Web-Based Training Design Guideanthonyharrisportfolio.com/Port/DesignGuide.pdf · WEB-BASED TRAINING DESIGN GUIDE 05/30/2008 3 Design Guide v1.0 Key points about Learning Approaches

Web-Based Training Design Guide

WEB-BASED TRAINING DESIGN GUIDE

05/30/2008 2 Design Guide v1.0

Table of Contents

Introduction ...................................................................................................................... 4

eLearning Goals ............................................................................................................. 4

How Do I Use the Design Planning Tool? ............................................................................. 5

Section 1: ...................................................................................................................... 5

Section 2: ...................................................................................................................... 6

Section 3: ...................................................................................................................... 6

Lesson Information ......................................................................................................... 7

How Do I Use the Storyboarding Convention? ...................................................................... 9 What is the Appropriate Course and Lesson Structure? .........................................................14

Introduction ..................................................................................................................14

How Do I Design a Course/Lesson Structure? ......................................................................15

Introduction ..................................................................................................................15

Analysis ........................................................................................................................15

Steps for Structuring a Course ........................................................................................15

Assessing Learning ........................................................................................................16

Content Types ...............................................................................................................17

Key Points about Unit Structure ......................................................................................17

How Do I Level Content for the Appropriate Outcome?.........................................................19

Introduction ..................................................................................................................19

What is the SMART Way to Write Learning Objectives? ........................................................21

Introduction ..................................................................................................................21

Key Points about Learning Objectives ..............................................................................21

Objective Component ....................................................................................................21

Definition ......................................................................................................................21

How Do I Label My Content for Use of Instructional Templates? ...........................................22

Introduction ..................................................................................................................22

Key Points about Content Types: ....................................................................................22

How Do I Check for Participant’s Understanding of the Content? ...........................................24

Introduction ..................................................................................................................24

Key Points about Determining Learner’s Understanding of the Content...............................24

Learning Objectives - Appendix A .......................................................................................26

Cluster Objective ...........................................................................................................26

Learning Objective Statement .........................................................................................26

Enabling Objectives .......................................................................................................27

Action Verbs .................................................................................................................28

Learning Approach – Appendix B ........................................................................................30

Introduction ..................................................................................................................30



Key points about Learning Approaches ............................................................................30

Content Types – Appendix C ..............................................................................................32 Practice Items – Appendix D ..............................................................................................38

Multiple Choice ..............................................................................................................38

True/False ....................................................................................................................39

Drag & Drop .................................................................................................................40

Custom Progress Checks ................................................................................................40

Custom progress checks are used to reinforce learning of units that require unique design approaches. Customized progress checks can be created as games, mini-simulations, animations, etc. ............................................................................................................40

Question Feedback ........................................................................................................40

Responses ....................................................................................................................41

Scoring .........................................................................................................................41

Summary – Appendix E .....................................................................................................42 Summary – Appendix E .....................................................................................................44 Bibliography – Appendix F .................................................................................................45

Useful Links ..................................................................................................................45

Lectora Interactions - Appendix G ......................................................................................46



Introduction

The information contained in this Design Guide provides generally accepted practices and methods for creating successful Web-based training. While the information, practices, and methods will not guarantee success, the likelihood of having a quality end product increases dramatically if this information is used and these methods followed. There is far more information available than what this guide has to offer. This document is intended to help “jump start” the Web-based training design process.

eLearning Goals

Goal Definition

Instructional integrity

Indicates the “soundness” of the learning objectives and corresponding content as well as the overall structure and flow of the training. In other words, is the content consistent with the learning objectives? Are the learning objectives measurable? Is the content accurate? Are the units logically sequenced? Is the navigation user friendly? The ultimate goal is to provide a Web-based training course that successfully meets the learning objectives and provides a definitive, intended change in behavior and/or performance.

Process consistency

Indicates how well the processes have been followed throughout the project. The Design Planning Tool, Storyboards, Project Initiation via the T & D SharePoint site, and the WBT Development Process are examples of the processes typically used when designing a Web-based training course.

Speed to market Indicates the total time required to initiate, plan, design, construct, test and launch a Web-based training course to the Learning Management System (LMS) for use by the intended audience.

Implementation and evaluation

Indicates the strategy employed to facilitate culture change (environmental factors, management, and stakeholder support), rollout strategy, and evaluation of the program

The information provided in this document discusses the following: Course and Lesson Structure

Bloom’s Taxonomy and Corresponding Lesson Levels

Learning Objectives

Content Types

Practice Items



How Do I Use the Design Planning Tool?

The Design Planning Tool (DPT) is provided to automate the design and development process. Follow the steps below to access and use the tool.

Access the DPT: \\Milky-way\projects\OrgDev\Training & Development Department\Department Reference\DesignPlanningTool\

Open Windows Explorer and locate file.

Double-click on the DPT to open it.

Section 1:

Type your complete Course name in the first box.

Type your audience type in the second box and select appropriate level (s).

Type any “Related Entry” skills as necessary.

List any and all prerequisites as necessary.

Select prior course knowledge (Low, Medium, or High)

Select the “Compliance Related” checkbox if necessary.

Type any “Related Regulations” as necessary



Section 2:

Select the appropriate course length from the drop-down menu.

Select the appropriate course architecture (Receptive, Directive, Guided Discovery, or Exploratory).

Select the desired navigational elements by clicking the check box to the right of your selection.

Section 3:

Type a description of the course in the “Purpose of Course” section (this is a summary of all planned lessons).

Click the “Save Program Information” Button.

You may preview your course report or print your course report by clicking on the appropriate buttons.

To begin to build lesson information for your course, click the “Build My Lessons” button.

NOTE: The door icon at the lower left of the screen is used to exit without saving.



Lesson Information

Type the lesson introduction in the “Lesson Introduction” box.

Type the lesson name in the “Enter Lesson Name” box.

Select a “Learning Outcome” by clicking the checkbox.

