instructional design: a forgotten art?

Instructional DesignA forgotten art?

Considerations, guidelines and suggested methodologies for bringing instructional design back to the fore-front of training

and performance improvement.

Jim Wetzel – Manager, Performance Technology, Kendle Inc.

Objectives

• Describe the attributes of learning and instructional design.

• Recognize why ISD is not always given the importance it should.

• Provide some examples of good and bad design.• List steps that can be taken to improve ISD.• Outline ways to measure if this works.

Instructional Design

Examples of Current Modalities for Training

• Presentation• ILT • Paper-based• Peers• OJT• eLearning• Websites• Prayer

What is Training/Instruction

• Training is a way to improve performance• Components of Training

­ Measurement­ Instruction­ Structure­ Accessibility­ Feedback

• Its about the objectives - (Key Objective)

What is Instructional Design

• Instructional Design is a systematic way of presenting content in such a way that a defined audience has the best probability or learning, applying and retaining the material presented.

What is Learning?

• Measurable and demonstrable performance over time

• Rote memorization of a fact• Acquisition of a skill(s)• Changes in attitude• Measurement is always indirect and

inferred

Delivery Mechanisms

• Evolved over time­ Storytelling­ Hieroglyphics­ Records (Paper)­ Books­ Teachers­ Instructors­ eLearning­ Self­ Gaming

Forgotten Art

Forgotten

• Who forgot ISD?­ Was it ever really known and understood?

• Why is ISD neglected?­ Ignorance­ Time­ Perception – (Lots of poor courseware)­ Complex Content

Forgetting ISD Starts Early

• SMEs rarely make the best teachers• If you are a SME, let the IDs lead

­ Ensure facts and processes are correct­ Focus on objectives

Glycolysis - The Hard Way

Glycolysis The Easy Way

Art

• Interactivity, Schminteractivity­ History Channel

Where’s the Banana?

Sweet Maria’s

Sweet Marias

?

Sweet Marias

?

Sweet Marias

?

Sweet Marias

Sweet Maria’s

• Why does this work?• Motivation• Schema Theory of Learning

Google vs. Yahoo

Yahoo

Google

Getting ISD Back

• Requirements• Objectives• Rapid ID – Classify, design and execute• Rapid Development Tools

­ Articulate­ Raptivity­ Engage­ Captivate

• Add and Stick to Process

Strategies for Simple Content

• Classify into domains of learning­ Facts­ Concepts­ Rules/Procedures­ Attitudes

• Once classified, add strategy­ Big and Small

• Content reinforcement techniques• Bananas• Test-out options/exemptions

Simple Content Example

Before ISD

Objectives

By the end of this training module, you will be able to:

• Know the structure of a CTD formatted submission

• Know the roles and responsibilities of key Submission Team members

• Know how to plan for a successful CTD submission

What is a CTD?• CTD = Common Technical Document Organized into five

modules:– Module 1: Regional Information (EU, US, JP)– Module 2: CTD Summaries

• Overall CTD Table of Contents and Introduction• Quality Overall Summary• Nonclinical Overview and Summary• Clinical Overview and Summary

– Module 3: Quality (Chemistry, Manufacturing, Controls)– Module 4: Nonclinical Study Reports (early development safety)– Module 5: Clinical Study Reports (late development safety &

efficacy)

What is wrong with this screen?Hint: Title

Where do you start?

• Poor writing skills - the # 1 problem­ Content Outline – Get one. (Organization)­ Determine if current content supports the

outline. (Clarity)­ Now focus on classification and instructional

strategies. (Design)

After ISD

Chapter 1 - Overview: Format of CTD Structure, Responsibilities & Planning

Chapter Objectives

By the end of this training module, you will be able to:

– Describe the structure of a CTD formatted submission

– Identify the roles and responsibilities of key Submission Team members

– State how to plan for a successful CTD submission

Chapter 1 - Overview: Format of CTD Structure, Responsibilities & Planning

CTD and eCTD DefinedWhat is a CTD an how is it different from an eCTD?

The Common Technical Document (CTD) is a document template that provides a common format for the preparation of the documentation to support a Marketing Authorization Application (i.e. a new drug application) that will be submitted to the regulatory authorities.

The electronic Common Technical Document (eCTD) is a computer-based interface for companies to transfer submission information to regulatory authorities.

While the CTD defines the content the document is to contain, the eCTD defines the electronic structure.

Note: The CTD is defined by the International Conference on Harmonization (ICH) M4 Expert Working Group

Module 1Regional

Administrative Information

Module 3Quality

Module 4Nonclinical

Study Reports

Module 5Clinical Study

Reports

2.1 TOC

2.2 Introduction

2.3 QualityOverall

Summary

2.4 NonclinicalOverview

2.5 ClinicalOverview

2.6 NonclinicalSummaries

2.7 ClinicalSummaries

CTD Pyramid

Module 2Summaries

Quality / CMC Preclinical Clinical

Strategies for Complex Content

• Recognize the sophistication/education level of the audience­ Why? Provides baseline for writing and design

• Define the instructional goal and performance objectives

• Develop instruction strategies for content, e.g., tumor assessment/dosing exercises

• Leverage SMEs• Simulations, Case Studies

Tumor Assessment

• Launch Tumor Exercise

• Launch Dosing Exercise

Background on Process

• Most Instructional Design groups are small• Process is either non-existent or inherited• SDLC is a foreign concept• Many parallels to software development• Vendors somewhat better than internal depts.• Not many good standards out there

­ ISO­ SCORM

Injecting Process

Adding Process

• Find one, build one, or buy one• Ban PowerPoint• Ensure it spans the gamut from Kick-off to

Closeout and all points in between.­ Presales­ Design­ Development­ Testing­ QA

• Work toward a methodology.

Measuring PerformanceDid any of this help?

Internal Measurements

• Revenue• Delivery times• Client satisfaction• Employee satisfaction

Measuring Performance

• Direct­ Pre-tests establish baseline knowledge­ Post-tests establish comprehension­ Recertification establishes learning

• Indirect­ Less training required­ Decreased rates of failure

Additional Measurement Techniques

• Kirkpatrick's 4 levels of evaluating training effectiveness­ Level I - “Did they like it?” (a.k.a feedback)­ Level II - “Did they learn it?” (assessment results)­ Level III - “Can they do it?” (application)­ Level IV - “Did it work?” (better mission execution)

Acting on the Results

• Training/Assessment Revision• New Training• Following up with Reinforcement

­ 40/20/40 Rule

Questions