Cetd102 deck session 1
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This document provides an outline for a course on designing training. The course will cover various topics related to instructional design including integrating instructional systems design principles, creating detailed training plans and lesson plans, applying learning principles, and defending pedagogical choices in training design. The tentative course outline lists topics to be covered each class such as introductions, models of instructional design, lesson planning assignments, and a course test. The document also provides administrative information about the instructor, expectations for student conduct in class, and context about how the course fits into a certificate program.
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Cetd102 deck session 1
- 2. Ad 2 Education Teaching experience Work experience Frank Morris
- 3. TETR 9031 Designing Training: The facts 1. Integrate simple IDS (Instructional Systems Design) principles into a learning program 2. Create detailed training plans and corresponding lesson plans 3. Apply learning principles to enhance retention and transfer of learning 4. Defend the pedagogical basis of choices made when designing training and lesson plans. What you can expect from our time together: • The real world of ID • The alphabet soup of ID: ADDIE, ISD, CSTD, LP, SKA, SME, ILT, KCAASE • You say Pedagogy, I say Andragogy, let’s just call it training • The myth of learning styles • Lesson Planning for dummies (not) • E-Learning: Are live teachers dead? • Mission (Im)possible: Building courses people want to go to • The biggest problem in corporate training and how to fix it And what do YOU want to get out of this course? Course Outcomes
- 4. Making connections helps learners focus on their learning goals while becoming comfortable with peers CETD-101 Assessing Performance Needs CEDT-102 Designing Training CETD-103 Facilitating Training CETD-104 Evaluating Training CETD-105 Practicum Completion of the Certificate gives you the equivalent of 1 year of work experience towards the CSTD CTDP designation. 4 Designing Training is a required course in the T&D Certificate program
- 5. CETD 102 Designing Learning TENTATIVE Course Outline Assignment Feb 21 Introductions and course overview The World of ID Your Design Philosophy Malcolm Knowles: A Name to Remember Pedagogy v. Andragogy What is Learning Anyway? ID Models Study Chapter 3 and 5 Develop 6 questions from the content Feb 28 Lesson Planning Assignment 1 Learning Objectives – 25 % Mar 7 Lesson Planning continued Assignment 2 Lesson Plan – 25% Mar 14 Course Planning & Other Important Matters Test 25% Assignment 3 LP and slides – 25% due by Mar 21 The passing grade for this course is 50% Outline and Evaluation
- 6. Admin • Fire exits, smoking areas & washrooms • Normal class timing & routine • What if you have issues? 1. Prof: Frank Morris frankrmorris@hotmail.com 2. Department Chair Mary Devine 416-289-5000 x2505 3. Student Affairs 6 Almost the end of admin
- 7. 7 How should we be together? • Cell phones on silent/vibrate mode • No sidebar conversations; One person speaks at a time • Respect each others’ opinions • “I don’t know” or “Pass” is an acceptable response to any question • Food/drink • Late or missed class • What else?
- 8. Managing Performance through Training and Development • Saks and Hacooun • 6th Edition Our text
- 9. BREAK
- 10. • Instructional design: A process that results in a combination of strategies, activities, and resources to facilitate learning. • Instructional designer: A person with the competencies to design instruction. What is instructional design? What is ID? By Joel Gardner 4:46 What does an ID do? By Joel Gardner 4:43
- 11. Making connections helps learners focus on their learning goals while becoming comfortable with peers Instructions: 1. Each group analyses multiple ID job postings 2. As a group, determine: • What Knowledge, Skill and experience do they need in common? • Any other requirements for the job? 3. You have ___ minutes. 11 Instructional design is an in-demand skill set Group
- 12. Making connections helps learners focus on their learning goals while becoming comfortable with peers 12 There is no universally accepted set of ID competencies CSTD
- 13. According to the CSTD, what knowledge, skills and attitudes do ID’s need?
