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APTD Certification > Professional Capability - Instructional Design > Flashcards

Professional Capability - Instructional Design Flashcards

1
Q

Most common ISD models

A 
ADDIE
Agile
Dick and Carey
SAM
Seels and Glasgow
Smith and Ragan
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2
Q

Phases of ADDIE

A 
Analysis 
Design
Development
Implementation 
Evaluation
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3
Q

Writing learning objectives for module and lesson

A

Addie Design Phase

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4
Q

Define organizational results that should be achieved from training

A

Analysis phase

ADDIE

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5
Q

Outcome

A

Leads to organizational needs

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6
Q

Share a mnemonics to help learners remember the steps of the process

A

Providing learning guidance

9 events

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7
Q

Invite learners to create their own job aid to summarize the concepts

A

Enhance retention and transfer

9 events

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8
Q

ROPES Model

A 
Review/Relate
Overview
Presentation
Exercise
Summary
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9
Q

Accelerated learning

A

Explain connections between content to enable internalization

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10
Q

LXP - Learning Experience Platform

A

Provides contextualized contents based on learner characteristics

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11
Q

Prepare for the learning?

A

Explain how their performance is gonna change and affect

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12
Q

Affinity diagrams

A

Organize info in a structured manner to create content

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13
Q

Formal Learning

A 
Planned
Structured
Includes curriculum 
Objectives 
Agenda & Time

Instructor-led classroom, online training, certification programs, workshops, webinars, lunch & learn sessions

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14
Q

Informal Learning

A

Outside structured activities spontaneous

Planned rotational assignments
Self study
Electronic or paper job aids
Discussion forums
Performance support apps or tools
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15
Q

Formal Approach Advantages

A

Mass learning (same info and process at the same time)
Accurate content and update
Less costly
Faster learning
Varied methods (preferences and adult learning principles)

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16
Q

Informal Approach Advantages

A

Learning can occur in the workplace while doing the job
More effective in building proficiency
Highly relevant with small steps
Natural way to learn
Cost less and more efficient (social media and mobile)
Less resistance experienced

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17
Q

E-Learning

A 
Wide set of applications and processes, including web based Learning 
Computer based learning
Multi device Learning 
Virtual classroom
Performance support 
Digital collaboration
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18
Q

Blended Learning

A

Series of content blocks sequenced to create a learning experience

Reasons for choosing media blend:
Cost effective 
Virtual
Self study
Chunked content 
Fast delivery
Time and cost (travel and work time)
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19
Q

Instructional Methods

A

Key purpose of any formal TD program is to:
Promote learning

Instruction promotes learning through a set of activities called instructional methods.

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20
Q

Usage of Instructional Methods

A

Motivate learners
Help learners prepare for learning
Aid learners as they discover their own knowledge
Enable learners to apply and practice what they learned
Assist learners in retaining and transfering what they have learned
Integrate their own preferences with other skills and knowledge

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21
Q

Selection

A

Instructional methods are selected based on the needs assessment, learning objectives and the modality.

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22
Q

Choosing instructional methods

A

Consider the following factors:

1) Instructional objectives (knowledge-cognitive, skills-psychomotor, attitude-affective)
2) cost or budget
3) lesson content
4) learners knowledge and expectations
5) time
6) facilities, equipment and materials

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23
Q

Experiential Learning Process

David Kolb

A

Experientia Learning Activity (ELA)

1) Experience: allows participants to complete a defined task
2) Reflect and Process: give learners an opportunity to reflect and discuss (what happened, why, what they learned and how they feel)
3) Generalize: provides an opportunity to interpret the dynamics and connect them to workplace
4) Apply: gives participants time to determine how they will transfer this knowledge to work or life

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24
Q

Planning, Designing and Developing Instructional Content

A

Development: is the process of creating, testing and producing usable instructional materials

Before developing content, TD professionals need to organize available content, ideas and inputs from various sources

Affinity diagrams, interrelationship graphs and outlines support this process

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25
Q

Planning, Designing and Developing Instructional Content

A

Affinity diagrams: gather large amounts of ideas and organize them into logical groupings based on natural relationship among items

