AN INSTRUCTIONAL-DESIGN THEORY GUIDE for producing effective self-learning multimedia programs

for training adult learners in the Hang Seng Bank

by Jenny C. N. Tai

TRADITIONAL CLASSROOM training courses

TRADITIONAL CLASSROOM training courses

Since 1997…

MULTIMEDIAtraining

programs

MULTIMEDIAtraining

programs

> 30 multimedia programs (Mutual Funds, Securities, Life Insurance

and Mandatory Provident Funds, etc)

BACKGROUNDof the Study

PROGRAMMER

System programming

BACKGROUNDof the Study

GRAPHIC DESIGNER

Visual and audio elements

SUBJECT EXPERTS

Instructional-design

• Examination:

- learners’ understanding of the concept and knowledge

- retention and application of the learnt knowledge to new situations

• Improvements:

assumptions and verbal feedback

BACKGROUNDof the Study

• Learning results :

unsatisfactory

Problems to be Addressed

Design of the self-learning multimedia programs:

1. Knowledge of the Instructional Designers • not properly trained• lacked an understanding on

the ways adults learn best the best use of multimedia as training tool

2. Individual Differences of the Adult Learners• target learners

different positions different academic background different life experiences

• 40% failed in the examinations, some of the others got very high scores

Purpose of the research

Develop an instructional-design theory guide:

1. Knowledge of the Instructional Designers

2. Individual Differences of the Adult Learners

providing suggestions for designing instructions that could facilitate

different styles of learners

providing a systematic method for the instructional designers

to design instructions

Research questions

??(b) How does the instructional design of the existing self-learning multimedia programs facilitate those who can achieve expected learning outcomes to learn?

(a) What are the learning styles of the adult learners who can achieve and those who cannot achieve expected learning outcomes after studying the self-learning multimedia programs?

(c) What are the learning difficulties of those who cannot achieve expected learning outcomes after the learning process?

(d) What kinds of instructional design will facilitate them to learn better?

Literature review

Foundation for the development of the instructional-design theory guide

Gagné’s instructional-design theory

Importance of learning style in the instructional-design

Kolb’s Experiential Learning Model

Kolb’s Experiential Learning Model

imaginative ability, generating ideas, seeing things from

different perspectives

(time, reflection, expert interpretation and guidance)

concise and logical

(case studies and theory readings)

practical application, hypo-deductive reasoning, problem solving

(feedback, activities that apply skills and self-directed learning mode )

doing things, solving problem intuitively , applying their learning in

real life situations

(practice the skills learnt, new experiences )

Literature review

Foundation for the development of the instructional-design theory guide

Gagné’s instructional-design theory

An understanding on how to facilitate adult learners in their learning

Knowles’s adult learning theory: Andragogy

Importance of learning style in the instructional-design

Kolb’s Experiential Learning Model

The Kolb Learning Style Inventory

(investigate the learning styles of the adult learners)

Literature review

MethodologyA small-scaled research and development process.

Instructional-design theory guide derived from the analysis of the results from phase 1, 2a and 2b that respond to the research questions

Phase 3

Evaluate the readability of the newly developed instructional-design theory guide Informants: n=6 Instructional designers with experience in writing instructions for

the self-learning multimedia programs and novice instructional designers

Phase 1

Identify the learning styles of the adult learners Informants: n=120 adult learners who received high scores and those who failed in the examinations

Phase 2a

Investigate the extent to which the instructional design of the existing self-learning multimedia

program achieved in facilitating the adult learners to learn

Informants: n=6adult learners who received high scores in the examinations

Phase 2b

Examine the learning difficulties of the adult learners and what kinds of instructional design could be used

in the self-learning multimedia programs to facilitate them to learn better

Informants: n=6adult learners who failed in the examinations

Results

Kolb Learning Style Inventory

Kolb Learning Style Inventory

Phase 1

High scores in the examinations

}60

}60

20 to 29 age-group 20

30 to 39 age-group 20

40 to 49 age-group 20

20 to 29 age-group 20

30 to 39 age-group 20

40 to 49 age-group 20

Failed in the examinations

8.3%

41.7%

5%

45%

0

2

4

6

8

10

12

Diverger Assimilator Converger Accommodator

Learning style

No

. of

info

rman

ts

20-29

30-39

40-49

Distribution of learning styles among the sample group of informants who received high scores in the examinations

Results

30%

6.7%

46.7%

16.6%

0

2

4

6

8

10

12

14

16

Diverger Assimilator Converger Accommodator

Learning style

No

. of

info

rman

ts

20-29

30-39

40-49

Distribution of learning styles among the sample group of informants who failed in the examinations

Results

Phase 2aAdult learners who received high scores in the exam.

DIVERGERS

20 to 29 age-group 2

30 to 39 age-group 2

40 to 49 age-group 2

ASSIMILATORS

20 to 29 age-group 2

30 to 39 age-group 2

40 to 49 age-group 2

Phase 2bAdult learners who failed in the exam.

