APTD Paylocity L&D Top Topics Flashcards
Andragogy
A learner-centered approach to instruction where the teacher acts as a facilitator to help bridge the gap between student and knowledge. The learner is viewed as an independent entity who enters the learning experience with a unique set of experiences and motivators.
Facilitation
Facilitation is a technique used by trainers to help learners acquire, retain, and apply knowledge and skills. Participants are introduced to content and then ask questions while the trainer fosters the discussion, takes steps to enhance the experience for the learners, and gives suggestions. They do not, however, do the work for the group; instead, they guide learners toward a specific learning outcome.
Trainers help others improve their performance by teaching, instructing, or facilitating learning. As such, facilitation and presentation are both tools in a trainer’s toolkit. In most cases, effective and engaging trainers will spend less time presenting content through lectures or lecturettes and more time facilitating learning around that content.
Five facilitation tactics to help keep learners engaged:
- Define success ahead of time, so activities can be designed to help learners achieve a specific goal.
- Prepare relentlessly, including self-preparation, preparing the learning environment, and preparing the content.
- Start with impact so that learners are excited, empowered, and involved from the beginning.
- Keep learners engaged throughout the session by including a variety of learning experiences, such as questions, role plays, practice exercises, and opportunities for learners to share their experiences and learn from one another.
- Manage disfunction that occurs when a learner, whether consciously or unconsciously, expresses displeasure with the training purpose, content, method, or outside factors.
ADDIE Model
The ADDIE model or some derivative of it provides designers with the necessary structure for designing any curriculum, regardless of the instructional methods employed. Anything from lecture to Web-based training starts from the same fundamentals—the ADDIE model.
In the ADDIE model, analysis is the input for the system; design, development, and evaluation are the process; and implementation is the output. These elements overlap somewhat, depending on the project, and because the system is dynamic, there will be some sharing of duties.
Here is a brief descriptions of each element.
Analysis
Analysis is the data-gathering element of instructional design. Here instructional designers assemble all the information they can possibly gather about the project before they consider anything else. Decisions about every aspect of the project must eventually be made. The information that instructional designers gather at this stage will be put to use throughout the system, so it is necessary that they have every scrap of data to ensure the design will be successful.
Design
Design is the blueprinting stage of instructional systems during which instructional designers create the blueprint for a project with all the specifications necessary to complete the project. During this stage, instructional designers write the objectives, construct course content, and complete the design plan.
Development
Materials production and pilot testing are the hallmarks of development. At this stage, most nondesigners begin to see progress. Everything from lecture notes to virtual reality is brought from design to deliverable. Before instructional designers move from development to implementation, it is wise for them to do pilot testing to ensure that deliverables do not have to be redeveloped.
Because of the time and expense involved, no one wants to reprint manuals or recode a technology-based project after a project goes into implementation. The pilot testing process allows organizations to implement any necessary changes in the project before the expenses associated with materials development are realized. The time and effort expended in pilot testing is well worth the effort, if for this reason alone. Pilot testing also helps designers feel confident that what they have designed works.
Implementation
The most familiar of the elements is implementation. At implementation, the design plan meets the learner, and the content is delivered. The evaluation process that most designers and learners are familiar with takes place in this element. Evaluation is used to gauge the degree to which learners meet objectives and facilitators or technologies deliver the project.
Evaluation
Evaluation doesn’t deserve to be listed last in the ADDIE model because it takes place in every element and surrounds the instructional design process. Evaluation is a constant guard at the gate of failure. The advantages of using an instructional system are numerous, the most important being the ability to design projects quickly and efficiently. Nothing is left to chance or ignored when a designer stays within the framework of the ADDIE or other ISD models. One possible disadvantage is the necessity of a designer to be familiar with the ISD process.
Gagné’s Nine Events of Instruction
Robert Gagné proposed a series of events which follow a systematic instructional design process that share the behaviorist approach to learning, with a focus on the
outcomes or behaviors of instruction or training. Each of the nine events of instruction is highlighted below, followed by sample methods to help implement the
events in your own instruction. Use Gagné’s nine events in conjunction with Bloom’s Revised Taxonomy to design engaging and meaningful instruction.
The following nine steps have been adapted from Gagné, Briggs, and Wager (1992).
1. Gain attention of the students
Ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention.
Methods for gaining learners’ attention include:
— Stimulate students with novelty, uncertainty and surprise
— Pose thought-provoking questions to the students
— Have students pose questions to be answered by other students
- Inform students of the objectives
Inform students of the objectives or outcomes to help them understand what they are to learn during the course. Provide objectives before instruction begins.
Methods for stating the outcomes include:
— Describe required performance
— Describe criteria for standard performance
— Learner establishes criteria for standard performance - Stimulate recall of prior learning
Help students make sense of new information by relating it to something they already know or something they have already experienced.
Methods for stimulating recall include:
— Ask questions about previous experiences
— Ask students about their understanding of previous concepts - Present the content
Use strategies to present and cue lesson content to provide more effective, efficient instruction. Organize and chunk content in a meaningful way. Provide explanations after demonstrations.
