Instructional Design and Delivery Class

UC Santa Cruz Extension Program

March 20 – April 10, 2010

This course design includes Hi-level and Detailed-design for one module consisting of two lessons and is based on the following information: Ø Who?

Audience consists of students at UC Santa Cruz Extension Program with little / limited or no Instructional Design knowledge and experience

Ø What?

Module – Instructional Objectives Lesson 1 - Writing Instructional Objectives Lesson 2 - Objectives and Training Activities

Ø Where? The class will be held at the UC Santa Cruz Extension Program campus in Santa Clara, CA

Ø When?

The class will run for 3 days on the following dates: - Saturday, March 20 - Saturday, March 27 - Saturday, April 10 The class runs from 9:00 a.m. to 5:00 p.m. on each day

Ø Why?

To have participants discover and design instructional events and programs using different instructional design models and best practices.

Ø How?

This course will be taught as an Instructor-led in class training.

Lesson 1 - Instructional Objectives

High Level Design Plan Purpose Introduce the class to instructional objectives so that they can define and write clear, concise and meaningful instructional objectives. Objectives At the end of this section the participants will be able to:

• Define instructional objectives • Distinguish between general instructional objectives (GIO) and specific

instructional objective (SIO). • Identify the three parts of an instructional objective. • Create objectives that are clear statements of what the learner is intended

to do as a result of the instruction. Timeline – Total 80 minutes

• Definitions – 10-15 minutes Ø Lecture / explanation

• GIOs and SIOs – 20-25 minutes Ø Review material Ø Discussion Ø Quick / short exercises

• Activity – 40 minutes

Ø Doing the activity – 40 minutes Ø Discussing the results with the class

Participants are strongly encouraged to share opinions, experiences and anything else that would be valuable contribution on the topic for the class.

Detailed Design Definitions Instructional Goal - At the course level Goals are broad generalized statements about what is to be learned over all from the instruction. Can also be called a general statement and will be linked to the organizational need. Instructional Objectives - At the module / topic / section level General Instructional Objective (GIO) – A general statement that describes the behavior and final action the learner will be able to do as a result of the entire module or section of instruction. Specific Instructional Objective (SIO) – A specific statement that describes measurable and observable behavior and action that the learner will be able to do to achieve the GIO.

• Action – What? What action should the participant perform to demonstrate learning

• Condition – How? Under what circumstances will the participants be able to perform the action.

• Criteria – How much? Specific criteria that need to be satisfied / fulfilled to be considered for successful learning. This is in specific measurable terms. For E.g. 80% of answers have to be correct.

=> Do we need all three – action, condition, and criteria in every objective? Review Page 4-15 of the manual – (GIOs, SIOs – hierarchy etc.)

Exercises Exercise 1 - For the objective below, underline the action. From memory, identify five important features of tool ABC. ________________________________________________________________ Exercise 2 – For the objective below, underline the action (one line) and condition (two lines) After viewing a demo on using tool ABC, complete the hands-on exercises on page five of the manual. ________________________________________________________________ Exercise 3 – For the objective below underline the action (one line), condition (two lines) and criteria (three lines) Having completed the hands-on exercises, check the answers with the answers section. You should have 8 out of 10 correct to proceed to the next section. ________________________________________________________________ Typical problems encountered while writing objectives

Problem

Error Type Vast / complex objectives

The objective is too broad or there are multiple objectives stated

Missing action / condition / criteria

The action / condition / criteria are missing or not stated clearly

Any other ? Review Page 4-16 of the manual

Quick Self Quiz How well do you know goals and objectives (taken from http://www.personal.psu.edu/bxb11/Objectives/Objquiz.htm and adapted for this class)

1. A good objective contains

a. An action b. An action, a condition, and a criteria c. Some way the students learn what they did

2. What should a goal contain? a. Broad generalized statements about what is to be learned b. Specific narrow statements about what is to be learned c. An action, a condition, and a criteria

3. What should a well written objective show you a. Covert student behavior b. Specific, measurable, observable student behavior c. How to teach the subject

4. What is the objective missing? “The student will be able to run the 100 yard dash in less than 50 seconds.”

a. Action b. Condition c. Criterion

5. What is the objective missing? Given the appropriate text, the student will recite a famous poem from the text.

a. Action b. Condition c. Criterion

Review pages 4-17 – 20 of the manual

Writing Objectives – Activity Materials needed

• Scenario sheets distributed to each group • Flip chart or /and board (depending on number of groups we may need

both) • Markers

Activity Divide participants into groups of 3’s. Each team will be given a scenario sheet. The sheet will have the information and details of the training for which they have to write a GIO and at least two possible SIOs. Use the flip chart / board to write them down. Once all are done, each team can share their scenario, explain their GIO and SIOs. Have class share their thoughts and discuss the writing process. Assumptions – All training scenarios are for instructor-led in class training. Scenarios

