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.