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26
Q

Planning, Designing and Developing Instructional Content

A

Interrelationship graph:
Shows cause and effect relationships among the groupings
Best used when issues seem too complex, confusing and when need to discover the major themes

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27
Q

Planning, Designing and Developing Instructional Content

A

Outlines: can be used for planning content
They should be designed following several helpful features.
All headers should be parallel or of the same level and form
Outline should be presented in a logical flow
Headers should be more general than subheaders

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28
Q

Planning, Designing and Developing Instructional Content

A

Phases for developing instructional content

1) Design: define the topic and content
2) Development: use recommendations from design phase such as sequence, modality, choose a technique to plan the content and create assets
3) Testing: use prototyping and pilot testing to check the material and test methods prior to the delivery of the formal training program

Outcome of development is a formal/informal learning solution that is ready to be implemented.

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29
Q

Assessing the Quality & Relevance of the Content

A

Clarify desired outcomes:
Review the objectives
Compare them to existing content in the marketplace or within the organization

30
Q

Assessing the Quality & Relevance of the Content

A

Reviw objectives & outcomes:
During the needs assessment, focus on four areas:
Business needs, performance needs, learners needs, learning needs

Identify the desired positive changes in each of the four areas (skill, knowledge goals)

31
Q

Assessing the Quality & Relevance of the Content

A

Assess current availability of the content:

Once objectives are confirmed, determine if content currently exists in market or organization

32
Q

Assessing the Quality & Relevance of the Content

A

Use of AI to curate content:
Design new content or curate content that already exists
Use learning experience platforms to contextualize content and deliver it from millions of sources based on individual preferences, background, requirements and skills

33
Q

Designing Learning & Behavioral Outcome Statement

A

Outcomes vs Objectives

Outcomes:

1) are specific outputs that learners are expected to achieve
2) Identify how the organization will benefit as a result of the investment in learning
3) Are closely related to the organization and meaningful to sponsor, leader and stakeholders

Objectives:

1) list the skills and knowledge learners use to perform the tasks that lead to the outcome
2) identify what learner will be able to do as a result of the training or performance solution
3) are written from the learners perspective and more meaningful to the learner

34
Q

Designing Learning & Behavioral Outcome Statement

A

Formulation of outcome statement:

To define outcomes, TD professionals should start with the results of the needs assessment and work with sponsor who has an investment and interest in the resulting learning or performance solution.
Share the results of needs assessment, aim to reach an agreement and discuss the consistency
Keep the sponsor involved at every step of the process. They must ensure that the communication validate or disprove the initial issues presented by sponsor.

35
Q

Designing Learning & Behavioral Outcome Statement

A

Needs assessment should place the sponsor’s request in the context of the organization’s needs.
Some of the steps;
Consider the organizational culture to ensure alignment
Review the behaviors that need to be changed to support the outcome
Confirm a link between the solution and organizational drivers

36
Q

Designing Learning & Behavioral Outcome Statement

A

Sponsor’s outcome statements may be in their performance goals or at least connected to them. Use the sponsor’s words as much as possible.

Ensure that the sponsor has defined an outcome that clarifies intent.

For more detailed statements made by sponsor, write the outcomes using the same rules for writing objectives.

Getting this step right is very important, as it lays the foundation for the development of the learning intervention.

37
Q

Applying Design Thinking & Rapid Prototyping

A 
Phases of Design Thinking
5 phases
Empathize
Define
Ideate
Prototype
Test
38
Q

Applying Design Thinking & Rapid Prototyping

A

Empathize phase:
Requires a clear and empathic understanding of the problem by consulting experts
Involves engaging with people to understand their experiences
Requires a deep personal understanding of the issues

39
Q

Applying Design Thinking & Rapid Prototyping

A

Define phase:
Requires defining the problem to identify the solution
Involves compiling and synthesizing information from the first phase
Requires asking questions and gathering data to stimulate ideas and solutions

40
Q

Applying Design Thinking & Rapid Prototyping

A

Ideate phase:
Begins once there is a clear understanding of the users and their needs
Another starting point is having a solid background created by compiling data
Involves investigation and testing to identify a good option

