Rapid Instructional Design: Learning ID Fast and Right
560
Rapid Instructional Design: Learning ID Fast and Right
560eBook
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Overview
Rapid Instructional Design is the industry standard guide to creating effective instructional materials, providing no-nonsense practicality rather than theory-driven text. Beginning with a look at what "instructional design" really means, readers are guided step-by-step through the ADDIE model to explore techniques for analysis, design, development, intervention, and evaluation. This new third edition has been updated to cover new applications, technologies, and concepts, and includes many new templates, real-life examples, and additional instructor materials. Instruction delivery has expanded rapidly in the nine years since the second edition's publication, and this update covers all the major advances in the field. The major instructional models are expanded to apply to e-learning, MOOCs, mobile learning, and social network-based learning. Informal learning and communities of practice are examined, as well.
Instructional design is the systematic process by which instructional materials are designed, developed, and delivered. Designers must determine the learner's current state and needs, define the end goals of the instruction, and create an intervention to assist in the transition. This book is a complete guide to the process, helping readers design efficient, effective materials.
- Learn the ins and outs of the ADDIE model
- Discover shortcuts for rapid design
- Design for e-learning, Millennials, and MOOCs
- Investigate methods for emerging avenues of instruction
This book does exactly what a well-designed course should do, providing relevant guidance for anyone who wants to know how to apply good instructional design. Eminently practical and fully up-to-date, Rapid Instructional Design is the one-stop guide to more effective instruction.
Product Details
| ISBN-13: | 9781118974131 |
|---|---|
| Publisher: | Wiley |
| Publication date: | 01/20/2015 |
| Sold by: | JOHN WILEY & SONS |
| Format: | eBook |
| Pages: | 560 |
| File size: | 2 MB |
About the Author
Read an Excerpt
What Is This Instructional Design Stuff Anyway?
This chapter will help you to:
There is an old saying that if you don't know where you are going, any road will get you there. This is a fine philosophy if you are spending the summer between your junior and senior year "experiencing" Europe or if you have embarked on an Australian "walk-about," but when you are developing training programs it leaves a lot to be desired.
One of the purposes of instructional design is to provide both an appropriate destination, and the right road to get you there, whenever you are responsible for creating a training program. Your destination is usually some form of learning that your trainees will accomplish, while the road is one of the many paths that instruction can follow to facilitate that learning.
In fact, if you are seeking instructional design theory you've probably come to the wrong source; you may want to read Dick and Carey's Systematic Design of Instruction (1990). One of those basic instructional design principles we mentioned is to know your target audience. This book's target audiences were described in the introduction. Primarily, they are individuals with little to no instructional design experience who need to learn to do it right, but fast. For the most part you are not permanent training professionals planning to make a career out of instructional design, so the theory is not as important as the actual practice.
WHY INSTRUCTIONAL DESIGN?
So why should you concern yourself with instructional design? Perhaps the best reason I can give is one we've all experienced: the course, class, seminar, or other training event that sounded good on paper, but that you left (and that left you) wondering why you ever came. There are a number of reasons for this universal phenomena, but in the end they all boil down to one cause: poor instructional design. Did the class not meet the objectives stated in the course description? Poor instructional design. Did the test at the end of the program not make any sense? Poor instructional design. Did the instructor meander from topic to topic with no clear pattern to what was being discussed? Poor instructional design. Was the material over your head, or too basic-blame it on poor instructional design. (OK, I admit there may be other reasons as well, but poor instructional design is often the most critical reason, and because this is a book on how to become a better instructional designer, allow me just a little overstatement.)
WHAT IS INSTRUCTIONAL DESIGN?
Earlier we discussed instructional design in generalities: a science, an art, a way to create training. These are all fine concepts, and perhaps good definitions, but instructional design is really a set of rules, you could say procedures, for creating training that does what it is supposed to do. Some of those procedures have to do with finding out what the training is supposed to do (you might call it determining the goals of the training), while other procedures deal with letting the participant know what those goals are. Still other procedures ensure that everything in the training focuses on those goals, and one more set monitors how we know that the goals have been achieved.
A FEW DEFINITIONS
Before we get into the advantages of instructional design, we'd better take some time to develop a couple of definitions. An instructor (as we'll use the term in this book) is the person who stands up in front of a class or a person and performs the main role of disseminator of content information. There is obviously a lot more to training than just that, and-as we all know from sad experience-there are instructors, and then there are INSTRUCTORS, but for now let's just leave it there.
ADVANTAGES OF INSTRUCTIONAL DESIGN
Now, on to advantages. The main advantage of instructional design is simple: it assists you in correctly doing what you need to do. In the case of developing a training program, this means creating training that helps your trainees learn the things they need to know. This sounds pretty obvious, but that doesn't mean it always happens.
