Focus Questions for Chapters 5 and 6 (Session 9)
1. Explain the term "Delivery Decision. What is an "End Product of Development"? Give an example of an "End Product" from the project we have done in class.
The term "Deliver Decision" is how your training is to be operated. The different types of delivery is: classroom training, on-the-job training, self-instruction, and technology-based training. What an "End Product of Development" is basically what you have when you are finished, a stand alone training which is a package where trainees are able to learn the tasks that were from the analysis and assessment area of research.
One example of an end product from our project in class would be the trainee accomplishing the task of creating fire with flint and steel and then assessing their knowledge through testing the trainee's ability to create fire by observing them complete the task.
2. What is a "trainer's guide"? Explain how one would be used with our in class project.
A trainer's guide is basically a lesson plan that contains trainer’s directions, objectives, key teaching points, activities, and evaluations. In our class, the implementation of the flint and steel project would be the activity for the training. The objective would be to create fire with flint and steel, and evaluation could be viewing the task being accomplished and how the training was.
3. (NOT IN CHAPTER) What is an Alpha test in the context of developing a learning resource? Construct a scenario in which you would use one.
An Alpha test is the first test of a learning program to see how effective the training is and to see if anything was left out, and see if there are any bugs in the training.
An example of an alpha test would be once when I created a training for the teachers on how to set up and use their elmos and projectors. One thing I did not think of was I handed it out to the teachers before the training and they were distracted by them instead of listening to the training, so when it came to setting them up, they asked all the questions which the training was suppose to answer. I think next time I will not hand out the product before the training has been held and maybe I could create a "cheat sheet for the teachers on how to set it up.
4. What is a Beta Test?
The beta testing is the ending project after the Alpha testing, where in the example above, I would use the information I received from the alpha test and improve my training further. There even might be more testing after the beta testing.
5. (NOT IN CHAPTER) What is the difference between an Alpha and a Beta Test?
Alpha testing is the first test that is usually done before given to the intended audience. Beta testing is done after information is collected from alpha testing and all bugs and missing information fixed. Usually alpha testing is done with small controlled group to find how effective the training is and fix anything that needs to be fixed.
Thursday, March 11, 2010
Thursday, February 18, 2010
Session 7
Focus Questions for Chapters 4 (Session 7)
1. Explain the term "Delivery Decision. What are some of the factors to consider when making a delivery decision?
Delivery Decision is basically how you plan to hold your training. This means how will your information be given to the people needing the information. The most common methods are; instructor-led classrooms, on-the-job training, self-instruction, technology-based training, job performance aids, and training by documentation. Of course each of these has its advantages and disadvantages, which make different methods ideal for different situations. On the other hand, these methods can be mixed and combined to make a training module. For example, if you want to teach teachers how to connect to the wireless Internet at a school site and you know the teachers at the site already have the knowledge (previous trainings) to connect to wireless, but they need to be informed of the new technique to connect to the network in which requires usernames and passwords. This case I would create a flyer or a quick-tip sheet to send out to the teachers with instructions and of course offering my assistance if needed.
Some of the factors to consider when choosing the delivery system are the trainees, time, and material to be taught among other things. You need to consider the trainees when making your trainings because if they were not comfortable with computers, then a technology-based training would not be a good choice. When you create trainings you need to take into account the time trainees would need to complete and learn the task being taught. Also the company needing the training might want the training to only take an hour to complete, depending on the task being learned. With the material needed to be in the training you would need to consider this when planning how the training should be delivered. For example, if the task needs to be experienced you cannot do self-instruction training.
2. Explain "self instruction". Under what circumstances would you consider using "self instruction"?
Self-instruction training is where there is little or no need for a facilitator. This is where the training is created on a CD-Rom or located on the Internet. This strategy requires you to determine what specific skills your facilitator will need in order to use this strategy, and acquire these trainers and see if they have the time for this project. There are two specific examples that the book covers where there is a need for a facilitator, learning center and electronic. In the learning center, the facilitator should be available during the lab hours for assistance. The electronic version, the facilitator is the person who observes the trainees doing the task to see if the trainees learned from the training.
3. What is a "Design Document Template"? Construct a scenario in which you would use one.
Basically what a Design document template is it is an outline of what has been accomplished so far for the training and what is needed. For example, when constructing the training for a school site you might want to create a design document template to present to the principal of the site for them to analyze and decide if the training is what they need and want. In this example, if I wanted to create a lesson for teachers to learn how to troubleshoot typical computer problems in the classroom. I would need to compile information and reasons why this is needed and estimate the cost of the training for the teachers. In this case, it would not cost a thing (Salary wise) because I would be the one implementing the trainings and the trainings could be held at their weekly teacher meetings. This would be something I would create for my situation.
