tag:blogger.com,1999:blog-34754097112071759182024-03-12T19:26:42.059-07:00Cj's Instructional Systems Design BlogCj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.comBlogger25125tag:blogger.com,1999:blog-3475409711207175918.post-14421951386990953842013-12-11T13:36:00.000-08:002013-12-11T13:45:34.029-08:00Transitions and Reflections<span style="font-size: large;"></span><br />
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<span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">Instructional
Design Basis – Motivational Theory<o:p></o:p></span></span></div>
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<span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">Hi All:<o:p></o:p></span></span></div>
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<span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">I am about to enter into a new phase in my
life, retirement.<span style="mso-spacerun: yes;"> </span>This is a time of ambivalence.<span style="mso-spacerun: yes;"> </span>I am looking forward to more freedom and yet
feel a sadness of leaving the profession I be been devoted to.<o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9CDpJT5U4f44GGqhWGMQWx3XUWGdWIStqeNLyh2XHmM2105rqMt9U8AYBkMVvNVRKyANpEgnHjmkY-tqiUjMxOCyNZ2ycgDLeD178s6QVzTL0fvG8PljJx3gLQJTjWW3LHWlSM0lodq4/s1600/oldStuff.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9CDpJT5U4f44GGqhWGMQWx3XUWGdWIStqeNLyh2XHmM2105rqMt9U8AYBkMVvNVRKyANpEgnHjmkY-tqiUjMxOCyNZ2ycgDLeD178s6QVzTL0fvG8PljJx3gLQJTjWW3LHWlSM0lodq4/s1600/oldStuff.png" /></a></div>
<span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">Emptying file
cabinets and bookshelves was like experiencing a time capsule of </span><span style="font-size: large;"></span><span style="font-size: large;">my
career.<span style="mso-spacerun: yes;"> </span>I found antiques like overheads,
number spinners, manual clocks and dice used to facilitate games designed to <span style="mso-spacerun: yes;"> </span>withstand the heat generated by an overhead
projector, hundreds of articles (now scanned into digital form) and copies of
the various articles I have written; some published and some rejected.<o:p></o:p></span></span></div>
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<span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">I found it curious
how the value of items has varied over time. <span style="mso-spacerun: yes;"> </span>It reminded me of the importance of keeping in
mind the “Hype” curve as trends such as mobile-learning, social-learning, and
gamification will and have come and gone.<span style="mso-spacerun: yes;">
</span>This is even more important in our world of rapidly evolving technology.
It is my belief we humans change at much slower pace. Therefore, we as instructional
designers always need to remember technology is our tool not master.<o:p></o:p></span></span></div>
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<span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">The packing
process also reminded me of the wonderful depth and breadth of our profession.<span style="mso-spacerun: yes;"> </span>How it could be possible to spend an entire
career in one of the major theory bases that is a part of the field of
instructional systems design, and then, maybe never make a significant
contribution. (<a href="http://cjsisdblog.blogspot.com/2013/11/infographics-my-experience.html" target="_blank">Refer back to the last post on the ISD InfoGraphic</a>).<o:p></o:p></span></span></div>
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<span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">I reflected
on of the many times I would feel an inclination of confidence just slightly
above the subliminal level and a new challenge would emerge.<span style="mso-spacerun: yes;"> </span>For example:<span style="mso-spacerun: yes;">
H</span>ow are you skills in designing or implementing “propaedeutics”?<span style="mso-spacerun: yes;"> </span>Yep propaedeutics!<span style="mso-spacerun: yes;"> </span>I was first introduced to the term when
reading an article by Marilyn Garber on <i style="mso-bidi-font-style: normal;">The
Dialogic Classroom: Strategies of Discussion in the Humanities</i> which I discovered,
again, while packing. <span style="mso-spacerun: yes;"> </span>The term means “pertaining
to or the nature of preliminary instruction” <span style="font-size: small;">(1).</span> <span style="mso-spacerun: yes;"> </span>As I continued down this rabbit hole I
discovered: advanced organizers, WWIIFM, YCDI, scaffolding, effectiveness
grids, formative evaluations, how to share objectives effectively, enhancing
adult motivation to learn, group think and group dynamics, and the pre attentive
perceptual processing related to instructional message design; just to scratch
the surface.<o:p></o:p></span></span></div>
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<span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">I also
found a series of mini-posters I created and adorned my office with just like
the alphabet letters in an elementary school classroom. After reviewing them, I
will declare they have served me well and I think the wisdom, guidance, and challenge
are timeless regardless of what ID model, theory of learning or technology you adhere
to.<span style="mso-spacerun: yes;"> </span>Here they are:<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">“Designed instruction must be based
on the knowledge of how human beings learn.” Robert M. Gagne’<o:p></o:p></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">“Instructional design assumes that
instructional interventions result in learning outcomes, and that the correct
sequence of instructional interventions or events will make learning more
efficient.” Jonassen & Harris.<o:p></o:p></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">“Over decades, the results of media
comparisons studies have shown that learning outcomes are a functional of
instructional methods, NOT of delivery media.” Ruth Colvin Clark<o:p></o:p></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">“<i style="mso-bidi-font-style: normal;">We</i>
can only transmit verbal and pictorial symbols from which you construct your own
meanings.<span style="mso-spacerun: yes;"> </span>The most <i style="mso-bidi-font-style: normal;">we</i> can hope for is that our messages are in such a manner that your
skills and knowledge can be used to decode and interpret them as closely as
possible in the way <i style="mso-bidi-font-style: normal;">we</i> intended”
Heinich.<o:p></o:p></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">“If the course or training is
required, then the motivational goal of instructional design is to make this
learning worthy of the adult learner’s choice – to help that person eventually
to think “I may not have wanted this to being with, but I do want it now.””
Raymond J. Wlodkowski.<o:p></o:p></span></span></b></div>
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<span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">I’m not
sure of when my next blog post will be, or if this is my last one.<span style="mso-spacerun: yes;"> </span>If it is my last, there could not be a better
way to close then by sharing the above.<o:p></o:p></span></span></div>
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<span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">Thank you
to all of you who have guided me on my journey and especially to those of you
who have challenged me with constructive comments and criticisms.<o:p></o:p></span></span></div>
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<span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">Success in
all you endeavors.<o:p></o:p></span></span></div>
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<span style="font-family: "Verdana","sans-serif";"><span style="font-size: large;">Cj<o:p></o:p></span></span></div>
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<span style="font-size: large;"><span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">(1)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana","sans-serif";"><a href="http://www.dictionary.com/"><span style="color: blue;">http://www.dictionary.com</span></a></span></span></div>
Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com1tag:blogger.com,1999:blog-3475409711207175918.post-23923718759152395092013-11-13T13:00:00.004-08:002013-11-13T13:00:41.971-08:00InfoGraphics - My Experience<br />
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<span style="font-family: Calibri;"><span style="font-size: large;">Theory Basis:<span style="mso-spacerun: yes;">
</span>Communications Theory<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; font-size: large;">The eLearning </span><a href="http://elearninginfographics.com/" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">Infographic
Group</span></a><span style="font-family: Calibri; font-size: large;"> have been doing some pretty great work creating info graphics. I
submit that infographic are a form of mapping. IMHO, mapping is a great
learning and retention strategy. You can check out my blog post on </span><a href="http://cjsisdblog.blogspot.com/2013/03/mapping.html" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">mapping here</span></a><span style="font-family: Calibri;"><span style="font-size: large;">.<span style="mso-spacerun: yes;"> </span></span></span></div>
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<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfdA9Ql3mct4RL-cgZqUq88Sl4SEjiLUiwXj9SawYQcqXJQ0ga85Tl3UPBo-uo0N71kcRAyhqVOOtYqUozRxlYvE5bbnrdsVSyGiub7AR9r_m4qDcc1-lQe4xQkw_i-aLMn_Jyf6lp6Rc/s1600/infoGraphicSmall.png" /></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">I have found that for me, the best way to find out the
strengths, weakness, and keys to implementing a strategy is to try it out.<span style="mso-spacerun: yes;"> </span>Therefore, I have tried to consolidate my
Instructional Design posts into an infographic and offer it to you for your
viewing pleasure, and any constructive feedback you would care to offer.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; font-size: large;">My infographic was created using PowerPoint.<span style="mso-spacerun: yes;"> </span>I found it a little harder than I envisioned,
but no so tedious that I gave up.<span style="mso-spacerun: yes;"> </span>In
addition, the process of building the infographic affirmed what I have believed
are some of our human realities intertwined with instructional design tasks, or for
that matter, any worthwhile endeavor.<span style="mso-spacerun: yes;"> </span>Specifically:</span></div>
<ul>
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<span style="font-family: Calibri; font-size: large;">Creativity comes when the mind is tranquil</span></div>
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<span style="font-family: Calibri; font-size: large;">Being creative is an iterative process</span></div>
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<span style="font-family: Calibri; font-size: large;">We tend to more critical on ourselves than others</span></div>
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<span style="font-family: Calibri; font-size: large;">If at first you don’t succeed, you’re probably average.<span style="mso-spacerun: yes;"> </span>Most of us don’t succeed on the first try of anything substantial</span></div>
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<span style="font-family: Calibri; font-size: large;">Success is 2% inspiration and 98% perspiration</span></div>
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<span style="font-family: Calibri; font-size: large;">Perfection is not attainable, but if we chase perfection we can catch excellence</span></div>
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<span style="font-family: Calibri; font-size: large;">A designer knows his or her design is complete,<b style="mso-bidi-font-weight: normal;"> not</b> when there is nothing left to add, but when there is nothing left to take away</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><a href="https://drive.google.com/file/d/0B1pZsbKSWjQvdHVVZUIyT2FldTQ/edit?usp=sharing" target="_blank">Link to: Cj's Instructional System Design InfoGraphic - pdf version</a></span></div>
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<span style="font-family: Calibri; font-size: large;">Look forward to your comments</span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">Cj<o:p></o:p></span></span></div>
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</span>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com7tag:blogger.com,1999:blog-3475409711207175918.post-32995074203106377862013-10-23T10:23:00.000-07:002013-10-23T10:24:52.345-07:00Peer Teaching a Social Learning Strategy<span style="font-size: large;">
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><strong>Instructional Design Foundation – Learning & Motivational Theory</strong></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">Communications technology is now being leveraged in what our
profession is calling “social learning”.<span style="mso-spacerun: yes;">
</span>I think of it as opening channels for us to find information from our
peers, cohort, or our personal and professional networks. Another form of
social learning you may have encountered may have been in the form of tutoring.
Tutoring has a long and rich history in higher educational institutions. And,
the value of this learning strategy has evolved into “peer teaching”<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">Peer teaching is a learning strategy where learners obtain
skills or knowledge with the intent to teach other learners. The popularity of
this strategy has fluctuated time; last peaking in the mid-seventies.
Goldschmit & Goldschmit (1), in 1976 wrote a review on the state of “Peer
Teaching in Higher Education” looking at it from socio-psychological,
pedagogical, economic and political considerations. Currently, you don’t hear
much about it.<span style="mso-spacerun: yes;"> </span>IMHO, it is because it is
difficult to implement effectively.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">Peer-teaching has a sound basis. Social psychologist, Albert
Bandura laid the foundations for the effectiveness of this strategy in his
description of “reciprocal determinism” (2).<span style="mso-spacerun: yes;">
</span>As applied to this strategy, the person preparing to teach another is
changed by the process of preparing to teach; he or she learns and retains with
significant results.<o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNl4gpvNmA9dXBm__he6l1TzR3iCc5GmqigvFTMt9ZMziTDcQhQd-0yV2UfpgCWSoN3JXPdUmkJDiRHjD_5XJ2Bf805lG-oSy4-ZZT0gGaImYk3j23w1d3kD4AqwF7GylCDWS9wX6sX5c/s1600/recepDetermin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-size: large;"><img border="0" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNl4gpvNmA9dXBm__he6l1TzR3iCc5GmqigvFTMt9ZMziTDcQhQd-0yV2UfpgCWSoN3JXPdUmkJDiRHjD_5XJ2Bf805lG-oSy4-ZZT0gGaImYk3j23w1d3kD4AqwF7GylCDWS9wX6sX5c/s320/recepDetermin.png" width="320" /></span></a></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">More recently, applications of neuroscience have given us
another reason to consider peer teaching as a useful strategy. Prof. Matthew
Lieberman author of the book “Social, Why Our Brains Are Wired to Connect” has
been making the circuits with the like of webinars and NPR’s Science Friday (3)
sharing the results on how our brain functions in response to socially oriented
environmental situations.<span style="mso-spacerun: yes;"> </span>Our social
brain has high motivational factors and even a specialized social memory.<span style="mso-spacerun: yes;"> </span>Dr. Lieberman shares that, when activated,
“social motivations to learn” results in more inclusive learning with longer
retention, using areas of the social brain.</span></span><span style="font-size: large;"> </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipYjTv0A-PZQG4I7MZoPBkPfoXFYxohnnev6bngNjUKGShSy_QVMD6PA3QblH-hyeNd2YGfjEOYDMo1G-4UYFJpoE3WRz6pgnRdljh-7qyp26E9nYeQMXHtfnNya5-sqIgWNw3V3zPGMw/s1600/socialMotivations.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-size: large;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipYjTv0A-PZQG4I7MZoPBkPfoXFYxohnnev6bngNjUKGShSy_QVMD6PA3QblH-hyeNd2YGfjEOYDMo1G-4UYFJpoE3WRz6pgnRdljh-7qyp26E9nYeQMXHtfnNya5-sqIgWNw3V3zPGMw/s320/socialMotivations.png" width="284" /></span></a></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">Contrary to a recent comment in a LinkedIn discussion
concerning the learning model of Heutogogy, to “Just go teach”, I submit to
successfully implement any strategy requires supportive and appropriate tactics.<span style="mso-spacerun: yes;"> </span>I hope you find the following useful if you
choose to include peer teaching in any of your instructional designs.<o:p></o:p></span></span></div>
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</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Strategy Application<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">It may be helpful to think of using the peer teaching
strategy as the method to implementing Gagne’s “events of instruction”(4): as a
method of presenting the stimulus material and providing learning guidance.<o:p></o:p></span></span></div>
<span style="font-size: large;">
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<span style="font-family: Calibri;"><span style="font-size: large;">Peer teaching is at its best when instruction requires
emphasis on providing feedback about the correctness of performance in
situations where the learning deals with sufficient complexity do to multiple
variables that can affect performance. <span style="mso-spacerun: yes;"> </span>Situations
to consider are: <o:p></o:p></span></span></div>
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</span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;"><b style="mso-bidi-font-weight: normal;">Cognitive Domain:</b> Heuristic problem solving; problem solving for
which no clear procedural rule exists. Examples: designing a peer teaching
activity, resolving a political situation, trouble shooting, predicting human
behavior. <o:p></o:p></span></span></div>
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</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Psychomotor Domain:</span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: Calibri;"><span style="font-size: large;">Learning of “continuous skills” (5) which the
beginning and ending points are subtle and performer-determined. Examples:
dribbling a basketball, swimming, steering a car.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: Calibri;"><span style="font-size: large;">Learning of “open skills” (5) in
which the environment causes the performance to make continuous adjustments. Examples:
playing basketball or hockey where the opponent’s interactions change the
dynamic of the situation.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Affective Domain:</span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: Calibri;"><span style="font-size: large;">Situations where attitudes can be
changed when the leaner becomes involved with a human model. This will be most
likely at Krathwohl’s “valuing” category. (6)<span style="mso-spacerun: yes;">
</span>Examples: instilling a “safety culture”, being environmentally
conscience, driving defensively<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Considerations for
Implementation:<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">As I alluded to above, addressing the tactics for using a
peer teaching strategy is an exercise in heuristic problem solving.<span style="mso-spacerun: yes;"> </span>Following are some (definitely not
exhaustive) items you might consider for successful implementation:<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">Do the potential learner-teachers have the communication
skills to be effective?<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">Are the potential learner-teachers sufficiently
motivated to follow through with peer teaching? <o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">What teaching skills will the teacher-learner
need? <o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">How will the learner-teacher(s) be prepared to
teach: self-study, group instruction and or tutoring?<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">Do the learner-teachers have the requisite
cognitive skills?<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">This strategy is rather time intensive. Will
there be sufficient time and flexibility to adjust for variances in the level
of success?<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">What are the necessary direct and ancillary material
for the topic to be taught; for both the learner-teacher and the students?<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">Would a job aid be appropriate for the learner-teacher
to prepare for teaching? <o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">Will you need additional learning space to allow
for the learning and preparation?<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">What will be the learner-teacher to learner
ration: one-on-one or one to many?<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">Will complementary activities for those not
preparing to teach be appropriate?<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Current findings via neuroscience have suggested peer
teaching is worth another look; especially where long term retention is
desired.<span style="mso-spacerun: yes;"> </span>I hope you add the peer
teaching strategy to your ID’s toolbox.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Best,<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Cj<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Resources:<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Goldschmid, Babra & Goldschmid, Marcel L.
