Designing LearningDesigning Learning

Competency ModelingCompetency Modeling

Focus on learner Focus on learner Identify and validate performance Identify and validate performance

objectivesobjectives Establish performance criteriaEstablish performance criteria Develop individual learning plan Develop individual learning plan Measure competencyMeasure competency

Session TopicsSession Topics

Theory of Rapid Instructional Design Theory of Rapid Instructional Design (RID)(RID)

Key differences among ISD modelsKey differences among ISD models

Gagne’s Nine Instructional EventsGagne’s Nine Instructional Events

Bloom’s Taxonomy and how it relates Bloom’s Taxonomy and how it relates to writing learning objectivesto writing learning objectives

Components of learning objectivesComponents of learning objectives

Session TopicsSession Topics

Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs

Individual characteristics of learningIndividual characteristics of learning

Learning Brain ModelLearning Brain Model

Neurolinguistic ProgrammingNeurolinguistic Programming

Cognition and Adult Learning TheoryCognition and Adult Learning Theory

Take it Away!Take it Away!

You have 10 minutesYou have 10 minutes

Be ready in Be ready in 88 minutesminutes

We’ll We’ll debrief in debrief in

6 minutes6 minutes

Four minutes and Four minutes and counting..counting..

Two minutes to goTwo minutes to go

Let’s come back Let’s come back together!together!

Rapid Instructional DesignRapid Instructional Design

Analysis

Design Development

Implementation

Evaluation

AKA “Rapid Prototyping”AKA “Rapid Prototyping” Involves “trade-offs”Involves “trade-offs” Processes – parallel and iterative Processes – parallel and iterative

until agreement is reacheduntil agreement is reached

Dick and Carey ModelDick and Carey Model

Analyzing learners and contextsAnalyzing learners and contexts

Seels and GlasgowSeels and Glasgow

Smith and RaganSmith and Ragan

Three PhasesThree Phases

Test items are Test items are written written immediately after immediately after tasks are analyzedtasks are analyzed

Gagne’s 9 Instructional Gagne’s 9 Instructional EventsEvents

Tell them what you’re going to Tell them what you’re going to teach themteach them

1.1. Gain learner attentionGain learner attention

2.2. Share session objectivesShare session objectives

3.3. Recall prior knowledgeRecall prior knowledge

Gagne’s 9 Instructional Gagne’s 9 Instructional EventsEvents

Teach themTeach them

4.4. Deliver contentDeliver content

5.5. Use methods to enhance Use methods to enhance understandingunderstanding

6.6. Provide an opportunity to practiceProvide an opportunity to practice

7.7. Provide feedbackProvide feedback

8.8. Assess performanceAssess performance

Gagne’s 9 Instructional Gagne’s 9 Instructional EventsEvents

Tell them what you taught themTell them what you taught them

9.9. Provide job aids and/or references Provide job aids and/or references to ensure transfer of learningto ensure transfer of learning

Bloom’s TaxonomyBloom’s Taxonomy

Behavioral Behavioral LevelsLevels

SkillsSkills

KnowledgeKnowledge Define, list, name, repeat infoDefine, list, name, repeat info

ComprehensionComprehension Translate/explain in own Translate/explain in own wordswords

ApplicationApplication Demonstrate in new Demonstrate in new situationssituations

AnalysisAnalysis Break knowledge into partsBreak knowledge into parts

SynthesisSynthesis Prepare a new whole from Prepare a new whole from partsparts

EvaluationEvaluation Score info based on Score info based on knowledgeknowledge

Writing Learning ObjectivesWriting Learning Objectives

Learning environmentLearning environment Desired outcomesDesired outcomes Four components: Four components: ABCDABCD

AAudienceudience BBehaviorehavior CConditionondition DDegreeegree

Maslow’s Hierarchy of Maslow’s Hierarchy of NeedsNeeds

Maslow’s Hierarchy of Maslow’s Hierarchy of NeedsNeeds

Maslow’s Hierarchy of Maslow’s Hierarchy of NeedsNeeds

Maslow’s Hierarchy of Maslow’s Hierarchy of NeedsNeeds

Maslow’s Hierarchy of Maslow’s Hierarchy of NeedsNeeds

What is the difference?What is the difference?

PedagogyPedagogy DependentDependent Related to ageRelated to age Didactic modelDidactic model ““Art of Art of

teaching teaching children”children”

AndragogyAndragogy Self-directed Self-directed Learn from life Learn from life

experienceexperience ““Art of Art of

teaching teaching adults”adults”

Malcolm KnowlesMalcolm Knowles

Self-concept of the learnerSelf-concept of the learner Prior experience of the learnerPrior experience of the learner Readiness to learnReadiness to learn Orientation to learningOrientation to learning Motivation to learnMotivation to learn

Learning Brain ModelLearning Brain Model

Left Brain Right Brain

Time Orientation

Sequential Processing

Lang

uage

LogicM

athematics

Analysis

Cause/effect

Timelessness

Intu

ition

Visu

al-spatial

Music

Art/imagery/pattern

Synthesis

Simultaneous

processing

EmotionDivergent