NOTE: The corresponding action verbs that will be used for your learning objective can be viewed by clicking the Show Verbs button for each Learning Outcome. (See example below)

Select the appropriate action verb.

Use the verb as part of your cluster objective, which you type into the “Lesson Learning Objective (LO)/Cluster” box.

Type the Lesson Summary into the “Summary” box.

Click the “Save Lesson Information” button.

Action verbs example:

NOTE: From this section of the DPT, you may also preview or print your lesson report by clicking the appropriate button.



Unit Information

Select the “Content Type” from the drop-down menu. Selections are:

-Concept -Fact -Procedure -Process -Principle

Select the “Complexity”, “Difficulty” levels and “Importance” (High, Medium or Low) from the drop-down menus. This information can be used to determine the appropriate practice items.

Type the enabling objective in the box marked “Enter Information Objective Below”.

Select a practice item type from the drop-down menu in the box associated with the deployment tool to be used for the lesson.

Type the practice item/knowledge check instructions below the deployment tool selection.

If using Survey Monkey, select the question type(s). If multiple selections are necessary, hold down the “CTRL” key while making each selection.

Type the question and answer to the right of the question type.

Click the “Save Unit Information” button.

NOTE: You may preview your report or print your lesson information by clicking the appropriate button at the bottom of the screen. Click the right arrow next to the Save button to go to the next unit. Once you’ve created multiple units, you may use the left arrow to return to previous units. You may also e-mail the report.



How Do I Use the Storyboarding Convention?

To begin the process of developing your storyboard, access the WBT Storyboard using the following link: \\Milky-way\projects\OrgDev\Training & Development Department\Department Reference\Instructional Design\Storyboard Template\WBT_Storyboard.ppt NOTE: Because we will constantly be upgrading our authoring tools, it is recommended that you obtain a new Storyboard Template from this site each time you begin work on a new course.

Open the Storyboard Template that you have saved for your course.

Go to “View”, “Master”, then “Notes Master”.


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Type your name to the right of 'Prepared By:''

Type your course name to the right of ''Course Title.'' - (These prior two steps will ensure that all of your storyboard pages will reflect your name and course title.)

Close the “Notes Master” view.

Go to “View”, then “Notes Page”.


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Add the “Lesson Name” and “Unit Title” at the top of the page.

Go to “View”, “Slide Sorter”.


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From this view, you can add and delete the types of pages (templates) in your course.


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To use a template to create a slide for your course, make a copy of it, and place it in the desired location. Then add your content. The steps are:

Right click on the template page and select “Copy”.

Move your cursor next to the desired insertion point.

Right click and select “Paste”.

Double click on the slide to bring it into view and add your content.

Repeat the process for the rest of your slides.

NOTE: Remember to save your file often!


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What is the Appropriate Course and Lesson Structure?

Introduction

Structuring a Web-based course into logically sequenced lessons, and logically sequencing lesson units is critical to the overall instructional integrity and navigation of the course. In eLearning, we use a course/lesson/unit structure, as depicted below. This means that one or more lessons are associated with a specific course, and that each lesson is composed of from five to nine units of instruction. (A training program may contain multiple courses.)

Structure Specifics and Relationships

A course

Contains one or more lessons

Can have a pre-assessment and/or a post-assessment

A lesson

Corresponds to one cluster objective

Contains an introduction, 5-9 units of instruction, and a summary

A unit of instruction

Corresponds to one enabling objective

Is the equivalent of approximately one online screen (content frame on the Web), and/or one storyboard page

Is followed by a knowledge check and an assessment question


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How Do I Design a Course/Lesson Structure?

Introduction

Designing a course requires some analysis to determine how many lessons will be part of the course and how many units will be contained in each lesson. The course Structure is designed using the steps outlined below in the table and the graphic.

Analysis

An effective analysis should:

Support the need for training

Assist in determining the amount of content, and materials necessary

Assist in identifying the number of lessons and units contained in the course. Because a Web-based lesson is limited to a total of 11 units (including the introduction and summary units), if the lesson you are developing exceeds 11 units, you may need to split it into two lessons. You might also need to review the amount of content you have placed in the lesson.

Steps for Structuring a Course

Here are the steps for designing a course/lesson structure. On the next page you’ll see a graphical representation of these steps.

1. Access the Design Planning Tool

2. Write your cluster (lesson) objective using the Design Planning Tool template

3. Write your enabling (unit) objectives using the Design Planning Tool template

4. Create a Course/Lesson outline based on the cluster and enabling objectives, content, and materials

5. Organize the content and materials into an outline of lesson units based on the enabling objectives

6. Create unit titles and determine estimated number of units (based on Enabling Objectives and content)

7. Review and revise units to reduce content and add interactions as needed

8. Determine whether additional lessons are needed

9. Create a final outline draft (based on the number of units)

10. Initiate the project using the T & D SharePoint Site and begin the storyboard process


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Assessing Learning

There are several methods available to assess the knowledge or progress of the learner, and the methods fall into two categories - knowledge checks and assessments. The primary difference between the two is that an assessment is scored or evaluated, while a knowledge check should be non-evaluative. The graphic below provides detail about our basic lesson structure. All lessons contain an introduction, summary, and five to nine (5-9) units, as discussed earlier. All lessons also contain progress checks and assessments at the unit level within the lesson.


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Assessments

Assessments are developed in Lectora, a Web based assessment authoring tool that allows us to score, evaluate, and report on learner responses. The learner launches an assessment either from the course menu, or as a separate item, external to the course. Knowledge Checks Knowledge checks are developed as part of the unit structure, using the designated authoring tools, (Lectora and Flash). Knowledge checks must be included in all units, whether or not assessments are utilized. It is highly recommended that knowledge checks are not “graded”. The rationale for not grading knowledge checks is to allow learners the opportunity to make mistakes and then correct them in the program. If knowledge checks are graded, then the learner can often focus on “passing” and not truly learning the material.

