This post is for my out of class assignment from 21 October. my answers for them are below

7. Because adult learners are task-centered, adult training should be task-centered. Consequently, adult learning should be based on measurable, task-centered learning outcomes. Inherent to good instructional design is the definition of clear learning outcomes. Dr. Robert Mager, a well-known figure in training design, defines learning outcomes (which he calls “learning objectives”) in this way:

Robert Mager on Learning Objectives:

“[Learning] Objectives are a little like blueprints. They provide the guides that will guarantee that you are teaching what needs to be taught…Statements describing intended instructional outcomes are called objectives because their accomplishment can be measured. Goals are broad (fuzzy) statements of intent; objectives are measurable statements of intent. In plain language, if an outcome statement isn’t precise enough to measure whether the outcome has been achieved, it isn’t an objective.”

“An objective describes student performance. It doesn’t say anything about what the instructor will do or try to accomplish. It doesn’t describe course content or the textbook.”

“An objective is about end rather than means. It describes a product of instruction rather than the process of instruction. It describes what students will be able to do when the are competent, rather than describing how they will be made competent.”

Robert F. Mager, Making Instruction Work, pages 73-75

8. It is often difficult to take the time necessary to follow the ISD process. Trainer get wrapped up in the tasks rather than how they fit together. Even though as I found online; “The ISD model is a tool for solving many types of performance problems” often times instructors get caught up in the minutia of the tasks.

9. The ISD process, by definition is; “a systematic process that is employed to develop education and training programs in a consistent and reliable fashion” (Reiser & Dempsey, 2007). In my opinion the ISD process is like creating football plays. The teacher/Instructor is the coach and the students are the players. The coaches take the task and break it into parts. First they define the objective, “winning the game” and they backwards plan from there. During this planning they develop the players and coach the players to achieve certain objectives, “block and tackle”. After they train the players to perform the lower level tasks they create the plays that eventually become the playbook. The formative checks on learning are the practices. Then eventually, on game day, the summative evaluation occurs. This is how I understand the ISD the Model.  

Reflections on Day ONE and TWO (20-21 Oct 12)

When using this BLOG be sure that you keep an eye out for hyperlinks to additional information.

Reflections on Day ONE:

Day one was a whirlwind. After stopping in to work, I showed up to class late. This was a big mistake. After realizing that time management is my problem, not the instructors, we completed a visual learning exercise.  The intent of this visual learning exercise was to have students to visually depict who they are and descride how they prefer to learn in pictures. Students were paired up and instructed to stand-up and talk about their partners. From this point discussion turned to the course syllabus. During the discussion of the syllabus, there were many references to social media and its use in the classroom. The instructor spoke about the impact of technology and the implication of its use.

Discussion turned to the use of evaluation as a check on the trainer. One of the points that was dicussed was the difference between Education, Presentation/Lecture, and Training.
Education was the stated to be increasing knowledge.
Presentation on the otherhand was discussed and stated to be "Lecturing" not teaching or training. Lecturing was stated to be when a trainer or instructor stands up and puts students in the "recieve" mode vesrus actually having them interact.

Training was discussed to be"deliberate set of activities to improve job performance. This includes practice and feedback on the skills taught."

The importance of Evaluation was discussed and the gap between performance and evaluation.

Gap Analysis was dipected using the following diagram;

This was summed up as the students in the course are performance consultants.



Reflections on Day TWO:

Day TWO started with completing a quiz. As with all quizes in this course, this was an open book quiz with the syllabus. After completion of the quiz, work turned to our blogs to ensure we could access them.

Discussion turned to back-channeling. The talk also turned to Multi-Tasking and research about adolescents being "digital natives".

Formative evaluation.

Five Levels of Evaluation.

 



1. Reaction: (Is about the "Smiles" test)

2. Learning: (Pre/Post Tests)

3. Transfer: (Back to the Job)

4. Business Impact: (Numbers)

5. Return on Investment: ($) Cost

Understanding metrics and how there are demographic impacts to the success of training.

 

 

 

Discussion was focused on how there is a substantial difference between Levels Four and Five. The business impact can have a negative impact on short term decision making. Metrics should be looked at with regard to longetivty of the decision making.



Classroom exercise was too:

1. Locate guideline on the web: my guidelines are hyperlinked to the right; (search for writing items).

2. With a partner critique three test items on the handout.

In conjunction with the Guidelines for writing test items I found on the internet we indentified several items wrong with the test.

Item #1 had several errors; was the the fact that the test item had spelling and syntax errors. Also the test item had negative ideas.

Item#2 had several errors as well. Spelling errors. It also failed to follow some of the guidlines for mutliple choice test items. An example would be: Multiple-Choice Test Items #5; Avoid “None of the above,” “Some of the above,” “All of the above,” phrases which usually scream out that they are the correct answer.

Item#3 had several issues as well, two many blanks, gramatical and syntax errors. Also: Completion-Test Items #6; Limit the number of blanks to one or two per item. Statements with too many blanks waste time as students figure out what is being asked.

The next classroom exercise was: with a partner create 1 multiple choice item, evaluation related. My partner and I completed this with the below question:

 

 

This question was intended to evaluate the students understanding of the requirements for blog creation. What we forgot was how to properly complete the test. Direction such as; select all that apply according to the course syllabus. For our question we could have also gotten the desired outcome using a checklist style.

Remember that one word has an impact.

Each group had questions that had suttle flaws. The focus of the instructor was to ensure precision and brevity of questions. When conducting a formative review we should be sensitive to the needs of students but don't succumb to the pressures of meeting every potential students needs.

The class concluded with a review of the exercise. Each groups questions were discussed. Students discussed stories and pesonal experience.

 The out of class assignment was given to students and discussed;
 

 

Item number 4 was stated to be hard to find or very rare for s student to answer.

Too answer the questions the instructor will establish a WIKI location for students to post their answers.

An internet search was conducted on google and this site was found; ISD INFO

Brief Description of the ISD Process

1. **Analyze**

• Determine business outcome or linkage.
• Analyze system (department, job, etc.) to gain an understanding of it.
• Compile a task inventory of all tasks associated with each job (if needed).
• Select tasks that people need to learn to become performers (needs analysis).
• Build performance measures for the tasks to be learned.
• Choose instructional setting for the tasks to be learned, e.g. classroom, elearning, on-the-job, self study, blended, etc.
• Estimate cost and compare to benefits gained.

1. **Design**

• Develop the learning objectives, to include both terminal and enabling objectives.
• Identify and list the learning steps required to perform the task.
• Develop performance tests to show mastery of the tasks.
• List the entry behaviors that the learner must demonstrate prior to entering the learning program.
• Sequence and structure the learning objectives.

1. **Develop**

• List activities that will help the students learn the task.
• Select the delivery methods (media).
• Review existing material so that you do not reinvent the wheel.
• Develop the instructional courseware.
• Synthesize the courseware into a viable learning program.
• Validate the instruction to ensure it accomplishes all goals and objectives.

1. **Implement**

• Create a management plan for conducting the training.
• Conduct the training.

1. **Evaluate**

• Review and evaluate each phase (analyze, design, develop, implement) to ensure it is accomplishing what it is supposed to.
• Perform external evaluations, e.g. observe that the tasks that were trained can actually be performed by the learners in their working environment.

Revise training system to make it better and to meet future challenges
 

The First Post Ever

This is my first time posting. Lets see how this goes.