(1976). Peer Teaching in Higher Educations: A Review. Higher Education Vol. 5
Pages 9-33. Elsevier Scientific Publishing Company, Amsterdam, Netherlands.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-hyphenate: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"><span style="font-family: Calibri;">Hergenhahn, B. R., & Olson, M. H. (1993). An Introduction to
Theories of Learning, Fourth Edition. Englewood Cliffs, NJ: Prentice Hall.<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"> </span>Science
Friday – Ira Flatow. Logging Into the Brain’s Social Network an Interview with
Dr. <span style="line-height: 115%;">Matthew Lieberman.<span style="mso-spacerun: yes;"> </span>National Public Radio aired October 18,
2013.<span style="mso-spacerun: yes;"> </span>Recording available on line @ </span></span></span>
<a href="http://www.sciencefriday.com/" target="_blank"><span style="line-height: 115%;"><span style="color: blue; font-family: Calibri; font-size: large;">http://www.sciencefriday.com/</span></span></a><br />
<span style="font-size: large;"></span> </div>
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: Calibri; font-size: large;">Webinar recording available on
YouTube @ </span><a href="http://www.youtube.com/watch?v=SXcym_rWMgA&feature=youtu.be" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">http://www.youtube.com/watch?v=SXcym_rWMgA&feature=youtu.be</span></a><span style="font-family: Calibri;"><span style="font-size: large;">
(10/22/2013)<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-hyphenate: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"><span style="font-family: Calibri;">Gagne, R., Briggs, L., Wager, W. (1992).<span style="mso-spacerun: yes;">
</span>Principles of instructional design (4th Ed.).<span style="mso-spacerun: yes;"> </span>Orlando, FL: HBJ.<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-hyphenate: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">5.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"><span style="font-family: Calibri;">Smith, P. L. & Ragan, T. J. (1993) Instructional Design. Upper
Saddle River, NJ. Prentice-Hall.<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-hyphenate: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">6.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"><span style="font-family: Calibri;">Foshay Wellesley, R., Silber Kenneth, H. & Stelnickie Michael B.
(2003).Writing Training Materials that work. How to train anyone to do
anything. Jossey-Bass. San Francisco, CA</span></span></span></div>
Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com0tag:blogger.com,1999:blog-3475409711207175918.post-7192668728148549302013-08-27T14:08:00.001-07:002013-08-27T14:46:25.821-07:00Rating Task – Using Task-to-Duty Relationships<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Instructional Design
Foundation – Systems Theory<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Tasks are statements of what people do.<span style="mso-spacerun: yes;"> </span>This blog post is going to narrow in on how
to rate tasks based on Task-to-Duty relationships and applying a numerical
rating system.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Application:<span style="mso-spacerun: yes;"> </span>Tasks
are at the heart of most behaviorally-based systematic approach models.<span style="mso-spacerun: yes;"> </span>These models are used extensively by government
agencies and the power producing industries. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Context<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Once the decision has been made in the Analysis Process that
training is a viable solution to a performance problem (or future performance
need), it’s all about determining the relevant task, and then deciding which <b style="mso-bidi-font-weight: normal;">tasks to train on</b>.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>In a
job analysis process investigative techniques are utilized to determine what
tasks are completed in the performance of a duty.<span style="mso-spacerun: yes;"> </span>Refer to graphic below for a typical work
breakdown structure.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWAhX8fa9qqO1vh6ljqgtPysFv9r5YdBneqQg2Yvi_FlrmQQ4Hw2hImr1rzoBi1MNjA-M_tdKTiS7To7AnoNz7QGXWvvxyYJTzyDlXSpepqGbFk30uvSNn7ymtJzKW5O8UDl2-kI9ZEYk/s1600/workBreakdownStructure.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWAhX8fa9qqO1vh6ljqgtPysFv9r5YdBneqQg2Yvi_FlrmQQ4Hw2hImr1rzoBi1MNjA-M_tdKTiS7To7AnoNz7QGXWvvxyYJTzyDlXSpepqGbFk30uvSNn7ymtJzKW5O8UDl2-kI9ZEYk/s1600/workBreakdownStructure.jpg" /></a></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;"></span></span> </div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">The task statement is considered the single most important
element of the task analysis process because it provides a standardized,
concise format to describe worker actions.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Decision Continuum<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri; font-size: large;">There is a continuum of ways to choose which task should be
trained on; running in degrees of subjectivity to objectivity. <span style="mso-spacerun: yes;"> </span>The method you choose will probably be driven
by your customer’s demands or your work processes and procedures.<span style="mso-spacerun: yes;"> </span>You can apply a “graded approach” to aid in
determining which method to use.<span style="mso-spacerun: yes;"> </span>(Refer
to my blog post on </span><a href="http://cjsisdblog.blogspot.com/2013/05/applying-graded-approach-to-training.html" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">Applying
a Graded Approach</span></a><span style="font-family: Calibri;"><span style="font-size: large;">)<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;"><span style="mso-spacerun: yes;"> </span></span></span></div>
<span style="font-family: Calibri;"><span style="font-size: large;"></span></span><div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Calibri;"><span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhROngPJ2rp48ZRXE1dmTObVkkawI_cnq17MXQ24y1kIADJTqdEBULM2NgBCJ5t29oo6DZIR78BvpDGmOdxCAgAk_1Uq8ECASHdvzS9raWzCXmHQ7CBAb1Xx4xZ15yRhRCIKU2wek9gGy0/s1600/ratingContinum.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhROngPJ2rp48ZRXE1dmTObVkkawI_cnq17MXQ24y1kIADJTqdEBULM2NgBCJ5t29oo6DZIR78BvpDGmOdxCAgAk_1Uq8ECASHdvzS9raWzCXmHQ7CBAb1Xx4xZ15yRhRCIKU2wek9gGy0/s1600/ratingContinum.jpg" /></a></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">One of the classic methods for an objective base decision process
to determine what tasks to train on is using numerical averaging criteria.<span style="mso-spacerun: yes;"> </span>This process has subject matter experts (the
more the merrier) rate tasks in relationship to its corresponding duty.<span style="mso-spacerun: yes;"> </span>The average rating of the task is applied to
established criteria.<span style="mso-spacerun: yes;"> </span>Depending on its
rating, a task may:<span style="mso-spacerun: yes;"> </span>not be trained on, trained
on, or trained on and require periodic retraining. <span style="mso-spacerun: yes;"> </span>See the graphic below for a typical process.<o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1vANndcfcbRJmV6FhSq85Sxn5JJuUNNe5CO-YiCCdcWpdrxKl4ZqonFSC-zFGdp2TOeIQwdS82jDkaqg9x6IlvCyoOjwsk0FmBACcsXaLrpgXYM-sGXHeVpfua5uNKHs0CQj1pMmCXxs/s1600/taskRatingProcessMap.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1vANndcfcbRJmV6FhSq85Sxn5JJuUNNe5CO-YiCCdcWpdrxKl4ZqonFSC-zFGdp2TOeIQwdS82jDkaqg9x6IlvCyoOjwsk0FmBACcsXaLrpgXYM-sGXHeVpfua5uNKHs0CQj1pMmCXxs/s1600/taskRatingProcessMap.png" /></a></div>
<span style="font-size: large;"></span><br />
<span style="font-size: large;"></span><br />
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Task –to-Duty
Relationships<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Not all tasks were created equal.<span style="mso-spacerun: yes;"> </span>Tasks have varied relationships to its duty
and each relationship has a relative affiliation to its duty that can be
defined and quantified.<span style="mso-spacerun: yes;"> </span>For example how
“important” are the consequences if the task was performed incorrectly; it may
not really matter or it may be catastrophic.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">Following is an example of a rating scale for the importance
of a task. Note: There is a numerical value assigned to each level.<span style="mso-spacerun: yes;"> </span>For example:<span style="mso-spacerun: yes;">
</span>Serious = 3.<o:p></o:p></span></span></div>
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</span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">Rate task importance using the following guidelines:<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: Calibri;"><span style="font-size: large;">1 = NEGLIGIBLE—Improper task
performance does not result in exposure to a hazard nor does it make any
difference in plant operation (no lost production). Neither does it pose any
personnel or environmental safety consequences.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: Calibri;"><span style="font-size: large;">2 = UNDESIRABLE—Improper task
performance may result in hazards exposure or cause some undesirable
consequences to plant operation (reduced production capability or some
potential environmental impact).<o:p></o:p></span></span></div>
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</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: Calibri;"><span style="font-size: large;">3 = SERIOUS—Improper task
performance may result in exceeding plant or equipment operating limits, which
may require moderate corrective action.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: Calibri;"><span style="font-size: large;">4 = SEVERE—Improper task
performance may result in equipment damage or personnel injury requiring
extensive corrective action.<o:p></o:p></span></span></div>
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</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Selecting
Task-to-Duty Relationships<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri; font-size: large;">The nature of the duty will dictate which relationships are relevant.
<span style="mso-spacerun: yes;"> </span>You can use the relationships on a </span><a href="https://docs.google.com/file/d/0B1pZsbKSWjQvQVhFVjJLeGxOVE0/edit?usp=sharing" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">Spider
Map</span></a><span style="font-family: Calibri; font-size: large;"> I created to help guide you.<span style="mso-spacerun: yes;"> </span>In
addition, here is a list of </span><a href="https://docs.google.com/file/d/0B1pZsbKSWjQvYkd4TU5OaHlxMnc/edit?usp=sharing" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">NumericalRating Scales</span></a><span style="font-family: Calibri;"><span style="font-size: large;"> you can use for the relationships on the Spider Map.<o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5QWWJNmGDq8sbSOhKG2B0Z6cC2LJZ1v57w7EXQBRZb4CfM46DYkj85g3b1QuRGrvbxfPK5Z2DOV7yZpgbQ39J9J71ArQH6OVmA85_jV9GDziKcaZ2FF51DUOKzjjTL-AiGNQljSSZVWs/s1600/spiderMapAndScale.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5QWWJNmGDq8sbSOhKG2B0Z6cC2LJZ1v57w7EXQBRZb4CfM46DYkj85g3b1QuRGrvbxfPK5Z2DOV7yZpgbQ39J9J71ArQH6OVmA85_jV9GDziKcaZ2FF51DUOKzjjTL-AiGNQljSSZVWs/s1600/spiderMapAndScale.jpg" /></a></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;"></span></span></b> </div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;"></span></span></b>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">These scales are meant to be a starting point and probably
will and should be modified to your specific needs.<span style="mso-spacerun: yes;"> </span>Consider this my permission to use them
freely.<o:p></o:p></span></span></div>
</div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Setting Criterion<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Setting the criteria requires reasoned judgment and integration
of the rating values.<span style="mso-spacerun: yes;"> </span>For example:<span style="mso-spacerun: yes;"> </span>A task that is rated<span style="mso-spacerun: yes;"> </span>high in “difficulty” and performed “frequently”
may be designate for initial training but not included in periodic refresher
training.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri; font-size: large;">The criterion may be relatively simple; all tasks with a “safety
hazard severity” rating of 3 or greater will be included in the training
intervention.<span style="mso-spacerun: yes;"> </span>The more relationships used
in the decision process, the more complicated the decision process.<span style="mso-spacerun: yes;"> </span>For an example see a </span><a href="https://docs.google.com/file/d/0B1pZsbKSWjQvaXU1a2NiS1dsUm8/edit?usp=sharing" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">Decision
Tree</span></a><span style="font-family: Calibri;"><span style="font-size: large;"> used by the Department of Energy (1).<span style="mso-spacerun: yes;">
</span>You just have to find what works for you.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Tasks are at the heart of most behaviorally-based systematic
approach models.<span style="mso-spacerun: yes;"> </span>I hope you find it a
little easier to apply an objective – numerical rating system if and when the
need arises.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Regards,<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Cj<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Resources:<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraph" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">(1)</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Department of Energy Handbook 1078-94, Training
Program Handbook: A Systematic Approach to Training.<span style="mso-spacerun: yes;"> </span>U.S. Department of Energy, Washington D. C.
20585 Available on line @ www.hss.doe.gov/nuclearsafety/techstds/docs/handbook/hdbk1078.pdf<o:p></o:p></span></div>
<span style="font-size: large;">
</span>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com0tag:blogger.com,1999:blog-3475409711207175918.post-28081576518982311992013-06-25T13:10:00.000-07:002013-07-01T10:02:10.341-07:00You Can Do It !!!<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<span style="font-family: Calibri;"><strong><span style="font-size: x-large;">Design Basis: Learning Theory<o:p></o:p></span></strong></span></div>
<table border="0" cellpadding="4" cellspacing="4"><span style="font-size: large;">
</span><tbody><span style="font-size: large;">
</span>
<tr><span style="font-size: large;">
</span><td><span style="font-size: large;"><span style="font-family: Calibri;">
You probably have either experienced or seen the following scenario: A group of people are gathered for an orientation. The auditorium is buzzing with chatter of anticipation. A commanding figure enters; a hush prevails. Without introduction the following directions are given: “Look to your right and to your left. Know now that only one of you three will succeed in this program!” Dramatic? Yes! A good introduction? No!! Well at least not for designing purposes. Why? Isn’t competition motivating?
</span>
</span></td><span style="font-size: large;">
</span><td><span style="font-size: large;"><img class="floatRight" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNw8hUCDfBiRuMrofLWXaoCMVHt5Lvbc4KiCWJibPUdp9mJNQTYJDUZWrzf8YaFQ-b-evU9Wpj1xiJARNqpJtU1r3yZGWO_CBvtwXp0AMf9eKn4ar7eiWlsJE7P20PLPGTyLENnZ3Gu74/s1600/students.png" /></span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span></tbody></table>
<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Overall it is a poisoning formula for learning.<span style="mso-spacerun: yes;"> </span>Let’s look at the mixture.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<span style="font-family: Calibri;"><strong><span style="font-size: large;">One Part Adult Learning Theory<o:p></o:p></span></strong></span></div>
<span style="font-family: Calibri;"><span style="font-size: large;">One of the fundamental principles of adult learning theory
is that “Adults have a greater volume and different quality of experience than
youth”. (1)<span style="mso-spacerun: yes;"> </span>Consequently, adults have a
different perspective on experience: it is our chief source of self-identity. <o:p></o:p></span></span><br />
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<span style="font-family: Calibri;"><strong><span style="font-size: large;">One Part Psychology<o:p></o:p></span></strong></span></div>
<span style="font-family: Calibri;"><span style="font-size: large;">Our self-identity is directly allied to our social status.