Content Types

The basic lesson/unit structure uses content types - concept, fact, principle, process, and procedure - to organize information into categories, based on instructional purpose. There are templates in the Design Planning Tool for each content type. You’ll complete your lesson/unit content using the layout provided by the template. Using these templates will help you organize information more logically and develop your course more quickly. Units that are not created using content type templates are considered “freeform” - they are not pre-formatted. Use the “freeform” methodology sparingly. The graphic below depicts the basic lesson/unit structure using content types. Content types are discussed in more detail in the Appendix.

Key Points about Unit Structure

Remember that a unit is equal to one storyboard page and/or one online screen, and corresponds to an individual enabling objective. (You may have heard of a unit referred to as topic or chunk of information.)

Each unit is standalone, and includes knowledge checks (also referred to as practice items, progress checks, etc) to test knowledge at short intervals. Knowledge checks should be provided at the end of each unit (except the introduction and summary).


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A unit consists of any combination of content, graphics, links and interactions. The amount of content and number of graphics that exceed one screen/storyboard page can be designed as interactions (commonly referred to as content assets).

Interactions

In Web-based terms, an interaction is generally described as a digital entity (graphic, animation, audio, and/or video) that is present on a Web page and/or provides a link to another page, document, graphic, or site inside or outside of the lesson. Interactions may include popup pages, animations, mouseovers, links to a glossary, and one or more links to internal or external Web sites.

The structure of a unit is provided in the graphic below:


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How Do I Level Content for the Appropriate Outcome?

Introduction

The term taxonomy is derived from Dr. Benjamin Bloom’s Taxonomy of Learning Objectives. It is simply a hierarchy or ordered levels of learning domains and associated components developed by Dr. Bloom. Specific components of each domain are classified into a hierarchy of manageable, sequential levels that correspond with and are dependent upon one another. The taxonomies provide a sequential model for dealing with the design of lessons and the expected levels of learning for a given lesson. The “domains” of behaviors include the following:

Cognitive (mental/knowledge)

Affective (attitude/emotional)

Psychomotor (physical skills)

The focus of this guide is the cognitive domain. The cognitive domain refers to the mental or learning processes. This is the primary reason that instructional designers and educators focus on the cognitive domain in terms of instructional design, teaching, and training. The cognitive domain is ordered into the following six levels (descending order from the highest to the lowest):

The levels within the cognitive domain are dependent on each other; as the levels ascend on the pyramid, each new level builds upon the previous level. The levels allow instruction to be designed for a specific or target audience based on prior knowledge and entry behaviors. Often, these six levels are paired together in three groups of two. The six levels are paired mainly because each group has similarities and they correspond to the Foundation, Intermediate and Advanced/Specialist lesson levels as indicated in the table below (highest to lowest):

Six Levels of the Cognitive Domain Corresponding Lesson Levels

Knowledge and Comprehension Foundation

Application and Analysis Intermediate

Synthesis and Judgment Advanced/Specialist


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This table contains more extensive explanations of the domains and lesson levels:

Cognitive & Lesson Levels Explanation

Knowledge - Foundation This is the lowest level of the Cognitive domain. In this context, Knowledge is retrieving relevant information from long-term memory. For example, the recall (remembering) of facts, terms, basic concepts and principles.

Comprehension – Foundation Comprehension is the understanding of facts and principles, and the ability to justify specific methods and procedures. For example, grasping the meaning of informational materials.

Application – Intermediate Application is the use of previously learned information in new and concrete situations to solve problems that have single or best answers. For example, the application of concepts and principles to new situations, and demonstrating the correct usage of a method or procedure.

Analysis – Intermediate Analysis is the breaking down of informational materials into their component parts. The component parts are examined to develop divergent conclusions by identifying motives or causes, making inferences (assumptions), and/or finding evidence to support generalizations. For example, recognizing unstated assumptions and logical fallacies in reasoning, and distinguishing between facts and assumptions.

Synthesis - Advanced/Specialist

Synthesis is the ability to integrate learning from different areas into a plan for solving a problem or formulating a scheme for classifying objects, events, or ideas. In other words, placing elements together to form a coherent and/or functional whole, or reorganizing elements into a new pattern or structure. An example could be constructing an original product.

Judgment – Advanced/Specialist

The highest level of the cognitive domain. Judgment in this context is judging the value of informational material based on personal values and opinions resulting in an end product with a given purpose and without real right or wrong answers. For example, judging materials for value or purpose based on criteria (supporting data, consistency, and validity) and reason.

Making use of the six levels of the cognitive domain and the corresponding lesson levels will

help you write sound learning objectives and provide instruction that is presented at the appropriate knowledge and skill levels of the learner.

It is generally appropriate to combine the paired cognitive levels in one lesson; e.g., Knowledge with Comprehension (Foundation), Analysis with Application (Intermediate). However, it is generally not appropriate to combine non-paired levels in one lesson (Knowledge/Foundation with Analysis/Intermediate), because the levels exist in a hierarchy, and there are major differences in what is expected from the learner in each level. Also, the objectives are written to the specific levels and require performance that is specific to the corresponding levels.


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What is the SMART Way to Write Learning Objectives?

Introduction

Learning objectives (both cluster and enabling) should be determined, written, and approved (if necessary) prior to designing the lesson and unit structure and content.

Key Points about Learning Objectives

They provide the basis or need for the instruction, and they state how the expected performance is determined and measured.

They describe learning outcomes rather than processes. For instance, a lesson description is a process, but what a learner will be able to do after the lesson is an outcome.

The outcomes described should be observable (measurable), clear and unambiguous. Always keep in mind the statement “…the learner will be able to…”.

An objective is complete when the following three components are included:

Objective Component

Definition

Conditions Circumstances by which the performance and outcome will be accomplished, such as tools that can be used and general environmental conditions.

Performance (Behavior)

What the learners must be able to do and/or produce that can be measured or observed

Criteria How well, how fast, and/or how accurately the performance must be accomplished to indicate the learner has successfully attained the desired level of competence.

