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Exam Prep > Instructional Design > Flashcards

Instructional Design Flashcards

1
Q

Terminal vs. Enabling Objectives

A

Terminal Objectives:
- Also known as performance objectives
- What learners must master before completing a course
- Final behavioral outcomes for unit, lesson, course, or program they’re written for

Enabling Objectives:
- One terminal objective includes several subordinate enabling objectives
- Break down terminal objectives into manageable chunks
- Building blocks for terminal objectives

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2
Q

Bloom’s Taxonomy and KSAs

A

Cognitive domain: Knowledge involving mental processes and the acquisition of information

Psychomotor domain: Skills involving manipulation of objects or machinery

Affective domain: Attitude involving motivation and perceptions (e.g., active listening)

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3
Q

Mager’s ABCD method for writing LOs

A

Audience: specified using the course title (e.g., “Learners in Leading Meetings”)
Behavior: clear description of anticipated performance using observable and measurable verbs (e.g., “develop an agenda”)
Condition: the support available to learners to complete the objective or the context in which they complete it (e.g., “using an agenda template”)
Degree: indicates how close to perfection the learner must get to the object (e.g., “every time”)

Full example: Learners in Leading Meetings will be able to develop a meeting agenda using an agenda template every time.

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4
Q

SMART objectives

A

Specific - clearly define what is expected
Measurable - contain one or more standards/criteria to gauge effective performance
Achievable - need to be difficult yet attainable
Relevant - important to the org and the purpose of the course
Timely - specific timeframes

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5
Q

What do design activities include? (6)

A
  • a final list of objectives
  • recommended modality
  • suggested module names
  • sequence of modules, topics, and activities (flow, transitions, links)
  • practice opportunities
  • details about each objective
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6
Q

What details about objectives should be included in the design process? (4)

A
  • special teaching points
  • suggested instructional methods
  • media requirements
  • testing requirements
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7
Q

After selecting the overall instructional modality, what should a designer do?

A

Make general decisions about the methods and the media.

The selected methods should match the objectives. They should also allot time for practice.

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8
Q

After completing the analysis, writing the objectives, designing the test items, and considering the overall plan, the TD professional will have a good idea of what is going to be included in the program. What is the next step?

A

The next step is to outline the information and develop a course map to identify the steps that lead to completion of the course.

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9
Q

3 ways to visually present the course map

A

Storyboards: graphic organizers; can be intricate and time-consuming, but they give designers an opportunity to experiment with changes at an early step in the process.

Wireframes: generally associated with the design of a website; simple b&w layouts that outline specific size, placement of page elements, features, and navigation. Does not include color, font, logo, or other real design elements that take away from structure.

Mock-ups and prototypes

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10
Q

During analysis, TD professionals identify relationships between tasks. What are those relationships? What do they do with this information during design and development?

A

Relationships:
- Some tasks are subordinate.
Others are equal but must be performed in a certain order.
Some tasks have logical relationships but can be performed in any order.
Some tasks are unrelated.

Relationships between tasks help determine how to sequence content.

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11
Q

What is the difference between mock-ups and prototypes?

A

A mock-up looks like a finished product, but it is not interactive or clickable.

A prototype provides partial functionality of the end results and enables testing.

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12
Q

Why is sequencing important?

A
  • content will be easier for learners to follow
  • sequencing ensures a logical flow from one point to the next
  • sequencing allows for logical transitions from one chunk of information to the next
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13
Q

Examples of how to sequence content? (10)

A
  • job performance order
  • chronological order
  • from simple content to complex
  • problem and solution
  • general to specific
  • less risky to more risky
  • known to unknown
  • dependent relationship
  • supportive relationship
  • cause to effect
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14
Q

What is a course map?

A

Similar to an outline, the course map lists the modules in sequence and is accompanied by media selections and support requirements

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15
Q

What is a module and why is it important?

A

Modules should be used because adult learners respond best to small, organized units of learning,

A module is the smallest unit of learning and provides content and practice on the basis of the learning objectives.

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16
Q

What is included in a learning module? (5)

A
  • objectives
  • knowledge content to enable the learner to complete the task
  • trainer and learner activities
  • practice activities
  • an assessment mechanism (such as test items) to determine whether the objectives were achieved
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17
Q

Considerations for developing modules? (4)

A
  • timing and breaks
  • the amount of material to include
  • class or group size for activities
  • simulation of job conditions
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18
Q

2 outputs of design stage

A
  • a final recommendation about the modality that will be used to deliver the solution
  • required technology or special equipment
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19
Q

Outputs when designing formal learning

A
  • the sequenced design linked to the solution, outcomes, and objectives
  • an evaluation plan
  • recommended methods and media
  • materials required with draft copies or mockups
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20
Q

Outputs when designing informal learning

A
  • mock-ups of checklists or tip sheets for OTJ learning
  • a plan for how to tell employees about the resources
  • optional guidance for anyone who will use the informal learning solutions
21
Q

In which phase are the objectives determined?

