In all honesty I am happy where I am at this time as an instructional designer. We have some exciting new challenges on the horizon at my company and I believe that my plate will be more than full. Along the way I expect that I will have the opportunity to work with new people (getting exposed to new points of view is always a plus), new projects and new applications.
In the future, I would like to work in a position where I will have a hand in bringing the worlds of training design and delivery together in a symbiotic relationship with electronic performance support. I think the two do good things right now, but I believe they could do great things if joined in a partnership. I would specifically like to work in a capacity where the information on
EPSS systems is communicated in the most effective way possible and also in cross-linking training deliverables to EPSS (specifically knowledge management) and vice-versa. That, to me, would be an exciting and rewarding challenge. In order for this to be accomplished, I believe, for starters, that there needs to be a better integration between LMS and knowledge management systems.
Saturday, November 15, 2008
Wednesday, October 29, 2008
The Medium is the Method
Okay, that title was my feeble attempt at humor by spoofing a famous Marshall McLuhan quote (More about him here for those who are curious: http://en.wikipedia.org/wiki/Marshall_mc_luhan). So, I have already strayed off topic.
My experience as a designer is what drives my media preferences, and those preferences lie in the area of electronic learning media, or eLearning as it is commonly known. My experience as a trainer initially made me suspicious of eLearning. I thought such things as "These computers are going to take my job" or "How could a computer ever do as a good of a job as a real, live trainer?"
As I have come to learn more about eLearning (in the interest of disclosure, I still have A LOT more to learn) and I find it to be a very engaging, flexible and portable family of media. Specifically, I like computer based training. I like it to include simulations that represent, as realistically as possible, real life situations my learners will actually face they get into the job for which they are training. I like to make them interactive so as to make them more engaging. I also like to not only show them how to perform a task, but also to incorporate elements that show the learners how to locate information in online resources that they all have available to them. I wish I could show you an example, but unfortunately all of my stuff is proprietary.
There is plenty of good, as well as bad, examples of eLearning out there and I like to look at them all to see what works and what does not. One thing I always avoid is the click, read, click, read format (or PowerPoint on the Web) of computer-based training. That is more like an online picture book and less like actual learning.
The method I generally follow is Gagne's Nine Events of Instruction (which can be found in Reiser & Dempsey, p. 41):
My experience as a designer is what drives my media preferences, and those preferences lie in the area of electronic learning media, or eLearning as it is commonly known. My experience as a trainer initially made me suspicious of eLearning. I thought such things as "These computers are going to take my job" or "How could a computer ever do as a good of a job as a real, live trainer?"
As I have come to learn more about eLearning (in the interest of disclosure, I still have A LOT more to learn) and I find it to be a very engaging, flexible and portable family of media. Specifically, I like computer based training. I like it to include simulations that represent, as realistically as possible, real life situations my learners will actually face they get into the job for which they are training. I like to make them interactive so as to make them more engaging. I also like to not only show them how to perform a task, but also to incorporate elements that show the learners how to locate information in online resources that they all have available to them. I wish I could show you an example, but unfortunately all of my stuff is proprietary.
There is plenty of good, as well as bad, examples of eLearning out there and I like to look at them all to see what works and what does not. One thing I always avoid is the click, read, click, read format (or PowerPoint on the Web) of computer-based training. That is more like an online picture book and less like actual learning.
The method I generally follow is Gagne's Nine Events of Instruction (which can be found in Reiser & Dempsey, p. 41):
- Gain attention
- Inform the learner of the objectives
- Stimulate recall of prior learning (this allows the learner to participate by constructing his/her own learning.)
- Present the stimulus (present the information via text, image, simulation, Flash animation, etc.)
- Provide learning guidance (to promote encoding)
- Elicit performance (Provide an opportunity to practice, simulation, information search, etc.)
- Provide feedback (Let them know how they did so they know if and what needs more work)
- Assess performance
- Enhance retention and transfer (Provide examples or activities)
Saturday, October 18, 2008
My Life with ADDIE
The instructional design model, specifically the standard ADDIE model, is one that I follow in almost every project on which I work. I work as an instructional designer serving the customer service function of a major telecommunications provider.
For analysis, I will review the new content against skill sets my audience already possesses to determine what will actually need to be trained. Occasionally I will have to perform a complete task analysis for the purposes of designing the most effective training strategy. In one instance, I even submitted to a copy of the analysis to my client to demonstrate that their processes might not necessarily be as efficient as they would like. I do not generally analyze context as that changes little, if any, from project to project.
From the analysis that I perform, I immediately begin to design learning objectives which I will use as a guideline to determine what skills I should be conveying the understanding.
As part of the design phase, I also communicate a design project plan to my client so there is a clear understanding of what I will provide, when I will provide it, and what input I require from them.
My evaluation generally consists of level one and level two on the Kirkpatrick scale. My department has, at various times, engaged in level three analyses in order to demonstrate to our client that some of our larger-scale curriculum is hitting the mark. Level three analysis is not that difficult for us to do as there is no shortage of metrics that our client collects on itself, with which we can demonstrate a cause and effect relationship by comparing the before and after data. To my knowledge, we do not engage in any level four analyses because to do so would require us having access our client’s financial information.