WBT design best practices uses a strategy of writing objectives at the lesson and unit level that incorporate the cluster and enabling objectives as follows:

See more information about writing Learning Objectives in Appendix A (Learning Objectives)

S = Specific M = Measurable A = Attainable R = Results-focused T = Timely

SMART is an acronym for the necessary components for writing

quality learning objectives


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How Do I Label My Content for Use of Instructional Templates?

Introduction

The Design Planning Tool provides a series of content type choices and subsequent instructional templates for each. Content types are based on instructional purpose and are specific to the type of information that is being provided. There are five content types, as follows:

Concept

Fact

Process

Principle

Procedure

Key Points about Content Types:

Content types are used to organize specific types of information into categories based on the purpose of the information (instructional purpose).

Content types provide a predetermined page layout and organize the content in a specific manner using the required and/or optional components. Progress checks will typically follow a content type unit.

A non-content type unit is “freeform” and does not provide a predetermined page layout or require any specific content structure.

The instructional templates provide a predetermined layout that matches each content type. The templates include the required and optional components to each content type. It is not necessary for content types to follow any particular order and there may be several of the same Content Type within a lesson.

An instructional template using a content type is equivalent to a unit of instruction (as shown in the graphic below).


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The table below provides a brief synopsis of the use of content types:

Content Type Use

Concept Used when teaching a group of objects, symbols, ideas, or events.

Fact Used when teaching unique, specific, one-of-a-kind information pieces, and are presented as statements, data, or pictures.

Process Used to teach how a system works.

Principle Used to create a job task that requires judgment or when guidelines need to be applied to a job situation.

Procedure Used to teach a procedure that is performed on the job and should provide job-based practice for transfer of learning.

See more information about content types in Appendix C (Content Types)


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How Do I Check for Participant’s Understanding of the Content?

Introduction

Checking for learner understanding is critical to measuring the effectiveness of the course/lesson. The effectiveness of the course/lesson will determine, in large part, whether the intended change in performance (behavior) has been met. If the intended changes have not been met, the designer evaluates the statistics of the measurement method to determine how to improve the course/lesson.

Key Points about Determining Learner’s Understanding of the Content

There are multiple methods available to assess the “understanding” or progress through the lesson:

Knowledge Checks – Required components of a Web-based lesson

Pre-assessment - An optional component of a Web-based lesson or course. Generally developed using the Lectora application

Post-assessment – An optional component of a Web-based lesson or course. Generally developed using the Lectora application

There are currently six types of Practice Items available for use. They include:

Multiple Choice/Single Answer

Multiple Choice/Multiple Answer

True/False

Text Entry

Drag & Drop

Custom Question types may also be supplemented by using scenarios and or case studies that

Pose a problem and provide questions following the scenario

Check the learner’s understanding of the problem and assist in determining a solution.


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This chart reviews the information about assessment types and their use.

Assessment Type Use

Pre-assessment (Perception)

Optional

Developed using the Perception application. Completed by learner internal or external to the WBT course environment. Used to determine prior knowledge or skills.

Progress Checks (Dreamweaver, WBT based)

Required

Developed in the Dreamweaver and/or Flash authoring tools and completed by the user (learner) within the WBT environment

Post-assessment (Perception)

Optional

Developed using the Perception application. Completed by user (learner) internal or external to the WBT course environment. Used to measure the retention and/or understanding of a particular lesson or set of lessons (course)

Lectora assessments may be developed internal or external to the course. If the pre-assessment is internal to the course, the learner will complete the assessment prior to beginning the lessons as part of the course structure. If the pre-assessment is external to the course, the learner registers for and completes the pre-assessment prior to beginning the Web-based lesson. The learner then registers for and completes the course/lessons.

The Lectora post-assessment uses the same process as outlined above except that the user (learner) will complete a post-assessment after completing the course/lessons. If the post-assessment is internal to the course, it will be completed as part of the course/lesson structure. If the post-assessment is external to the course, the user (learner) will register for and complete the post-assessment at the end of the course.

See more information about question types and tips for writing questions in Appendix D (Practice Items)


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Learning Objectives - Appendix A

Cluster Objective

A cluster objective corresponds to a lesson of instruction, and is a high level summary statement of the unit (enabling) objectives within the lesson. It states the expected learning outcome of the lesson. A cluster objective is constructed using the three components of an objective (condition, performance, and criteria). Each lesson consists of one cluster objective. The cluster objective should be a brief statement (no more than a short paragraph) Typically, a cluster objective is provided in a design document and/or the Design Planning Tool and is used to further develop enabling objectives. It also usually appears in the lesson content that the learner sees. It may not appear if it is quite large, very complex, or has a large number of enabling objectives. If a cluster objective is provided in the lesson, it should be placed in the Introduction unit along with the enabling objectives. Example of a Cluster Objective

“Using Worksheet A in Section I of the Sales Training manual, identify the terms that signify acceptance, skepticism, indifference, and objection as they apply to the customer reaction vignette within 15 minutes”. This statement provides all three components. “Using Worksheet A in Section I of the Sales Training manual” is the condition, “identify the terms that signify acceptance, skepticism, indifference, and objection as they apply to the customer vignette” is the performance, and “within 15 minutes” is the criteria. A more visual breakdown appears in the table below:

Component Learning Objective Statement

Condition Using Worksheet A in Section I of the Sales Training manual

Performance identify

Criteria in five minutes The enabling objectives will further separate (granulate) the information in the cluster objective.


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Enabling Objectives

An enabling objective corresponds with a unit of instruction, and is a specific statement of what the learners will know or be able to do (result or outcome) after the unit is completed.

Enabling objectives are essentially individual re-statements of the parts or tasks outlined in the overall cluster objective that are specific and granular rather than summarized and high level.

There may be several tasks required to meet the cluster objective, and enabling objectives describe the specific tasks required to do so.

Enabling objectives use the three components of an objective (condition, performance, and criteria)

Think of enabling objectives as granular, detailed, very specific statements based on the component parts of the cluster objective. Enabling objectives are often listed in the introduction to the unit of the lesson.