And, situations that place our status in peril physically elicit an emotional
“threat response”. Status is like all other emotional experiences, the threat
response is stronger and more common than the reward response. <o:p></o:p></span></span><br />
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<span style="font-family: Calibri;"><strong><span style="font-size: large;">One Part Biology<o:p></o:p></span></strong></span></div>
<span style="font-family: Calibri;"><span style="font-size: large;">The threat is visceral, including a flood of cortisol to the
blood and a rush of resources to the limbic system that inhibits clear
thinking. The body is readying for conflict.<o:p></o:p></span></span><br />
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<span style="font-family: Calibri;"><strong><span style="font-size: large;">One Part Learning Theory<o:p></o:p></span></strong></span></div>
<span style="font-family: Calibri;"><span style="font-size: large;">If you were to apply this situation to the SCARF Model I
think you will agree it would definitely push the brain’s goals of status away
from what is best for learning.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>(See my blog on </span><a href="http://cjsisdblog.blogspot.com/2013/01/the-brain-yesterday-and-today.html" target="_blank"><span style="color: blue; font-size: large;">The
Brain – Yesterday and Today</span></a><span style="font-size: large;">)<o:p></o:p></span></span><br />
<span style="font-family: Calibri;"><br /></span><span style="font-family: Times New Roman;"><span style="font-size: small;">
<o:p></o:p></span></span><br />
<span style="font-size: large;"></span><br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8loeqLQIv9s6J02Eg1Uw0cixhFBggmOkDL6qJKDaYjgz2pnx4U_f2BlVsnief97CzBqer7Vbj_L4yDtI4Ktth5IPc1p9PDVoyofoormacjGaY7ttf-yd5Wybgk8lw5ASpRXfmzPH5GvM/s1600/scarf.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-size: large;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8loeqLQIv9s6J02Eg1Uw0cixhFBggmOkDL6qJKDaYjgz2pnx4U_f2BlVsnief97CzBqer7Vbj_L4yDtI4Ktth5IPc1p9PDVoyofoormacjGaY7ttf-yd5Wybgk8lw5ASpRXfmzPH5GvM/s320/scarf.png" width="320" /></span></a></div>
<span style="font-family: Calibri;"><o:p></o:p></span><span style="font-size: large;"> </span></div>
<span style="font-size: large;"></span><br />
<span style="font-family: Calibri;"><span style="font-size: large;">So after a good dose of this formula you end up with a learner ready for conflict and not clearly thinking.<o:p></o:p></span></span><br />
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: x-large;">The Antidote<o:p></o:p></span></span></b></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Knowles (1) recommends “a learning climate of
collaborativeness rather than competitiveness. In some ways, I think Knowles
was ahead of his time in regard to the effectiveness and application of what we
refer to as “social learning” today.<span style="mso-spacerun: yes;">
</span>Knowles suggest strongly, the first question in the design process
should be to answer the question “What procedures should I use with this
particular group to bring this desired climatic and conditions into being”<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">An element you can design into your introductory material is
a You Can Do It (YCDI).<span style="mso-spacerun: yes;"> </span>Learners are
more likely to learn new knowledge they believe they are capable of mastering
than knowledge they believe they will never comprehend. Further, learners are
more likely to use the knowledge after training if they have confidence in the
skills they have learned.<o:p></o:p></span></span></div>
<span style="font-size: large;"><span style="font-family: Calibri;"></span></span><br />
<span style="font-family: Calibri; font-size: large;">Foshay, Silber & Stelnicki (4) suggest the following
strategies: <br />
</span><span style="font-family: Calibri;"> </span><br />
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;"><ul>
<li><span style="font-size: large;">Use research results or testimonials from role models or other learners to explain how people like themselves have succeeded in learning this new knowledge. </span></li>
<br />
<span style="font-size: large;">
</span>
<li><span style="font-size: large;">Point out that the learners have already succeeded at learning something similar to what you are teaching. </span></li>
<br />
<span style="font-size: large;">
</span>
<li><span style="font-size: large;">Emphasize the support resources in the organization (people money, facilities, equipment) that are available to help them. </span></li>
<br />
<span style="font-size: large;">
</span>
<li><span style="font-size: large;">Be honest about the initial difficulty of learning the new information and skills. </span></li>
<br />
<span style="font-size: large;">
</span>
<li><span style="font-size: large;">Separate their ability to learn the new knowledge (danger of task failure) from their worth as a person and work (danger of personal failure). </span></li>
<br />
<span style="font-size: large;">
</span>
<li><span style="font-size: large;">Have learners compete with themselves rather than with others. </span></li>
<br />
<span style="font-size: large;">
</span>
<li><span style="font-size: large;">Make sure your training ends with practice in realistic contents with realistic difficulty levels, distractions, stresses, and so forth. </span></li>
<br />
<span style="font-size: large;">
</span>
<li><span style="font-size: large;">Be sure to tell the learner in a believable way what is “reality” and that they succeeded. </span></li>
<span style="font-size: large;">
</span></ul>
<span style="font-size: large;">
</span></span><span style="font-size: large;"></span><br />
<!-- End of list --><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">In the future, as you develop your WIIFM explanation (as you
have done so effectively in the past) consider adding an YCDI element to
prepare your learners for the challenge and set them up of that “ah ha” moment
when he or she achieves success.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Best regards,<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Cj<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 14pt;">
<span style="font-family: Calibri;"><span style="font-size: x-large;">References:<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: Calibri;">Knowles, M. S. (1980). The modern practice of
adult education: From pedagogy to andragogy (2nd ed.) New York, NY: Cambridge
Press.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: Calibri;">Rock David (2009). Your Brain at Work - Strategies
for Overcoming Distraction, Regaining Focus, and Working Smarter All Day Long.
Harper-Collins. New York, New York.<span style="mso-spacerun: yes;"> </span></span></span><a href="http://www.neuroleadership.org/index.shtml" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">NeuroLeader Institute – Home
Page</span></a><o:p></o:p></div>
<span style="font-size: large;"></span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-hyphenate: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-size: 14pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"><span style="font-family: Calibri;">Smith, P. L. & Ragan, T. J. (1993) Instructional Design. Upper
Saddle River, NJ. Prentice-Hall.<o:p></o:p></span></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-hyphenate: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-size: 14pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"><span style="font-family: Calibri;">Foshay Wellesley, R. Silber Kenneth, H. and Stelnicki Michael, B. (2003)
Writing Training Materials that Work; Hot to train anyone to so anything.
Jossey-Bass/Pfeifer. San Francisco, CA.<o:p></o:p></span></span></span></div>
<span style="font-size: large;"></span><br />
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<o:p><span style="font-family: Calibri; font-size: large;"> </span></o:p></div>
Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com0tag:blogger.com,1999:blog-3475409711207175918.post-2397359584362614532013-06-03T09:13:00.000-07:002013-06-03T09:13:50.493-07:00Applying a Graded Approach to Training Projects – A Systematic ID Process<br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Theory Basis: Systems Theory and Tools</span></b></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">We live in a resource limited world.<span style="mso-spacerun: yes;"> </span>How to determine the best allocation of
resources has been a challenge for leaders and management since we evolved the
ability to make choices.<o:p></o:p></span></div>
<br />
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">The “graded approach” is a management tool used to
determine where to assign appropriate resources using a risk-based
approach.<span style="mso-spacerun: yes;"> </span>In theory it seems pretty
simple:<span style="mso-spacerun: yes;"> </span>The greater the risk the greater
the amount of resources allocated in order to achieve a level of interventions
sufficient to mitigate the risk or reduce it to an acceptable level.<o:p></o:p></span></div>
<br />
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">What does this have to do with instructional
design?<span style="mso-spacerun: yes;"> </span>There is a continuum as to the
rigor we can perform our tasks within the design process you use; ADDIE for
example. The level of rigor can vary in the amount of documentation,
involvement of others, and levels and number of approvals.<span style="mso-spacerun: yes;"> </span>The continuums expands from designing a
course entirely by ourselves with not documentation, while on the other end of
the continuum every step, every decision and every document is approved and
maintained as an auditable, quality record with heavy stakeholder involvement (</span>
<a href="https://docs.google.com/file/d/0B1pZsbKSWjQvS1RrWFRERGxwODg/edit?usp=sharing" target="_blank" ><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><span style="color: blue;">Diagram
of Possible Stakeholders</span></span></a>
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">).<o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">I have often read questions on social media sites and
professional society discussion boards asking how to estimate the amount of
time and effort to complete a training project.<span style="mso-spacerun: yes;">
</span>My first thought is, that it depends. It depends on a lot of variables
one being the level of rigor to be applied during the process you choose. <b style="mso-bidi-font-weight: normal;">WHY? </b><span style="mso-spacerun: yes;"> </span>More rigor = More Resources </span><span style="font-family: Wingdings; font-size: 10pt; line-height: 115%; mso-ascii-font-family: Verdana; mso-char-type: symbol; mso-hansi-font-family: Verdana; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">à</span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">
More Cost + More Time<o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">By defining the level of rigor, you can make a better
estimate of time and cost to complete a training project, better define your
deliverables, and clarify expectations.<span style="mso-spacerun: yes;">
</span>At the very least it can’t hurt to be prepared with a methodology to
help answer the question.<o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><o:p> </o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">What
is Risk?<o:p></o:p></span></b></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">The graded approach is based on risk. The level of
risk, the expose to the chance of injury or loss, can be quantified by weighing
two factors: probability and consequences, or<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%; mso-no-proof: yes;"></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"></span></b><br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Probability<o:p></o:p></span></b></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Probability is a measure or estimation of how likely it
is that something will happen or that a statement is true. The higher the degree
of probability, the more likely the event is to happen. It helps me to think of
probability in the context of two factors: history and prediction.<span style="mso-spacerun: yes;"> </span>That is, has it happened in the past and at
what frequency, and what is the chance a consequence may happen?<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Consequences:<o:p></o:p></span></b></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">The array of things that might happen based on the turn
of events is only limited by your imagination.<span style="mso-spacerun: yes;">
</span>Leaving creativity aside, I have found it practical to categorize
consequences into the following types:<o:p></o:p></span></div>
<br />
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<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Personal – Health & Safety
Professional, Bureau of Labor Statics, OSHA (What are the physical realities
that result in injury)<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l4 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Equipment/Facility – Incident Reports &
Lessons Learned<o:p></o:p></span></div>
<br />
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<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Political – Hot topic – News worthy, Weekly
Safety Start, Company Weekly Message, Recent all employee briefing, Recent
general delivery e-mail, <o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">How
Much Rigor is Enough<o:p></o:p></span></b></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">The goal is to determine an appropriate level of rigor
to be applied during a training project based on a “graded approach” that will
provide sufficient return on investment such that the training provided will
enhance employee performance and impart an increase in event prevention.<o:p></o:p></span></div>
<br />
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">You can decide the level of rigor for the overall
process or break it down to a level reasonable for your situation; for example,
each phase of the ADDIE process (analysis, design, development, implementation
or evaluation). <o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">The factor that has the greatest influence on time and
resources is the level of involvement of the various stakeholders.<span style="mso-spacerun: yes;"> </span>This is a kind of balancing act because you
need sufficient involvement to cover all your bases but, in general, the more
stakeholders involved the increase of time and logistical effort.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;"><o:p></o:p></i></span></div>
<br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span>Methodology Overview:<o:p></o:p></span></b></div>
<br />
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">This methodology has four steps:<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l7 level1 lfo2; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Quantify the level of consequence.
Determine a “consequence factor” based on the average of the numerical ratings
assigned to the types of consequences.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l7 level1 lfo2; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Quantify the probability by selecting a
numerical value from a chart.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l7 level1 lfo2; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Multiply the two values to determine<span style="mso-spacerun: yes;"> </span>the “rigor value”<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l7 level1 lfo2; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Locate the “rigor value” on the Rigor Level
Chart to find suggest application guidance.<o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%; mso-no-proof: yes;"></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><o:p></o:p></span><br /></div>
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Please note: The instructional design tasks to be
performed will vary based on the instructional design model you use and the
rigor guidelines will change based on your specific work conditions.<span style="mso-spacerun: yes;"> </span>You can use the tables as created and/or
modify them to represent the steps (tasks) in your process.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Methodology
Details:<o:p></o:p></span></b></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">It is usually prudent to involve resources such as
interpretive authorities (IAs) subject matter experts (SMEs) and safety
professionals for guidance and information about the potential consequences.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l6 level1 lfo3; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Determine the “Consequence” factor:<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l2 level1 lfo4; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">a)<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Applying reasoned judgment and weighing
information from reliable source(s), select a rating value from the Risk
Determination Chart (</span>
<a href="https://docs.google.com/file/d/0B1pZsbKSWjQvTW1YNk92d2hNYzg/edit?usp=sharing" target="_blank" ><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><span style="color: blue;">Full
Chart</span></span></a><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">) for <b style="mso-bidi-font-weight: normal;">each </b>consequence
category (Personal, Equipment/Facility and Political).<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Questions for
Consideration</span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Personal</span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Using the descriptions of
injury consequences what is the worst case scenario for an immediate event?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level1 lfo5; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">No injury or health effects not affecting
work performance or causing disability<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level1 lfo5; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Slight injury or health effects
(self-treat) or first aid<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level1 lfo5; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Recordable Injury<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 1in; mso-add-space: auto; mso-list: l1 level1 lfo5; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Lost work day, restricted work days<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Equipment/Facility</span></div>
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l5 level1 lfo6; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Is a production facility going to apply the
training?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l5 level1 lfo6; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Is the training related to any safety
systems or safety basis?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 1in; mso-add-space: auto; mso-list: l5 level1 lfo6; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Is there a possibility of a release of
hazardous substances (chemical/radiological)?<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Political</span></div>
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l3 level1 lfo7; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Is there a possibility of information of an
event being directly fed to personnel outside of the organization?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l3 level1 lfo7; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Has an “event” related to the topic within
the last 30 days?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l3 level1 lfo7; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Have there been recent (last couple of
weeks) company safety bulletins, all employee messages, mandated briefings
related to the topic?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l3 level1 lfo7; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Would an event make the local news
broadcasts?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l3 level1 lfo7; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Would an event make national news
broadcasts?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 1in; mso-add-space: auto; mso-list: l3 level1 lfo7; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Could any laws been broken (state/federal)?<o:p></o:p></span></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh18CHjBRAFWpD-_82bPLA1ZIfOVsBrr5jU4fTYqTq7iEbr7L_eb7_pw_5mxzZtknogkTIbP6qruxj9I0rz-m6yM_uSBLHw8znvd7wdCZECbQm42-pASMdrhMgOBFO_l43EFBH7ICT0JIU/s1600/image005.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="350" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh18CHjBRAFWpD-_82bPLA1ZIfOVsBrr5jU4fTYqTq7iEbr7L_eb7_pw_5mxzZtknogkTIbP6qruxj9I0rz-m6yM_uSBLHw8znvd7wdCZECbQm42-pASMdrhMgOBFO_l43EFBH7ICT0JIU/s400/image005.png" width="400" /></a></div>
<div align="center" class="MsoNormal" style="margin: 0in 0in 10pt 0.25in; text-align: center;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%; mso-no-proof: yes;"></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"></span><br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo4; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">b)<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Record the values in the Consequence Table
below.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l2 level1 lfo4; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">c)<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Total the category values and record the
total.</span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><o:p> </o:p></span></div>
<br />
<div align="center">
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: currentColor; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="background-color: transparent; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 1.45in;" valign="top" width="174"><div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Category<o:p></o:p></span></b></div>
</td>
<td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 78.3pt;" valign="top" width="131"><div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Rating Value<o:p></o:p></span></b></div>
</td>