41
Q

Applying Design Thinking & Rapid Prototyping

A

Prototype phase:
Requires producing multiple scale down versions of the solution
Requires solutions or ideas to be implemented within the prototypes
Involves investigation that leads to either acceptance, improvement or rejection

42
Q

Applying Design Thinking & Rapid Prototyping

A

Test phase:
Requires evaluation of the final product
Iterative process that often involves redefining the problem
Involves using the results generated to inform the users

43
Q

Design Thinking

A

Human centered approach to innovation or problem solving that integrates the needs of people with the needs of organization

Fosters creativity and innovation

Focuses on finding the right solution rather than solving a problem

44
Q

Rapid Prototyping

A

An iterative design, develop and evaluate Process.
This process enables stakeholders to view and provide feedback on the design of the learning experience throughout the design and the development process rather than waiting to see a finished product and then incur significant changes and the cost

45
Q

SAM (Succesive Approximation Model)

A

1) Gather info
2) Design
3) Development
4) Product Rollout

Storyboarding: effectice 1st step for gathering ideas
Prototype: physical proof or draft of the design concept

46
Q

Prototypes

A

1) Low fidelity: paper prototype or rough physical representation of initial design
2) Medium fidelity: wireframe prototype - closer to finished state
3) High fidelity: fully functioning working copies of the final design

47
Q

Instructional Design Models and Process

A

TD professionals should create a project charter. Creating the project charter helps to evaluate and prioritize activities, summarize the project details, and authorize the use of resources.

48
Q

Role of Adult Learning Theories in Instructional Design

A

Maslow’s Hierarchy of Needs
Physiological needs: provide and allow light snacks - show where the facilities are

Safety: help participants feel comfortable asking questions, practice new skills and reach out for help by no judgement and encouraging.

Belonging: offer ways for participants to connect with others in the group.

Esteem: celebrate success with the skills practice and respect the experiences people bring to the group

Self-actualization: learners genuinely want to be the best they can be. Offer extra resources to enrich what they learn in our class. (Microlearning - projects to help them pilot new skills)

Introduction, establish schedules (start, break, end), allow participants to determine lunch time, questions are welcomed and encouraged, include variety of activities (selfpace, pairs and groups), ask for input

49
Q

ISD Models & Process

A

ISD is a systems approach to creating instruction or learning experiences.

ISD is based on the idea that training is most effective when it provides learners with a clear statement of what they must be able to do as a result of learning and how their performance will be evaluated. Learning experience is designed to teach skills through hands on practice or performance based instruction.

50
Q

Advantages of ISD

A

Projects are quick, efficient and effective
Produces observable, measurable and replicable elements
Flexible with many opportunities to tailor the system

51
Q

ADDIE

A

Provides structure for design

Foundation for learning design

52
Q

Seel & Glasgow

A

Assume dressing occurs within the context of project management

Iterative design process in which feedback and interaction occur during the process

Design team members formulate and revise a project management plan (roles, tasks, timelines, budgets, checkpoints and supervisory procedures)

3 phases: needs analysis, instructional design, implementation and evaluation

53
Q

Dick & Carey

A

Needs analysis, writing objectives, evaluation of instruction, goals identification

Task analysis: instructional analysis, learner and context analysis (focusing on details of what should happen)

54
Q

Smith & Regan

A

3 stage process: analysis, strategy development, evaluation

Differences:
items are written within the analysis stage right after tasks are analyzed

Iterative nature of design which results in constant revision

55
Q

SAM

A

Iterative and incremental development process

Evolve through collaboration between stakeholders

Adaptive planning, evolutionary development, rapid and flexible responses

56
Q

AGILE

A

Collaborative effort by cross functional teams

Maximizing customer value is the focus

Highly flexible and interactive

Share preliminary elements with stakeholders, partial solutions pilot, collect feedback at various stages

