Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Christy King

Submitted: 2/25/2015

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PROJECT PROPOSAL – MODULE 2 Project Title

TTouch Demonstration

Sponsoring Organization Pawsitive Touches

Pawsitive Touches is a new small organization created in 2014. The owner is completing courses

to become a Tellington TTouch Practitioner for companion animals. TTouch is a way of building

trust with an animal, releasing tension, and improving confidence. The organization focuses on

building trust between the client and his or her pet.

Project Description The owner is at a point in the Practitioner training that she can begin doing one hour

demonstrations. She would like to do this in order to generate ongoing clients for individual

sessions and as a way to market what she is doing. The challenge is there are so many aspects to

the work, she is unsure of what should be included in a one hour demonstration. Some examples

of what could be included are: explaining what TTouch is, instructing about the TTouch circles

(which there are over a dozen of), applying a wrap (there are about six different types of wraps),

ways to use a confidence course, walking your dog that pulls on the leash, how to help a dog that

barks, etc. The owner would like to interest participants in the work, meet their needs so that they

can see a change in their pet, yet at the same time not give them so much information that they

are overwhelmed. As only one dog can be present for the demonstration, the owner also has

some life-like stuffed dogs that can be used.

Aim

Provide participants a positive approach to working with their dog when they go home and to

promote the availability and benefits of individual client sessions.

Target Audience The target audience is comprised of current dog owners. The owners could be looking for help

with a problem behavior, ways to enhance a performance or sporting dog, improve the

relationship with their dog, or learn about the work.

Delivery Options This instruction will be face-to-face. This way the instructor can demonstrate the technique, ask

participants to practice, and then provide them with feedback. A blended model was considered,

but there is not enough money in the budget to prepare any online material prior to a face-to-face

session.

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FRONT-END ANALYSIS: INSTRUCTIONAL NEED – MODULE 3 Instructional Need

The need for this project was determined by the subject matter expert, in this case the owner of Pawsitive Touches. She would like to offer one hour demonstrations to pet owners, however is unsure of what to include in that time period as there are many different aspects to the work. Even if demonstrations are offered, the question is then whether pet owners will see a need for this type of instruction and attend the session. There have been a number of changes occurring in regard to pet ownership recently that demonstrate there is a need and interest in this type of instruction.

The theory that dogs have a hierarchy and that one must be dominant over the dog has been proven to be false. Even the main researcher for the original study in the 1950s states this. As such, dog owners are looking for new ways to interact with their dogs.

Recent studies show that punishment based training does not solve behavior issues in dogs or produce the desired results. As such, dog owners are looking for positive ways to train their dogs.

The number of dogs that are being rescued and adopted is increasing. Rescued dogs often have trust, confidence, and anxiety issues that owners struggle to support. Tellington TTouch provides one way to support owners and their dogs.

Traditional dog training methods, even when positive, do not always address the underlying issue of tension in the animal, whereas TTouch methods can.

The number of dog licenses in Pennsylvania’s Cumberland, Dauphin, and Lancaster Counties (target areas for the demonstrations) have either remained the same or increased.

Eighty-nine percent (89%) of women pet owners 18-49 years old indicate they will spend the same amount or more on their pets in the next 12 months, while 24% plan on spending more money (Lifetime Networks’ FemiNation telephone survey of U.S. households comprising 500+ women, November 2008).

“Providers of pet care services experience the industry as recession-resistant. Indeed, roughly the same share of PCSA [Pet Care Services Association] members participating in this survey -- 80% -- indicated their revenues grew or remained stable from 2007-2008” (Pet Care Services Association, Pet Services 2009 Industry Survey).

