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Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Applying Dynamic ContentTo Quality Assurance Courses
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Courseware is Stale and Outdated Student complaints concern examples that do not reflect current priorities, or are
recycled from prior sessions or parallel courses without modification.
Course material is Dry and Boring Heavy emphasis of objective analysis tactics and techniques can challenge interest.
Coursework is Academic and Theoretical Coursework does not reflect “real-life” scenarios or expected situations.
Examples are Irrelevant and Impractical Examples are derived externally to the class and cannot be readily applied.
Course is a “one-shot deal” scheduled for all domains Generic presentations of Quality Assurance do not address unique nuances of industry
or client domains.
Depth of course detail is fixed by limited class time Limited times leave students unfulfilled if there is inadequate coverage of an area.
Introduction: Common Problems with QA Courses
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Reduce original courseware to high-level fundamentals Reinforce core concepts and principles for learning. Establish a common and consistent structure as a foundation for creativity.
Avoid “Over-informing” in the initial courseware Leave room to add detail through “constructive collaborations” throughout all stages of
instruction and evaluation.
Pre-Class Special Preparations Incorporate interesting, relevant and current information about subjects and students.
In-Class Discussions Incorporate examples and investigations into a free-flowing evolution of knowledge.
Assignments: Be a “DEAR” Teacher Follow a sequence of Demonstrate – Explain – Assign – Review to cover material. Emphasize relevance and applicability to learn from shared experiences.
Evaluations and Course Closure Expand evaluation detail to reflect more complex learning methods and embed content.
REMEDY: Augment QA Courses with “Dynamic Content”
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Pre-ClassPreparations
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Pre-Class: Learner Engagement and Ability to Contribute
Background of Learner
What is their Industry?
Who is their Company or Organization?
What types of Projects or Departments have they delivered or served?
What were their prior Roles and Responsibilities?
What contributions do they potentially bring to the course?
Motives and Objectives
Why was this course selected?
Is the course part of an
overall degree, diploma, certification, or larger educational program?
What do they have to demonstrate to validate completion?
Success Criteria
What skills or techniques are expected to be learned?
What deliverables are sought by learners?
What are the next steps for the knowledge (i.e. improve company systems)
What reflects value for the time and money spent?
Emphasize that everyone is learning from each other, not just from the instructor ...
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
OPEN TO STIMULATE LEARNING
Apply Current Events to show relevance to existing events (i.e. Public recalls, newsworthy items).
Supplement with references to historical items (i.e. Apollo 1 crash, Therac 25 QA problems with fatal consequences).
Reinforce convictions to demonstrate that this knowledge is not just academic, but can have a significant impact to society.
Pre-Class: Identify Impactful Opening Statements
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Provide an overview of fundamental and high-level concepts.
Provide templates and generic examples that can provide a baseline to learners for creative assignment completion.
Leave room for learner to supplement with their own personal notes or ideas.
Support with references to material, websites, or organizations that are the source of knowledge.
Course Documentation
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Engagement with learners brings a higher level of recognition and mutual respect, improving the learning experience.
Customize and tailor message to reflect preferences and experience levels of learners.
Early indicator of expectations and need for additional dynamic content to expand on particular domains (i.e. medical, financial, public sector).
Provision of tangible fundamental knowledge, templates, and examples provides a starting point, allowing student to familiarize themselves on basics and focus class time on in-depth analysis.
Benefits of Pre-Class Preparation
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
In-Class Discussions
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Face to face meeting with learners to cover Course Outline and logistics.
Introduction of course objectives and style, communicate expectations that learners will participate and contribute.
Communication and confirmation of course purpose, scope, objectives, and interactive style.
Identify learner hesitations and objections proactively and address with constructive responses.
Course Opening Style
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Tailor examples to reflect background of students to show applicability and relevance.
Waive or defer examples that do not add clarity (i.e. discussion of public sector bidding process to learners from gaming technology companies)
Retain attention of learners to improve overall course comprehension.
Relevant Discussions and Presentations
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Put learner at ease so they are willing to exchange and contribute ideas freely.
Find out their perspectives by using open-ended questions, probing, silent pauses, and other techniques to prompt responses.