Examples of Enabling Objectives

There are many ways to write enabling objectives, (formal and informal, short sentences, etc.), but as long as the three components are present and the objective is written using clear, concise language and action verbs, and is measurable, the likelihood of crafting a sound learning objective is high. Review the following learning objectives to see how they can be separated into specific components.

1. Using Worksheet A in Section I of the Sales Training manual the learner will be able to identify the terms that signify the customer reaction of acceptance within 5 minutes.

This statement provides all three conditions. “Using Worksheet A in Section I of the Sales Training manual ” is the condition, “identify” is the performance (doing), and “in 5 minutes” is the criteria. See table below for a more visual breakdown.


Condition Using Worksheet A in Section I of the Sales Training manual

Performance Identify

Criteria in five minutes


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2. Define Skepticism as it applies to customer reactions, based on Worksheet A, in Section I. in 25 words or less.

This statement provides all three components. “based on Worksheet A in Section I” is the condition, “Define” is the performance (doing), and “in 25 words or less” is the criteria.


Condition based on Worksheet A in Section I

Performance define

Criteria in 25 words or less

The following is an example of an ambiguous, unclear, non-measurable enabling objective that does not “enable” learning in any meaningful way.

3. Understand how to design learning objectives. This statement does not provide a condition, the criteria “design learning objectives” is unclear, and expected performance “understand” describes a process rather than an outcome and is not measurable. The three components and the action verbs that describe the expected performance drive learning objectives and provide the clarity and measurability necessary for sound, quality instruction.

Action Verbs

Verbs describe the performance (doing) component of an objective. These specific verbs are referred to as action verbs. Action verbs are words that convey action/behaviors and reflect the type of performance that is supposed to occur. Action verbs reflect action/behaviors that are measurable, observable, verifiable, and reliable.

Specific action verbs correspond to specific levels of the cognitive domain. Therefore, if a lesson is being designed at the application level (Intermediate), the designer will use action verbs that correspond to the application level. Learners at the Application level use previously learned information in new situations to solve problems. Therefore, some of the action verbs for the Application level may include words like act, controls, predicts, and uses. These verbs describe the action/behavior that is expected at that level. Unfortunately, not all outcome-illustrating verbs are measurable or observable (understand, learn, develop, etc).


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The table below provides examples of action verbs.

Cognitive & Levels Appropriate Action Verbs (not all-inclusive)

Knowledge - Foundation Defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views.

Comprehension - Foundation

Classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands.

Application - Intermediate Breaks down; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides.

Analysis - Intermediate Acts; administers; articulates; assesses; charts; collects; computes; constructs; contributes; controls; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes.

Synthesis - Advanced/Specialist

Adapts; anticipates; categorizes; collaborates; combines; communicates; compares; compiles; composes; contrasts; creates; designs; devises; expresses; facilitates; formulates; generates; incorporates; individualizes; initiates; integrates; intervenes; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates.

Judgment – Advanced/Specialist

Appraises; compares and contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.


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Learning Approach – Appendix B

Introduction

There are four learning approaches that provide specific levels of user (learner) control in a lesson. The learning approaches are available for any delivery method although some may be better suited to Web-based training than others. The typical Web-based training lesson uses a Directive approach, but all approaches will work in a WBT environment (some more effective than others).

Key points about Learning Approaches

The four approaches to the design and delivery of learning environments, to account for different human cognitive processes, learning objectives, and outcomes as defined by Clark’s four architectures of instruction (Clark, 2000). These approaches include:

Receptive: Fixed-pace linear disclosure of the learning experience with limited learner control.

Directive: Learner control of disclosure of the learning experience through limited branching and choices.

Guided discovery: Learners are given a specific problem or objective that is solved during their interaction in the learning environment. Completion is supported through related resources such as instructional coaching, worked examples, and peer groups.

Exploratory: Little or no control over learners because they are free to find information and training resources within the learning environment to meet their specific needs.

The application of these four approaches moves designers beyond rigid forms of delivering lessons and “training,” in which the lessons are simply delivered as structured hierarchical collections of dissociated learning objects. Leveraging Courses/Lessons to create problem-based learner experiences that give learners the opportunity to explore their own needs, find solutions to complex problems, and build their own conceptual frameworks.


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The table below provides detailed information about each approach and corresponding description:

Approach Description Receptive Instruction is presented in a fixed, linear path from beginning to end.

Learner control is often limited. The learner is forced to proceed at a predetermined pace and is expected to “absorb” information as it is presented, without rehearsal opportunities. Examples of this type of delivery include video training, lectures, or any environment where the learner cannot “skip around” in the course/lesson.

Directive The path through the learning experience is suggested through a “learning path” which typically sequences the learning from easier to more complex. The learner is encouraged to use the course as designed, from start to finish, through a number of visual or audio cues. Frequently, practices are used to reinforce retention of knowledge and skills. Examples include books and Web-based training where there is a “page-turning” approach to delivery. It may also be found in simple role-plays or simulations where the number of branches or choices for the learner is limited and little deviation is allowed.

Guided Discovery

Encourages the learner to explore a learning environment and complete problem solving. There is often a job scenario or problem presented to the learner to frame the exploration toward the discovery of new skills and knowledge. The learner is supported with the information required for solving a given problem. Examples of guided discovery applications include rich multimedia simulations, case studies, and scenarios where the learners solve problems or complete tasks as they would on the job.

Exploratory Allows learners to search freely and “jump” into the content to find knowledge and information that meet their needs. Successful exploratory learning is based largely on the motivation of learners to find what they need to perform a skill or acquire new knowledge. Examples include surfing or researching a topic via the Internet, corporate information databases, or library. Within limits, learners are free to do anything they feel is necessary to meet their needs. The instruction provides navigational interfaces to allow the learner to maintain orientation without sacrificing learner control.


