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Learning Exchange: Instructional Design is a Discipline
November 16, 2009
By Karen Brill
"I'm pulling together a course. I've got stuff."
These are dreaded words for those of us who care about meaningful learning. Pulling together? That doesn't equal an approach to course design that is systematic and dependable. It's time for all people with "stuff" to concede that instructional design is a discipline, and that "pulling together" a course may not add up to a session worth attending.
In learning, subject matter expertise is a good start but not enough to ensure behavioral change—the ultimate intent of all training. In order to make learning pop, a systematic approach to instructional design is required. Some things you don't want to miss are:
A front-end analysis
This step clarifies the gap between desired and actual performance. It determines whether training is an appropriate or sufficient solution. Could the learners perform the new task if their lives depended on it? If so, the gap is more about motivation than a need for skill development. If not, it's time for…
A learner analysis
For some subject matter experts it is difficult to understand that training is not all about you. Once a performance gap is identified a designer needs to consider the learners' needs. What do they already know about the subject? Are there any subtopics within the content they are likely to feel very positive or very negative about? Do they have any major misconceptions about the subject matter or tasks?
A while ago I was designing a course on alcoholism in the workplace to help employers productively deal with direct reports who appear to be impaired at work. One major misconception managers had was the belief that addiction equals a lack of will power. Discussion of this belief and a deeper understanding of addiction was an important factor in preparing managers to intervene.
Objective specification
As an instructional designer, I don't roll out of bed without decent learning objectives. This critical step of the design process expresses in specific, measurable terms what the learners will know, and be able to do, as a result of attending your session. Just for fun, can you identify the difference between these two stated course objectives?
"Show an understanding of the importance of safety" (e.g. NO: Not specific or measurable) or "Given four situations, the learner will identify the ones that are workplace hazards." (e.g. YES!)
Criterion test creation
Once you have your objectives, test items are created that allow trainees to demonstrate performance competence. Tests can be written questions, performance-based, or simulation exercises. Ensure the questions you ask measure the performance required.
Again, just for fun, if you want to test learners' ability to label function keys on a computer keyboard, which test question would apply?
"Make a drawing of a computer keyboard and label each of the keys?" (e.g. NO: This question tests the subject's ability to draw a keyboard from memory) or "Write the name of each function key beside the appropriate key on the drawing below" (e.g. YES! The ability to label function keys is determined.)
A learning strategy
Finally! What is actually going to happen during the session? This phase of instructional design results in a blueprint of the training system that will emerge. It contains all objectives, media arranged in sequence, and learning activities with allotted training times. Once this is approved, the actual training materials begin production.
Production
Course content is translated into a presentation, handouts, facilitator guides, and/or an online learning program. Subject matter experts need to be involved to verify all content is accurate, culturally acceptable, and representative of organizational standards.
It is better to have a disciplined and systematic approach to instructional design than to depend on the strength of the trainer to ensure behavioral change. Pulling together your stuff is just the beginning.
Until next time…
Karen Brill is a learning and organizational development advisor in Toronto, Canada and can be reached at karen.brill@rogers.com
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