Cost Effectiveness
Ensuring cost effective training is another advantage of using instructional design. One way it does this is obvious. If you are training people on what they really need to know, and not just what someone thinks they need to know, then you are wasting less training time and, in this case, time is truly money.
It costs a lot of money to run training programs. Some estimates put the cost of private training in the United States alone at over $58 billion a year! You need money to pay trainers, for classroom space, and for materials and equipment. You also need to pay trainees to be at the training, and often must hire other people to replace them while they are away. There are travel costs, food costs, and a number of specific cost issues, depending on your particular company. If following proper instructional design principles can save even 10 percent of these expenditures (and often the savings are much, much more dramatic), the effect on the bottom line of an organization can be quite significant.
Time Effectiveness
Instructional design can also help your training become more time effective. We've already mentioned the main way it does this-simply through providing training that meets the right needs of the right people, thus not wasting their time or the trainer's. But it can do more than that. Instructional design also helps you provide training when it is needed, and in a way that the trainees can best use it.
Learning Effectiveness
Now I know that this sounds like some of that theory we said we weren't getting into, but it really isn't. Learning effectiveness relates to some of the time-effectiveness processes we discussed earlier. An advantage of using instructional design is that it helps you choose the most effective way to present your content, which can be translated as the easiest way for the trainees to learn it.
Training Effectiveness Evaluation
We've been discussing the advantages of instructional design based on its various types of effectiveness: cost, time, and learning. Another advantage is that you can use instructional design to create a valid and useful evaluation of the training itself and therefore determine whether your training truly was effective. Most training evaluations, particularly those that are not based on instructional design, consider evaluation to be limited to finding out whether the trainees liked the course. A few even go so far as to ask the trainees if they feel they "got something" from it.
Competitive Advantage
Other advantages of instructional design are related to the fact that some organizations consider good training to be a competitive advantage. An industry where this seems to be a golden rule is information technology. The best companies, often characterized as those with exemplary training, are continuously having their trained people "pirated" by other companies. These top companies will use the promise of more training, leading to further job skill development and possible promotion, to keep their people in-house and to attract new employees as well.
Business Integration
Using instructional design also creates training that is related to the goals and objectives of the organization. This is begun early in the instructional design process and follows through to how the training is evaluated. It means that the training received by your trainees will not only help them, but will help your company achieve its vision and the goals related to it.
Consistency
The last set of advantages in using instructional design relate to consistency. With instructional design, the quality of your training is consistent. All of your programs will be at the level of quality that your instructional design procedures dictate.
DISADVANTAGES OF INSTRUCTIONAL DESIGN
We've already mentioned the major disadvantage of instructional design, that it takes time. It takes time to learn how to follow the instructional design procedures and time to implement them when you create training. However, if you consider the alternative of producing possibly (perhaps probably) ineffective training if you don't use instructional design, then this disadvantage may be less critical than it first appears.
Resources
A much less significant disadvantage of instructional design is that it takes more and other resources to accomplish. Unlike what we might call, "SME-based Training," in which only one person is involved in construction, delivery, evaluation, and everything else that may need doing, good instructional design requires a number of resources. These might include a designer; an instructor who may be different from the designer; an SME, if the designer is not the one to provide content and review; other reviewers; target audience members to analyze; job incumbents to talk to; and the list goes on and on. Fortunately, none of these resources, with the exception of the first two or three, are required to contribute a lot of their time to the instructional design process. For them it may be an hour or two-or at most a day. Yet what they do contribute, when used properly, can multiply the effectiveness of the training considerably.
Overcoming Disadvantages
I mentioned earlier that I don't have a magic answer to the disadvantages of instructional design; and the claims of "true believers" from the days of film strips to today's Web-based training concerning the virtues of their pet technologies not withstanding, I don't think there is one. What this book will do for you is twofold. First, it will present instructional design with practically none of the theory that is at its foundation in order to decrease your learning time. That's not to say that the theory isn't important (it is) or that you wouldn't be a better designer if you knew it (you would). It is simply a response to the fact that you are pressed for time, particularly if designing training is not your main job function, and that you can be a good-even an excellent-designer without the theory. This will affect that first disadvantage, the amount of time needed to learn instructional design. Checklist: Do I Need Instructional Design?
Instructions: Answer each of the following questions with yes, no, or not sure.
If you answered "no" or "not sure" to any of these questions, you can probably use some aspect of instructional design. If you answered "no" or "not sure" to several of them, you need the whole instructional design approach. Read on, s'il vous plait, and remember:
Give a man a fish and he'll eat for a day. Teach him how to fish and he'll eat as long as there are fish in the pool. But design a training program that helps him learn how to stock and manage his pool, and there is no telling how far he might go.