- 14. The World of Instructional Design is crowded IDTRAINER GRAPHIC ARTIST PROJECT MGR CLIENT WEB DESIGNER SME LEARNERS
- 15. ID’s median salary for 2014 was $58,512 Source: payscale.com
- 16. Spending on Corporate Training Soars: Employee Capabilities Now a Priority
- 17. • Round-Robin – What went well this morning? What would you change? • Summary – 3-2-1 summary technique • What’s happening this afternoon? • Q & Eh? Before we go to lunch…
- 18. LUNCH
- 19. What’s the diff? Educating Training Developing • Skills, Knowledge and Attitudes (SKA) to be used in the future • SKA for current roles • SKA needed for future roles
- 20. 20 What is your ID philosophy? A B C D 1. The purpose of teaching is to… Transmit accepted knowledge and wisdom; Create more efficient & effective workers, create ‘educated’ individuals able to fulfill societal roles Perfect the individual; Create experts in their field who can teach others and discover new things Develop practical problem solving and social skills; Create better group members, workers and citizens Set and work towards achieving personal goals; Improve the self in terms of what the student wants 2. Control over the learning process is the responsibility of… Instructors or Managers who set expectations and outcomes Instructors who model what experts know and do; Students acquire skills, knowledge and attitudes of experts Learners add to instructor’s goals; Instructor is a guide who provides organization and structure Learners ask questions and seek answers; Instructor provides support only as needed 3. Instructional methods should include… Established curriculum, technical training, ‘drill & kill’, standardized testing and ranking Lecture, readings, case analysis, Q&A, discussion; assessed against objective standards, all may pass or all may fail Projects, experiments, group investigation, cooperative learning, portfolios, pass/fail grading Experiential and discovery learning, individual projects and self-study; self- assessment BEHAVIORIST LIBERAL PROGRESSIVE HUMANIST
- 21. 21 Malcolm Knowles 1913-1997 • Father of adult education • Coined the term “Andragogy” in contrast to Pedagogy • Knowles’ AREA principles of adult teaching and learning: – Autonomy – Readiness – Experience – Action Spotlight on Malcolm Knowles 3:41
- 22. FITB: Pedagogy vs. Andragogy Pedagogy (Children) Andragogy (Adults) 1. Objectives are predetermined and inflexible 2. Learners are inexperienced or uninformed 3. Passive teaching methods, like lectures, are used 4. Teacher controls timing and pace 5. Students contribute little of their experiences 6. Learning is content-centred 7. Teacher is the primary resource who provides ideas and examples 1. Objectives are _________ 2. Learners have _________to contribute 3. _________teaching methods, like group exercises, are used 4. Participants _________timing and pace 5. Participant _________is vital 6. Learning is _________ 7. _________are the primary resource who provide ideas and examples Adult Learning in Under 3 Minutes vid
- 23. BREAK
- 24. What is learning? What does learning have to do with listening? Is telling the same as teaching? Learning is the process of acquiring, encoding and recalling knowledge, skills and attitudes (KSA) when needed.
- 25. 25 The Conscious Competence Model: 4 Stages of Learning Unconscious Incompetence • “I don’t know what I don’t know Conscious Incompetence • “I know what I don’t know” Conscious Competence • “I know and it’s starting to show” Unconscious Competence • “I don’t even think about what I know” These students need to be shown that they don’t know. These students have mastered their new SKA. Challenge them. These students have acquired new SKA and need practice. These students need help to acquire new SKA. 4 Stages of Learning vid 2:09
- 26. What do you think? HR wants to hold a short webcast on the topic of Career Management. The objective is for employees to take responsibility for their own career paths rather than relying on management to do it for them. The webcast will also provide practical ideas for how to do this. You know that learning requires acquiring, encoding and recalling new information and skills. 1. What should we do to address those employees who are Unconsciously Incompetent, i.e. don’t know that this is even an issue? 2. How do we move employees from CI to CC to UC?
- 27. ID Models guide the overall process of designing and developing materials that teach.
- 28. This course fits into the Instructing Adults Certificate program Instructional designers borrowed the ADDIE model from software engineering
- 29. This course fits into the Instructing Adults Certificate program The Dick and Carey model modified ADDIE specifically for instructional designers NEEDS
- 30. Activity: The ADDIE concept Purpose: To practice and demonstrate understanding of a concept by classifying elements of the concept into proper categories Grouping: 3-5 Timing: About 10 minutes to perform task, about 10 minutes to debrief Instructions: 1. Form groups 2. Arrange tasks under the headings of A, D, D, I, E Debrief: • What? • So What? • Now What? Small Groups
- 31. Some stats from ASTD State of the Industry report Where do you see yourself or your department/organization?