<td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 65.7pt;" valign="top" width="110"><div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Average<o:p></o:p></span></b></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 1.45in;" width="174"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Personal<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 78.3pt;" valign="top" width="131"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
<td style="background: rgb(191, 191, 191); border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-background-themecolor: background1; mso-background-themeshade: 191; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 65.7pt;" valign="top" width="110"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 1.45in;" width="174"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Equipment/Facility<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 78.3pt;" valign="top" width="131"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
<td style="background: rgb(191, 191, 191); border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-background-themecolor: background1; mso-background-themeshade: 191; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 65.7pt;" valign="top" width="110"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 1.45in;" width="174"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Political<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 78.3pt;" valign="top" width="131"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
<td style="background: rgb(191, 191, 191); border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-background-themecolor: background1; mso-background-themeshade: 191; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 65.7pt;" valign="top" width="110"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 1.45in;" width="174"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Total<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 78.3pt;" valign="top" width="131"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 65.7pt;" valign="top" width="110"><div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Divide Total by 3<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;">
<td style="background: rgb(191, 191, 191); border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-background-themecolor: background1; mso-background-themeshade: 191; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 1.45in;" valign="top" width="174"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
<td style="background: white; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-background-themecolor: background1; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 78.3pt;" valign="top" width="131"><div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Consequence Factor<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 65.7pt;" valign="top" width="110"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
</tr>
</tbody></table>
</div>
<br />
<div align="center" class="MsoNormal" style="margin: 0in 0in 10pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 9pt; line-height: 115%;">Consequence
Table<o:p></o:p></span></b></div>
<br />
<div class="MsoListParagraph" style="margin: 0in 0in 10pt 0.5in; mso-list: l2 level1 lfo4; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">d)<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Divide the category total by 3 and record
the answer. This is the “consequence factor”.</span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 9pt; line-height: 115%;"><o:p> </o:p></span></b></div>
<br />
<div class="MsoListParagraph" style="margin: 0in 0in 10pt 0.25in; mso-add-space: auto; mso-list: l6 level1 lfo3; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Transfer the Consequence Factor into the
Rigor Value Table below.</span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><o:p> </o:p></span></div>
<br />
<div class="MsoListParagraph" style="margin: 0in 0in 10pt 0.25in; mso-add-space: auto; mso-list: l6 level1 lfo3; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">3.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Quantify the Probability Factor from the
Risk Determination Chart (</span>
<a href="https://docs.google.com/file/d/0B1pZsbKSWjQvTW1YNk92d2hNYzg/edit?usp=sharing" target="_blank" ><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><span style="color: blue;">Full
Chart</span></span></a><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">) by considering the current barriers to prevent an
event and the previous history of events, if any.<span style="mso-spacerun: yes;"> </span>Insert the value into the Rigor Value Table
below.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Determining
Probability - Considerations<o:p></o:p></span></b></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Probability is affected by
the quantity of past occurrences balanced with the change of future
occurrences.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level1 lfo8; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Seek out your Health & Safety professional
and get advice<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level1 lfo8; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Look for statistics from the following
sources:<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level2 lfo8; text-indent: -0.25in;">
<span style="font-family: "Courier New"; font-size: 10pt; line-height: 115%; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">OSHA Commonly used statistics - </span><a href="http://www.osha.gov/oshstats/commonstats.html" target="_blank" ><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><span style="color: blue;">http://www.osha.gov/oshstats/commonstats.html</span></span></a><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level2 lfo8; text-indent: -0.25in;">
<span style="font-family: "Courier New"; font-size: 10pt; line-height: 115%; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">OSHA – Chemical Exposure Health Data - </span><a href="http://www.osha.gov/opengov/healthsamples.html" target="_blank" ><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><span style="color: blue;">http://www.osha.gov/opengov/healthsamples.html</span></span></a><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level2 lfo8; text-indent: -0.25in;">
<span style="font-family: "Courier New"; font-size: 10pt; line-height: 115%; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">EEPA – Toxic Release Inventory Program - </span><a href="http://www.epa.gov/tri/tridata/index.html" target="_blank"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><span style="color: blue;">http://www.epa.gov/tri/tridata/index.html</span></span></a><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 1in; mso-add-space: auto; mso-list: l0 level1 lfo8; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Have there been recent changes to the
facility, procedures, or processes to prevent occurrences?</span></div>
<div style="text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSO5yI7cHcjZM-NCAFq6lGQSYJI2bzRkFoQzTmWIC5zBMwJAssjWLVashA-ExRek36zqxR-U5nNwPevnolM4onLN1OeXP-zrLCsFlP7l2AWyeat_9Vs0dNz946YtLZlP7IoaJ-hlfMd28/s1600/image006.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="350" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSO5yI7cHcjZM-NCAFq6lGQSYJI2bzRkFoQzTmWIC5zBMwJAssjWLVashA-ExRek36zqxR-U5nNwPevnolM4onLN1OeXP-zrLCsFlP7l2AWyeat_9Vs0dNz946YtLZlP7IoaJ-hlfMd28/s400/image006.png" width="400" /></a></div>
<div align="center" class="MsoNormal" style="margin: 0in 0in 10pt; text-align: center;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><o:p> </o:p></span></div>
<div class="MsoListParagraph" style="margin: 0in 0in 10pt 0.25in; mso-add-space: auto; mso-list: l6 level1 lfo3; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">4.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Determine the Graded Approach Rigor Value by
multiplying the Consequence factor by the Probability factor.<o:p></o:p></span></div>
<br />
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: currentColor; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="background-color: transparent; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 1.95in;" valign="top" width="234"><div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Consequence Factor<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 81pt;" valign="top" width="135"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 1.75in;" valign="top" width="210"><div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Probability Factor<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 131.4pt;" valign="top" width="219"><div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Rigor Value<o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1; mso-yfti-lastrow: yes;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 1.95in;" valign="top" width="234"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 81pt;" valign="top" width="135"><div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">Multiply<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;">(*)<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 1.75in;" valign="top" width="210"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 131.4pt;" valign="top" width="219"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt;"><o:p> </o:p></span></div>
</td>
</tr>
</tbody></table>
<br />
<div align="center" class="MsoNormal" style="margin: 0in 0in 10pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 9pt; line-height: 115%;">Rigor
Value Table</span></b><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><o:p> </o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Using an appropriate Rigor Level Chart (</span><a href="https://docs.google.com/file/d/0B1pZsbKSWjQvUUZMbW1jMWtPQkU/edit?usp=sharing" target="_blank"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><span style="color: blue;">Full
Set of Charts</span></span></a><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">) find the graded approach application
guidelines based on your “rigor value” by locating the value in the top
row.<span style="mso-spacerun: yes;"> </span>The guidelines for that value of
risk are located in the column below.<o:p></o:p></span></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW6HBWub6u8pBaGZlTOHUfHniJ-O5QxQ4NvEre-Tb8ILdsnywaPM77x0WIUNITQEwUbjqR5PPbM4bZgH7XD32hvRYnBJNBmCWd2wwGcGHcfKhC3lwCGf68QKOZ1RU1DPwQSByDSSdCplA/s1600/image007.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW6HBWub6u8pBaGZlTOHUfHniJ-O5QxQ4NvEre-Tb8ILdsnywaPM77x0WIUNITQEwUbjqR5PPbM4bZgH7XD32hvRYnBJNBmCWd2wwGcGHcfKhC3lwCGf68QKOZ1RU1DPwQSByDSSdCplA/s640/image007.png" width="640" /></a></div>
<div align="center" class="MsoNormal" style="margin: 0in 0in 10pt; text-align: center;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%; mso-no-proof: yes;"></span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><o:p></o:p></span><br /></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">When making decisions that will impact the overall time
and cost of a training project, I suggest getting management or client
concurrence to implement the application guidelines.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Summary
and Closing<o:p></o:p></span></b></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Whether or not you choose to use a systematic approach
to determine the level of rigor to be applied in your design is in itself the
application of a graded approach.<span style="mso-spacerun: yes;"> </span>Will
it be worth the time and effort to implement a process?<span style="mso-spacerun: yes;"> </span>That is for you and your management to
determine.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">It can be a good tool if you are bidding on a contract
or negotiating the processes and end products of your efforts.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Outside the world of academia, when having to answer to
outside regulators and audits it can be a lifesaver when having to justify your
process.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">In the limited-resource world we live in it can also be
a vehicle to obtain the sufficient budget to support training excellence.<o:p></o:p></span></div>
<br />
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Best regards,<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">Cj<o:p></o:p></span></div>
<br />
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<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">Acknowledgement:<o:p></o:p></b></span></div>
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;">I would like to thank Dr. Rick Zimmerman, a safety
professional who I work with, for his guidance in developing the Risk
Determination Chart.<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"><o:p> </o:p></span></div>
Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com2tag:blogger.com,1999:blog-3475409711207175918.post-25593895814353896612013-05-06T13:31:00.000-07:002013-05-06T13:50:03.905-07:00Strategies and Tactics for the Affective Domain<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Supporting Theory
Base: Motivational Theory and Psychology<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">The Affective (Forgotten) Domain<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><span style="font-family: Calibri;"><span style="font-size: large;">One of the reasons I think we tend to avoid designing for
the affective domain is a lack of tools. There are extensive strategies and
tactics to design for the cognitive domain but few for the affective
domain.<span style="mso-spacerun: yes;"> </span>In this post I hope to change
that. <o:p></o:p></span></span><br />
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">The Key to Success<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><span style="font-family: Calibri;"><span style="font-size: large;"><span style="mso-spacerun: yes;"> </span>As humans we have 3
universal social goals: to understand our world in order to be able to function
successfully within it “<i style="mso-bidi-font-style: normal;">to be accurate</i>”;
the need for positive human companionship, to be<i style="mso-bidi-font-style: normal;"> affiliated</i>, and to have a positive view of ourselves viz. <i style="mso-bidi-font-style: normal;">a positive self-concept</i>.<span style="mso-spacerun: yes;"> </span>These needs are affected by circumstances
that can be manipulated to engender our perception that a need can be met or maintained;
<i style="mso-bidi-font-style: normal;">Influence</i>.<o:p></o:p></span></span><br />
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4pAK4NZa7ilq8QnIZt_0wQ6LmKq_xZgSxpedCQ9xFUVP_R7pmTPbUFPAhKRtaLpAhnp7vamJSVdRIeaxXYtdKYkYi8xIIcu5YB5lejGRNJdxxxYxEZanvgyQ6r1T52rhPRK70Ptv1-dE/s1600/innateSocialGoals.png" imageanchor="1" style="margin-left: auto; margin-right: auto;">
<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4pAK4NZa7ilq8QnIZt_0wQ6LmKq_xZgSxpedCQ9xFUVP_R7pmTPbUFPAhKRtaLpAhnp7vamJSVdRIeaxXYtdKYkYi8xIIcu5YB5lejGRNJdxxxYxEZanvgyQ6r1T52rhPRK70Ptv1-dE/s1600/innateSocialGoals.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Verdana, sans-serif;"><strong>The Three Inate Social Goals</strong></span></td></tr>
</tbody></table>
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Influence – What
Works<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">To paraphrase Cialdini (1), We live in an extraordinarily
complicated stimulus filed environment. It is easily the most rapidly moving
and complex environment that has ever existed. As instructional designers, this
presents us with a challenge of equal magnitude; capturing and keeping our
learners focused on our content.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">There are parts of the human condition that we can use to
our advantage. As a result of living in our complicated environment, we have
developed automatic, stereotyped behaviors to deal with it. We need shortcuts,
because in many cases it is the most efficient form of behaving or it is simply
necessary. Knowing of and how to activate these automated behaviors yields the
tactics to influence the behaviors desired by our affective objectives.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Strategies
(Categories) for affecting influence from Cialdini plus One:<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
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<span style="font-family: Calibri; font-size: large;">In his book Cialdini categories six area that leverage
influence in our decisions, they are:<span style="mso-spacerun: yes;">
</span>Liking, Social Proof, Consistency, Scarcity, Authority, and
Reciprocity.<span style="mso-spacerun: yes;"> </span>I add a seventh category – </span>
<a href="http://en.wikipedia.org/wiki/Self-efficacy" target="_blank">
<span style="color: blue; font-family: Calibri; font-size: large;">self efficacy</span></a><span style="font-family: Calibri;"><span style="font-size: large;">.<span style="mso-spacerun: yes;"> </span>Self-efficacy has a direct bearing on choice.
Without the belief that I have power to influence life’s outcomes it would negate
choice; therefore removing the instructor’s ability to influence.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">A brief description
of the categories of influence by Cialdini:<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<ul>
<li><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;">Liking.</b> It's much easier to influence someone who likes you. Successful influencers try to flatter and uncover similarities in order to build attraction. <o:p></o:p></span></span></div>
</li>
</ul>
<span style="font-size: large;"></span><br />
<ul>
<li><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span></span></span><span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;">Social proof</b>. People like to follow one another, so influencers imply the herd is moving the same way.<o:p></o:p></span></span></div>
</li>
</ul>
<span style="font-size: large;"></span><br />
<ul>
<li><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;">Consistency.</b> Most people prefer to keep their word. If people make a commitment, particularly if it's out loud or in writing, they are much more likely to keep it. Influencers should try to gain verbal or written commitments.<o:p></o:p></span></span></div>
</li>
</ul>
<span style="font-size: large;"></span><br />
<ul>
<li><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span></span></span><span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;">Scarcity.</b> Even when companies have warehouses full of a product, they still advertise using time-limited offers that emphasizes scarcity. People want what they can't have, or at least what might be running short.<o:p></o:p></span></span></div>
</li>
</ul>
<span style="font-size: large;"></span><br />
<ul>
<li><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;">Authority</b>. People are strongly influenced by experts. Successful influencers flaunt their knowledge to establish their expertise.<o:p></o:p></span></span></div>
</li>
</ul>
<span style="font-size: large;"></span><br />
<ul>
<li><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;">Reciprocity.</b> Give something to get something. When people feel indebted to you they are more likely to agree to what you want. This feeling could arise from something as simple as a compliment.<o:p></o:p></span></span></div>
</li>
</ul>
<span style="font-size: large;"></span><br />
<ul>
<li><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l3 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Calibri;"><b style="mso-bidi-font-weight: normal;">Self-Efficacy</b>. Is the measure of one's own ability to complete tasks and reach goals. Self-efficacy affects every area of human endeavor. By determining the beliefs a person holds regarding his or her power to affect situations, it strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make.<o:p></o:p></span></span></div>
</li>
</ul>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Each of these strategies can be associated with one of the
innate human social goals as illustrated in the graphic below and each strategy
has associated tactics for implementing a strategy.</span></span><br />
<span style="font-size: large;"></span><br />
<span style="font-size: large;"></span><br />
<span style="font-size: large;"></span><br />
<span style="font-size: large;"></span><br />
<span style="font-size: large;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbel5-8Kv8F8Ga79jZu88ncGy0gOJtwAw6GrcW003MWp57TY7HBvQx8bdY8vGif3eaGb_P0202W43ZqsyzqLh6x7twc51yBAjn5X1dmDthGCzjHDMBhDK38QVnKnjKOpD-Z_i9fy6Zxyw/s1600/goalsStrategy.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbel5-8Kv8F8Ga79jZu88ncGy0gOJtwAw6GrcW003MWp57TY7HBvQx8bdY8vGif3eaGb_P0202W43ZqsyzqLh6x7twc51yBAjn5X1dmDthGCzjHDMBhDK38QVnKnjKOpD-Z_i9fy6Zxyw/s1600/goalsStrategy.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><strong><span style="font-family: Verdana, sans-serif; font-size: x-small;">Association of Strategies to Social Goals</span></strong></td></tr>
</tbody></table>
</span><br />
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Instructional Design
Application<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><span style="font-family: Calibri;"><span style="font-size: large;">Just like any instructional goal or objective before you can
effectively implement your learning strategy, you must first have the learner’s
attention and the topic must have relevance to the learner. The other
fundamental is to know your learners: know their world. This means both
understanding why they do what they do-and why they might be resistant to your
ideas-as well as understanding what really matters to them. <o:p></o:p></span></span><br />
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">One difference about this domain is the role of the
instructor.<span style="mso-spacerun: yes;"> </span>It is no longer to teach but
to persuade. For this domain I tend to shy away from the behavioral based ADDIE
model and lean more to a cognitive model like Dick and Carey’s (2) based on
Gagne’s (3) cognitively grounded learning theory.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">There seems to be a natural fit between how Gagne’s develops
objectives for what he refers to as the learning outcome “attitude” and this
domain.<span style="mso-spacerun: yes;"> </span>The learned capability verb for
