? |
| The classical approach to determining needs or problems is identifying the discrepancy between the desired and actual knowledge, skills, and performance | Why Needs Assessment? |
| Stage1: what are the business needs? Evaluation level 4: Were the business needs met? it always starts with the Business need
Stage2: what are the performance needs? Evaluation level 3: Can they perform as required?
Stage 3:what are the learning needs? Evaluation Level 2 : Did they learn what they were supposed to learn?
Stage 4: what are the learner needs? Evaluation level 1: were they happy with the learning? | Stages of Needs Assessment? Four Stages of Evaluation |
| Step 1. Define the business Objectives
Step 2. Identify the Necessary Data : from opinions, attitude surveys, financial statements, job descriptions, performance appraisals, work samples, or historical documents from company archives.
Step 3. Select Data-Collection Method: structured and unstructured questionnaires, observations, group discussions, key consultations, work samples, records, reports, and tests.
Step 4. Collect the Data
Step 5. Analyze and Confirm the Data
Step 6. Prepare the Final Report | Steps to Conduct a Needs Assessment |
| The three levels of needs assessment are
1.Organizational assessment,
2.Task assessment,
3.Individual assessment | Levels of Needs Assessment |
| Analyze the present and future learning needs and interests of the organization : What are the learners' needs in the context of the organization?
be sure to include any knowledge, skills, or abilities that employees will need to know in the future as the organization and their jobs change.
should review the latest version of the organization's mission and goals
along with any unit or departmental goal statements or priorities. | Needs Assessment: Organizational Assessment |
| job descriptions that describe the knowledge, skills, and attitudes
systematic identification of several items that are necessary to
perform any job: specific skills -knowledge-tools- conditions-requirements
• Identifying the major or critical outputs of the job will help identify the major tasks and task groupings.
Dividing the the major tasks into sub tasks or steps | Needs Assessment: Task Assessment or Job Analysis |
| How individuals conduct their jobs . A task assessment focuses on a job and its tasks and identifies the knowledge and skills required to perform the job appropriately The designer pinpoints key activities that a successful employee uses to perform a job correctly. | Needs Assessment: Individual Assessment |
| Data-collection methods are either quantitative or qualitative
Quantitative methods are those thathard data.Hard data are objective and measurable, like percentages,proportion,time
Qualitative measures yield soft data..Personal and subjective
opinions,attitudes,values,feelings,desires | Quantitative and Qualitative Data |
| TD professionals use performance audits when performance criteria are clear and sufficient data are available to measure the performance criteria
advantage of this approach is that the training topics and goals are easier to determine. The designer compares the gap between the current and actual performance | Performance Audit : Data Collection Method |
| It is excellent for assessing training needs for physical or psychomotor skills.
In this data-collection method, an observer watches the job performer star performers, experts, or average performers and documents each step that the performer takes in the performance of a task, including movements
Learning professionals can use observation to collect data on current and desired performance. | Observation :Needs Assessment:Data collection |
| Yields or generates subjective and perceptive individual data
Interviews can be time-consuming to conduct and to compile. | Interviews : Needs assessment: Data collection |
| the designer identifies key people who can provide information about the business need .designer interviews people in groups rather than individually. Designers can use focus groups to collect information about current performance, learning needs
A focus group should include between 5 and 12 participants
a group of average performers, and a group of Star performers | Focus Group : data Collection |
| Surveys are questionnaires that ask respondents a series of focused questions.Surveys are most often used for performance analysis and learner analysis for training needs assessment
They can be qualitative also. Soft data questions yield qualitative data; the answer tally or calculate is quantitative | Surveys: Data Collection Method: Needs Assessment |
| used to rate statements and attitudes . respondents choose the option that best supports their opinion. It can be used to measure someone's attitude by measuring the extent to which they agree or disagree with a particular question or statement | Likert Scale : Data collection: Needs Assessment |
| TD professionals use them to identify problem areas that may require further analysis : Similar to records and reports, this method provides clues to issues.
This method provides direct data on actual work. | Work Samples: Data Collection: Needs assessment |
| It provides hard data and measures
Existing records, reports, and data make up extant data
Examples include job descriptions, competency models, benchmarking reports, annual reports, financial statements, strategic plans, mission statements, staffing statistics, climate surveys, performance appraisals, | Extant Data |
| they serve as experts or knowledge sources.and are the primary resource for information needed to create effective instructional programs. the most important factor about SMEs is motivation
How to determine SMEs needs
1.Determine selection process
2.Identify selection process
3.Prepare SMEs
4.Establish clear objectives | SMEs |
| 1. Interviews
2.Focus group
3.Surveys | How to elicit information from SMEs? |
| provide expert testimony or written or spoken statements that can be translated into content , check the accuracy of all content developed for the application
work with the designer to ensure that the design and content are compatible. | Roles of SMEs |
| A hierarchy that organizes cognitive, psychomotor and affective outcomes.