57
Q

Importance of Adult Learning Theory

A

3 classic learning theories

Behaviorism: observable behavior

Cognitivism: mental process

Constructivism: knowledge acquisition through experience and interaction

58
Q

Malcolm Knowles

Andragogy

A

1) the need to know: knowing why something to be learned
2) the learners self-concept: see themselves as self directed and responsible
3) the role of the learners experience: relying on life experiences to connect to new concepts
4) readiness to learn: how a learning experience is relevant
5) orientation to learning: willing to learn things that will help them
6) motivation: respond to internal motivation such as job satisfaction

59
Q

Gardners Multiple Intelligences

A 
Musical
Logical-Mathematical
Interpersonal
Kinestetic
Linguistic
Intrapersonal 
Spatial
Naturalistic
60
Q

Accelerated Learning Principles

A

Includes brain’s right and left hemisphere

Enhance memory strategies

Promoting active discussion, using visuals and learning tools to improve understanding and recall
Encouraging participants to find alternative patterns and solutions
Ensuring participants to find alternative patterns and solutions
Ensuring participants can explain what they learned and put it into practice
Guide participants to explore and understand how content is connected
Supporting reflection on the learning experience

61
Q

Role of HPI

Human performance improvement

A

When a problem (performance) arises, it is common for stakeholders and sponsors to assume that training is the solution.(performance improvement solution)

Training address only one of six drivers of employee performance (skills and knowledge)

Factors that may lead to poor employee performance

1) lack of motivation
2) lack of tools and resources
3) inadequate or nonexistent structures, process or guidelines
4) lack of information
5) health

62
Q

ADDIE

A

Analysis is input
DDE are the process
Implementation is output

63
Q

ADDIE Analysis Stage

A

Identify specific needs (who, what, where, when and why of design)

Determine what learners need to know how to be successful, organization needs, initial diagnosis is accurate?

TD should understand;
Sponsor’s requested outcome
Organizational need or driver underlying the project
Desired performance and tasks
What influences constraints on the project

Considering the resources availability, constraints that may create barriers, how the solution is aligned to the organizational strategy

64
Q

ADDIE Design Stage

A

Create an outline with the specifications necessary to complete the training project

Activities to be performed:
Develop the outcome statement with input from stakeholder or sponsor
Write learning objectives
Create an evolution plan
Recommend the modality that will be used to deliver content
Develop the sequence and structure of the course or program
Prepare logistics and objective maps
Determine what materials are necessary and prepare draft copies

Key output of this phase is the design plan for the project.

65
Q

ADDIE Development Stage

A

Content and material move from conceptual design to the deliverable

Designer may use pilot testing, prototyping, other iterative tools to tedt that deliverables are accurate and effective

66
Q

ADDIE Implementation Stage

A

Content is delivered using the chosen modality
The goal is to achieve the objectives written in the design phase
Monitor the solution for any unexpected situation

67
Q

ADDIE Evaluation Stage

A

Measures and validates the success of training or other learning initiatives
Final evaluation results are used to review lessons learned, identify process improvements and measure results

Evaluation should take part at every point throughout the ISD process

Communicate with sponsors at each step by sharing the evaluation results to ensure that sponsor expectations are met.

68
Q

Formal and Informal Learning Experience

A

Learning begins at the individual level whether that learning occurs formally or informally.

TD professionals need to promote behaviors that support individuals ability to learn.

A learning culture influences organizational success.

69
Q

Formal and Informal Learning Experience

A

Individual learning:

Only 1/5 rate their ability to learn as effective.
TD professionals should lead the way, ensuring that all employees are comfortable with several behaviors that support their ability to learn including:
Asking for feedback
Planning how they need to develop for the future
Reinforcing a growth mindset

70
Q

Formal and Informal Learning Experience

A

Group learning:

Individuals within a team acquire and share experience & knowledge with others in the team.

3 dimensions of team learning as the ability to:
Think insightfully about complex issues
Take innovative, coordinated action
Create a network that allows other teams to take action

71
Q

Formal and Informal Learning Experience

A

Organizational learning:
Employees need to believe that organizations want to create a supportive learning environment; employees need to share in that responsibility.

TD professionals should ensure the basics:
Ensuring that leaders champion, recognize and reward learning
Instilling the value of lifelong learning in every employee
Expecting managers to support employee development
Inspiring employees to own their development

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