This information demonstrates that pet owners are willing to invest money in supporting their animals and are looking for ways to do it that are positive and respect the animal. The demonstrations can do this by providing participants a positive approach to working with their dog when they go home and to promote the availability and benefits of individual client sessions. Even if people attend the demonstrations, the question is still whether there is an instructional need or not. The target audience for the one hour demonstrations most likely

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will not have any knowledge or experience with Tellington TTouch or its methods. In this situation, the product (one hour demonstrations) is a new product for the client/customer and therefore a performance problem that can be solved with instruction. There is a potential that the client may already have experience with Tellington TTouch by researching information independently or by attending a previous demonstration or workshop. In this situation, the client may have self-identified a performance problem. The performance problem may be due to a change in the pet that requires different strategies by the client that are not currently known. Instruction can resolve this performance problem by providing the client additional knowledge. To summarize, the gap in this situation is knowledge of Tellington TTouch methods to help pets. It is a performance problem that instruction can resolve as the demonstrations are a new product for the target audience. The type of front-end methodology that will be used is Goal Analysis. It will be accomplished by working with the owner as well as pet owners. Pet owners will be surveyed to determine the most common issues they have with their pets. This will help the owner to focus in on which techniques will be the most valuable to include in the demonstration.

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FRONT-END ANALYSIS: LEARNER CHARACTERISTICS – MODULE 3 Learner Analysis

Primary Audience

Dog owners Cat owners

Secondary Audience

Other pet owners of rabbits, birds, snakes, etc. (These are indicated as a secondary audience as the techniques for animals other than dogs and cats varies greatly depending on the animal. So the owners may have some interest in attending, but not the same level as the primary audience.)

General Learner Characteristics

Age: 16-80 Gender: 90% female, 10% male (based on attendance at 6-day Tellington

TTouch Companion Animal sessions) Education: some high school through graduate degree including veterinarians Own or care for a pet Experience: may have minimal or extensive experience working with animals

Entry Characteristics

Most, if not all, will desire to help a pet in a respectful way An open mind as to the benefits of the techniques Love of animals, or at the minimum their own pet About 70% will have a specific issue they would like help with, 30% will be

interested in general knowledge Motivated to attend as attendance is self-selected

Potential Audience Misconceptions

Thinking that the session is about training dogs. The touches are like massage. There is a quick fix to the situation.

Contextual Analysis

Orienting Context

The learners’ goals for the course are to help their pets. The specific goal may be to improve the relationship, resolve a challenging situation such as pulling on the leash, improve the pet’s confidence, reduce the pet’s anxiety in new situations, or to learn different techniques to use with their pet.

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Some attendees will believe the information is just what they’ve been looking for to help their pet. Others, most likely the majority of learners, are looking for ways to help their pets, have tried other techniques already, and will believe the techniques of Tellington TTouch when changes are seen in their pet.

The learners are not accountable to learn or use the material presented in the demonstration. Learners will need to hold themselves accountable. Probably about 50% of the learners will do this as there is a situation with their pet that they would like to see changed to make their own life easier.

Instructional Context

The demonstrations will be held in a training facility for dogs. The building is a large open room that is 28,000 square feet. One end of the building has agility equipment set up.

The demonstrations will be scheduled on a Thursday evening and a Saturday morning. Learners will have their choice of which demonstration to attend. It is anticipated that most learners work Monday through Friday, 8 am – 5 pm.

The lights in the building cannot be dimmed. There are 4 sections of lights in the building, each controlled by one switch so when one section is turned off, a quarter of the building is dark.

There will be one actual dog present during the demonstration. During instruction time the dog may cause distractions by barking or just being a dog. This can be minimized by crating the dog or having the dog in the office. There will be no other dogs or other activities occurring in the building at the time.

The building is temperature controlled and is on the cooler side for when dogs are running agility courses. Therefore, participants should be informed of this so that they can dress to meet their own needs. The owner of the building is able to adjust the temperature, if absolutely needed.

The seating that is available are folding aluminum chairs. It will be mentioned to participants that they may bring their own chairs if desired. No tables will be provided. Participants will be given a folder in lieu of the having tables so that they can take notes.

The training facility has a water cooler. As it is only a one hour demonstration, meal options are not a concern.