4. What is a "Performance Checklist"? Construct a scenario in which you would use one.
The performance checklist is a test where it would test the trainee on their performance of a task or many tasks after they were instructed on how to perform these tasks and in some cases after the task is performed in real situations. This test is actually a checklist where the evaluator is able to check off the criteria in which the trainee has performed. As my example above, if I did a training about word processing software and I wanted the teachers to be able to use it and able to teach their students how to do basic word processing skills. This can be accomplished by training the teachers how to use the basics of the program, then observing the teachers, with a checklist, in the classroom teaching their students to use the program to make their final copy of a writing assignment. This is one example I could think of using this tool.
1. Explain the term "Delivery Decision. What are some of the factors to consider when making a delivery decision?
Delivery Decision is basically how you plan to hold your training. This means how will your information be given to the people needing the information. The most common methods are; instructor-led classrooms, on-the-job training, self-instruction, technology-based training, job performance aids, and training by documentation. Of course each of these has its advantages and disadvantages, which make different methods ideal for different situations. On the other hand, these methods can be mixed and combined to make a training module. For example, if you want to teach teachers how to connect to the wireless Internet at a school site and you know the teachers at the site already have the knowledge (previous trainings) to connect to wireless, but they need to be informed of the new technique to connect to the network in which requires usernames and passwords. This case I would create a flyer or a quick-tip sheet to send out to the teachers with instructions and of course offering my assistance if needed.
Some of the factors to consider when choosing the delivery system are the trainees, time, and material to be taught among other things. You need to consider the trainees when making your trainings because if they were not comfortable with computers, then a technology-based training would not be a good choice. When you create trainings you need to take into account the time trainees would need to complete and learn the task being taught. Also the company needing the training might want the training to only take an hour to complete, depending on the task being learned. With the material needed to be in the training you would need to consider this when planning how the training should be delivered. For example, if the task needs to be experienced you cannot do self-instruction training.
2. Explain "self instruction". Under what circumstances would you consider using "self instruction"?
Self-instruction training is where there is little or no need for a facilitator. This is where the training is created on a CD-Rom or located on the Internet. This strategy requires you to determine what specific skills your facilitator will need in order to use this strategy, and acquire these trainers and see if they have the time for this project. There are two specific examples that the book covers where there is a need for a facilitator, learning center and electronic. In the learning center, the facilitator should be available during the lab hours for assistance. The electronic version, the facilitator is the person who observes the trainees doing the task to see if the trainees learned from the training.
3. What is a "Design Document Template"? Construct a scenario in which you would use one.
Basically what a Design document template is it is an outline of what has been accomplished so far for the training and what is needed. For example, when constructing the training for a school site you might want to create a design document template to present to the principal of the site for them to analyze and decide if the training is what they need and want. In this example, if I wanted to create a lesson for teachers to learn how to troubleshoot typical computer problems in the classroom. I would need to compile information and reasons why this is needed and estimate the cost of the training for the teachers. In this case, it would not cost a thing (Salary wise) because I would be the one implementing the trainings and the trainings could be held at their weekly teacher meetings. This would be something I would create for my situation.
4. What is a "Performance Checklist"? Construct a scenario in which you would use one.
The performance checklist is a test where it would test the trainee on their performance of a task or many tasks after they were instructed on how to perform these tasks and in some cases after the task is performed in real situations. This test is actually a checklist where the evaluator is able to check off the criteria in which the trainee has performed. As my example above, if I did a training about word processing software and I wanted the teachers to be able to use it and able to teach their students how to do basic word processing skills. This can be accomplished by training the teachers how to use the basics of the program, then observing the teachers, with a checklist, in the classroom teaching their students to use the program to make their final copy of a writing assignment. This is one example I could think of using this tool.
Wednesday, February 3, 2010
Session 4
Summarization of Focus Group
Our in class task was to hold a focus group with the fellow students to talk about our reasons for choosing our masters program at California State University, San Bernardino (CSUSB). This is what I learned from this experience.