this learning outcome is “chooses”.<span style="mso-spacerun: yes;">
</span>Since there is a freedom related to the desired outcome it is no longer
a case of “the student will…”<span style="mso-spacerun: yes;"> </span>Success
is focused on the instructor in being able to influence the learners to choose
the desired behavior. <o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<a href="http://en.wikipedia.org/wiki/David_Krathwohl" target="_blank" >
<span style="color: blue; font-family: Calibri; font-size: large;" target="_blank">Krathwohl’s</span></a><span style="font-family: Calibri;"><span style="font-size: large;">
(Bloom’s colleague) (4) taxonomy of the affective domain is a good source of
desired behaviors and suggested action verbs.<span style="mso-spacerun: yes;">
</span>The levels include: receiving, responding, valuing, organization, and
characterization by a value or value set.<span style="mso-spacerun: yes;">
</span>If you are not familiar with this taxonomy, I refer you to this <span style="mso-spacerun: yes;"> </span></span></span>
<a href="http://assessment.uconn.edu/docs/LearningTaxonomy_Affective.pdf" target="_blank">
<span style="color: blue; font-family: Calibri; font-size: large;">brief
description of the levels</span></a><span style="font-family: Calibri;"><span style="font-size: large;">.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Example objective from the Organization level: [Situation]
When designing a course, chooses [Learned Capability Verb] to integrate
[Action] affective domain objectives [Object].<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Affective Domain and
Influencing Strategies<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Since Krathwohl’s taxonomy consists of levels of behaviors
associated with choice.<span style="mso-spacerun: yes;"> </span>Therefore there
is a relationship to the levels and the strategies that influence choice.<span style="mso-spacerun: yes;"> </span>By matching the taxonomy’s action verbs to
the behavioral outcomes of the influencing strategies a scheme can be
constructed.</span></span><br />
<span style="font-family: Calibri;"><span style="font-size: large;"><o:p></o:p></span></span> </div>
<span style="font-size: large;">
</span><br />
<span style="font-size: large;"></span><br />
<span style="font-size: large;"></span><br />
<span style="font-size: large;"><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDr-7aQbUXE8vgCgSuy_xOVc_mxVfDsMNbYvPp-tjOaWE-XRcu5I0CO-pBIcQuV0cCX4tCY-N-Doxui90ldruenbOsXbeP_3Gor15BZtE4ASA5VWxOMZB3VGMPjWnjyzHYZaeZF6fLzW0/s1600/connection.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDr-7aQbUXE8vgCgSuy_xOVc_mxVfDsMNbYvPp-tjOaWE-XRcu5I0CO-pBIcQuV0cCX4tCY-N-Doxui90ldruenbOsXbeP_3Gor15BZtE4ASA5VWxOMZB3VGMPjWnjyzHYZaeZF6fLzW0/s1600/connection.png" /></a></div>
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;"></span></span><br />
<span style="font-family: Calibri;"><span style="font-size: large;">For example: Objectives from Krathwohl’s Valuing level (the
behavior of willingness to be perceived by others as valuing certain ideas,
materials, or phenomena) connects <span style="mso-spacerun: yes;"> </span>with
the strategy of Social Proof; in which people like to follow one another.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">IMHO, for Krathwohl’s first levels, receiving and responding,
design implications may be addressed via the introduction phase of a learning
event and I recommend the work of Keller (5) for strategies and motivational
tactics for this area.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">To address the remaining levels of the taxonomy, I offer the
table below to match the categories of the affective domain to the categories
of social influence.</span></span><br />
<span style="font-family: Calibri;"><span style="font-size: large;"><o:p></o:p></span></span> </div>
<span style="font-size: large;">
</span><br />
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<tr><td style="text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpKvtq7dJn8iAQ-1rcJEzm8YG4xNaGpuR-zcsmqcCM9xzB3PclRB6sPhVemwZaCwEopTicfIVDXJkl0C8xlAkqo8MTFcY9VzKrP_yFKjmSJh3rMvn3w53oGSKYjXnlx7GNVsyPG7YVXBI/s1600/taxToStrategy.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpKvtq7dJn8iAQ-1rcJEzm8YG4xNaGpuR-zcsmqcCM9xzB3PclRB6sPhVemwZaCwEopTicfIVDXJkl0C8xlAkqo8MTFcY9VzKrP_yFKjmSJh3rMvn3w53oGSKYjXnlx7GNVsyPG7YVXBI/s1600/taxToStrategy.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Verdana, sans-serif;"><strong>Taxonomy Categories to Social Influence</strong></span></td></tr>
</tbody></table>
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;"></span></span></b><br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Tactics<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri; font-size: large;">Tactics are the methods that are implemented to achieve a
strategy. Choosing a tactic for the affective is pretty much the same as
choosing a method for the cognitive domain.<span style="mso-spacerun: yes;">
</span>You need to take into consideration: your audience, the objective, the
learning environment, and the available resources required to support it etc.,
etc.<span style="mso-spacerun: yes;"> </span>A table of suggested tactic is
available at </span>
<a href="https://docs.google.com/file/d/0B1pZsbKSWjQvejZkZEU3UmtkTjA/edit?usp=sharing" target="_blank">
<span style="color: blue; font-family: Calibri; font-size: large;">Cj’s
Table of Influencing Tactics by Strategy</span></a><span style="font-family: Calibri;"><span style="font-size: large;">.<span style="mso-spacerun: yes;">
</span>The table is a compilation various tactics taken from the areas of behavioral
psychology, social psychology and sales.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Design example:<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Situation: A company is rolling out a new behavioral based
safety (BBS) program.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Affective objective: When entering into a discussion about
the BBS program the supervisor <i style="mso-bidi-font-style: normal;">chooses</i>
to support the program by explaining the positive benefits of reduced injuries
and exposures.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;"><strong>Design Decision
Factors:</strong><span style="font-family: Times New Roman; font-size: small;">
</span></span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;"><span style="font-family: Times New Roman; font-size: small;">
</span></span></span><span style="font-family: Calibri;"><span style="font-size: large;"></span></span><br />
<span style="font-family: Calibri;"><span style="font-size: large;"></span></span><br /></div>
<span style="font-family: Calibri;"><span style="font-size: large;"></span></span><br />
<span style="font-family: Calibri;"><span style="font-size: large;"><div class="MsoNormal" style="margin: 0in 0in 10pt;">
<ul>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
Objective Action Verb = to support</div>
</li>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
Taxonomy level = Valuing</div>
</li>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
Available Strategies:<span style="mso-spacerun: yes;"> </span>Liking, Scarcity, Social Proof.</div>
</li>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
<span style="font-size: small;"><span style="font-size: large;">Consider available tactics</span></span></div>
</li>
</ul>
</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM9Du9QcdecNLY6XbtcS00i2bQD9Rpd3UcKj4nU8qwQW4fFlTYKnd_rcDBEqmJU44UNoMUbEJgq4zDggt9x68aRfmNW0fVe07euvqb8WvRTaaKHQJDbWyrp6tbQnj9umQFBkeCvF-PHbI/s1600/tacticsTableExample.png" imageanchor="1" style="margin-left: auto; margin-right: auto;">
<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM9Du9QcdecNLY6XbtcS00i2bQD9Rpd3UcKj4nU8qwQW4fFlTYKnd_rcDBEqmJU44UNoMUbEJgq4zDggt9x68aRfmNW0fVe07euvqb8WvRTaaKHQJDbWyrp6tbQnj9umQFBkeCvF-PHbI/s1600/tacticsTableExample.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><strong><span style="font-family: Verdana, sans-serif;">Extracted from CJ's Table of Influencing Tactics by Strategy</span></strong></td></tr>
</tbody></table>
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
<br /></div>
</span><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
<br /></div>
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
</div>
<div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
<span style="font-family: Calibri;"><span style="font-size: large;"><b style="mso-bidi-font-weight: normal;">Decision:</b> Because
the BBS has a successful history in similar industries there are multiple
success stories available. <o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Implementation: <o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Prerequisite: <span style="mso-spacerun: yes;"> </span>The
learner has been exposed to the tenets and process of the proposed BBS Program.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Prepare a short story describing a before and after
situation regarding a BBS program (written, oral, video).<span style="mso-spacerun: yes;"> </span>After giving the audience time to digest the
information, break the audience into two groups.<span style="mso-spacerun: yes;"> </span>Have one group answer the following:<span style="mso-spacerun: yes;"> </span>What kinds of problems do people have because
they don’t have a BBS?<span style="mso-spacerun: yes;"> </span>Have the other
have of the group answer: What happens when you and I have a BBS.<span style="mso-spacerun: yes;"> </span>Have the group share their collective answers
with the whole group; followed by open discussion.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Evaluating Affective
Objectives<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Evaluation of affective objectives should take place outside
the learning environment and allow for a reasonable period for the natural
social influences to affect the learner; then use observation in the field to
determine the transfer of the desired behaviors.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Closing Thought<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">There is inherent power that comes with the knowledge and
skill to influence people. I am not going down the rabbit-hole of discussing
the moral aspect of wielding such power; I will leave that up to you and
social-media.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Best regards,<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Cj<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">References<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1. </span></span></span><span style="font-family: Calibri;">Cialdini, Robert B. (1993). Influence the
psychology of persuasion. New York. N. Y. William Morrow and Company, INC.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">Dick, W., & Carey, L. (1996). The systematic
design of instruction (4th Ed.).<span style="mso-spacerun: yes;"> </span>New
York, NY: Harper Collins.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">Gagne, R. M., & Driscoll, M. P. (1988).
Essentials of Learning for Instruction, Second Edition. Englewood Cliff, NJ:
Prentice Hall.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Krathwohl, D.R., Bloom, B.S., and Masia, B.B.
(1964). Taxonomy of educational objectives: Handbook II: Affective domain. New
York: David McKay Co.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">5. </span></span></span><span style="font-family: Calibri;">Keller, J. M. (1987). Development and use of the
ARCS model of motivational design. Journal of Instructional Development, 10(3),
2-10.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Resources<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo4; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">Baron, Robert A. & Byrne Donn. (1987).
Social Psychology, understanding human interaction. Fifth edition.<span style="mso-spacerun: yes;"> </span>Newton, Massachusetts. Allyn and Bacon, INC.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l2 level1 lfo4; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2. </span></span></span><span style="font-family: Calibri;">Meisenhelder Hellon, M. (1997) Upward influence
strategies: The effect of consistency and reciprocity approaches on supervisory
compliance and performance evaluations.<span style="mso-spacerun: yes;">
</span>Thesis: Department of Psychology University of Oregon.</span></span></div>
Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com1tag:blogger.com,1999:blog-3475409711207175918.post-85834289955334956982013-03-20T07:31:00.000-07:002013-04-01T11:39:58.049-07:00Mapping<span style="font-family: Verdana, sans-serif;"><span style="font-family: Times New Roman;">
</span></span><span style="font-family: Verdana, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Theory Basis: Instructional Theory</span></b></span><br />
<span style="font-family: Verdana, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";"><o:p></o:p></span></b> </span><br />
<span style="font-family: Verdana, sans-serif;">
<span style="font-family: Times New Roman;">
</span></span><br />
<span style="font-family: Verdana, sans-serif;"><div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Title: Instructional Strategy –
Mapping<o:p></o:p></span></b></div>
<span style="font-family: Times New Roman;">
</span>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">Drawing may
be innate in humans. Scientists have estimated artifacts showing evidence of
workmanship with an artistic purpose happened 40,000 years ago.<span style="mso-spacerun: yes;"> </span>Whether for satisfaction, the preservation of
an historic event, or trying to extend communications beyond our mortality,
visuals are a part of who we are.<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">This blog
will focus on the what, when and how to best incorporate the use of the
instructional strategy mapping. Mapping is a “spatial” learning strategy that
graphically displays information and the relationships between or among
information. It is a visual tool for constructing knowledge.<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">The Theory</span></b><br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";"><o:p></o:p></span></b> </div>
<span style="font-family: Times New Roman;">
</span>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Multimedia Principle - Incorporation
of visuals<o:p></o:p></span></b></div>
<span style="font-family: Times New Roman;">
</span><span style="font-family: "Verdana","sans-serif";">Visuals are
inherent to how we process information. <span style="mso-spacerun: yes;"> </span>Advancing the work of Allan Paivio’s <a href="http://en.wikipedia.org/wiki/Dual-coding_theory"><span style="color: blue;">dual-coding theory</span></a>,
Richard Mayer (1) introduced the “multi-media principle” which states,
“Students learn better from words and pictures than from words alone”. <span style="mso-spacerun: yes;"> </span>For a general discussion on how to
incorporate visuals see my <a href="http://cjsisdblog.blogspot.com/2012/06/visuals-good-bad-and-ugly.html"><span style="color: blue;">Blog
June 2012</span></a><o:p></o:p></span>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Brain Based Learning<o:p></o:p></span></b></div>
<span style="font-family: Times New Roman;">
</span>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">Mapping is
the teaching strategy that most closely mimics how the brain works. <span style="mso-spacerun: yes;"> </span>It is pretty much accepted as fact that our
memory does not store individual facts in isolation but via relationships.<span style="mso-spacerun: yes;"> </span>A great example is the <a href="http://www.visualthesaurus.com/trialover/"><span style="color: blue;">Visual Thesaurus</span></a>.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">A detailed
paper regarding mapping covering the theory and some more details on how to
construct maps see the article by <a href="http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm"><span style="color: blue;">Novak
& Canas.</span></a><o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";"></span></b><br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Types of Maps<o:p></o:p></span></b></div>
<span style="font-family: Times New Roman;">
</span>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";"><span style="mso-spacerun: yes;"> </span>A related capacity of us humans is to
categorize and classify our experiences and mapping is no different.<span style="mso-spacerun: yes;"> </span>In the set of all images, Marzano, et al (2)
refer to maps as “nonlinguistic representations” and categories of “graphic
organizers”. <span style="mso-spacerun: yes;"> </span>In the book, <i style="mso-bidi-font-style: normal;">Instructional Design, Implications for
Cognitive Science</i>, West, et al, (3) starts with families of learning
strategies and mapping is in the classification of “spatial ” along with frames
type one and two (think tables).<span style="mso-spacerun: yes;"> </span>Hyerly
(4), in the family of “visual tools” uses the term “thinking maps” and provides
application for “webs, organizers, and thinking-process maps.<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">Ok.<span style="mso-spacerun: yes;"> </span>So besides sharing these resources with you,
the points I want to make at this time are: <b style="mso-bidi-font-weight: normal;">DO NOT</b> to get hung up on the terminology and there is help
available for just about any kind of map you can think of and some you probably
wouldn’t. </span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";"></span> </div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHtfxK6JUaCmNJbEbcxwk3FG_YwnNmQhD6SQTdAv41Zw9IqS6SHEwU2s1Kc9o8Qf5VExhQ3ohszCGrT5DTdxZtA2UgLYTXNT5ObCwwr6eQPGD7xci-UpCiVHo6NdqlBm3myVYg1jgjnks/s1600/categoryMap.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHtfxK6JUaCmNJbEbcxwk3FG_YwnNmQhD6SQTdAv41Zw9IqS6SHEwU2s1Kc9o8Qf5VExhQ3ohszCGrT5DTdxZtA2UgLYTXNT5ObCwwr6eQPGD7xci-UpCiVHo6NdqlBm3myVYg1jgjnks/s1600/categoryMap.png" /></a></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";"><o:p></o:p></span><br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Parts is Parts – the Basics<o:p></o:p></span></b></div>
<span style="font-family: Times New Roman;">
</span>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">A map
consists of a principal topic, at least one associated piece of information and
some relationship between the topic and the associated information. <span style="mso-spacerun: yes;"> </span>From there, there really is no limit.<span style="mso-spacerun: yes;"> </span>Elements can be represented by just words, or
by using a variety of words in symbols such as circles or rectangles.<span style="mso-spacerun: yes;"> </span>Relationships are usually represented by
various types of lines.<span style="mso-spacerun: yes;"> </span>The
relationships can be defined or inferred.<span style="mso-spacerun: yes;">
</span>I suggest developing a legend for more complex maps.<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEbmyc18cfB2Mo0RX1PH1kPpIdzs-zkR23AjJFUkuzWq2x5F1ogTKBFKag9va5nSjIn2IYpnsaesLNGGf_4Ftnt_VU5oEv-tSWPRhJMGVAXegToJbPy6Ws1RuREtgCKT53KgVRJwKrYC4/s1600/mapComponents.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEbmyc18cfB2Mo0RX1PH1kPpIdzs-zkR23AjJFUkuzWq2x5F1ogTKBFKag9va5nSjIn2IYpnsaesLNGGf_4Ftnt_VU5oEv-tSWPRhJMGVAXegToJbPy6Ws1RuREtgCKT53KgVRJwKrYC4/s1600/mapComponents.png" /></a></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";"><o:p></o:p></span> </div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Kinds of relationships<o:p></o:p></span></b></div>
<span style="font-family: Times New Roman;">
</span>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">Associations
and relationships on a map are like the axons and dendrites in our brains; they
make the connection between pieces of information. <span style="mso-spacerun: yes;"> </span>There are no limitations as to how information
can be related considering the limitless store of possibilities in your
brain.<span style="mso-spacerun: yes;"> </span>Although for some purposes you
may wish to restrict the relationship down to even one depending on your
use.<span style="mso-spacerun: yes;"> </span>For example, mapping out an event
where timing is important might use a “follow” relationship. Some examples of
relationships are:<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span>
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-family: Times New Roman;">
</span></span></span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGY8TnnJO_5bk4GhIp251AXYlsu8hoYQ3FUMyITwK3FsAOLGs_opne6g-TRrl7iBXc9ojs6IiHuI-fj_FJ_H3_WKD8sISZy36ZHPIC1iuwf6cYzludEG1tzOH3HtrPUa0JfR8QLremUIU/s1600/relationshipTable.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGY8TnnJO_5bk4GhIp251AXYlsu8hoYQ3FUMyITwK3FsAOLGs_opne6g-TRrl7iBXc9ojs6IiHuI-fj_FJ_H3_WKD8sISZy36ZHPIC1iuwf6cYzludEG1tzOH3HtrPUa0JfR8QLremUIU/s1600/relationshipTable.png" /></a></div>
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-family: "Verdana","sans-serif";"><o:p></o:p></span> </span></span><br />
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">
<span style="font-family: Times New Roman;">
</span></span></span><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif";">
</span><br /></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">Take a
moment and identify the relationship in the Descriptive Pattern Organizer
example above.<span style="mso-spacerun: yes;"> </span>What word(s) would you
use on the lines between the main topic (instructional maps) and the elements
to describe the relationship? My interpretation can be found in the right
column.<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Application <o:p></o:p></span></b></div>
<span style="font-family: Times New Roman;">
</span>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">Mapping can
be integrated throughout the learning process. Following are a few examples:<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Verdana","sans-serif";">Event of Instruction: Inform
learners of objectives:</span></i><span style="font-family: "Verdana","sans-serif";"><span style="mso-spacerun: yes;"> </span>What a great way of explaining the
relationship of the course content and the relationship as to how the learning will
apply on the job.<span style="mso-spacerun: yes;"> </span>A map can be used as a
type of advanced organizer describing the path of mastering the performance objectives.