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Content Types – Appendix C

Content types are classified into five types: concept, fact, process, principle, and procedure. Content types are used based on instructional purpose and provide templates for creating the content, practice items, and assessments. Each content type is a unit of instruction. The storyboarding convention will provide content type templates to assist the design process. The five Content Types are defined in the table below:

Content Type

Definition

Concept Used when teaching a group of objects, symbols, ideas, or events. Usually taught prior to a major topic. For instance, if the topic is correspondent, then the definition of the application (or background information) may be provided in the concept unit. Some lessons may require multiple concept units.

Fact Used when teaching unique, specific, one-of-a-kind information pieces, and are presented as statements, data, or pictures. A fact unit can be presented as a standalone unit or mapped/linked from or to another unit.

Process Used to teach how a system works. Assists in supporting underlying job tasks, providing motivation and ensuring overall quality of job performance. A process can be defined as a flow of events that describes how something works, a task that is not performed by one person, and is considered mechanical, business, or scientific.

Principle Used to create a job task that requires judgement or when guidelines need to be applied to a job situation. Typically, a principle unit will precede a concept or process unit.

Procedure Used to teach a procedure that is performed on the job and should provide job-based practice for transfer of learning. A procedure is typically a sequential set of steps to be followed to accomplish a task or make a decision, and lists directions for procedural tasks and/or actions within a procedure that must be done the same way each time. A procedure unit will usually come after a concept or process unit.

Each content type has required components and optional elements. All content types require an introduction and a practice element. The required introduction component of each content type is part of the unit and exclusive of the lesson introduction.


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While the required practice element of each content type could be structured in different ways, it is typically structured as a progress check. The required introduction and practice elements are described in the table below.

Content Type Element Element Descriptions

Introduction

(Required for all Content Types)

Establishes the purpose of the unit. May include an enabling objective. Should be short and to the point. Can be in paragraph/block format with no bullet points. This introduction should not be confused with the lesson introduction, which describes the lesson and learning objectives in totality. This is simply an introduction to the specific unit and is a required item/element in all units regardless of type.

Practice

(Required for all Content Types)

Typically in Knowledge Check/Progress Check format (a quiz question). Provides the learner an opportunity to remember the concept. A principle unit includes use and remember at this level. Typically provided at a sub-unit level (underneath a unit). May double as an assessment question in some cases.


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Elements for Content Types

The tables below describe the elements of each Content Type and indicate required or optional. The Introduction and Practice elements are described in the table above.

Content Type

Elements and Descriptions

Concept Introduction (Required)

Definition (graphic or text format)(Required):

Identifies the related characteristics and defines the particular concept in a clear, concise manner. Uses bulleted list(s). A graphical representation may be used. If there is a significant amount of information, the graphic, term or characteristic may be linked to a popup and/or glossary (interaction) for further clarification. A bulleted list may be used within the popup or other interaction.

Fact (if applicable/optional)

Used when further explanation of a concept is necessary. If included in a Concept unit, “fact blocks” should be used (graphic, table, list, etc). If a significant amount of information is necessary, a graphic may be used to move the learner to a “fact” popup or to a fact unit.

Example (graphic or text format)(Required):

Typically includes multiple examples. Minimum of one example. If multiple examples are used, they should be sequenced from simple to complex and each should be presented in a different context. A graphical representation may be used. If there is a significant amount of information, the graphic, term or characteristic may be linked to a popup or other interaction for further clarification. Analogies may be included as part of the example or provided separately on the page

Non-Example (Optional):

Identifies easily confused examples of related concepts, presented using text or graphics, and sequenced from simple to complex. A statement should indicate why it is not an example.

Analogy (Optional):

Relates to the background and or experiences of the audience, and is a powerful instructional tool.

Instructor Notes (Optional):

Is not visible to the learner. Includes anything special or unique about teaching this concept.

Practice (Required)


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Fact Introduction (Required)

Fact (Required)

Type and number is based on the objective. Facts may be formatted as graphics, lists, or tables. A brief description of formatting for each is provided below:

Facts–Graphic: The graphic should be preceded with a descriptive sentence and/or labeled with a few descriptive words. Key parts should be identified and a table detailing the key parts should follow the graphic.

Facts–List: The list should be preceded with a descriptive sentence. The list should be categorized further by using sublabels as needed.

Facts–Table: The table should be preceded with a descriptive sentence. The parts should be listed with their function.



Practice (Required)

Process Introduction (Required)


Used when further explanation of a concept is necessary. If included in a Concept unit, “fact blocks” should be used (graphic, table, list, etc). If a significant amount of information is necessary, a graphic may be used to move the learner to a “fact” popup or to a fact Unit.

Staged Table, Block Diagrams, or Cycle Charts (at least one type Req.):

Typically, a staged table, block diagram(s) or cycle chart(s) are used in a Process unit. Use an introductory sentence prior to each item. These items are described below:

Staged Table: Columns labeled as STAGE and WHAT HAPPENS. Begins with who or what is responsible for the action in that stage and is written in third person, active voice. Limit one stage to one time period.

Block Diagram (Flow Chart): Begins with who or what is responsible for the action in that stage and is written in third person, active voice. Limit one stage to one time period.

Cycle Chart: Begins with who or what is responsible for the action in that stage and is written in third person, active voice. Label chart as a process



Practice (Required)


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Principle Introduction (Required)


Used when further explanation of a concept is necessary. If included in a Concept unit,

“fact blocks” should be used (graphic, table, list, etc). If a significant amount of information is necessary, a graphic may be used to move the learner to a “fact” popup or

to a fact Unit/RIO.

Principle Statement (Optional):

Provides a statement describing the accepted standard of behavior

Guidelines (Req.):

Guidelines are typically derived from analysis of expert performance and are provided in a

list format (a table may be used).

Example (Req.):

Two or more examples are recommended. The context of each example should vary and

different settings and situations should be used for each example.

Non-Example (Optional):

Identifies easily confused examples of related concepts, presented using text or graphics,

and sequenced from simple to complex. A statement should indicate why it is not an

example.

Analogy (Optional):

Relates to the background and or experiences of the audience, and is a powerful

instructional tool.


Is not visible to the learner. Includes anything special or unique about teaching this

concept.