- 32. A framework for designing training Intro •Context •Objectives •Map •Benefits Engage and foster learning •Lecture & demo •Discussions & activities •Practice & feedback •Powerful questions •Media Close •Summary •Deeper Dive •Transfer •Transition Create a positive learning environment • Set up room • Welcome learners • Use names • Employ icebreakers Prepare to teach • Logistics • Prep • Analyze learners & stakeholders BEFORE DURING AFTER • Manage behavior • Apply AREA principles • Develop class guidelines • Evaluate training • Assess learning • Lesson Plans • Facilitator Guides • Participant Manuals • Course Plans
- 33. • Think-Pair-Share (TPS) Summary – What was the most interesting, thought-provoking thing you heard today? • Want to learn more? – Search YouTube for Anna Sabramowicz • Study Chapter 3 Learning & Motivation and 5 Training Design: – Develop 6 questions (3 from each chapter) based on the content that you can ask your classmates next Saturday • Next week: – Learning Styles, Bloom’s Taxonomy, Learning Objectives, Lesson Plans • Q & Eh? Before we go…
Notas del editor
- APK N/A Agenda/Map Place agenda on whiteboard Objectives Meet several of your class colleagues Know the arc of the course and how you’ll be evaluated Know what ID is and what ID”s do Appreciate ID as an interesting, in-demand and well-paid occupation Benefits Helps you in acquiring your Certificate in Training and Design Help your org improve performance and achieve business goals Help students improve themselves, gain new skills and capabilities, grow Context N/A
- Education Work Teaching
- Course Outcomes are a contract between college and students Ignore course outline in Contract HAND OUT COURSE OUTLINE Explain that it may change as we get into the course but we’ll still meet all 4 learning outcomes
- ASK: Why do most classes start with an icebreaker or opening activities? To involve students in a low-risk activity which encourages further participation To activate prior knowledge APK To connect with other students to start forming a mutually supportive learning community What do you want to leave this course knowing how to do? What is current job role? What experience do you have teaching or designing instruction? ALTERNATIVE Introduce yourself to someone NEW Think about and share with partner: One thing you want to learn TONIGHT One thing you want to learn DURING THIS COURSE (4-5 min) DEBRIEF: ASK FOR VOLUNTEER TO RECORD: Record learning goals on f/c in 2 columns. Will be used later when course outline is reviewed Ask about: Prior experience teaching or designing teaching Education Note: Age and gender Language and indications of SES Explain to students that this is a way of doing Learner Analysis and creating a social learning environment
- Normal class routine: Start at 9:30 sharp with one or more breaks In class, we’ll break up the night into 2 or 3 sections separated with a break. Lots of individual and small group exercises. Finish no later than 5 Refer to the “Ground Rules” stressing that the quality of the learning depends on everyone’s participation, cooperation and respect for one another. “What rules should we agree to govern ourselves by during this course?”
- Cell phones Participation Missed classes Late Food and drink What else?
- ID is an emerging profession and systematic process focused on creating and improving human performance ID’s don’t just create instruction; they help learners acquire new capabilities so they can do the things they want to do ID creates the maps that guide learners towards their goals is systematic, guided by models of human performance and based on open-systems theory So what are the skills and behaviors that ID’s need to help learners acquire the skills and behaviors they need? SLIDE: WHAT IS ID? ASK: Free associate, what words come to mind when I say “instructional design”? What is ID? OR ASK student with cellphone to Google ÏD” ID is an emerging profession and systematic process focused on creating and improving human performance ID’s don’t just create instruction; they help learners acquire new capabilities so they can do the things they want to do ASK: What do ID’s produce? ID OUTPUTS INCLUDE: Program/Course Proposals, Course Materials and Lesson Plans
- SLIDE: ID IS AN IN DEMAND SKILL SET GROUP ACTIVITY: Purpose: To discover what employers want from IDs in terms of skills and experience Each 4-5 person group has 4-5 different job postings Each group analyses posting for common KSA and experience DEBRIEF: Are there commonalities? Where are the inconsistencies? Can any one person combine all these competencies? How should you manage your personal development if this is all you know about what makes a great ID?
- SLIDE: NO UNIVERSAL SET OF ID COMPETENCIES CSTD ASTD The International Board of Standards for Training, Performance and Instruction (ibstpi®) The 2012 set contains 22 competencies in 5 categories (Prof Foundations, Planning & Analysis, D&D, Eval & Implementation, Mgmt) and 105 performance statements.