starting from the simplest behavior and ranging to the most complex: knowledge, comprehension, application, analysis, synthesis, and evaluation | Bloom's Taxonomy |
| 1. knowledge: cognitive learning ,intellectual skills
2.Skills: Psychomotor learning ,physical movement
3. Attitude : Affective learning,reacting emotionally | Three Types of Learning and Bloom's Taxonomy |
| 1. Sponser business needs
2.The desired performance
3. tasks learner must master
4.Who are the learners
5.The constraints on the project | Needs analysis determine ................... what? |
| are the final behavioral outcomes of a specific instructional event. Enabling objectives support the terminal objectives by breaking them down into more manageable chunks | terminal Objectives and Enabling objectives |
| 1. A audience
2. B behavior
3. C Condition
4 D Degree
Example: Given a case study : C
Participants : A will be able to successfully : D conduct a needs assessment : B | Criteria for Writing Objectives ABCD |
| Each learning module contains: (Objectives -Knowledge content-Practice Activities -Assessment
1.Objectives
2.Knowledge content to enable the learner to complete the task
content
3.Practice activities (methods) to help reach the objectives
4.An assessment mechanism, such as a test item, to determine
whether the objectives were achieved. | What are the components of a learning module |
| One format, suggested by McArdle 1999, includes five columns: 1.Timing 55 minutes in an hour for training
2.Content,
3.Training techniques,
4.learner activity,
5.Training aids. | Lesson Plan Format (MCardle) |
| The designer should cluster the topic information into sections
1.Must know it is the enabling knowledge
2.Need to know it gives clear understanding of info
3. Nice to know illustrating points and examples | Grading the content |
| The final course description should explain the why, who, what,
how, when, and where of the course | Course Description contains .......... |
| the process of creating, testing, and producing usable instructional materials
review the revisions and use pilot testing to check program
material and test instructional methods prior to delivery of the formal training program | Course Development |
| Course objectives
It can be either formative or summative | Course Evaluations could be ......... |
| Formative evaluation occurs continually throughout the analysis, design, development, and implementation phases .in-training progress. | Formative Evaluation |
| Occurs only after course completion
A summative evaluation plan describes such measures as post-training. for example employee performance, turnover, and customer comments. An overall evaluation plan should tell how and when, | Summative Evaluation |
| we learn informally at work : Informal learning occurs primarily among professionals as they work together rather than via a formal learning
today's informal learning via networks of peers
Includes up to 80 percent of all learning that occurs on the job is informal
Is a natural way to learn.May experience less resistance than with formal training | Informal Learning Jay Cross |
| It is not planned and could be difficult for some. lack of consistency is a key disadvantage of informal learning.
It depends on learners' ability to observe and their ability to understand and apply learning in the correct context
Learners may need to observe what others are doing and relate others' actions to their own results. | Drawbacks of informal learning |
| Techniques that designers use to link objectives with learners. Lectures, group discussions.and case studies all serve as activities that link the learner to the subject matter
TD professionals use instructional methods to ..........Motivate learners.
• Help learners prepare for learning.
• Help learners discover their own learning.
• Enable learners to apply and practice learning.
• Assist learners in retaining and transferring what they have learned.
• Integrate their own preferences with other skills and knowledge | Instructional Methods |
| Articles
• Lecturettes
• Diagrams
• Recordings
• Buzz Groups
• Research projects | Instructional Method:If you want learners to gain knowledge, furnish them
with information through: |
| Case studies
• Demonstrations ( Explanation)
• Role plays
• Video recordings of Participants practice
• Skill centers
• Exercises, both written and verbal
• Job aids | Instructional method: If you want learners to be able to do something and to acquire a new skill, help them experiment by using: |
| Instruments and self-assessments
• Role plays
• Debates
• Structured games
• Exercises
• Self-analysis
• Recording thoughts in a journal | Instructional Method:If you want learners to change their attitudes,
perspectives, or priorities, assist them by using: |
| rate two contrasting ideas or words separated by a graduated line either numbered or unnumbered .is a survey or questionnaire rating scale that asks people to rate a product, company, brand or any "entity" within the frames of a multi-point rating options. These survey answering options are grammatically on opposite adjectives at each end | Semantic Differential : data Collection |
| 1.current state
2.future state
3.the gab
4.most appropriate solutions
5.Issues and obstacles | The results of needs assessments should include ........ |
| job performance order
Chronological order
from simple to complex
Critical sequence
Problem/solution
general to specific
known to unknown
cause and effect | Types of Sequencing and arranging learning objectives and content |
| They learn by acquiring and quantifying facts, using analysis and logic, building cases, and forming theories | Upper-left cerebral HBT |
| learn by organizing and structuring information, sequencing content, evaluating skills through practice, and implementing program content | Lower-left limbic HBT |
| Think using images,explore possibilities relying on intution, self-discovery,construct concepts,synthize content | Upper-right cerebral HBT |
| Application | Which Level in Bloom taxonomy these verbs belong?Transfer -Discover -Teach -Use -Complete -change -Solve, Apply, demonstrate, and use knowledge in
new situations |
| Knowledge | Which Level in Bloom taxonomy these verbs belong?Define, list, name, call, and repeat |
| Analysis | Which Level in Bloom taxonomy these verbs belong?compare, question, and break knowledge into parts |
| Synthesis | Which Level in Bloom taxonomy these verbs belong?Arrange, create, design, plan, and prepare a new whole from parts |
| Evaluation | Which Level in Bloom taxonomy these verbs belong?Appraise, assess, judge, and score information based on knowledge |