Table of Contents
Tool List viiPreface for the Third Edition xiii
Introduction xv
Purpose xv
Audiences xvi
Special Elements xvii
Organization of the Book xix
Chapter 1 What Is This Instructional Design Stuff Anyway? 1
Why Instructional Design? 2
What Is Instructional Design? 3
A Few Definitions 5
Advantages of Instructional Design 9
Disadvantages of Instructional Design 13
Chapter 2 Before You Do Anything: Pre-Instructional Design Activities 17
Organizational Needs 18
Performance Assessment 23
Assessing Training Needs 33
Choosing Needs to Address 39
The Needs Assessment Report 42
Quick and Dirty Cost/Benefit Analysis 47
Training Needs Analysis 54
Chapter 3 Do You Know What You Need to Do? Analysis 63
Data-Collection Methods 64
Why Analyze? 73
Types of Analysis 73
Computer-Aided Analysis 102
Chapter 4 How to Do It: Design 107
Make the Right Decision Now 107
Delivery Decision 108
Objectives 128
Design Documents 143
Course Descriptions 161
Gathering Content 162
Adding Structure: The Instructional Plan 168
Trainee Evaluation (Test Questions and Tests) 178
Hints for Designing in Various Formats 196
Chapter 5 Doing It Right: Development 203
End Products of Development 203
The Facilitator Guide as an End Product 205
Scripts and Storyboards 231
Participant Packages and Other Print Materials 235
Other Media 239
Hints for Developing Material 247
Chapter 6 Getting It Where It Does the Most Good: Implementation 263
Beta Tests and Pilots 263
Reviews Revisited 279
Common Implementation Issues 282
Other Instructor-Led Classroom Implementation Needs 287
Hints for Implementation 299
Field Trips 306
Chapter 7 Did It Do Any Good? Evaluation 311
Why Evaluation? 311
The Key to Good Evaluation 312
Types of Evaluation 315
Evaluation of Self-Instruction Programs 334
Revisions: What to Do with What You’ve Learned 338
Hints for Evaluating 344
Chapter 8 Doing It Faster: More Rapid Design Shortcuts 353
Software for Instructional Design 354
Analysis Software 355
Test Development Software 355
Miscellaneous Software 356
Rapid Prototyping 356
Learning Objects/Granular Training 357
Public Courses 358
Off-The-Shelf Programs 358
Technology Vendors 358
Performance Support–Based “Training” 359
Problem-Based Learning (PBL) 361
Training Management Systems/Learning Management Systems (LMS)/Learning Content Management Systems (LCMS) 361
Digital Cameras 362
What Does an ID Do? 362
Miscellaneous 364
Chapter 9 Asynchronous e-Learning Design 367
Definitions 367
Creating and Implementing an e-Learning System 369
Determining a Comprehensive e-Learning Strategy 371
Designing and Developing Good Programs 373
Learning Management Systems and Learning Content Management Systems 374
Preparing the Organization Globally for e-Learning 378
Self-Direction and e-Learning 380
Planning for a Smooth, Successful Implementation 384
Creating an Effective Monitoring and Evaluation Plan 385
Asynchronous e-Learning Design and Development 387
Analysis 387
Material Development 390
Learner Evaluation 397
Learner Interfaces 398
Beta Tests and Pilots 399
Software 400
Repurposing 401
Evaluating Asynchronous e-Learning Programs 403
Summary 403
Chapter 10 Synchronous e-Learning Design 409
Advantages 409
Disadvantages and Misconceptions 410
Design Considerations for Synchronous e-Learning 413
Mini-Interactions 414
Repurposing and Redesigning Synchronous e-Learning Programs 415
Other Synchronous Activities 416
More Detailed Facilitator Guides 419
Learner Guide 422
General Technology Considerations 423
Media 425
Designing Continuing Interactions 430
Audience Analysis 432
Implementation 434
Online Learning: A Special Type of e-Learning 446
What the Learners Say 451
Chapter 11 New Design Applications 453
Flipped Classrooms 453
Mobile Learning 457
Virtual Learning Environments 461
Social Network–Based Learning 463
Massive Open Online Courses (MOOCs) 466
Communities of Practice 468
Informal Learning 469
The Cloud 471
Glossary 475
Suggested Readings 499
Other Resources 511
About the Author 517
Index 519
What People are Saying About This
"The chapter titled ‘Asynchronous E-Learning Design,’ is worth the price of the book. George understands the critical elements in implementing e-learning in an organization and getting it to stick."
—Bob Bodine, director, Global Development, Medtronic Inc.
"Provides a thorough roadmap for serious instructional designers who are trying to increase the value of the lessons they are creating and delivering. . . . this book is a 'must have'."
—Phyllis Wright, director, Training and Organizational Development Human Resources, Baylor Health Care System
"For any training director charged with developing a staff, and for any training staff intent on improving efficiency and effectiveness of instruction, Rapid Instructional Design by Dr. George Piskurich is a must."
—Lynnette Huler, director, Training and Organizational Development, The Nash Finch Company