<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Verdana","sans-serif";">Event of Instruction: Recall of
prior knowledge: </span></i><span style="font-family: "Verdana","sans-serif";"><span style="mso-spacerun: yes;"> </span>Lubricate your students minds by having them
associate what they already know related to your topic.<span style="mso-spacerun: yes;"> </span>Considering the plethora of relationships
it’s a good bet your students will surprise you.<span style="mso-spacerun: yes;"> </span>After all, one of the characteristics of
adult learners is the knowledge and experience they bring with them. <o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Verdana","sans-serif";">Event of Instruction: Present the
content:</span></i><span style="font-family: "Verdana","sans-serif";"><span style="mso-spacerun: yes;"> </span>Provide a map related to your specific
subject and refer to it and the relationships as you cover the topic.<span style="mso-spacerun: yes;"> </span>Another application would be to provide the
students with a partially completed map and have the learners complete the map
while you unfold the course content.<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Verdana","sans-serif";">Event of Instruction: Provide learning
guidance:</span></i><span style="font-family: "Verdana","sans-serif";"> Mapping
can be used as an <a href="http://www.specialconnections.ku.edu/?q=instruction/cognitive_strategies/teacher_tools/elaboration_strategies"><span style="color: blue;"><i style="mso-bidi-font-style: normal;">elaboration</i> </span></a>strategy. Have the
students construct a map. The power of elaboration can be enhanced by asking
students to explain and justify their elaborations. Cooperative learning:
create groups and have the group develop a map.<span style="mso-spacerun: yes;"> </span>A map could be used to aid the learner in
choosing a learning strategy (metacognition).<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Verdana","sans-serif";">Event of Instruction: Assess
performance:</span></i><span style="font-family: "Verdana","sans-serif";"> Maps
can be used in a variety of ways to verify the attainment of declarative
knowledge.<span style="mso-spacerun: yes;"> </span>Use a map as a form of fill
in the blank and have the learners supplement the relationships or have them
provide salient elements to a concept or process.<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Verdana","sans-serif";">Event of Instruction: Enhance
retention and transfer to the job</span></i><span style="font-family: "Verdana","sans-serif";">:
Utilize a “graphic facilitator” to construct a real-time map as the learning
progresses.<span style="mso-spacerun: yes;"> </span>Review the map and reconnect
to the learning objectives.<span style="mso-spacerun: yes;"> </span>Open the
review up to questions and clarifications as course material is reviewed. <o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Technology Driven Applications<o:p></o:p></span></b></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">There are
software programs specifically designed to develop maps; <a href="http://www.mindjet.com/sem/dynamic/m4i/?kw=Mind%20mapping%20software&lang=en&source=SEM&gclid=CImjmLKP_bUCFetFMgodCQgASw"><span style="color: blue;">Mindjet</span></a>,
seems to be a popular one.<span style="mso-spacerun: yes;"> </span>An internet
search will yield several possibilities.<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">Hybridized
example:<span style="mso-spacerun: yes;"> </span>I designed the following map
example for use as a review activity following a video from within a
computer-based course. <span style="mso-spacerun: yes;"> </span>To complete the
map, roll your mouse over the possible topic answers.<span style="mso-spacerun: yes;"> </span>Click on an answer. The correct answer
completes that part of the map and launches the next element. <span style="mso-spacerun: yes;"> </span>An incorrect answer provides feedback. The
various sections of the map are completed in succession.</span></div>
</span><br />
<center>
<embed align="middle" allowscriptaccess="always" height="570" pluginspage="http://www.macromedia.com/go/getflashplayer" quality="high" src="https://sites.google.com//site/mapeample/Be_HealthMap.swf" type="application/x-shockwave-flash" width="750"></embed>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";"></span><br />
<span style="font-family: "Verdana","sans-serif";">With
permission of Mission Support Alliance, LLC<o:p></o:p></span></div>
<br />
</center>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Closing<o:p></o:p></span></b></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">I hope to
have inspired you to take another look at the mapping strategy; not only for
your design considerations, but as a tool for you as well.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">Best
regards,<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif";">Cj<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Resources<o:p></o:p></span></b></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif";">Mayer Richard, E. (2003). Multimedia
Learning. New York, NY: Cambridge Press.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-hyphenate: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Arial;">Marzano Robert, J. Pickering Debra, J. &
Pollock Jane, E. (2001). Classroom Instruction that Works: Research based
strategies for increasing student achievement. Alexandria, Virginia.
Association for Supervision and Curriculum Development.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-hyphenate: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">3.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Arial;">West, C. K, Farmer, J. A. & Wolff, P.M.
Instructional design implications from cognitive science.<span style="mso-spacerun: yes;"> </span>Englewood Cliffs, NJ: Prentice‑Hall.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-hyphenate: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">4.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Arial;">Hyerly David. (1996) Visual tools for construction
knowledge. Association for Supervision and Curriculum Development (ASCD).<span style="mso-spacerun: yes;"> </span>Alexandria, Virginia.</span><span style="font-family: "Verdana","sans-serif";"><o:p></o:p></span></div>
Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com0tag:blogger.com,1999:blog-3475409711207175918.post-25689262902786386522013-03-04T09:12:00.000-08:002013-03-04T09:38:15.233-08:00Media, Method, and Mode - Instructional Media Decisions<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Theory Basis:
Communications Theory<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Selecting
Instructional Media<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">I was recently tasked with conducting an assessment on our
instructional design process and how instructional media is selected.<span style="mso-spacerun: yes;"> </span>The assessment reveled we really didn’t have
a process.<span style="mso-spacerun: yes;"> </span>This may or may not be a
problem depending on your business model and how the training function fits in.<span style="mso-spacerun: yes;"> </span>But, if on occasion you have a need to
champion how you design your training it could be the shield required to deflect
off your challengers.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">In this blog I thought I would share some of my experiences
that may be of value including some terms, misconceptions and some
considerations when selecting media for instruction.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Revisiting the Terminology
<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">As instructional designers we are schemers. We engineer the
environment with a deliberately arranged set of external events designed to
support internal learning processes. These are the <i style="mso-bidi-font-style: normal;">methods</i> we use to initiate and reinforce learning.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri; font-size: large;">We do this by communicating: goals, facts, concepts,
processes, procedures, attitudes, etc… etc… This information is transmitted via
a <i style="mso-bidi-font-style: normal;">medium</i>.<span style="mso-spacerun: yes;"> </span>Media include: </span>
<a href="http://en.wikipedia.org/wiki/Realia_(education)" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">realia </span></a>
<span style="font-family: Calibri;">
<span style="font-size: large;">, radio,
television, computers, tablets, and print to mention a few.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">The media communicate our message via <i style="mso-bidi-font-style: normal;">modes</i>.<span style="mso-spacerun: yes;"> </span>Modes relate to our
sensory system.<span style="mso-spacerun: yes;"> </span>Modes include: audio,
visual (graphics), touch, and text.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">In summary, designed instruction uses methods by employing
media to communicate a message via modes to the learner.<span style="mso-spacerun: yes;"> </span>Graphically it looks like:<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7zl8nskUhkQbC9Wx1mkPkB911MBFOHHh0h21bZIJsDECTstsi2rgOE8W2RD3BVfpocdcyEkaKmjHZQ64jHr3yUYeChSTiqNkmMnjkn8w2e1rcs-OmhdV-iSK4aXTqed8rOAGktIS-N0I/s1600/generalToSpecific.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7zl8nskUhkQbC9Wx1mkPkB911MBFOHHh0h21bZIJsDECTstsi2rgOE8W2RD3BVfpocdcyEkaKmjHZQ64jHr3yUYeChSTiqNkmMnjkn8w2e1rcs-OmhdV-iSK4aXTqed8rOAGktIS-N0I/s1600/generalToSpecific.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><strong>A Scheme for the Function of Instructional Media</strong></td></tr>
</tbody></table>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;"><o:p></o:p></span></span> </div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Comprehension Check<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">In this blog experience what method(s), medium (media), and
mode(s) are being used in section “Revisiting the Terminology” above? The answer
is in the lower portion of the column on the right.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Media and Learning<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">The idea that the “newest” media is somehow better than
older media goes way back. As advancements in communications technology began to
offer new ways to communicate, each new development came with the hype that it
would revolutionize education; television, video disk, computers...<span style="mso-spacerun: yes;"> </span>Well at least the technology was
revolutionized but the process of how humans learn remains the same.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;"><span style="mso-spacerun: yes;"> </span>In 1983, Richard E.
Clark published the legendary article, <i style="mso-bidi-font-style: normal;">Media
Will Never Influence Learning</i> in the journal of Educational Technology
Research & Development.<span style="mso-spacerun: yes;"> </span>The article
sparked a lasting debate about media by stating, “<i style="mso-bidi-font-style: normal;">Media are mere vehicles that deliver instruction but do not influence
student achievement any more than the truck that delivers our groceries causes
changes in our nutrition</i>”.<span style="mso-spacerun: yes;"> </span>It turns
out for the most part Clark was correct.<span style="mso-spacerun: yes;">
</span>Fifty years of media research comparing one media to another supports
this fact.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Which Medium is the
Right One?<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Which media will work best?<span style="mso-spacerun: yes;">
</span>The answer is subjective at best and the answer will vary from situation
to situation. <span style="mso-spacerun: yes;"> </span>It can be as simple as
using whatever resources you have at hand.<span style="mso-spacerun: yes;">
</span>Like opening up the refrigerator and deciding what’s for dinner based on
what’s in it.<span style="mso-spacerun: yes;"> </span>On the contrary, decisions
involving thousands of employees and even more dollars with certain political
fallout aren’t as easy.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Further complicating the decision is what once were
considered distinct and separate delivery technologies are increasing
converging. This is evident by the language we use to describe it, specifically
“multi-media”. Now we have devices that can combine the various modes into one
delivery system such as computers, tablets, and smart-phones; all able to
connect in our Post-Internet world.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri; font-size: large;">The key to guiding this decision is knowing the target <i style="mso-bidi-font-style: normal;">behaviors</i> and the <i style="mso-bidi-font-style: normal;">conditions</i> under which the behavior is to be performed.<span style="mso-spacerun: yes;"> </span>At this time the words “</span>
<a href="http://cjsisdblog.blogspot.com/2012/03/learning-objectives-rosetta-stone-of.html" target="_blank">
<b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: Calibri; font-size: large;">learning objective</span></b></a><span style="font-family: Calibri;"><span style="font-size: large;">” should be
flooding your neural net.<span style="mso-spacerun: yes;"> </span>With this
knowledge you can begin to either select or eliminate potential media.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">The Big-4, And We
Ain’t Talking Basketball (Technical Considerations)<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">With so many media options available I recommend using a
process of elimination to narrow down your options.<span style="mso-spacerun: yes;"> </span>Efficiency would dictate to consider media
attributes that will narrow down the options quickly.<span style="mso-spacerun: yes;"> </span>To do that, I suggest beginning with the
following questions:<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">Is realia essential for mastery? <span style="mso-spacerun: yes;"> </span>It’s the real thing, or at least a model of
the real objects. If you want to teach a person to lay bricks; you will need a
supply of bricks, motor, and tools.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">What type of communication is required? (one-way
vs. two-way; If two-way synchronous or asynchronous)<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Mass media vs. One-to-One or One-to –A Few.<span style="mso-spacerun: yes;"> </span>Does mastery of the objective require
individualized instruction and feedback?<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Does the potential audience all need to
participate at the same time? (Audience dispersion)<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Some instructional situations will need a blended approach
to support different kinds of learning.<span style="mso-spacerun: yes;">
</span>Media selection can be driven by the categorizing the learning
objectives or learning outcomes. These can be used as a <b style="mso-bidi-font-weight: normal;">general</b> guide toward media decisions in that the advantages and
disadvantages of each media yield a general tendency to support various
learning methods.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Learning objectives can be categorized into domains or in
the kinds of learning outcomes. Think Bloom’s Taxonomy (Cognitive, Psychomotor,
and Affective) or Gagne’ learning outcomes (Intellectual skill, Cognitive
strategies, Verbal Information, Attitudes, and Motor skills).<span style="mso-spacerun: yes;"> </span></span></span><br />
<span style="font-family: Calibri;"><span style="font-size: large;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieqXSlGK6NmUOxexvteK2HUY495Lro9PL__DX3SwlZ8ooJagUPPLQzi9Urw-5HiLtm7bLBP-JZ6XqJNxPPwRMz5xD_ZCYg4xhkdUSRjYUpzdDs36wCA1Ijq2e0ECD4-tT6OHqVjlxLuIo/s1600/generalTendency.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieqXSlGK6NmUOxexvteK2HUY495Lro9PL__DX3SwlZ8ooJagUPPLQzi9Urw-5HiLtm7bLBP-JZ6XqJNxPPwRMz5xD_ZCYg4xhkdUSRjYUpzdDs36wCA1Ijq2e0ECD4-tT6OHqVjlxLuIo/s1600/generalTendency.png" /></a></div>
<span style="font-size: large;">
</span><o:p><span style="font-family: Calibri; font-size: large;"> </span></o:p><br />
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Considerations-Practical
<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Romzoski (2) points out “In Practice, on can seldom go very
deep into the detail of instructional design without coming across economic,
practical or human (including social and political) constraints that are outside
our sphere of influence.<span style="mso-spacerun: yes;"> </span>As one cannot
eliminate or neutralize these constraints, one had better work within their
confines”.<span style="mso-spacerun: yes;"> </span>I suggest the following as
practical considerations:</span></span><br />
<span style="font-family: Calibri; font-size: large;"><span style="font-family: Times New Roman; font-size: small;">
</span></span><br />
<span style="font-family: Calibri; font-size: large;"></span><br />
<span style="font-family: Calibri; font-size: large;"></span><br />
<span style="font-family: Calibri; font-size: large;"></span><br />
<span style="font-family: Calibri; font-size: large;"></span><br />
<span style="font-family: Calibri; font-size: large;"></span><br />
<span style="font-family: Calibri; font-size: large;"><ul>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
Audience location</div>
</li>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
Audience size</div>
</li>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
Consequences of task error</div>
</li>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
Cost</div>
</li>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
Customer requirements and expectations</div>
</li>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
Human Factors</div>
</li>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
Learner abilities (verbal and physical)</div>
</li>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
Instructor/Expertise availability</div>
</li>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
Time (implementation and completion deadlines)</div>
</li>
<li><div class="MsoNormal" style="margin: 0in 0in 10pt 0.25in;">
I’m sure your situations will generate unique considerations<o:p></o:p></div>
</li>
</ul>
<span style="font-family: Times New Roman; font-size: small;">
</span></span><br /></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Will it enhance
learning?<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">In addition to the technical and practical considerations, Newby,
et al (3) have developed a series of questions and a checklist to aid in
determining if a particular media would enhance learning. These questions
consider instructional design process considerations blended with compatibility
to various methods. For example: Does the media… “Allow the order of material
to be easily changed?”<span style="mso-spacerun: yes;"> </span>See:<span style="mso-spacerun: yes;"> </span></span></span>
<a href="https://docs.google.com/file/d/0B1pZsbKSWjQvNlJ6dG1PVUtiRkk/edit" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">Newby
Checklist</span></a><span style="font-family: Calibri;"><span style="font-size: large;">. <o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Reflection<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><span style="font-family: Calibri; font-size: large;"></span><br />
<span style="font-family: Calibri; font-size: large;"></span><br />
<span style="font-family: Calibri; font-size: large;"><div class="MsoNormal" style="margin: 0in 0in 10pt;">
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
In my experience, the practical considerations seem to carry
more weight than technological ones except for the need for realia.<span style="mso-spacerun: yes;"> </span>And, for the most part, media decisions are
made in a fairly informal way.<span style="mso-spacerun: yes;"> </span>I am
making a version of a “<a href="https://docs.google.com/file/d/0B1pZsbKSWjQvamhfcUJaNFFBRFU/edit" target="_blank"><span style="color: blue;">Selection
Process</span></a>” I developed available to you as what I hope you will find a
defendable process if ever you need one.<span style="mso-spacerun: yes;">
</span>Constructive comments welcomed.<o:p></o:p></div>
<span style="font-size: small;"><span style="font-family: Times New Roman;">
<o:p></o:p></span></span></div>
<span style="font-family: Times New Roman; font-size: small;">
</span></div>
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-size: large;">
</span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Regards,<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Cj<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">References:<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1. </span></span></span><span style="font-family: Calibri;">Schramm Wilbur L. (1977) Big Media, Little
Media: Tools and Technologies for Instruction Vol. 2. SAGE Publications,
Incorporated, Thousand Oaks, CA<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Romiszowski, A. J. (1990). Designing
instructional system: Decision making in course planning and curriculum design.