Ways to present and cue lesson content include:
— Present vocabulary
— Provide examples
— Present multiple versions of the same content, e.g., video, demonstration, lecture, podcast, group work
— Use a variety of media to address different learning preferences
Help students make sense of new information by relating it to something they already know or to something they have already experienced. - Provide learning guidance
Advise students of strategies to aid them in learning content and of resources available.
Methods to provide learning guidance include:
— Provide instructional support as needed – as scaffolds (cues, hints, prompts) which can be removed after the student learns the task or content
— Model varied learning strategies – mnemonics, concept mapping, role playing, visualizing
— Use examples and non-examples – in addition to providing examples, use non-examples to help students see what not to do or the opposite of examples
— Provide case studies, analogies, visual images and metaphors – case studies for real world application, analogies for knowledge construction, visual images to make visual associations, metaphors to support learning - Elicit performance (practice)
Activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts.
Ways to activate learner processing include:
— Elicit student activities – ask deep-learning questions, make reference to what students already know or have students collaborate with their peers
— Elicit recall strategies – ask students to recite, revisit, or reiterate information they have learned
— Facilitate student elaborations – ask students to elaborate or explain details and provide more complexity to their responses
— Help students integrate new knowledge – provide content in a context-rich way (use real-world examples) - Provide feedback
Provide immediate feedback of students’ performance to assess and facilitate learning.
Types of feedback include:
— Confirmatory feedback – Informs the student they did what he or she
were supposed to do
— Corrective and remedial feedback – informs the student the accuracy of their performance or response
— Remedial feedback – Directs students in the right direction to find the correct answer but does not provide the correct answer
— Informative feedback – Provides information (new, different, additions, suggestions) to a student and confirms that you have been actively listening – this information allows sharing between two people
— Analytical feedback – Provides the student with suggestions, recommendations, and information for them to correct their performance. - Assess performance
In order to evaluate the effectiveness of the instructional events, you must test to see if the expected learning outcomes have been achieved. Performance should
be based on previously stated objectives.
Methods for testing learning include:
— Pretest for mastery of prerequisites
— Use a pretest for endpoint knowledge or skills
— Conduct a post-test to check for mastery of content or skills
— Embed questions throughout instruction through oral questioning and/or
quizzes
— Include objective or criterion-referenced performances which measure
how well a student has learned a topic
— Identify normative-referenced performances which compares one
student to another student - Enhance retention and transfer to the job
To help learners develop expertise, they must internalize new knowledge.
Methods for helping learners internalize new knowledge include:
— Paraphrase content
— Use metaphors
— Generating examples
— Create concept maps or outlines
— Create job-aids, references, templates, or wizards
External Influences to Adults’ Ability to Learn
factors that may influence a participant’s ability to learn include: stress and time pressures, job status, learning environment, peers, supervisor, family, company conditions. Consider best seating arrangement, set goals and expectations, leverage life experiences.
Instructional Methods
K(Knowledge): articles, lecturettes, diagrams, buzz groups, research projects
S(Skillls): Case studies, demos, role plays, exercises, job aids
A(Abilities): self-assessments, debates, structured games, journaling
Blended Learning
practice of using several media in one curriculum. It refers to the combination of formal and informal learning events such as coaching by a supervisor, participation in an online class, a meal with colleagues, competency descriptions, reading, reference to a manual, and participation in workshops or online communities. Optimizes resources providing the most effect for the least investment
Reasons to use Online/Virtual Training
When to use online learning: rote learning & prescribed technical skills, large numbers of people dispersed across locations, teaching prerequisite material; When NOT to use online learning: current equipment and infrastructure not adequate, people aren’t prepared for the technology, participants are not self-directed, when face-to-face interaction is a critical element for learning
Self Directed Learning
self-paced training programs that use a wide variety of media, ranging from print products to web-based systems. Level of self-directedness of learners is key.
Presentation Behavior Best Practices
recommended speech rate 140-160, scan for learners’ reactions, appearance (dress up one step from audience), mannerisms (positive/energetic movements, avoid distracting mannerisms, observe participants’ body language, positive facial expressions, don’t stand behind lectern, walk towards participants as they respond to questions)
Facilitation Best Practices
Be a good listener, control the pace, check-in, avoid making judgmental comments (even if positive), support the process, smile!
Facilitation Techniques
asking questions, question and answer sessions, transitions, silence, active listening
Questioning Techniques
Open-ended: stimulate discussion; Hypothetical, what ifs- gets participants to think freely; Close-ended- check for understanding or consensus; Socratic Method- facilitator professes ignorance on the topic to elicit engaged dialogue
Preparing for Delivery
adequate preparation is key: Preparing Content -who’s attending, understand objectives and business drivers, Presentation Notes - consider spacing, don’t staple pages, # pages, Rehearsals- 7:1 ratio of practice to presentation recommended, personality - convert fear into positive nerves & have fun
Gaming and Simulation Approaches
the craft of deriving all the fun and addicting elements found in games and applying them to real-world or productive activities; the integration of game elements, mechanics, and frameworks into non-game situations and scenarios. Stimulate productivity and creativity. How gamification relates to androgyny: opportunity for experimentation, discovery, cognitive awards, emotional awards, learn through trial and error free from real-work consequences, social interaction and trying new things.