A

Analyze and design phase

22
Q

3 key needs during activity selection (delivery options)

A
  1. Learners must be actively involved in the learning process to retain knowledge
  2. Choose activities that are appropriate to the objective
  3. Technology should be aligned to the objectives and considered when selecting delivery options
23
Q

8 criteria for selecting technology

A

Functionality
Cost
Ease of use
Interaction
Features
Organizational compatibility
Networking
Security

24
Q

When selecting technology for learning delivery, what should a TD professional do?

A
  • Understand available learning technologies and their features/functionalities - staying on the cutting edge
  • Cultivate relationships with the company’s IT professionals to share ideas
  • Understand when a specific medium is most effective
  • Understand what constraints exist that may prevent using a specific media
25
Q

What is a facilitator’s guide called in virtual training?

A

producer’s guide

26
Q

Benefits of facilitator guides

A
  • makes prep and delivery easier
  • helps ensure program consistency across multiple facilitators
27
Q

What to include in a facilitator’s guide?

A
  • Descriptive titles and visuals
  • Numbered pages to match participant’s guide
  • appendices with tools and additional participant materials

Indicate the following:
- where visuals, slides, and facilitator assets are used
- timing
- key learning points
- questions to ask
- transitions
- review checks

28
Q

How can a TD professional support a facilitator beforehand?

A
  • Prepare required info or material, like handouts, flipcharts, or media
  • Determine if admin aids, like name tags or rosters, are required
  • Including a resource checklist and b/g reading list
  • Providing an equipment and supply list (e.g., paper, media players, charts, pointers, flipcharts, etc.)
29
Q

What is an integrator in a facilitator guide?

A

Links content to the participants’ prior learning

30
Q

Participants guides can have (3)

A

descriptive titles, visuals, and downloadable or fillable worksheets, especially for a virtual course

31
Q

Standard infographic designs

A

Top 10 list
History
Defining details
How to
comparing multiple ideas
Process types

32
Q

Learner materials

A
  • instruction cards or handouts for activities, assessments, case studies
  • tangible items to judge quality
  • physical tools to use for practice
  • clear, complete, and correct instructions
  • Supporting materials such as job aids, infographics, checklists, templates to be used during the course or OTJ
33
Q

During which phase are media and materials located, selected, created, or adapted?

A

Development phase

34
Q

Why are visuals helpful when done correctly?

A

Can create room for learning and minimize cognitive load (especially when used with other modalities - the Modality Effect)

35
Q

Guidelines for slide design

A
  • Use descriptive headings.
  • Present one idea at a time.
  • Use no more than two fonts and ensure they are both sized to read easily.
  • Aim for more white space than content.
  • Add graphics, pictures, charts, or other visuals that clarify the message.
  • Use special effects only if they clarify and support the objective.
36
Q

Common test formats

A

Multiple choice
T/F
Matching
Completion
Short answer or essay
Performance or hands-on

37
Q

Testing guidelines (5)

A

Provide clear instructions and resources.
Only test what is required on the job.
Keep information in questions brief and essential.
Use key words, such as who, what, when, and where.
Group questions by topic areas

38
Q

When does testing require a formal validation process?

A

When there will be personnel consequences or if test results are reported to anyone outside the training session, such as a supervisor or personnel folder

39
Q

Formative vs. summative evaluation

A

Formative evaluation occurs continually throughout the analysis, design, development, and implementation phases.

Summative evaluation occurs only after course completion.

40
Q

Formative evaluation

A

means for improving a course and assessing learners’ in-training progress and attitudes toward training

41
Q

Summative evaluation

A

measures such as post-training employee performance, turnover, and customer comments

42
Q

Overall evaluation plan

A

tells how and when information will be distributed and collected, and from and by whom.

43
Q

Adaptive learning

A

applies AI to optimize every moment of learning by tailoring the learning experience to the specific needs of the individual and using technology to make learning scalable across a larger number of learners at a variety of levels

Content adapts in real-time to each learner’s activity, so the right content is presented at the right time for each individual

44
Q

Benefits of adaptive learning technology

A
  • helps us respond to the fast-paced and disruptive work environment
  • personalizes instruction
  • greater efficiency, effectiveness, and engagement
  • improved performance
45
Q

3 types of adaptive learning technology

A
  • AI - computer systems perform tasks requiring human intelligence
  • Predictive analytics - existing data determines patterns and predicts outcomes
  • Machine learning - allows machines to learn from experience without human involvement
46
Q

Evaluation should support ___________

A

Objectives

47
Q

Review guidelines for evaluation materials

A
  • grammatically correct
  • rating scales measure what they are intended to measure
  • written for right literacy level
  • content is correct
  • language is culturally appropriate
  • can be completed in a limited amount of time
    -if there’s a need to demonstrate skills in addition to knowledge
48
Q

Solving math problems vs. Understanding and remembering math equations (Bloom’s)

A

Skill/psychomotor vs. knowledge domain

49
Q

How to save money during the development stage?

A

Assessing what resources you have available before creating new ones; repurposing or adapting content

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