One thing I learned was that some of us in the focus group had same reasons for choosing CSUSB and I found out others had different reasons. That was one obvious thing I learned from the task, but I also learned different things about focus groups. One detail I learned about focus groups is the amount of discussion and information that can be acquired using this method of analysis. I realized that I could not get the information that I received from the focus group from a survey or an interview. In the focus group we also came up with questions and discussions that revealed more useful information we could use. During the focus group I did notice some things that can make it hard to gather data.
When you have any discussion there are factors that happen out of your control. There are people who control or rule the conversation and I learned ways to keep the conversation going and allowing other participants participate more in the conversation. I also learned that the conservation could go in the wrong direction when you have a focus group. To help the conservation go the way you want, I learned you could give time for each participant to talk or give them the opportunity to pass until they are ready. I also learned that if a conversation does go in the wrong direction that you can and should redirect it to get back to the point of the discussion because these conversations could drag on and get off topic. This is what I have learned from this experience and I am planning to use this method in my thesis project.
Our in class task was to hold a focus group with the fellow students to talk about our reasons for choosing our masters program at California State University, San Bernardino (CSUSB). This is what I learned from this experience.
One thing I learned was that some of us in the focus group had same reasons for choosing CSUSB and I found out others had different reasons. That was one obvious thing I learned from the task, but I also learned different things about focus groups. One detail I learned about focus groups is the amount of discussion and information that can be acquired using this method of analysis. I realized that I could not get the information that I received from the focus group from a survey or an interview. In the focus group we also came up with questions and discussions that revealed more useful information we could use. During the focus group I did notice some things that can make it hard to gather data.
When you have any discussion there are factors that happen out of your control. There are people who control or rule the conversation and I learned ways to keep the conversation going and allowing other participants participate more in the conversation. I also learned that the conservation could go in the wrong direction when you have a focus group. To help the conservation go the way you want, I learned you could give time for each participant to talk or give them the opportunity to pass until they are ready. I also learned that if a conversation does go in the wrong direction that you can and should redirect it to get back to the point of the discussion because these conversations could drag on and get off topic. This is what I have learned from this experience and I am planning to use this method in my thesis project.
Saturday, January 30, 2010
Session 3
1. What is the purpose of the Analysis phase of the Instructional Design Process?
The purpose of the analysis is to give the designer what needs to be taught in the training you are planning to create. It helps answer the questions who, what, and how. This means it helps the designer find out who the product is for and what are they like, what it needs to teach, and how you know it has been successfully taught. Some of the time this step is overlooked because some designers are the SME of the project and believes they know this part of the process. This is also overlooked because of time constraints or just the reason that they want to get to the design part of the project and finish the process.
2. According to the instructor, what are the three big questions the analysis must address?
The three big questions the analysis answers is who, what, and how. The who refers to who the product is designed to teach, their characteristics and preferences. The what pertains to what your product is designed to teach, and the how is how will you know the project was successful.
3. According to the instructor what are the three main types of procedures used in the analysis? Please give an example for each category.
The three main types of procedures used in analysis are people items, mining the literature base, and document recovery. People items refer to any information that involves people such as surveys and focus groups. Mining literature base is where one looks for research and material in the field the project is designed for. Document recovery includes artifacts related to the topic of the project, such as texts and prior teaching materials.
4. What are some differences between the information the chapter presents about the analysis phase and the information provided by the instructor?
The information the instructor provided is split into three sections, people items, mining literature base, and document recovery. In this particular chapter of the book, it mainly discussed the people items of analysis more than the other two areas. It discussed in depth the different types of analysis including task analysis, observation, focus groups, and many others.
5. Case study: You are asked to develop an online training module to teach new janitorial staff how to use the floor buffing machine. Explain how you will do your analysis. Be sure to specify what type of analysis procedures you will use and why.
First thing I would do is I would request or require a manual or an SME to find out how to operate that particular machine. Depending on the amount of time and resources I have, I would use a SME, or if one was not available then a manual and access to one would have to do. Second I would interview the staff already using the machine and ask for any shortcuts or techniques they would recommend anyone new to the machine would need to know. These would be my first analysis procedure because first of all I would need to know somethings such as terminology, parts of the machine, and I would need to have a SME, or manual, in order to know how to operate the floor buffer if I were to develop an online training for this machine. The interviewing of staff already using the machine would assist in giving me insite and knowledge of what is expected for the new employees to know how to use the equipment in question.
6. Case study: You are asked to develop a video training module to orient new employees in a medium sized family restaurant. Explain how you will do your analysis. Be sure to specify what type of analysis procedures you will use and why.