Practice (Required)

Procedure Introduction (Required)


Used when further explanation of a concept is necessary. If included in a Concept unit,

“fact blocks” should be used (graphic, table, list, etc). If a significant amount of information is necessary, a graphic may be used to move the learner to a “fact” popup or

to a fact Unit.

Tables (Procedure, Decision, or Combined tables)(Req.):

Typically, tables are used in a “Procedure” Unit/Rio. The three types of tables used in a “Procedure” Unit include Procedure, Decision, and/or Combined and are described below:

Procedure Table: Columns labeled as STEP and ACTION. Each step begins with an

action verb and each step is limited to one action.

Decision Table: Columns labeled as IF and THEN. The IF is the condition and

THEN is the action and form a complete sentence even though separated by

columns.

Combined Table: Uses the same guidelines as Procedure and Decision tables and

usually begins as a Procedural table with a Decision table as one of the steps.

Demonstration (Optional):

Used to illustrate a presentation and is performed by the instructor or media



Practice (Required)


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Content types are an optional but highly recommended method of designing a unit based on instructional purpose. Content Types can save time and make the design process easier, particularly when using the templates provided with the Design Planning Tool.


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Practice Items – Appendix D

There are currently six types of Practice Items available for use. They include multiple choice/single answer, multiple choice/multiple answer, true/false, text entry, drag and drop and custom.

Multiple Choice

Multiple choice questions have the advantage of versatility in measuring learning objectives from the lowest cognitive level (knowledge) to the highest cognitive level (judgment). Multiple choice question types consist of a stem (the question and/or statement), and options or alternatives (the possible answers). Selecting one of the options (correct or best option) completes the stem. Options that are incorrect or less appropriate are called distracters or foils and the task of the user (learner) is to select the correct or best answer from all of the options. Correct answer options require the user (learner) to select only the correct answer. The

answer is definitive and absolute

Best answer options require the user (learner) to discriminate among the options that vary in degree of correctness

Multiple answer options require the user (learner) to select multiple correct answers.

Multiple choice questions typically have a minimum of four options (possible answers) and sometimes up to five. Here are some tips to assist in writing quality multiple choice questions:

The stem should introduce what is expected of the user (learner). It should provide clarity as to the purpose of the item.

Avoid specific determiners (clues). Clues to the correct answer(s) should not be provided in the stem or options.

Use vocabulary that is suited to the lesson level and the user (learner) knowledge and skill level.

All options should be plausible. Providing options with no relation to the stem may lead or provide a clue as to the correct answer.

A “defensible” correct answer or best option should be provided. There should be a clear correct or best answer that can be supported.

Vary the placement of the correct or best option. In other words, the correct or best answer should randomize.

Use “None of the above” as an option only if there is a definitive, absolute correct answer. This type of option is not suited for best answer question types.

Avoid using “All of the above” as an option.

Stems must be complete sentences but not too long. One or two word stems are inappropriate. A stem that is too long will cause the user (learner) to have to reread the stem several times


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True/False

True/false questions have the advantage as easy to write and score. Also, since the true/false questions are generally short, they provide opportunities for testing on more materials in a shorter time period. However, true/false questions tend to emphasize memory/recall (the lower level of the cognitive scale), and encourage guessing (T/F questions are generally 50/50). Still, with time and patience, true/false questions can be written as highly complex question types. True/false questions have a simple structure. This question type consists of a stem (the question or statement) and two options (True or False)

Some tips to assist in writing quality true/false questions are provided below: Construct items that measure important objectives.

Avoid specific determiners (clues). Clues to the correct answer(s) should not be provided in the stem or options.

Roughly half the statements should be false.

Each statement should be unequivocally true or false.

Text Entry (Completion and Short Answer questions): The text entry question type allows the user (learner) to type a short answer into a space allotted for that purpose. The entry area may be at the end of the sentence (completion) or anywhere in between (short answer). The answer (text entry) may be one word, a series of words, or a short sentence. The text entry question is easy to construct and eliminates guessing. Text entry questions can be difficult to score and emphasize memory/recall (the lower level of the cognitive scale). Here are some tips to assist in writing quality text entry questions:

Use only one blank per question

Avoid using statements taken directly from a textbook or manual

The question should state or imply what type of response is expected. It should be clear to the user (learner) that the expected response is a name, date, time, place, event, etc.

Avoid specific determiners (clues). Clues to the correct answer(s) should not be provided in the stem or options

Place the blank space at the end of the sentence if possible


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Drag & Drop

(Matching): A drag & drop question is essentially a digital version of a multiple choice question in which the user (learner) associates an item in one column with a choice in a second column (commonly referred to as a Matching question). The “target” item is considered static and is the item to which the selected answer is dragged. The “drag” item is the item or answer that is dragged to the target item. Drag & drop questions are easy to write (construct) and score but can be difficult from a developer standpoint (programming). Drag & drop questions are well suited to measuring associations and present the user (learner) with alternatives (multiple choices). Drag & Drop question types emphasize memory/recall (the lower levels of the cognitive levels). Here are some tips to assist in writing quality Drag & Drop questions:

Keep target and drag items “homogeneous” or similar in nature. For instance, mixing names of persons with dates or names of cities can create an advantage to the user (learner) with regard to correct answers. Can also be confusing

Include more drag items than target items

Limit the number of items to no more than six per question

Arrange items numerically or alphabetically

Use the “Drag” item as the shorter item

Provide complete directions

Place target and drag items on the same page

Avoid specific determiners (clues). Clues to the correct answer(s) should not be provided in the stem or options

Custom Progress Checks

Custom progress checks are used to reinforce learning of units that require unique design approaches. Customized progress checks can be created as games, mini-simulations, animations, etc.

Question Feedback

All questions should include feedback (use text) that indicated whether the answer is correct or incorrect.

All feedback items should include the letter or number of the correct answer as well as the feedback message.

