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Analyze » Performance » Resources

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Analyze » Performance » Motivation

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Analyze » Performance » Knowledge & Skills

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Analyze » Training Purpose

• The purpose of this training is “to provide participants with the knowledge and skills necessary to create positive outdoor learning experiences on the nature center trails.”

1. Define the role of environmental science in supplementing student education at the SCNC

2. Identify best practices for working with students of different age groups

3. Manage student behavior based on group dynamics4. Distinguish between types of living and non-living components

commonly found at the SCNC

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Analyze » Evaluation

• Based upon a needs analysis, defined as a discrepancy or gap between the desired state of affairs and the present state of affairs (Burton & Merrill, 1977; Kaufman, 1976), designers can determine what gaps exist and which gaps can be addressed with training (Gagné, Wager, Golas, & Keller, 2004).

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Burton, J. K., & Merrill, P. F. (1977). Needs assessment: Goals, needs, and priorities. In L. J. Briggs (Ed.), Instructional design: Principles and applications. Englewood Cliffs, NJ: Educational Technology Publications.

Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2004). Principles of Instructional Design. Belmont, CA: Wadsworth.

Design » Task InventoryInstructional

GoalTask Subtask Pre-requisite

Skills & Knowledge

1. Define the role of environmental science in supplementing student education at the SCNC

1.1 Recognize the interconnection between the [nature center] and school curriculum

1.2 Identify the interconnection of all life

1.2.1 List the steps in the water cycle

1.2.2 List the steps in the carbon cycle

Define biosphere Define atmosphere

1.3 Describe conservation techniques

1.3.1 Explain resource allocation

Define ecosystem

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Design » Task Objective & Testing MethodTask Describe conservation

techniques

Condition

from memory

Criterion that would impact the SCNC

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Testing Method

During group discussion, describe at least one conservation technique that could benefit the SCNC when asked by the instructor.

Design » Evaluation

• In order to help organize the design process, a designer can begin with a task analysis or inventory through which they clarify outcomes of instruction and arrange or rearrange components into an instructional sequence. The end result creates a blueprint that helps designers make sure that important parts of the lesson are not ignored and components support one another (Jonassen, Tessmer, & Hannum, 1999).

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Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1999). Task Analysis Methods for Instructional Design. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Development

Event Strategy

Gain Attention

Pass around images of the Everglades and regions of the Amazon Rain Forest before man affected them. Ask the group to identify each image.

Closure Instructor asks the group to describe a scenario that could happen to the SCNC if conservation techniques are not followed.

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Development » Evaluation

• Therefore, designers should draft an instructional strategy to describe general components of the instructional materials and the procedures to be used in order to foster the desired learning outcomes (Dick et al., 2008). Within the instructional strategy, designers should note that instruction is typically made up of a series of events external to the learner intended to help learners achieve a learning objective (Gagné et al., 2004).

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Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2004). Principles of Instructional Design. Belmont, CA: Wadsworth.

Implementation

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Implementation » Evaluation

• Richey et al., (2010) note that during implementation, instructional materials are developed and procedures for installing, maintaining, and periodically repairing the instructional program are specified (p.21).

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Richey, R. C., Klein, J. D., & Tracey, M. W. (2010). The instructional design knowledge base: Theory, research, and practice. New York, NY: Routledge.

Evaluate

• Every designer wants assurance that his or her instructional product is valuable (Gagné et al., 2004). It follows then that systematic, summative evaluation is the means by which this assurance can be found.

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Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2004). Principles of Instructional Design. Belmont, CA: Wadsworth.

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