- SLIDE: WORLD OF ID IS CROWDED Does this resemble the training dept where you work? Did you realize that ID’s have to work with many other roles? Let’s do an activity that will reveal what these competencies are
- ASK: How much do ID’s earn? Is that more or less than instructors/trainers? Is this what you thought? More or less? SLIDE: ID’S MEDIAN SALARY IS $62K ID salaries vary from $51K at 25th percentile to $76K at 75 percentile Training Folks: $70 to $85/hr for Level 1 ID, up to $110-$150/hr for Level 3 L&D is financially rewarding. All roles earn above average salaries which was $45,230 for 2011 according to U.S Bureau of Labor Stats and $46K in Canada Specialty areas like sales earn more than generalists
- A few key facts about L&D spending: Spending on leadership development remains very high. As in prior years the research shows that the #1 areas of spending is management and leadership (35%). All our research on corporate talent shows that global leadership gaps continue to be the most pressing issues on the minds of business and HR leaders. As Millennials take on more responsibility, companies need to build leadership skills at all levels and in all geographies around the world. (Read more at: Millennials Will Soon Rule the World.) High-performing companies spend more. Companies which fall into our “high-impact” categories spend significantly more on training than average. So companies who invest in a total L&D strategy spend more per employee than those who are inconsistent. This shows that L&D spending pays off. Technology is revolutionizing this market. The research shows an explosive growth in technology tools to train people today. Self-authored video, online communication channels, virtual learning, and MOOCs (Coursera, Udacity, Udemy, edX, …) are all growing rapidly as training tools. People still need formal classroom education, but this is now less than half the total “hours” people consume in training around the world. And among the highly advanced companies, as much as 18% of all training is now delivered through mobile devices.
- 3-2-1 Summary Alternative Summary BEST SUMMARY Basic idea. Each participant prepares a summary of the main points at the end of a presentation. Teams of participants switch their summaries and select the best summary from each set. Flow. Ask participants to write on index card summary of the content presented during evening. Organize participants into equal-sized teams. Redistribute summaries from one team to the next one. Ask each team to collaboratively identify the best summary among those given to them—and read it out loud. ASK: You learned today that teaching adults is different from kids, i.e. andragogy and pedagogy you have different teaching philosophies: behaviourist, liberal, progressive, humanist learning occurs in cycles, UI-CI-CC-UC, or Feel, Watch, Think, Do learners have different learning styles, VAK, Accommodators, Convergers, Divergers, Assimilators What does it all mean for you as designers and instructors?
- IN EACH ROW, CIRCLE THE DESCRIPTION THAT IS MOST LIKE YOU. IN EACH ROW, PLACE AN X THAT IS LEAST LIKE YOU. DEBRIEF: Was it hard to choose the Most and the LEAST like you in each row? Why? What do you think it means for ID that there are different teaching philosophies? Is there a “right” philosophy? What should you do now that you know you have a Most and Least favourite philosophy?
- TPS Think about your previous, current or planned training sessions, are your learners treated as children or as adults? Do these differences make sense to you? Explain. 2 min pair conversation Andragogy (the teaching of adults): Objectives are flexible Learners have experience to contribute Active teaching methods, like group exercises & discussions, are preferred Participants influence timing and pace Participant contribution of experience and knowledge is vital Learning is learner-centred by being practical & action-oriented Participants are a major resource providing ideas and examples Adults need to be shown respect. Dignity is vital.
- ASK Why do you think it’s called the Conscious Competence Model? ASK What do learners need from your design at each stage?
- What kind of content is taught the most? Next most? Next? Note these are arranged in order clockwise around pie chart. Did you know this? What surprised you? Where is the content focus where you work? Why? What does it mean for you or trainers in general? How would you advise someone who wanted to get into training with subject matter expertise? Without SME? What % do you think is taught via F2F instruction? Online? What do you think the trend is? Why? What does this mean for trainers?
- SLIDE: BEFORE WE GO? 321SUMMARY 3 Things you learned 2 People you met 1 question you still have STUDY NOTES: Complete self-assessment and FITB
- Online newsletter with free games, activities, exercises and interviews with educators Get on mailing list Podcasts on topics like How to debrief exercises Rapid instructional design Jolts Freebies Training Games: More than 150 ready-to-use training games Interactive Lectures: 36 different formats for combining structure and control with excitement and participation Textra Games: 30 different designs for creating dynamic activities from existing documents Email Games: A zero-budget approach to e-learning
- What kind of content is taught the most? Next most? Next? Note these are arranged in order clockwise around pie chart. Did you know this? What surprised you? Where is the content focus where you work? Why? What does it mean for you or trainers in general? How would you advise someone who wanted to get into training with subject matter expertise? Without SME? What % do you think is taught via F2F instruction? Online? What do you think the trend is? Why? What does this mean for trainers?