The instructor will provide any needed equipment such as stuffed dogs, extra leashes and harnesses, lap top and projector if needed. The owner of the training facility is providing the “live” dog for the session. Participants will be asked to bring the current harnesses and leashes that they use with their dogs.

The training facility is located a mile from a major highway in central Pennsylvania. Participants are expected to provide their own transportation to the session.

Transfer Context

The touches that will be learned during the demonstration are transferable to any situation the owner and pet may encounter without any additional equipment as the owner uses his or her own hand to do the touches on the pet. If wraps are discussed during the demonstration, owners will have the opportunity to purchase wraps

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after the demonstration or they can also purchase an Ace Bandage at a drug store. Ways to use current leashes, collars and harnesses will be discussed, but owners may need to purchase a new harness or leash.

The opportunity for practicing the learned information will depend on the situation with the pet and owner. In most situations, the techniques learned can be practiced every day. For example, touches can be used to release tension in the animal every day.

Learners may or may not have the support of other family members and friends to use the techniques. Learners will have the option of receiving additional support through individual client sessions.

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INSTRUCTIONAL IMPACT BASED UPON LEARNER CHARACTERISTICS Application of Learning Theories

Malcolm Knowles’ principles of andragogy fit well for this particular instruction. The four principles are:

1. Adults need to be involved in the planning and evaluation of their instruction. 2. Experience (including mistakes) provides the basis for learning activities. 3. Adults are most interested in learning subjects that have immediate relevance to

their job or personal life. 4. Adult learning is problem-centered rather than content-oriented. (http://www.instructionaldesign.org/theories/andragogy.html)

Principle 1 Learners will not be directly involved in the planning of the instruction. However, they self-select to attend the session, so in a sense they get to plan the instruction by reading the description of the session and deciding whether to attend. Learners will also be asked to complete an evaluation after the session. Principle 2 The learners will have opportunities during the session to discuss and practice the techniques. This will give them experience, feedback, and the opportunity to make mistakes. Principle 3 The learners are coming to the session as most likely they are experiencing a problem with their pets which means the information will have immediate relevance for them. Principle 4 The session will be problem-centered as during the instruction the problem will be presented and then ways to support that problem through the various techniques will be discussed and demonstrated. The way the material for the session is presented will also take into account adult learner characteristics. This will be done by drawing on the learners own experiences, treating “questions and comments with respect” (http://www.rit.edu/academicaffairs/tls/course-design/instructional-design/adult-learners), using a variety of teaching techniques including but not limited to written material, videos (depending on how they will show up with the lighting situation), and time to practice the techniques. Application of Motivational Theories

Using Keller’s model, there are four components of motivation:

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Arousing interest Creating relevance Developing an expectancy of success Producing satisfaction through intrinsic and extrinsic rewards (http://www.instructionaldesign.org/concepts/motivation.html)

Arousing Interest Learners are already interested in the topic as they self-selected to attend. However, it will be important to pique their interest at the beginning of the session as well. This might be accomplished by asking the learners why they’re attending the session and/or a little bit about their pet. Creating Relevance The session will be focused on a couple of TTouch techniques that can help with anxiety and leash pulling in pets. Learners would have been aware of what the techniques could assist with by reading the brochure for the session and as such most likely have an interest in the topics. Examples of how the techniques have been helpful with other owners and pets will be provided during the session. The instructor will also be able to use the examples from the learner’s introductions about why they are attending the session when talking about the techniques. This will create relevance back to the learner’s own situation. Developing an Expectancy of Success The great thing about TTouch is that just about any age can be successful at using the touches. One grandmother has reported that her four year old granddaughter uses them. As part of the philosophy of Tellington TTouch is that whatever happens is perfect as long as we learn from it, also creates an atmosphere of success for everyone. Producing Satisfaction through Intrinsic and Extrinsic Rewards Some of the learners may be attending to increase their own knowledge about various ways to work with animals (intrinsic reward). There will be no extrinsic reward provided by the instructor during the session other than possible feedback while practicing the techniques. However, if “extrinsic motivation refers to the performance of an activity in order to attain a desired outcome” (http://en.wikipedia.org/wiki/Motivation), a desired outcome may be that the dog does not exhibit as many signs of stress at the vet’s office. By using techniques learned at the session, this could be an extrinsic reward for learners.