Confirm and analyze comments and responses to build and reinforce consensus and understanding.
Express a tentative conclusion based on discussions, showing cause and effect.
Corroborate responses with examples and evidence.
Interactions
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Clarify questions and confirm accuracy of message and intent with the learner.
Supplement responses with external references (i.e. internet searches) to discover better evidence.
Forward tracing (trace response from the question to the conclusion to show HOW answer was derived).
Backward tracing (trace process back to the original question to show VALIDATION at each stage).
Emphasize facts to provide unbiased, repeatable, and objective responses that can be reusable and leveraged for other examples.
Responding to Questions
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Consider introducing guest presenters to showcase a particular topic or subject.
Consider taking the class to a professional presentation or conference to observe and participate in an educational program
External content should reinforce course fundamentals and key learning principles by having an independent and impartial presenter.
Trace external presentations back to the fundamentals, and leverage content for future examples.
Involving External Subject Matter Experts
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
AssignmentsD-E-A-R Method
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Unclear expectations provide inconsistent or incompatible results.
Frustration and difficulty experienced by the learner leads to disengagement and abandonment.
Assignments take longer to complete due to rework and unclear directions.
Unreviewed assignments do not indicate shortcomings to the learner.
Common Problems with Assignments
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
D-Demonstrate: Provide Learner with an overview of the assignment (i.e. template, structure, outline)
E-Explain: Work with the learners during an in-class explanation to complete a sample assignment in a manner that would generate an acceptable result.
A-Assign: Delegate the work to individuals or groups with a clear delivery expectation to complete the work and be ready to describe such to the class.
R-Review: Work with the learners during a follow up in-class session to reinforce correct concepts prior to marking. This sets up expectations for individual evaluations.
D-E-A-R Method for Assignments
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
D-E-A-R Method Applied to Different Course Types
Statistical Techniques (Chi-Square Goodness of Fit)
Demonstrate: Introduce formula and tables for completion.
Explain: Complete a problem or scenario using the formula and tables.
Assign: Delegate learners with questions requiring statistical technique to complete.
Review: Correct a portion of the work in class to identify where mistakes were made, and how problems should be correctly completed.
Software Test Design(Security Test for ATM)
Demonstrate: Introduce documents and templates for baseline use.
Explain: Complete a
Software Test Design that verifies and validates security features and mitigations.
Assign: Delegate learners with tasks to create a Software Test Design within their domain.
Review: Correct a portion of
the work in class to identify where mistakes were made, and how different students completed their designs.
Configuration Mgmt. Plan(Medical Device Designer)
Demonstrate: Introduce documentation structure, categories, and examples..
Explain: Complete a Configuration Management Plan showing the steps to ensure traceability and version control.
Assign: Delegate learners with tasks to complete a high-level plan for Configuration Control, Identification, and Audits.
Review: Correct a portion of the CM Plans in class to identify shortcomings and breakthroughs.
Dynamic Content occurs when learners from different backgrounds share examples from their particular perspectives, organizations, projects, or cultures ...
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Repeated reinforcement of core fundamental concepts.
“Hands-on demonstration” is more effective than lectures at revealing actual learner capacity.
Assignments are leading indicators of performance on exams or extensive projects, allowing for more effective contingency planning or mitigation of anticipated problems.
Learners are forced to be engaged and involved.
Learners can share knowledge, build confidence, and contribute to expansion of course materials.
Benefits of interactive assignments
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Evaluation
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Evaluation should evolve to reflect learning complexity since Dynamic Content requires increased levels of sophistication and adaptability.
Feedback needs to go beyond TRUE-FALSE or RIGHT-WRONG, evolving into details reflecting judgment and analysis.
Communication of evaluation results is a learning opportunity.
Evaluation is considered CLOSED when learners understand the shortcomings in their work, and how to correct for future assignments or initiatives.
Effective Evaluation
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Different evaluations reflect complexity for levels of Bloom’s Taxonomy.
Knowledge/Comprehension: Verification of text outcomes or solutions against a pre-defined “answer key” to explicit problems of limited scope.
Application/Analysis: Confirmation of suitable approaches to questions and exercises.