If the question allows only a single attempt, there will be two feedback messages: correct and incorrect

If the question allows multiple attempts, there will be three feedback messages: correct, incorrect, and final incorrect. In the case of a multiple attempt question, the user (learner) the first incorrect answer selected will bring up an incorrect feedback message (without the correct answer). The second time the user (learner) selects an incorrect answer, the final


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incorrect answer feedback is provided, and the correct answer is included in the feedback message.

Responses

This is the maximum number of responses or attempts that a user (learner) has when completing assessment question. If an assessment question is set up as a single attempt, the user (learner) has only one chance to answer the question correctly. If an assessment question is set up for multiple attempts, the user (learner) has two or more attempts to answer the question correctly. The question feedback must be designed according to the number of attempts allowed.

Scoring

Scoring is optional. Typically, the only requirement for a Web-based training lesson is that all questions must be answered. However, scoring can be set up as a percentage of the total and questions may be weighted equally (the easiest to set up), or weighted individually (unequally – the most difficult to set up).


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Summary – Appendix E

Utilizing this guide along with the Design Planning Tool and Storyboard Convention will: Ensure instructional integrity

Provide process consistency

Increase the “speed to market”

This guide provides critical information on:

Design Planning Tool, Instructional Templates, and Storyboard Convention

Course/lesson structure

Appropriately leveling content to match the knowledge and skill level of the users (learners)

Identifying the appropriate learning approach

Writing quality learning objectives (cluster and enabling)

Identifying content type for selection of appropriate instructional templates

Assessment

The primary benefits of using the approved course/lesson structure in combination with the Design Planning Tool, Storyboard Convention, and Instructional Templates include the following: It supports the design of most learning approaches (including directive, guided, discovery,

exploratory, etc).

It ensures, through the use of object-specific templates, that design and development of learning products are consistent across the organization.

It provides consistent design structure early in the development process.

It provides guidelines to authors that improve the ability to write effective and efficient performance-based training and assessments, and resources.

It provides more opportunities for interactions within the lesson(s).

It supports development of smaller “chunks” of information that are easier and quicker to review and that can ultimately be reused.

It increases awareness of lesson and unit size.

It assists in avoiding the creation of “online manuals” instead of effective, visually attractive content and navigation.

It supports multiple delivery types.

It provides learners consistent learning experiences.


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The primary benefits of using the cognitive domain and corresponding lessons levels include:

They provide a “base” for writing appropriate learning objectives.

They provide content, practice, assessments, and interactivity appropriate to the skills of the user (learner).

They provide a platform for building knowledge and skills in a sequential order (building blocks).

The primary benefits of assigning content levels to instruction include:

It provides the appropriate level of instruction based on the current knowledge and skills.

It provides a “base” for writing appropriate learning objectives and corresponds to the appropriate “action verbs” used to describe the expected performance.

It provides content, practice, assessments, and interactivity appropriate to the skills of the user (learner).

It provides a platform for building knowledge and skills in a sequential order (building blocks).


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Summary – Appendix E

The primary benefits of identifying a learning approach include: Assisting designers to move beyond rigid forms of delivery where lessons are simply

delivered as structured, hierarchical collections of dissociated units.

Varying the degree of user (learner) control.

Accounting for different cognitive processes, learning objectives, and outcomes.

Writing quality learning objectives: Provides the basis for measuring the overall effectiveness of the instruction.

Provides a sound basis for selecting and/or designing assessments, instructional materials, content, interactions, and/or lesson structure.

Clearly and unambiguously specifies what the user (learner) needs to accomplish once the training is completed.

Provides users (learners) with the means to organize their own efforts toward accomplishing the learning objectives.

Labeling content for use of Instructional Templates:

Provides an instructional purpose to content so the user (learner) can determine the “instructional” purpose of the content (concept, fact, process, etc).

Provides a predetermined page layout and organizes the content in a specific manner based on instructional purpose.

Allows organization of specific types of information into categories based on the purpose of the information (instructional purpose).

Supports easier to read, more visually appealing materials to work from.

Frequently checking participant understanding:

Provides the participant with consistent feedback on progress.

Provides a base for measuring course/lesson effectiveness.

Provides measurement results that enable analysis of the course to identify potential deficiencies and weaknesses and facilitates determination of necessary revisions.


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Bibliography – Appendix F

Mager, R.F. (1975) Preparing Instructional Objectives (3rd Ed.) Belmont, CA: Cisco Systems, Inc. (2003) White Paper: Enhancing the Learner experience Cisco Systems, Inc. (April 2003) White Paper: Reusable Learning Object Strategy: Designing and Developing Learning Objects for Multiple Learning Approaches Cisco Systems, Inc. (November 2001) White Paper: Reusable Learning Object Strategy (v4.0)

Useful Links

Useful Websites for Instructional Design Research

Cisco Main Site:

http://www.cisco.com/pcgi-bin/search/search.pl

Cisco White Paper - Enhancing the Learner Experience:

http://business.cisco.com/prod/tree.taf%3Fasset_id=99737&ID=44748&ListID=82316&public_view=true&kbns=1.html

Cisco White Paper - Reusable Learning Object Authoring Guidelines: How to Build Modules, Lessons, and Topics:


Information on Bloom’s Taxonomy:

http://faculty.washington.edu/krumme/guides/bloom.html

Information on Learning Objectives:

http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html

http://www.cisco.com/pcgi-bin/search/search.pl





http://faculty.washington.edu/krumme/guides/bloom.html

http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html


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Lectora Interactions - Appendix G

These are some of the basic interactions. More robust interactions can be produced on a case-by-case basis.

Background Color - Change background color of page

Drag Layer - Drag layer object around page

Horizontal Rule - horizontal line

Hot Link - Link to internal or external webpage

Insert Sound - Place sound object

Open Browser Window - Open a new browser window

Rollover Graphic (button) - Graphic or button changes when user positions mouse over

Show Layer - Show layer object inside of page

Show Popup Message - Show popup message

Swap Image - Changes selected image to different image

Table - Insert Table

Web-Based Training Design Guide

TWH2004 47

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