I like the ISD model. I find that is works well for me/us and provides a solid framework for designing the training that we deliver. The analysis phase I find to be particularly strong and I find no significant weaknesses with it as a whole. The version of it I most often follow is the Rapid Prototyping Design Model of Tripp and Bichelmeyer.
For analysis, I will review the new content against skill sets my audience already possesses to determine what will actually need to be trained. Occasionally I will have to perform a complete task analysis for the purposes of designing the most effective training strategy. In one instance, I even submitted to a copy of the analysis to my client to demonstrate that their processes might not necessarily be as efficient as they would like. I do not generally analyze context as that changes little, if any, from project to project.
From the analysis that I perform, I immediately begin to design learning objectives which I will use as a guideline to determine what skills I should be conveying the understanding.
As part of the design phase, I also communicate a design project plan to my client so there is a clear understanding of what I will provide, when I will provide it, and what input I require from them.
My evaluation generally consists of level one and level two on the Kirkpatrick scale. My department has, at various times, engaged in level three analyses in order to demonstrate to our client that some of our larger-scale curriculum is hitting the mark. Level three analysis is not that difficult for us to do as there is no shortage of metrics that our client collects on itself, with which we can demonstrate a cause and effect relationship by comparing the before and after data. To my knowledge, we do not engage in any level four analyses because to do so would require us having access our client’s financial information.
I like the ISD model. I find that is works well for me/us and provides a solid framework for designing the training that we deliver. The analysis phase I find to be particularly strong and I find no significant weaknesses with it as a whole. The version of it I most often follow is the Rapid Prototyping Design Model of Tripp and Bichelmeyer.
Tuesday, September 30, 2008
How People Learn
In my four years of classroom training, I have noticed a variety of things that, for lack of a better way to characterize them, just seem to work. I have, only in recent years as an instructional designer and as a participant in this program at ECU, received formal instruction in the processes of learning. So, I will focus on my classroom experience, which, in the interest of disclosure, is exclusively with adult learners.
First, people respond to interactivity—the more, the better. A hands-on approach to learning with ample opportunity to try different tasks in a safe environment set up to resemble as closely as possible to the real thing is what learners consistently rate as a most effective learning experience.
Second, repetition as a form of practice helps reinforce learning—again, the more, the better.
Third, people like to have their prior knowledge acknowledged and respected. Conversely, others in the group do not always wish to hear ad nauseam about the prior knowledge of their peers. This is something that can be a bit delicate to manager, but it generally involved allowing the person to wax about their experience in whatever the context. As a trainer I would then have to bring it around back to the topic and attempt to act as a moderator in keep all on task.
As a trainer, I probably engaged in constructivism most of all. Wherever I could, I would try to draw our customer experiences back to the real-life experiences of my trainees. I would also attempt to use a fair amount of analogies as a way to show my trainees how seemingly complex concepts were really not very different from things they experience in their day-to-day living. On my better days, I would use dual-coding by presenting multiple ways of looking at the same situation.
These days, as an instructional designer, I am more of a behaviorist in that I am more focused on setting very specific objectives. I also attempt to keep my material in check through information processing and keeping my presentation of information in manageable groups, which I have also heard referred to a “chunking.”
I would like to work more with the Anchored Instruction theory by presenting more learning using realistic case studies. Since the audience I design for has to frequently engage in solving customers’ problems, I think that would be very beneficial for building their ability to take given information and guidelines and create empowered solutions.
First, people respond to interactivity—the more, the better. A hands-on approach to learning with ample opportunity to try different tasks in a safe environment set up to resemble as closely as possible to the real thing is what learners consistently rate as a most effective learning experience.
Second, repetition as a form of practice helps reinforce learning—again, the more, the better.
Third, people like to have their prior knowledge acknowledged and respected. Conversely, others in the group do not always wish to hear ad nauseam about the prior knowledge of their peers. This is something that can be a bit delicate to manager, but it generally involved allowing the person to wax about their experience in whatever the context. As a trainer I would then have to bring it around back to the topic and attempt to act as a moderator in keep all on task.
As a trainer, I probably engaged in constructivism most of all. Wherever I could, I would try to draw our customer experiences back to the real-life experiences of my trainees. I would also attempt to use a fair amount of analogies as a way to show my trainees how seemingly complex concepts were really not very different from things they experience in their day-to-day living. On my better days, I would use dual-coding by presenting multiple ways of looking at the same situation.
These days, as an instructional designer, I am more of a behaviorist in that I am more focused on setting very specific objectives. I also attempt to keep my material in check through information processing and keeping my presentation of information in manageable groups, which I have also heard referred to a “chunking.”
I would like to work more with the Anchored Instruction theory by presenting more learning using realistic case studies. Since the audience I design for has to frequently engage in solving customers’ problems, I think that would be very beneficial for building their ability to take given information and guidelines and create empowered solutions.