Impact of a Diverse Audience on Instruction

Some learners may have physical situations that may at first seem to prevent them from doing the work. Touches can be modified for learners that may have limited use of their fingers say from arthritis. (New touches have actually been created due to this!) Learners may not be able to be on the floor to practice some of the techniques. In those situations, the learner can stand or a stuffed dog can be used that can be on the learners lap.

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The roles of pets in the learners’ culture may have an impact. Some cultures do not view companion animals as part of the family and that may impact what techniques the learner is willing to practice. It’s not believed this will be a major concern as participants self-select to come to the session. Part of the philosophy of Tellington TTouch is that whatever happens is perfect with an emphasis on what can be learned from the experience. As such, there is a sense of openness to situations where there may be a variety of opinions.

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TASK/GOAL/PERFORMANCE ANALYSIS – MODULE 5 Goal Analysis

Instructional Need

The owner of Pawsitive Touches would like to offer one hour demonstrations to pet owners, however is unsure of what to include in that time period as there are many different aspects to the work. Some examples of what could be included are: explaining what TTouch is, instructing about the TTouch circles (which there are over a dozen of), applying a wrap (there are about six different types of wraps), ways to use a confidence course, walking your dog that pulls on the leash, how to help a dog that barks, etc. The owner would like to interest participants in the work, meet their needs so that they can see a change in their pet, yet at the same time not give them so much information that they are overwhelmed. So the need is to determine what instruction should be included in the one hour demonstration.

Goal Analysis

Step 1 - Write down the goals. Original goals: Participants will be able to explain what Tellington TTouch is and perform ways to reduce stress and build confidence in their pet. Participants will state an interest in ongoing client sessions. Step 2 - Write down everything someone would have to say or do for you to agree that the someone has achieved the goal.

Demonstrate respect for the pet and create trust by not forcing the pet to do something, not yelling at the pet, recognizing why the pet might be doing something.

Perform ear slides. Perform zig-zags. Apply a half wrap. Walk a dog using a super balance leash plus configuration. Describe the value in using a confidence course and effectively walk the dog through

it. Use a variety of circular touches with the pet Describe why a particular touch is being used. Describe the nine components of TTouches. Demonstrate mouth work. Demonstrate tail work. Participants schedule private client sessions with their pets.

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Step 3 - Sort the items listed in step 2. Beginner

Demonstrate respect for the pet and create trust by not forcing the pet to do

something, not yelling at the pet, recognizing why the pet might be doing something.

Perform ear slides. Perform zig-zags.

Intermediate (not included moving forward)

Apply a half wrap. Walk a dog using a super balance leash plus configuration. Use a variety of circular touches with the pet and describe why that touch is being

used. Advanced (not included moving forward)

Describe the nine components of TTouches. Demonstrate mouth work. Demonstrate tail work. Describe the value in using a confidence course and effectively walk the dog through

it. Client Sessions (not included moving forward)

Participants schedule private client sessions with their pets. In working with the subject matter expert (SME), it seemed to make the most sense to sort the list of how you would know someone achieved the goal based on what would be good for a beginner to know versus someone who had more knowledge of the work. This resulted in the Beginner, Intermediate, and Advanced categories. Part of the thought process behind this approach was that the desire is to attract people that do not know about the work to the demonstrations. This will allow the instructional designer (ID) and SME to focus in on the goals for the Beginner category in designing the demonstration. There is one goal that did not fit into this sorting and that is the individual client sessions which is its own category. The SME and ID discussed the client session category and goal to determine if it was a goal for the participants who came to the demonstration or a goal for the SME of having the demonstrations. The SME and ID agreed that it was a goal for the SME of having the demonstrations, therefore, this category is not a focus for this goal analysis. Step 4 - Write a complete sentence to describe each of the items on your final list.