1. Creating HR new hire orientation training 2. Teaching a group of seniors on using Amazon to buy books and other

products through Amazon 3. Health educator training parents on dealing with allergies in children

Scenario 1 New Hire Orientation Training You are the HR Manager for XYZ Corporation. Part of your job is to manage the new hire orientation. You run this event every other Monday morning and it is three hours long. You typically have about 10 participants in each session and they can be a variety of different people (age, qualifications etc. etc.). Recent HR policy changes within the company require you to create documentation on all HR trainings. One part of the documentation is to write in-detail what participants will learn as a result of the training. Use your imagination as to what could be covered in the new hire orientation and write the GIO and at least two SIOs (you are welcome to write more than two).

Scenario 2 Buying products on Amazon You are an instructor at the Community Adult Education center. Amongst the many computer-related classes that you teach, for the first you have been asked to teach a class on buying products from Amazon.com. Your audience is primarily lower middle class seniors who have very limited or no knowledge on buying products online. Your manager wants to create a two-hour hands-on training session. Use your imagination as to what could be covered in the “Buying products on Amazon” training and write the GIO and at least two SIOs (you are welcome to write more than two). Scenario 3 Training parents on dealing with children Allergies You are a health educator at the hospital. You specialize in training classes for parents in dealing with various health issues they may experience with small children. This time you have been asked to create a three-hour training session on how parents can deal with food allergy issues in small children. The assumption here is the parents are participating in this training because they have children / family with severe allergies and are feeling helpless in dealing with the allergies. This training is a basic introductory level class. Use your imagination as to what could be covered in the “Training parents on dealing with children Allergies” training and write the GIO and at least two SIOs (you are welcome to write more than two).

Lesson 2 – Objectives and Training Activities

High Level Design Plan Purpose To have participants create and sequence training activities in order to achieve the Specific Instructional Objectives (SIOs). Objectives At the end of this section the participants will be able to:

• Identify preferred activities based on learning styles. • Define and develop learner and trainer activities based on the SIOs. • Sequence various activities to maximize the learning and achieve the

SIOs. Timeline – Total 40- 50 minutes

• Learning styles and preferred activities – 5 minutes Ø Open Discussion Ø Brief review of material – page 5-6

• Developing and Sequencing activities – 15-20 minutes Ø Share views of different learner and trainer activities Ø Sequencing guidelines for activities

• Activity – 20-25 minutes

Ø Doing the activity Ø Sharing the outcome with the class

Detailed Design Parking Lot

ð Think of a time when you were a participant in a training program and write on a piece of paper:

o You enjoyed the learning experience and why (or) o You hated the learning experience and why

Lets put away the paper for now. ________________________________________________________________ Learning Styles Briefly review page 5-6 of the manual Training Activities When? Developing learning activities happens only after specific learning objectives have been created. Why? Activities are developed to ensure that the learning objectives are achieved with maximum effectiveness. Who? The Instructional Designer (with the cooperation of the SMEs / trainer) has to keep in mind the following while creating the activities:

• The content (the learning task) • Learner preferences • The trainer / leader • Other situational constraints

What? Activities could include (not limited to) Trainer activities

• Instruction • Presentation • Facilitation • Demonstration • Testing

Learner Activities

• Discussion • Role Playing • Brainstorming • And the list goes on………..

Sequencing guidelines for training activities Ask participants their basis / thoughts on how they would sequence training activities. As students list their views, write it on a board and we can then discuss order of activities Review page 5-9 of the manual Activity – 20-25 minutes This activity would be a continuation of the “Writing SIO’s” activity. The participants will team with the same partners and create at least two learner activities that would align with the SIOs they had originally created and one or more trainer activity. In addition to identifying and creating activities, participants will also be asked to sequence the activities in a preferred order. Materials Needed

• Scenario sheet given during the Instructional Objectives section • SIOs created during the “Creating SIOs’ activity.” • Flip charts, black board or note book paper (have to finalize) • Pens, markers etc.

Participants will create training activities, sequence them and then share with the class. They will share the activities, the order in which they will take place and briefly why they chose a particular activity and how it fits in with the SIOs. Parking Lot - Revisiting Ask the participants if anyone would like to share what they wrote. The goal is to highlight how activities and sequencing them in the right order play a vital part the learning and in having a positive training experience.