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Many are impatient with instructional design. I am not. I think it points us in the right direction, gives us guidance in how to make good decisions. This is one woman's appreciative views about ISD.
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(c) 2011 Allison Rossett
FALLING IN LOVEALL OVER AGAIN-
Allison RossettProfessor Emerita of Educational Technology
San Diego State [email protected]
with Instructional Design
(c) 2011 Allison Rossett
THIS. THIS. THIS IS THE KIND OF REACTION I WANT TO OUR PROGRAMS
(c) 2011 Allison Rossett
But look at this.
(c) 2011 Allison Rossett
And this.
(c) 2011 Allison Rossett
1. Instructional design (ID) basics2. Instructional design greatness3. ID that touches minds and hearts
Agenda
(c) 2011 Allison Rossett
ISD, A GREAT START, A FORCE IN WORLD WAR II
Shared outcomes and approaches, PGs, IGs
Birth of IPISD, research about how people learn
Standardization Task analysis was born
Measurement based on objectives
Observations in classes to see that standards were met
Solicitation of opinions about the training (!)
Outcome-based 400+ films were part of
the movement for standards and reach
German general attributed success to the training films, in part.
Films
Turning citizens into soldiers ---- fast
(c) 2011 Allison Rossett
ISD DEFINED
Instructional design: applied educational psychology,
according to Walter Dick
(c) 2011 Allison Rossett
HOW ISD INFLUENCES THOUGHT, PRACTICE
What should I put in that online or F2F class?
What is it that great people think about and do? What do they now know, do? Where have they made errors? Succeeded?
I’m a trainer; I train.I’m an e-learning person; I produce online programs.
What system will drive learning and performance? Causes? Drivers?Literature? Best practices?Theory?
(c) 2011 Allison Rossett
IN ISD, THEORIES ARE INFLUENTIAL
Behaviorism: Consequences; the employee or student is able to DO IT. Classic drills, skill and practice, memory work.
Practice, practice, practice, with knowledge of results.
Cognitivism: Interest in what’s going on inside the individual, in motivation; do they GET IT?
• Think-alouds, scenarios, checklists…. GAGNE’s 9 events
On to constructivism. Here employees “find” key messages…. Discovery learning… Webquests….
(c) 2011 Allison Rossett 10
Behaviorist
[Rosetta Stone for iPhone, iPad]
(c) 2011 Allison Rossett
You are a case worker Observe the child Consider what you are
seeing in light of checklist
Write notes; write report
Compare to expert’s notes and report, checklist
http://suddenlysmart.com
Cognitivist
(c) 2011 Allison Rossett 12
Constructivist
(c) 2011 Allison Rossett
THEORIES INFLUENCE WHAT WE DO, HOW WE THINK ABOUT IT
Connectivism: Stephen Downes, George Siemens, how learning happens in organizations thru connections, networks. From know-how to know-where. Communities of practice, social networks,
personal knowledge managment, twitter
Motivational Theory: John Keller found ARCS by reviewing research and best practices Attention, Relevance, Confidence, Satisfaction….
He urges heuristics/guidelines devoted to ARCS, where we screen efforts asking questions about usefulness, focus, meaning, efficacy, fairness
(c) 2011 Allison Rossett
EMERGING SOLUTIONS TO GNARLY PROBLEMS
US Navy’s Project MMOWGLI (Massively Multiplayer Online Wargame Leveraging the Internet), to allow thousands of players to participate in solving geopolitical crises created by hypothetical pirate attacks off the coast of Somalia.
[http://www.washingtonpost.com/local/navy-calling-on-gamers-to-help-with-security/2011/05/13/AFRYiP4G_story.html]
Connectivism & ARCS
(c) 2011 Allison Rossett
NET. NET. ID BASICS
Theory drives approaches & perspectives We begin with the end in mind Data drives decisions We know classroom instruction is good, but often
not sufficient We are systematic, with output from one phase
enlightening decisions in the next…
(c) 2011 Allison Rossett
WHICH BRINGS US TO THIS FAMILIAR IMAGE
Analyze
Design
Develop
EvaluateImplement
(c) 2011 Allison Rossett
1. Instructional design (ID) basics2. Instructional design greatness3. ID that touches minds and hearts
Agenda
(c) 2011 Allison Rossett
ID GREATNESS
They can see that it is all about them, their tasks, their priorities, their problems, their futures
The experience is vivid and authentic, chock full of worked examples, with opportunities to THINK about and DO something
The experience assures some success AND some stretch There are systematic choices to extend lessons, information,
guidance and advice into the field of play
Active in meaningful ways
(c) 2011 Allison Rossett
EVIDENCE-BASED INSTRUCTIONAL DESIGN Just serving up a tasty buffet or a good class doesn’t get it
done.
When confronting challenges, knowledge workers must be shown how to go about it, think about it - then given opportunities to repeatedlytry it for themselves, supported by advice and feedback.