Participants perform ear slides on a dog that meet the guidelines stated in the

TTouch manual.

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Participants perform zig-zag slides on a dog that meet the guidelines stated in the

TTouch manual.

Participants interact with their pet in a way that enhances trust with the pet.

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INSTRUCTIONAL OBJECTIVES – MODULE 5 Project (Instructional) Goal

Participants will perform ear and zig-zag slides that meet the guidelines stated in the TTouch manual and will do so in a way that enhances trust with the pet. Terminal Objectives and Enabling Objectives

Terminal Objective: The participant performs ear slides on a dog that meet the guidelines stated in the TTouch manual. (Psychomotor domain) Enabling Objectives:

States when to perform ear slides. (Cognitive domain) Describes signs of stress in a dog. (Cognitive domain) Demonstrates ear slide. (Psychomotor domain) Describes importance of pressure. (Cognitive domain)

Terminal Objective: The participant interacts with the pet in a way that enhances trust with the pet. (Affective domain) Enabling Objectives:

Provides opportunities for the pet to indicate preferences. (Cognitive domain)

Recognizes that slides should be changed based on the pet’s response. (Cognitive

domain)

Changes slides based on pet’s response. (Psychomotor domain)

Uses toning when talking with the pet. (Cognitive domain)

Describes, from the pet’s perspective, why the pet may do a particular behavior.

(Cognitive domain)

Terminal Objective: The participant performs zig-zag slides on a dog that meet the guidelines stated in the TTouch manual. (Psychomotor domain) Enabling Objectives:

States when to perform zig-zag slides. (Cognitive domain) Demonstrates zig-zag slide. (Psychomotor domain) Describes importance of speed. (Cognitive domain)

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ENABLING OBJECTIVES MATRIX & SUPPORTING CONTENT – MODULE 6

Enabling Objective

Level on Bloom’s

Taxonomy*

Fact, concept,

principle, rule,

procedure, interperson

al, or attitude?

Learner Activity (What would

learners do to master this objective?)

Delivery Method (Group

presentation/lecture, self-paced, or

small group)

States when to perform ear slides.

Knowledge Fact

Listen to lecture, discuss it

Group presentation/lecture

Describes signs of stress in a dog.

Knowledge Concept Look at pictures/video of dogs to identify signals of stress

Group presentation/lecture

Demonstrates ear slide.

Imitation Procedure Watch demonstration, practice, receive feedback

Small group

Describes importance of pressure.

Knowledge Principles and rules

Listen to lecture, try different pressures on own ear, discuss with partner

Small group

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Ear Slides Your dog’s name: ______________________________ Ear slides can be used to:

Calm a dog

Slow the dog’s breathing

Help with digestion

Describe a situation when you might use ear slides with your dog. Signs that a dog might be stressed include:

Describe, in your own words, how to perform ear slides.

Remember, ears are sensitive! Use a light pressure.

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REFLECTION The decisions with the most impact on this project occurred during the goal

analysis. It became clear by thinking about the goals for the learners that the owner’s goal

of increasing client sessions was not a goal for participants. Rather, it was a goal for

offering the demonstrations. As the instructional designer, it was difficult to express this to

the owner until the sorting of the goal analysis occurred. The other major impact the goal

analysis had was helping the owner/subject matter expert (SME) sort the items based on a

participant’s level of knowledge about TTouch. This helped both myself as the designer and

the SME focus on what to include in a one hour demonstration without feeling like

important pieces of information were missing.

Keller’s model of motivation was employed in this particular design. The reason for

this is that it seemed to fit well with the content. In regard to arousing interest, participants

self-selected to attend the demonstration. However, interest can be increased at the

beginning of the session by asking learners to think about how the demonstration may be

able to help their pet. This leads into the concept of creating relevance as the learners will

be able to apply what is learned immediately with their pets. In regard to developing an

expectancy of success, one of the TTouch philosophies is whatever happens is perfect.