New York, NY. Nichols Publishing.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l2 level1 lfo2; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Newby Timothy, J. Stepich Donald, A. Lehman
James, D. Russell James, D. (2000) Instructional Technology for Teaching and
learning: Designing instruction, integrating computers, and using media. Second
Edition. Merrill-Prentice Hall. Upper Saddle River, New Jersey.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com1tag:blogger.com,1999:blog-3475409711207175918.post-84580675847860672013-01-31T08:36:00.000-08:002013-02-04T09:11:01.811-08:00The Brain - Yesterday and Today<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Theory Basis:
Learning Theory<o:p></o:p></span></span></b></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">I recently attended ASTDs Brain-Based Learning Virtual
Summit and had an opportunity to review a computer-based course about the
Global Harmonization Standard initiative being implemented in the realm of
hazard communications.<span style="mso-spacerun: yes;"> </span>In this blog, like
a good Tom Clancy novel, I intent to connect the two experiences to provide you
with a new filter for thinking about designing instruction and<span style="mso-spacerun: yes;"> </span>advise about the “rational” step in an instructional
process.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;"><b style="mso-bidi-font-weight: normal;">Way Back When - Neural
Science</b><o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Once upon a time the survival of the human race depended on
how quickly one could recognize danger and react to it.<span style="mso-spacerun: yes;"> </span>Hence, nature favored a brain that would
process emotions fast and first.<span style="mso-spacerun: yes;"> </span>It is
just such a brain that we inherit today.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><span style="font-size: large;">
</span>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjINqW03zv84qENmZJHgnSjNRFT039qGnwX1raGzrWKqlTqr_KEHW_GHkfDaTZQuafxfdJ_CAJSfiJOTxI462zio7pIbb0PLJccWdtp8RMH3aNXB5QTNwe9VgXNsYkrFXM17U0t9d12QwA/s1600/cavemanDanger.png" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><span style="font-size: large;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjINqW03zv84qENmZJHgnSjNRFT039qGnwX1raGzrWKqlTqr_KEHW_GHkfDaTZQuafxfdJ_CAJSfiJOTxI462zio7pIbb0PLJccWdtp8RMH3aNXB5QTNwe9VgXNsYkrFXM17U0t9d12QwA/s1600/cavemanDanger.png" /></span></a></td></tr>
<span style="font-size: large;">
</span>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: small;">The Quick Mind Survived!<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span></td></tr>
<span style="font-size: large;">
</span></tbody></table>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">The way our brain works has important implications for us
today and affects how we learn.<span style="mso-spacerun: yes;">
</span>Basically anytime you or I perceive a threat the logical (thinking) part
of the brain’s function decreases proportionally.<span style="mso-spacerun: yes;"> </span>The gateway of information into the brain is
the amygdala; the memory manager of the brain the hippocampus. Hence retention!<span style="mso-spacerun: yes;"> </span>The amygdala is like a 3-way control valve
(see graphic below).<span style="mso-spacerun: yes;"> </span>In general, the
more a threat is perceived the more the brain’s functions go away from logic
and memory and toward survival.<span style="mso-spacerun: yes;">
</span>Conversely, the lower the perceived threat potential the more the brain
can function toward learning and retention.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><span style="font-size: large;">
</span>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRniKD25VTkXFx6271JdnBcA-YA3umzmGATTxOhlaiDDpILulG0QXWZ4vMILlXAIldwp4Qs9GqrYShqlQgNS6ux6EdjRsojMhBFShxiR8cPHFfdeMGIYVEoKmKqwNVmTzJuLWsaceH18s/s1600/regulator.png" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><span style="font-size: large;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRniKD25VTkXFx6271JdnBcA-YA3umzmGATTxOhlaiDDpILulG0QXWZ4vMILlXAIldwp4Qs9GqrYShqlQgNS6ux6EdjRsojMhBFShxiR8cPHFfdeMGIYVEoKmKqwNVmTzJuLWsaceH18s/s1600/regulator.png" /></span></a></td></tr>
<span style="font-size: large;">
</span>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: small;">The Brain is Constantly
Assessing the Environment for Threats<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span></td></tr>
<span style="font-size: large;">
</span></tbody></table>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">New Model<o:p></o:p></span></span></b></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Dr. David Rock of the NeuroLeadership Institute developed a
model based on research centered on the activity of the brain; specifically the
amygdala and various environmental conditions.<span style="mso-spacerun: yes;">
</span>There’s a good chance Dr. Rock couldn’t find any saber-toothed tigers
but he did created situations that relate to being in a learning
environment.<span style="mso-spacerun: yes;"> </span>He found five factors that
will influence whether we are mentally moving toward or away from being able to
learn and retain information.<span style="mso-spacerun: yes;"> </span>These factors
make up the SCRAF model.<span style="mso-spacerun: yes;"> </span>SCARF stands
for: Status, Certainty, Autonomy, Relatedness, and Fairness.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri; font-size: large;">Referring to the diagram below, as we process information
from the environment we are unconsciously filtering it for a level of threat or
reward.<span style="mso-spacerun: yes;"> </span>A condition mildly leaning in
the direction of “Toward” is the best for learning. </span><br />
<span style="font-family: Calibri;"><o:p></o:p></span><span style="font-size: large;"> </span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><span style="font-size: large;">
</span>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3KbUMCpP-YHRYrVR492Th5bfDotFOpqHsyvHg5kYyXIDKlV75TzCSRJ3X-jYYM4SPr8mNAsILpXze1jPxnaAp1dNQk9dHAPl_omewr2Xz8wC9r0AJkPleDXj04Joo9DnJ3loDDqncXlo/s1600/scarf.png" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><span style="font-size: large;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3KbUMCpP-YHRYrVR492Th5bfDotFOpqHsyvHg5kYyXIDKlV75TzCSRJ3X-jYYM4SPr8mNAsILpXze1jPxnaAp1dNQk9dHAPl_omewr2Xz8wC9r0AJkPleDXj04Joo9DnJ3loDDqncXlo/s320/scarf.png" width="320" /></span></a></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><strong><span style="font-family: Calibri;"><span style="font-size: small;">The NeuroLeadership SCARF Model<o:p></o:p></span></span></strong></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Application<o:p></o:p></span></span></b></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">I like to do a bit of reality check when I come across a new
model by looking for consistency with currently accepted applications and
practices.<span style="mso-spacerun: yes;"> </span>In the case of the SCARF
model, it seems to be in alignment.<span style="mso-spacerun: yes;"> </span>For
example, the application of “Adult Learning Theory” (Knowles) and its #1
Premise; Adults have a need to know why they should learn something matches up
well with the “C<i style="mso-bidi-font-style: normal;">ertainty</i>” factor of
the model.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">As we approach the development phase of a design process, we
can use the SCRAF model to evaluate our strategy or method by asking, “Will the
result of implementing this strategy be perceived by the <b style="mso-bidi-font-weight: normal;">learner</b> as a threat or a reward, and to what degree?<span style="mso-spacerun: yes;"> </span>The answer should influence the “how” we
implement.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Example: Event of
Instruction – Introduction<o:p></o:p></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Strategy: Sharing Learning
Objectives<o:p></o:p></span></span></b></div>
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<span style="font-family: Calibri; font-size: large;">The value of sharing the learning goal or objectives can’t
be emphasized enough (See my Blog, April 2012, </span><a href="http://cjsisdblog.blogspot.com/2012/03/learning-objectives-rosetta-stone-of.html" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">Learning
Objectives – The Rosetta Stone of ISD</span></a><span style="font-family: Calibri;"><span style="font-size: large;">).<span style="mso-spacerun: yes;">
</span>We can now add another reason for why.<span style="mso-spacerun: yes;">
</span>Applying the SCARF model, by providing the students with “Certainty” in
what the future holds and<span style="mso-spacerun: yes;"> </span>increasing
“Status” with the reward of success will shift the SCARF continuum it the
“Toward” direction<span style="mso-spacerun: yes;"> </span>favoring learning. <o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">But how to share objectives seems to be a challenge.<span style="mso-spacerun: yes;"> </span>And, there is lots of advice:<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">“Only rarely will designers express
the objectives to the learners in the same form that were used when designing
instruction.” (Smith & Ragan)<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">“A list of thirty or forty
technically worded objectives would be likely to shatter the learner’s confidence.
A list of three of four global objectives written in the learners’ language
would tend to build confidence. (Dick & Carey)<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">“Of course, if objectives are to be
communicated effectively, they must be put into words (or pictures if
appropriate) that the student can readily understand.” (Gagne’, Briggs &
Wager)<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">“Also, when using the cognitive
approach, it is important to state the objective in terms the learner will
understand, rather than a formally stated objective.” (Foshay, Silber, &
Stelnicki)<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">“Lists of objectives are not
motivating… listing them at the beginning of each module of instruction isn’t a
very effective thing to do.” (Michael Allen)<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">“The more concrete and verifiable
what you want the learners to be able to do and say, the more easily you can
identify their successes or short comings”. (Stolovitch & Keeps)<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">“Trainees must clearly understand
them (objectives), or they are of limited use” (DOE Handbook-1078-94)<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">“Use sticky objectives. A “sticky
objective” simply shifts the timeframe of the performance from at the
conclusion of training to on the job.” (Barbra Carnes)<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">“Just dumping in objectives to
satisfy auditors is an affront to the profession!” (Cj Stape)<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Applying SCARF Model<o:p></o:p></span></span></b></div>
<span style="font-size: large;"></span><br />
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<span style="font-family: Calibri; font-size: large;">Please take a moment and watch the video capture of an
e-Learning course introducing a lesson within a course and sharing an objective. (Please give it a few seconds to load and maybe even watch it twice.)</span><br />
<span style="font-family: Calibri; font-size: large;"></span><br />
<span style="font-family: Calibri; font-size: large;"></span><br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: large;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxI55nupHlmKqKKFqK-gpJnEXBId12RdRMyPSOdJqmzOHdLKYdZQ-8aOQPqkPTPq4iXXIG5wd-m01SAHHyWGA' class='b-hbp-video b-uploaded' frameborder='0'></iframe></span></div>
<span style="font-family: Calibri;"><o:p></o:p></span><span style="font-size: large;"> </span></div>
<span style="font-family: Calibri;"><span style="font-size: large;">Now let’s determine the degree the objective will increase
certainty or create uncertainty.<o:p></o:p></span></span><br />
<span style="font-size: large;"></span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Is it clear as to when success will be achieved?</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Is there enough detail to remove uncertainty?</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Is there any jargon or concepts unknown to the
learner?</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Does it seem achievable to the uninitiated?</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Imagine a test question develop to measure this
objective. Is it evident what the answer would be?</span></span></div>
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span style="font-family: Calibri;">Ask someone unfamiliar with the subject and ask
them if they would be certain of what is expected?</span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">My Evaluation &
Opportunities for Improvement<o:p></o:p></span></span></b></div>
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<span style="font-family: Calibri;"><span style="font-size: large;"><b style="mso-bidi-font-weight: normal;">In my opinion,</b>
this objective is ambiguous. Ambiguity activates brain regions that process
“threat” because it leaves the learner uncertain; depresses learning.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
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<span style="font-family: Calibri; font-size: large;">Besides the blatant disregard for the “</span><a href="http://www.maa.org/joma/volume7/hohenwarter2/design_principles_multimedia.html" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">Coherence
Principle</span></a><span style="font-family: Calibri;"><span style="font-size: large;">” or a feeble attempt to wake up the student, the objective lacks
any details on the quality and content of the discussion.<span style="mso-spacerun: yes;"> </span>When I read it I asked myself, “what specific
properties, how many, at what level of expertise will the discussion be held,
how much do I really need to know? <o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">I would question if the potential audience is familiar with
the term “pictogram”. I also had the advantage of seeing the next two screens
which defined what a pictogram is.<span style="mso-spacerun: yes;"> </span>One
could deduce that if the term needs defined the perspective audience doesn’t
know what it means and the term shouldn’t be used until after defined.<span style="mso-spacerun: yes;"> </span>So I would say contains jargon.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">My version:<o:p></o:p></span></span></b></div>
<span style="font-size: large;"></span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">Working with the given objective (because I really question
its validity as really supporting a task from a job analysis; (kinda fails the
real world practice test) my version would be:<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
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<i style="mso-bidi-font-style: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">In this lesson the
details about the new signs (pictograms) will be explained. When finished, you’ll
be able to discuss the topic of pictograms by describing the qualities of the
border, symbols and background that are used to design one. <span style="mso-spacerun: yes;"> </span>You’ll be able to do this as easily as you can
identify a stop sign when driving.<o:p></o:p></span></span></i></div>
<span style="font-size: large;"></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4WTJorzZzNExG_L6QPtymGod3sS1CaZxOZbILdmh7KsnRrcXfJdCPc0sArrvRzdFKyJgJK8rWifAWnBsy7TAABp6BHZctQZHZ9ycrDNbWPbgU7OZRf43dxpIeohn-f-KJce_JCN-kpkg/s1600/pictogram.png" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><span style="font-size: large;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4WTJorzZzNExG_L6QPtymGod3sS1CaZxOZbILdmh7KsnRrcXfJdCPc0sArrvRzdFKyJgJK8rWifAWnBsy7TAABp6BHZctQZHZ9ycrDNbWPbgU7OZRf43dxpIeohn-f-KJce_JCN-kpkg/s1600/pictogram.png" /></span></a></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Example of a
Pictogram<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Your Turn<o:p></o:p></span></span></b></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Evaluate my objective for the qualities of certainty and
share your evaluation in a comment.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Best regards,<o:p></o:p></span></span></b></div>
<span style="font-size: large;"></span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Cj<o:p></o:p></span></span></b></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-size: large;"><b style="mso-bidi-font-weight: normal;"><o:p><span style="font-family: Calibri;"> </span></o:p></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">References:<o:p></o:p></span></b></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Allen Michael, W. (2003) Michael Allen’s Guide to e-Learning
– Building interactive, fun, and effective learning programs for any
company.<span style="mso-spacerun: yes;"> </span>John Wiley & Sons, Inc.
Hoboken, New Jersey.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Carnes Barbara. (2012) Making Learning Stick: Techniques for
easy and effective transfer of technology-supported training. American Society
for Training & Development. ASTD Press.<span style="mso-spacerun: yes;">
</span>Alexandria, VA.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt; mso-hyphenate: none;">
<span style="line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"><span style="font-family: Calibri;">Dick,
W., & Carey, L. (1996). The systematic design of instruction (4th
Ed.).<span style="mso-spacerun: yes;"> </span>New York, NY: Harper Collins.<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt; mso-hyphenate: none;">
<span style="line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"><span style="font-family: Calibri;">Department
of Energy Handbook 1078-94, A systematic approach to training. (1994).<span style="mso-spacerun: yes;"> </span>Page 17. <span style="mso-spacerun: yes;"> </span>U.S. Department of Commerce, Technology
administration, National Technical Information Services.<span style="mso-spacerun: yes;"> </span>Springfield VA.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Gagne, R., Briggs, L., Wager, W. (1992).<span style="mso-spacerun: yes;"> </span>Principles of instructional design (4th
Ed.).<span style="mso-spacerun: yes;"> </span>Orlando, FL: HBJ.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Knowles, M (1996). Adult Learning. In Robert L Cragf (Ed),
The ASTD Training and Development Handbook (pp. 253-264). NY: McGraw-Hill<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Rock David (2009). Your Brain at Work - Strategies for
Overcoming Distraction, Regaining Focus, and Working Smarter All Day Long.
Harper-Collins. New York, New York.<span style="mso-spacerun: yes;"> </span></span><a href="http://www.neuroleadership.org/index.shtml" target="_blank"><span style="color: blue; font-family: Calibri;">NeuroLeader Institute – Home
Page</span></a><o:p></o:p></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt; mso-hyphenate: none;">
<span style="line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"><span style="font-family: Calibri;">Smith,
P. L. & Ragan, T. J. (1993) Instructional Design. Upper Saddle River, NJ.
Prentice-Hall.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt; mso-hyphenate: none;">
<span style="line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"><span style="font-family: Calibri;">Stolovittch,
H. D. and Keeps, E. J. (2002). Telling Ain’t Training. Alexandria, VA. ASTD
Press.<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt; mso-hyphenate: none;">
<span style="line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;"><span style="font-family: Calibri;">The
Cambridge Handbook of Multimedia Learning. (2005) Mayer Richard, E. Editor. New
York, New York. Cambridge University Press.<o:p></o:p></span></span></div>
<span style="font-size: large;"></span><br />
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<b style="mso-bidi-font-weight: normal;"><o:p><span style="font-family: Calibri; font-size: large;"> </span></o:p></b></div>
Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com3tag:blogger.com,1999:blog-3475409711207175918.post-22872595428906572452013-01-02T14:45:00.000-08:002013-01-02T15:03:09.030-08:00Land of Confusion<span style="font-size: large;">
<b style="mso-bidi-font-weight: normal;"><span style="line-height: 115%;"><span style="font-family: Calibri;">Theory Basis: Communication<o:p></o:p></span></span></b></span><br />
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">It’s
traditional at this time of year to make resolutions to better our lives.<span style="mso-spacerun: yes;"> </span>We can apply this tradition to our
professional lives as well.<span style="mso-spacerun: yes;"> </span>I am
resolving to communicate better by using and dispelling buzz words in our
profession and I encourage you to join me.<o:p></o:p></span></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">The greatest
enemy of communication is the illusion of it.<span style="mso-spacerun: yes;">
</span>This enemy not only is to be battled during a training activity, but in
the business end of ID as well.<span style="mso-spacerun: yes;"> </span>This
blog is about concepts and terms related to ID, commonly used, and frequently
misunderstood and some strategies to combat the enemy.<o:p></o:p></span></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">We often
mistake fluency (we both use the words easily) with comprehension (we both have
the same meaning for the words).<span style="mso-spacerun: yes;"> </span>My
guess is that because I understand what something means to me that everyone
else shares the same meaning.<o:p></o:p></span></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">To avoid
guessing, we need to listen carefully to key words or phrases (think buzz
words) that are related to the instructional design process as we talk to
customers, clients and subject matter experts (SMEs). <o:p></o:p></span></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">The need for
clarity is especially critical when developing requirements within mandating
documents.<span style="mso-spacerun: yes;"> </span>Life’s irony will happen when
an analytically gifted assessor arrives to see how well you are living into the
requirements you helped to create and he or she says “ that’s not what that
means!”.<span style="mso-spacerun: yes;"> </span>The following are examples from
my work-life.<o:p></o:p></span></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">What were they thinking?<o:p></o:p></span></span></span></b></div>
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<u><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">The ADDIE
“Model”<o:p></o:p></span></span></span></u></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Your
customer says, “I want you to develop the training using the “ADDIE
Model”.<span style="mso-spacerun: yes;"> </span>As Yoda said to young
Skywalker, “Be afraid, be very afraid!”<span style="mso-spacerun: yes;">
</span>If the devil is in the details, this is the devil incarnate.<span style="mso-spacerun: yes;"> </span>The ADDIE Model is merely a colloquial term
used to describe a systematic approach to instructional development, virtually
synonymous with instructional system development.<span style="mso-spacerun: yes;"> </span>There is no original, fully elaborated
model.<span style="mso-spacerun: yes;"> </span>So, how is one to implement a
model with no delineated processes?<o:p></o:p></span></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri; font-size: large;">One thing is
consistent, as </span><a href="http://www.comp.dit.ie/dgordon/courses/ilt/ilt0004/insearchofelusiveaddie.pdf"><span style="color: blue; font-family: Calibri; font-size: large;">Michael
Molenda</span></a><span style="font-family: Calibri;"><span style="font-size: large;"> (1) shares “What everyone agrees on is that ADDIE is an acronym
referring to the major processes that comprise the generic ISD process:
Analysis, Design, Development, Implementation, and Evaluation.” <o:p></o:p></span></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;"><u><span style="line-height: 115%;">“The”
Systematic Approach to Training </span></u><span style="line-height: 115%;"><o:p></o:p></span></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri; font-size: large;">For clarity,
a systematic approach to training is one of many instructional design models.