People learn best from
interactions with worked examples repeated practice on stretch tasks
For more info . . . U. S. Army Research Institute for the Behavioral & Social Sciences (2005); Traci Sitzman et. al on self regulation (in press) in Journal of Applied Psychology and Personnel Psychology; Tal Katz-Navon et. al, in Journal of Applied Psychology, vol 94, 2009; Paul Kirschner et. al, in Educational Psychologist, vol 41, 2006
(c) 2011 Allison Rossett
HOW IT IS HAPPENING IN SALES FOR A PHARMA
Definition.Clear communications by pos deviant sales pros to establish a shared definition of great sales skills, knowledge, habits
Classes, simulations.Selected classes, online &F2FOnline sim center with challenges, assuring practices, enabling comparison to experts
On demand support.Targeted bites of advice, audio examples, checklists, online community, e-coach..
(c) 2011 Allison Rossett http://www.articulate.com/community/showcase/
WHAT MAKES THIS GREAT ID?
What else to influence performance?
(c) 2011 Allison Rossett [American Heart Association mobile support]
(c) 2011 Allison Rossett
1. Instructional design (ID) basics2. Instructional design greatness3. ID that touches minds and hearts
Agenda
(c) 2011 Allison Rossett
GREAT ID TOUCHES MINDS + HEARTS
24
Strategies to engage minds AND hearts
Assure that employees experience some success as they grow
Reveal the sources that influenced the program; detail why they are credible and similar to participants; tell peoples’ stories
Use two-sided arguments to make points. Approaches that admit multiple views are more convincing that a one-sided litany
Inoculate learners regarding the reactions and barriers to come. Detail ways to handle impediments, work-arounds
Use role modeling and role playing, and include conversations
Use stories, problems, cases, and anecdotes. Show emotions, reactions
Encourage reflection about the usefulness and meaning of what is being learned
Use extrinsic rewards for boring and repetitive tasks
(c) 2011 Allison Rossett
IN BRIEF: ID GREATNESS We make expectations clear, in vivid outcome
statements, designing with the end in mind We engage our people in examination of
examples, practice, reflection, community, guided choices
We systematically touch minds AND hearts with stories and circumstances that ring true
Our solution systems deliver smarts through classroom experiences and into the workspace, on demand
(c) 2011 Allison Rossett
MOVING FORWARD, EMBRACING ID
Organizational knowledge, community, social networks, performance support, choice!
Scenarios, commentary, checklists, coaching, problems to solve, aided & unaided performance
Practice, feedback, examples
Tomorrow
Today
Always
(c) 2011 Allison Rossett
Great ID. ID that delivers solution systems.
ID that delivers in rooms andinto the workplace. ID that is influential.
What will YOU do tomorrow?
(c) 2011 Allison Rossett
(800) 956-7739
Signing at the ASTD BKSTORE
(c) 2011 Allison Rossett
Rossett Resources URL
Allison Rossett & Rebecca Frazee’s white paper about blended learning
Allison Rossett & Antonia Chan’s white paper about engagement in elearning
http://www.amanet.org/blended/pdf/WhitePaper_BlendLearn.pdf
http://www.adobe.com/resources/elearning/pdfs/95010205_elearningengage_wp_ue.pdf
SDSU EDTEC graduate programs, on campus and online
http://edweb.sdsu.edu/http://edweb.sdsu.edu/Edtec/distance/
Allison Rossett & Lisa Schafer’s 2007 book about job aids and performance support
http://www.colletandschafer.com/perfsupp/index.html
Allison’s books: Beyond the PodiumFirst Things Fast, 2nd edition
http://www.pfeiffer.com/go/BTP; http://www.jbp.com/rossett.html and http;//www.pfeiffer.com
(c) 2011 Allison Rossett
Individualizing via mobile devices, http://edreach.us/2011/03/06/ithink-ican/ George Siemens on connectivism,
http://www.elearnspace.org/Articles/connectivism.htm Bob Mosher podcast on mobile performance support,
http://www.xyleme.com/podcasts/archives/30 Rossett on technology in a high tech world (2009),
http://mst.texterity.com/mst/2009-6/?pg=34#pg30 Tom Kuhlman’s elearning blog, http://www.articulate.com/rapid-elearning/ Social network for SDSU grad students and everybody else, focused on
non-training interventions. www.pinotnet.ning.com Performance support tool, for deciding if performance support is right for your
project, http://www.colletandschafer.com/perfsupp/tool.html Rossett & Schafer current book, Job Aids and Performance Support,
http://www.colletandschafer.com/perfsupp/index.html Rossett’s new edition of First Things Fast, available from Pfeiffer/Wiley. Quinn’s 2011 guild study on mobile learning--
http://www.elearningguild.com/research John Keller’s 2010 book: Motivational Design for Learning and Performance,
Springer Publications
(c) 2011 Allison Rossett
Allison Rossett
(c) 2011 Allison Rossett
Dr. Allison Rossett, long time professor of Professor of Educational Technology at San Diego State University, is in the Training magazine Hall of Fame, CLO Advisory Board, and Elearning Guild’s Board. Rossett , who served on the international Board for ASTD, has authored six books, including a brand new edition of her classic, First Things Fast: a handbook for performance analysis. Allison writes about and consults on instructional design, and technology-based learning and metrics. Twitter: @arossett E-mail: [email protected]