Therefore, there is an expectancy of success no matter what occurs. One can assume that an

extrinsic award is the owner being able to support his or her pet during a stressful time.

For these reasons, it was believed that Keller’s model of motivation would work best in this

situation.

The learning theory used in this particular design was Malcolm Knowles’ principles

of andragogy. The first reason for this is that the instructional designer is familiar with his

work. The second reason is that the learners attending the session most likely have tried

multiple techniques with their pets. Some may have been successful, but many probably

were not. Therefore, it is important to keep in mind the experiences the learner is bringing

to the demonstration. I realize that one weakness I have as an instructional designer is not

being familiar with a variety of learning theories and how they can be used in different

situations. This is something I need to continue to explore.

In this project as well as in my current full-time position, learner characteristics are

not something that can be clearly described. Generalizations can be made, but specific

details are not known either because the audience is not known (from the general public)

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or because it is not possible to reach them as they work for different organizations across

the state. This impacts the project as a whole as one needs to be prepared to meet a variety

of needs from the learners. If learner characteristics are known, the learning theory applied

can be chosen based on those characteristics. The task analysis can also impact the selected

learning theory. If the task analysis indicates that learners will need to think outside the

box for solutions, then the theory of lateral thinking may be appropriate. However, if the

task analysis reveals learners must follow specific steps and not stray from them, lateral

thinking would not make sense.

What struck me the most about this project is working step by step through the

process. I have worked with instructional designers in my current position, but did not

appreciate the steps they complete. I was under the impression that you come up with

objectives and then go develop content. That is only partially true. Instructional design is a

systematic process that leads to a good product.

Pinpointing what one or two things I found most valuable in the course Trends and

Issues in Instructional Design is difficult. Prior to this course, I would begin designing by

writing objectives. Now, I know, I was missing some very important steps, especially the

analysis of both the task and the learners. What a difference the goal analysis made for me

in creating the terminal and enabling objectives.

My current position is within human services. So often in the field we try to teach

learners how to be person-centered. I have always found it difficult to write objectives for

this topic as it is really about the values someone holds. This course helped me to make the

connection between values and asking yourself what actions someone would display if he

or she is being person-centered. I’m so glad I worked through the terminal objective of

“The participant interacts with the pet in a way that enhances trust with the pet.” It really

made me stop and think about the actions one can observe to see if trust is being enhanced

with the pet.

This course has already impacted my work products. I am currently creating a web-

based training. I sat down and completed a goal analysis which then led me to creating the

objectives. Prior to this course, I would not have done this. This led to a more focused and

improved product. The participants for this particular course are a different group than

what I am accustomed to, so having a list of possible learner characteristics in front of me

as I designed the course was extremely helpful. In the past, I have done my best to create

instruction that was engaging and relevant. For the most part, I think this was achieved.

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However, after this course, I realize that important pieces were missing, such as how

different learning theories can be applied and especially completing a goal analysis. By

including these pieces, the products may have been even better.

I didn’t realize what I didn’t know until I completed this course. I chose the word

completed as it wasn’t until the end of the course when I saw the final project that I could

see how all the pieces fit together to make a solid foundation for instruction. Now though, I

feel like there is so much more to learn and that I’ve only begun to scratch the surface. I’m

anxious to learn more about designing learning strategies now that I have terminal and

enabling objectives for this project. I also know that I struggle with the visual

representation of things at times and I look forward to learning more about that subject.

Where will I go for questions I have about instructional design? Materials from this

course are useful as well as Internet sources. I have additional courses in the instructional

design certificate to complete as well. There are also instructional designers that I can

consult with at work when I have questions. The template that was used for this project

will be useful in walking me through the initial steps in designing instruction. And finally,

practice, practice, practice. The instructional design work in my current position is gaining

momentum and practicing the techniques from this course will help me to realize where

my additional strengths and areas for improvement are.