CONVERGERS

20 to 29 age-group 2

30 to 39 age-group 2

40 to 49 age-group 2

ACCOMMODATORS

20 to 29 age-group 2

30 to 39 age-group 2

40 to 49 age-group 2

Individual

interviews}6

}6

6{

6{

(14 open-ended questions

derived from

Knowles’s six principles of

adult learning

&

Gagné’s nine Events

of Instruction )

Results

Phase 2bAdult learners who failed in the examinations

Convergers Accommodators

Phase 2aAdult learners whoreceived high scores in the examinationsDivergers Assimilators

Gagné’s nine

Events of Instruction

9. Enhancing retention and transfer

8. Assessing performance

7. Providing feedback

6. Eliciting performance

5. Providing “learning guidance”

4. Presenting the stimulus

3. Stimulating recall of prior learning

2. Informing learners of the objective

1. Gaining attention

Findings in how the

instructional design of

the existing program

facilitated them

to learn

Findings in their

learning difficulties and

ways to overcome

Results

Phase 2aAdult learners who received high scores in the examinations

Divergers Assimilators

Gagné’s nine

Events of Instruction

8. Assessing performance

7. Providing feedback

5. Providing “learning guidance”

3. Stimulating recall of prior learning

2. Informing learners of the objective

1. Gaining attention dynamic graphics, audio effects, animations & interactive messages

recap of previously learnt knowledge, differentiation of the new topic and the previously learnt topics

lively animations effect motivated them to learn, case studies and exercise engaged them in the learning process

probing questions, detailed theories, introductory section, user-friendly interface design, self-directed learning mode and study progress

Results

clear program instructions specifying the learning outcome

exercise after every topic to assess the learner’s knowledge and to correct their misconceptionsimmediate feedback with good logical explanations and detailed information for reflection

assessments covering all the topics in order to indicate learners’ mastery of knowledge

logical explanations, hypothetic context, summaries of learned topics enhanced retention

4. Presenting the stimulus

6. Eliciting performance

9. Enhancing retention and transfer

Phase 2bAdult learners who failed in the examinations

Convergers Accommodators

Gagné’s nine

Events of Instruction

different visual and audio elements, mixture of the use of diagrams, graphics and narration to present the content

failed to: take account of their different levels of prior knowledge and experience

solutions: - sufficient and detailed instructions which are simple and easy to understand

- a glossary which contains explanations for all the terms mentioned in the program

failed to: - sufficient multimedia elements to facilitate the learners to learn

- enough exercises that were in alternative situations

solutions: - more varieties of graphics, narration, and animations to enhance understanding and encourage the participation of the learners

- more exercises in other context to motivate them in the learning process.

Results

clear program instructions specifying the learning outcome

4. Presenting the stimulus

2. Informing learners of the objective

1. Gaining attention

3. Stimulating recall of prior learning

Phase 2bAdult learners who failed in the examinations

Convergers Accommodators

Gagné’s nine

Events of Instruction

failed to: - offer enough examples to demonstrate how the complex concepts could be practically applied to different circumstances

- give enough hints to guide them to think and figure out the answers to some difficult questions

- let them search for a designated topic within so many pages on screen to have revision

Solutions: - substantial localized examples in real life context - options for hints

- topics and subtopics arranged in systematic structure and learning sequences

- search function and indication on screen showing the location of the learner

Results

failed to: - diversify the varieties and level of difficulty of the exercises for them to demonstrate the newly learnt capability

Solutions: - exercises with different levels of difficulty and formats to assess the learner’s integrated understanding of different topics.

6. Eliciting performance

5. Providing “learning guidance”

Phase 2bAdult learners who failed in the examinations

Convergers Accommodators

Gagné’s nine

Events of Instruction

Results

failed to: - offer direct and explicit messages to inform them whether they have got the right answer or not and why they were wrong

solutions: - explicit messages on screen, explanations on both the correct and incorrect response

failed to: - offer assessments that induce their critical thinking because the assessment questions were too simple and direct in compare to those in the examination

- let them identify which part of the program they were weak in by showing only the overall scores after the assessment.

Solutions: - assessment in different level of difficulty to induce different degree of critical thinking

- assessment result in details showing the mastery of knowledge in different topics and the topics that the

individual learners are weak in.

failed to: - enough exercises for applying learnt knowledge to real life situations

Solutions: - plenty of learning activities in real life Hong Kong context

9. Enhancing retention and transfer

8. Assessing performance

7. Providing feedback

The Marshall’s Readability Checklist }6

Experienced instructional designers 3

Novice instructional designers 3

Main Ideas

Vocabulary

Concepts

Related Ideas

Referents

Audience

HIGH READABILITY

Phase 3

Results

Further Research

Possible research questions for this continuing research:

(1) Does the instructional-design theory guide provide enough guidance for the instructional designers to write instructions for production the new program?

(2) Do all the four styles of learners achieve expected learning outcome after studying the new self-learning multimedia program?

(3) Does the new program facilitate all the styles of learners in all the nine Events of Instruction?

Studythe new program

Instructional-design

Newly

developed

Instructional-

design

Theory Guide

New self-learning multimedia program

Observe the examination results

Thank You