First I would ask the person wanting the training module what are the tasks they are wanting new employees to learn and gather an idea of what tasks I would need to include in the training. Then I would observe the workers (preferably workers that perform the task well) doing the tasks in question, then interview the workers and ask them questions about the tasks and questions such as, what would a new employee need to know to accomplish the task? Then I would shift through all the questions and keep what might be important and throw and take out any personal opinions I got from the employees I questioned. From there, I would create a list of tasks and any knowledge needed to perform the tasks and show them to the manager or owner who wanted the training created to review the work and add anything I might have missed.
Saturday, January 23, 2010
Session 2
What is Instructional Design and why do we do it? Go beyond what the book says in your answer.
Instructional design is the process to help create effective trainings in an efficient way. This process helps the designer to ask the right questions, make the right choices, and produce a useful product. This process helps the designer to discover the best way to solve the situation at hand, which is usually through different types of trainings. The some of the different types of trainings are classroom trainings, on-the-job trainings, self-instructions, and technology based trainings. The reason we use instructional design is to create the most effective and efficient training to produce the best results.
Instructional design is the process to help create effective trainings in an efficient way. This process helps the designer to ask the right questions, make the right choices, and produce a useful product. This process helps the designer to discover the best way to solve the situation at hand, which is usually through different types of trainings. The some of the different types of trainings are classroom trainings, on-the-job trainings, self-instructions, and technology based trainings. The reason we use instructional design is to create the most effective and efficient training to produce the best results.
Examine any of the instructional design models we have looked at in this session (Dick and Carey, Seels and Glasgow, Rapid Prototyping etc.) and compare it to the ADDIE model. List some of the similarities and differences between your model and the ADDIE model. Explain the advantages and disadvantage of each model.
Seels and Glasgow model- This model shows that there are more than one thing happening at some point through the process of instructional design. For example, while the task and instructional analysis is being done, simultaneously the objective and tests are being developed.
ADDIE model- This stands for Analysis, Design, Development, Implementation, and Evaluation. This is the generic model for Instructional Design. This model states that each of these item happen in this order, but the disadvantage to this model is that fact that it doesn't show integration and digression within the process. One example is if the designer went through the analysis and design of the training, but then discovered something about their audiences so they had to go back to analysis to find how best to reach their audiences.
ADDIE model- This stands for Analysis, Design, Development, Implementation, and Evaluation. This is the generic model for Instructional Design. This model states that each of these item happen in this order, but the disadvantage to this model is that fact that it doesn't show integration and digression within the process. One example is if the designer went through the analysis and design of the training, but then discovered something about their audiences so they had to go back to analysis to find how best to reach their audiences.
Describe either "Performance Gap Assessment" or "Performance Opportunity Assessment". Now explain how you would use the method you have just described in a development project that you might actually undertake. Be sure to explain methods that you would use in your assessment.
Performance Gap Assessment- It is an assessment that examines how the performance should be and what it is now. This assists designers with discovering the problem and finding the best solution to solve it. The process has the following steps: identify the problem, analyze the tasks and conditions of the job, analyze the current performance levels, identify the causes of the problem, identify the desired performance outcome, identify the expectations of your training as related to the outcome.
A project I am planning to implement involves teacher training of technology available to the teachers. This means I plan to identify the technology the teachers have access to, assess their knowledge of the technology, survey the teachers feelings about technology and trainings, and create trainings to fit increase knowledge of the technology.
Explain Cost Benefit Analysis. Why is it we rarely see such analysis in education training?
Basically cost benefit analysis is a strategy to figure out the cost and benefits of designing and implementing a training. This includes costs like salary, benefits cost, lost production, program development, time, and hard costs. Also this helps to show benefits of the trainings.
The reason we rarely see such analysis in education training because basically they are worried about teaching the teachers what "they" believe they need to know, instead of researching and analyzing what the teachers actually need training on. For example, teacher trainings are usually based on how the students' scored on the standardized tests. If overall the district did not do well in math, then all teachers are required to attend math trainings. Not to mention these trainings are created fast and not geared to it's audiences. They teach math k-6 in one class, but doesn't realize teaching math in k-2 is different then teaching math in the grades of 3-6. They are more interested in quantity then quality. They want to teach more teachers at one time, then to teach to the grade level of the teachers. This is one of the many complaints I have heard from the teachers.
What is the relationship between Learning Theory and Instructional Design?
The learning theory is the way someone looks at a situation or learns and this is a part of instructional design. When designing a training one step of a good design is considering how the target group learns.
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