Synthesis/Evaluation: Validation of practicality and feasibility of complex solutions to case studies, projects, plans, and simulations.
Relationship to Bloom’s Taxonomy and Evaluation
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Dynamic Content:Benefits to QA Courses
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Learners and participants who WANT to be involved are more committed, motivated, innovative, and productive.
Learners and participants who DON’T WANT to be involved procrastinate, antagonize, discourage innovation, politicize issues, and create problems.
Establish continuity through constant course baseline, reinforcing core concepts and principles.
Achieve growth in overall competency and knowledge (i.e. skills in planning, communication, and managing cross-functional initiatives).
Increase INVOLVEMENT through Dynamic Content methods
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Start with core facts, fundamentals, and principles as a baseline.
Introduce relevant opening points to stimulate attention and involvement.
Elicit background and motives of students, and understand where each participant can contribute.
Reinforce discussions with researched and supplemented facts and background information.
Use D-E-A-R method for assignments to Demonstrate,
Explain, Assign, and Review outcomes; and evaluate to enlighten and provide basis for further learning.
Summary of Dynamic Content Method
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Overview: Benefits of Dynamic Content
Learner
Course is more relevant, practical, and applicable.
Better value for time and money spent.
Increased flexibility for customization and tailoring or material.
Better networking and professional engagement.
Foundation for further learning and professional certification.
Instructor
More creativity permitted through improvisation.
More enjoyable and
meaningful engagement with learners.
Constant refresh of courseware and Body of Knowledge through constant updating of Dynamic Content.
Educational Institution
Increased satisfaction and participation of learners and instructors.
Improved reputation for current, accurate, and relevant course offerings.
References and testimonials build business portfolio within locations and domains.
Justification for advanced resources (i.e. course internet page, blog).
Dynamic Content provides a Win-Win-Win solution for all stakeholders ...
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Proof of superior student performance in understanding and demonstrating knowledge and attaining high average marks.
Proof of positive experience through superior rated course and instructor reviews.
Proof of industry acceptance through corporate sponsorship of student participation and adoption of quality assurance practices.
Proof of long-term engagement through continued study towards advanced certifications, diplomas, degrees, and professional credentials.
Objective Evidence of Effectiveness from Dynamic Content
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Presentation Summary
Dynamic Content from Instructor and SMERelevant and domain-specific examples and supplements
Core Concepts and Fundamentals Baseline Body of Knowledge
Dynamic Content from StudentsCreativity and brainstorming from discussions, assignments and evaluated materials
Bringing it all together PRE-CLASS PREPARATION Rewrite material to a high level baseline Emphasize principles and core concepts Research background of learners Seek to understand learner success
criteria and motives for learning.
IN-CLASS DISCUSSIONS Welcome and elicit contributions Trace explanations to detailed examples Incorporate SME, industry presentations
D-E-A-R ASSIGNMENTS Demonstrate-Explain-Assign-Review Engage learners before and after work Elicit responses and reuse examples
EVALUATIONS Expand evaluations to reflect complexity Align with “Bloom’s Taxonomy” Leverage learning opportunities for
growth
Dan Zrymiak – QA InstructorApplying Dynamic Content to QA Courses – Canadian Quality Congress – 2009Applying Dynamic Content to QA Courses – Canadian Quality Congress – 2009
Thank you for your attention and consideration
Dan Zrymiak - Quality Instruction BIOGRAPHY
- American Society for Quality – Certifications include Quality/Organizational Excellence Mgr., Six Sigma Black Belt, Quality System Auditor, Quality Engineer, Software Quality Engineer, Senior Member, Section and Division Executive.
- University of British Columbia – Continuing Studies: Software Engineering: Software QA, Software Testing, Configuration Management.
- Kwantlen Polytechnic University – School of Business: Bachelor of Technology Program: Software Quality Assurance
- British Columbia Institute of Technology – School of Business; School of Computing; High-Tech Learning Program: Software Quality Assurance, Statistics for Business and Engineering.
- Commercial Clients – Sub-Contract Instructor: Software Quality Assurance, Software Testing
- 10+ Years QA Instruction Experience
QUESTIONS, COMMENTS, SUGGESTIONS