Tuesday, September 16, 2008
Instructional Technology Job Search
I decided that I would look in the open job market rather than in something specifically tailored to our profession, such as ASTD; for this, I went with http://www.monster.com/.
There was not much to be found in the Greensboro area, so I decided to look where a wealth of money flows into lucrative government contracts: Washington, DC. It did not disappoint. After looking at several jobs, I found this one at a company called ICF International out of Chantilly, VA. The position is that of a Senior Instructional Systems Designer serving the United States Marine Corps as a client.
The position would involve designing and developing instructional materials such as instructor-led training, e-Learning solutions, job aids, scenario case studies, and on-the-job training with high levels of innovation and creativity. The position would be very project oriented in the ISD ADDIE model.
The position requires at least 9 to 11 years of instructional design and experience and a Master’s degree in Instructional Design, Education or a related field. Additional requirements are experience working with Federal agencies and the Department of Defense.
When I first looked at this I thought, "I am woefully under qualified for this position." But upon further review, I satisfied myself with the knowledge that I have done many of the things in the job description and done them well. I also have experience with the Department of Defense from my time in the Navy. Where I am lacking is in sheer volume of experience and degree credentials. As I am not in a Master's program (I am working towards a Performance Improvement Certificate), I'm not sure I would ever quite meet the qualifications, unless I could sell them on my experience and abilities and relegate the degree requirements to "nice to have."
I can definitely say that I would enjoy the challenges of a position like this and that living in the Washington, DC area would be kind of fun, provided I lived near Quantico where the bulk of the work would take place. I would certainly want to minimize commuting in the D.C. area as much as possible.
There was not much to be found in the Greensboro area, so I decided to look where a wealth of money flows into lucrative government contracts: Washington, DC. It did not disappoint. After looking at several jobs, I found this one at a company called ICF International out of Chantilly, VA. The position is that of a Senior Instructional Systems Designer serving the United States Marine Corps as a client.
The position would involve designing and developing instructional materials such as instructor-led training, e-Learning solutions, job aids, scenario case studies, and on-the-job training with high levels of innovation and creativity. The position would be very project oriented in the ISD ADDIE model.
The position requires at least 9 to 11 years of instructional design and experience and a Master’s degree in Instructional Design, Education or a related field. Additional requirements are experience working with Federal agencies and the Department of Defense.
When I first looked at this I thought, "I am woefully under qualified for this position." But upon further review, I satisfied myself with the knowledge that I have done many of the things in the job description and done them well. I also have experience with the Department of Defense from my time in the Navy. Where I am lacking is in sheer volume of experience and degree credentials. As I am not in a Master's program (I am working towards a Performance Improvement Certificate), I'm not sure I would ever quite meet the qualifications, unless I could sell them on my experience and abilities and relegate the degree requirements to "nice to have."
I can definitely say that I would enjoy the challenges of a position like this and that living in the Washington, DC area would be kind of fun, provided I lived near Quantico where the bulk of the work would take place. I would certainly want to minimize commuting in the D.C. area as much as possible.
Thursday, August 21, 2008
EDTC 6010 blog initial question #1
Instructional technology describes the practice of utilizing electronic or mechanical devices to facilitate learning. The technology is used in conjunction with the selected instructional strategy either to aid in the delivery of instruction or to provide the instruction outright.
As an example from my own experience, I may design a Web based training (WBT) as the sole deliverable where the learner directs him or herself through the instruction and assessment. The course has content, guidelines, parameters, activities, completion indicators, and automated tracking functionality programmed into it.
I may also elect to use a WBT platform in a blended learning approach where the WBT is used to supplement the instructor-delivered instruction in a classroom setting. In the blended approach, the WBT may be brought in on queue from the instructor in the form of interactive web-based activities or web-based simulations of a particular task.
In both instances, the WBT platform provides a means of tracking completion of training.
I also recall various forms of instructional technology from my own time as a student in elementary and secondary schools. I recall various learning aids such as videos, movies, filmstrips, electronic devices that drilled in basic arithmetic, felt boards, magnetic boards, etc. These are all forms of technology, albeit some very low-tech, that aid in instruction.
As an example from my own experience, I may design a Web based training (WBT) as the sole deliverable where the learner directs him or herself through the instruction and assessment. The course has content, guidelines, parameters, activities, completion indicators, and automated tracking functionality programmed into it.
I may also elect to use a WBT platform in a blended learning approach where the WBT is used to supplement the instructor-delivered instruction in a classroom setting. In the blended approach, the WBT may be brought in on queue from the instructor in the form of interactive web-based activities or web-based simulations of a particular task.
In both instances, the WBT platform provides a means of tracking completion of training.
I also recall various forms of instructional technology from my own time as a student in elementary and secondary schools. I recall various learning aids such as videos, movies, filmstrips, electronic devices that drilled in basic arithmetic, felt boards, magnetic boards, etc. These are all forms of technology, albeit some very low-tech, that aid in instruction.
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