For example, the Department of Energy (DOE) model in DOE Handbook 1078-94 </span><a href="http://www.hss.doe.gov/nuclearsafety/techstds/docs/handbook/hdbk1078.pdf"><span style="color: blue; font-family: Calibri; font-size: large;">“A”
Systematic Approach to Training</span></a><span style="font-family: Calibri; font-size: large;">.<span style="mso-spacerun: yes;"> </span>DOE
recognizes that there is more than one way, as they offer DOE Handbook 1074-95,</span><a href="http://www.hss.doe.gov/nuclearsafety/techstds/docs/handbook/hdbk1074.pdf"><span style="color: blue; font-family: Calibri; font-size: large;">
Alternative Systematic Approaches to training.</span></a><o:p></o:p></span></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">The Training
and Development Handbook (2) says it in a pretty straight forward way, “The
fact is, there is no single, universally accepted instructional design
model.”<span style="mso-spacerun: yes;"> </span>If you’re going to agree to such
a commitment, get clarification as to which model the customer has in mind (if
any). <o:p></o:p></span></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Andrews
& Goodson (3) conducted a comparative analysis of instructional design
models. Starting with 60 possible models, 40 contained sufficient theoretical
underpinnings, purpose and use, and a degree of documentation to meet the
generally agreed upon “major processes” of an ID model.<o:p></o:p></span></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri; font-size: large;">University/college
instruction design degree programs seem to favor the </span><a href="http://en.wikipedia.org/wiki/Instructional_design#Dick_and_Carey"><span style="color: blue; font-family: Calibri; font-size: large;">Dick
& Carey ID model</span></a><span style="font-family: Calibri;"><span style="font-size: large;">. If you ever consider expanding an ID career outside
of Hanford you might consider familiarizing yourself with this model.<o:p></o:p></span></span></span></div>
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<u><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">“Formal
training” <o:p></o:p></span></span></span></u></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEij_2aBTOZbLBYQa2Z3kdcVv01MjoGbbC-V377ZwX7_Mk1a_tXy-QyM5MKjRcHOHLaXs0fWJXfIplPey-ROO8URij9rBou09KZthbyATH_96ccrCpFd3QqExUgXSz8e_cZhdwiFiaSWFJo/s1600/formalTraining.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEij_2aBTOZbLBYQa2Z3kdcVv01MjoGbbC-V377ZwX7_Mk1a_tXy-QyM5MKjRcHOHLaXs0fWJXfIplPey-ROO8URij9rBou09KZthbyATH_96ccrCpFd3QqExUgXSz8e_cZhdwiFiaSWFJo/s320/formalTraining.jpg" width="245" /></a></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Formal
training refers to the student’s attire.<span style="mso-spacerun: yes;">
</span>Men must where a white shirt and tie; women a dress of a length longer
than the knees.<span style="mso-spacerun: yes;"> </span>Absurdity aside, you
will <b style="mso-bidi-font-weight: normal;">not</b> find a generally accepted
definition for “formal” training.<span style="mso-spacerun: yes;"> </span>A Site
committee chairperson was once asked what formal training meant when discussing
requirements for a safety related program and the reply was, “completion of the
training is auditable in the Training Records System”.<span style="mso-spacerun: yes;"> </span>Other meanings include:<span style="mso-spacerun: yes;"> </span>implemented with a stand-up classroom
methodology, includes a written examination, or developed using an
instructional design model.<span style="mso-spacerun: yes;"> </span>Find out if
you are going to need to be a good tailor! (Pun intended)<o:p></o:p></span></span></span></div>
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<u><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">“Active
learning element” <o:p></o:p></span></span></span></u></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Active
learning was a buzz term for a movement to encourage instruction away from the
instructional method of stand-up lecture.<span style="mso-spacerun: yes;">
</span>According to Wikipedia, “Active learning is an umbrella term that Jose
Castillo invented and it refers to several models of instruction that focus the
responsibility of learning, on learners. Bonwell and Eison (1991) popularized
this approach to instruction. This "<b style="mso-bidi-font-weight: normal;">buzz
word</b>" of the 1980s became their 1990s report to the Association for
the Study of Higher Education (ASHE). In this report they discuss a variety of
methodologies for promoting "active learning." My take, get away from
the lecture, but this leaves a plethora of choices; find out which one(s)<o:p></o:p></span></span></span></div>
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<u><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">“Hands-on”<o:p></o:p></span></span></span></u></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYZ700A7nSdW_8RhgO8k2_TzvpJErzlzvvAIANh07s0WnNsOHT2nTp9bpK6mbstymVTdCqLlUQFn9CydrgPgbVgXOKFGe8xoy6Ohqhuf42nAlcsJcw-QTKo3EP1ZGbKgKwYPFHIAHDfOM/s1600/handsON.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYZ700A7nSdW_8RhgO8k2_TzvpJErzlzvvAIANh07s0WnNsOHT2nTp9bpK6mbstymVTdCqLlUQFn9CydrgPgbVgXOKFGe8xoy6Ohqhuf42nAlcsJcw-QTKo3EP1ZGbKgKwYPFHIAHDfOM/s320/handsON.jpg" width="253" /></a><span style="line-height: 115%;"><span style="font-family: Calibri; font-size: large;">OK. Let’s
make it clear we are not talking about the </span><a href="http://healing.about.com/od/reiki/ss/reikihands.htm"><span style="color: blue; font-family: Calibri; font-size: large;">Reiki treatment
method</span></a><span style="font-family: Calibri;"><span style="font-size: large;">.<span style="mso-spacerun: yes;"> </span>A Site safety program once
required “hands-on” training for beryllium workers.<span style="mso-spacerun: yes;"> </span>I thought it would be great to have all the
students make an ashtray from beryllium.<span style="mso-spacerun: yes;">
</span>What a great way for the learners to get to know the physical properties
of that metal!<span style="mso-spacerun: yes;"> </span>It turns out the
intention was to include practice dawning and doffing protective equipment. If
you can substitute “practice with feedback” for hands-on I think you will be in
close proximity of the desired outcome.<span style="mso-spacerun: yes;">
</span>Further, a good learning objective will define the level of proficiency
to be obtained.<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">Beware</b> of defining an instructional method before the instructional
objectives have been determined.<o:p></o:p></span></span></span></div>
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<u><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Training
to “understanding” <o:p></o:p></span></span></span></u></div>
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</span><br />
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Understanding
is considered one of those taboo words when developing learning objectives
because understanding is a state of mind not a behavior and not measureable or
observable.<span style="mso-spacerun: yes;"> </span>All kinds of alarms should
go off in your head if your customer or requirement specifies achievement of
understanding.<span style="mso-spacerun: yes;"> </span>Get your subject matter
expert (SME) or interpretive authority on board and get expectations clarified
before doing anything else.<o:p></o:p></span></span></span></div>
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<u><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">“Effective
training” <o:p></o:p></span></span></span></u></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">The goal to
achieve “effective training” begs for some quantifiable level of
achievement.<span style="mso-spacerun: yes;"> </span>The clarification the
customer needs to provide is to what degree? Make sure it is measurable and
those in authority sign off on the metric that is going to measure if your
training is going to be effective enough. <o:p></o:p></span></span></span></div>
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<u><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">“Consistent
training is critical… <o:p></o:p></span></span></span></u></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">This
statement has the same flaw as “practice makes perfect”.<span style="mso-spacerun: yes;"> </span>Just like practice can result in a permanent
correct or incorrect behavior, consistent training can be consistently good or bad.
Considering the infinite number of possible human behaviors there are
relatively few that must be consistent; calling 911 for emergency help might be
one example.<span style="mso-spacerun: yes;"> </span>It is almost like saying
there is only one way to teach and one way to learn.<span style="mso-spacerun: yes;"> </span>Beware of<span style="mso-spacerun: yes;">
</span>business or political agendas hidden behind such claims that may be contaminated
by bias.<span style="mso-spacerun: yes;"> </span>I submit that behaviors that
demand consistency will be nearly self-evident during the analysis phase of
instructional design.<o:p></o:p></span></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Battle Strategies<o:p></o:p></span></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">A General Method for Clarification –
No Guessing<o:p></o:p></span></span></span></b></div>
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">When we
listen to someone talk, the brain is constantly making assumptions – hundreds
of them.<span style="mso-spacerun: yes;"> </span>Each word, gesture, inflection,
and tone of voice is interpreted, but not always as the speaker intended.<span style="mso-spacerun: yes;"> </span>We usually are not aware of the fact we are
selecting one meaning from a number of possibilities.<o:p></o:p></span></span></span></div>
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</span><br />
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Once the
“buzz word bell” starts ringing in your ears, make a physical or mental note to
get clarification.<span style="mso-spacerun: yes;"> </span>I suggest using one
of the following:<o:p></o:p></span></span></span></div>
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</span><br />
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;"><span style="mso-spacerun: yes;"> </span>Just to be sure we are talking about the same
thing in the context of your situation what does __________________ mean to
you? <o:p></o:p></span></span></span></div>
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</span><br />
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Or, Do you
mind if I ask, when you say ______________, what does that mean to you in the
context of what you are trying to achieve?<o:p></o:p></span></span></span></div>
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</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Test the Depth of Knowledge<o:p></o:p></span></span></span></b></div>
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</span><br />
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Ask a
question about a detail surrounding the buzz word.<span style="mso-spacerun: yes;"> </span>For example if the customer wants you to
apply “adult learning principles” you could ask, “So I can address your needs,
which adult principle(s) do you think is/are the most important? In this way
you can find out if there is any expectations and how to meet them.<span style="mso-spacerun: yes;"> </span>If there aren’t any, suggest a couple; like
design the training to maximize the need to be self-directing.<o:p></o:p></span></span></span></div>
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</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Endorse Your Design Model<o:p></o:p></span></span></span></b></div>
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</span><br />
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Get Buy-In
for your ID process. I suggest it is nonsensical to define which instructional
methods are to be employed (hands-on) before an analysis is conducted and
instructional objectives are developed.<span style="mso-spacerun: yes;">
</span>If you have an internal procedure or process get support for its
application; it may even be mandatory to follow it. After all, a systematic
approach is the only method proven to lead to effective and efficient training.<o:p></o:p></span></span></span></div>
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</span><br />
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Best in the
New Year,<o:p></o:p></span></span></span></div>
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</span><br />
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<span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">Cj<o:p></o:p></span></span></span></div>
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</span><br />
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<span style="line-height: 115%;"><o:p><span style="font-family: Calibri; font-size: large;"> </span></o:p></span></div>
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</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="line-height: 115%;"><span style="font-family: Calibri;"><span style="font-size: large;">References:<o:p></o:p></span></span></span></b></div>
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<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="line-height: 115%;"><span style="font-family: Calibri;">Molenda Michael (2003) In Search of
the Elusive ADDIE Model.<span style="mso-spacerun: yes;"> </span>Performance
Improvement, May June 2003. Available on line @ </span><a href="http://www.comp.dit.ie/dgordon/courses/ilt/ilt0004/insearchofelusiveaddie.pdf"><span style="color: blue; font-family: Calibri;">http://www.comp.dit.ie/dgordon/courses/ilt/ilt0004/insearchofelusiveaddie.pdf</span></a><o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="line-height: 115%;"><span style="font-family: Calibri;">Training and Development Handbook. A
Guide to Human Resource Development (1987) Robert L. Craig Editor and Chief.
Third Edition. American Society for Training and Development. McGraw-Hill Book
Company. New York, New York. Page 199.<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="line-height: 115%;"><span style="font-family: Calibri;">In Anglin, Gary, J. (1995).
Instructional Technology Past, Present and Future. Second Edition.Englewood
Colorado, Libraries Unlimited Inc.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com2tag:blogger.com,1999:blog-3475409711207175918.post-87356139388025330852012-12-03T07:47:00.000-08:002012-12-03T11:27:20.743-08:00Instructor Credibility<span style="font-size: large;">
</span><br />
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<span style="font-size: large;"><o:p><span style="font-family: Calibri;"> </span></o:p><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Theoretical
Basis:<span style="mso-spacerun: yes;"> </span>Communications Theory<o:p></o:p></span></b></span></div>
<span style="font-size: large;">
</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Classroom Credibility<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">This topic is a nice change from the previous three process
type subjects (testing and test items).<span style="mso-spacerun: yes;">
</span>It has been my experience that most instructional design models don’t
address the topic.<span style="mso-spacerun: yes;"> </span>Information on
presentation techniques and an instructor’s behavior are usually found in the
communications theoretical basis.<span style="mso-spacerun: yes;"> </span>The
goal for this blog is to acquaint you with the dimensions of instructor
credibility and provide you with methods to enhance it.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Prior Learning<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
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<span style="font-family: Calibri; font-size: large;">My blog on the </span><a href="http://cjsisdblog.blogspot.com/2012/05/communications-theory-introduction.html" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">Introduction
to Communications Theory</span></a><span style="font-family: Calibri;"><span style="font-size: large;"> will act as a basis to build from.<span style="mso-spacerun: yes;"> </span>To make the most of this blog you need to
have a model of communication to reference and know the attributes and role of
the sender and receiver.<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></span></div>
<span style="font-size: large;">
</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">What is credibility?<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">Credibility refers to the objective and subjective
components of the believability of a source or message.<span style="mso-spacerun: yes;"> </span>Instructor credibility has to do with ability
to leverage personal conduct, social practices, professionalism, and contact
expertise to command attention and respect from the learners.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Why Does It Matter?<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri; font-size: large;">Research indicates that instructor credibility is one of the
most important instructor attributes affecting the instructional process (1).<span style="mso-spacerun: yes;"> </span>Applying </span><a href="http://cjsisdblog.blogspot.com/2012/07/learning-theories-and-instructional.html" target="_blank"><span style="color: blue; font-family: Calibri; font-size: large;">Cognitive
Learning Theory</span></a><span style="font-family: Calibri;"><span style="font-size: large;">, it has to do with our “executive control function”.<span style="mso-spacerun: yes;"> </span>The role of the executive control system is
to select incoming information, determine how to best process that information,
construct meaning through organization and inferences, and subsequently
transfer the processed information to long-term memory or choose to delete that
information from the memory system altogether.<span style="mso-spacerun: yes;">
</span>In short if the message is not credible, we trash it.<span style="mso-spacerun: yes;"> </span>Therefore credibiliy directly affects students' effort and behavior; hence learning<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">The Dimensions of
Credibility<o:p></o:p></span></span></b></div>
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</span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">There are four major dimensions of instructor credibility:
trust, competence, dynamism and immediacy.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: large;"><span style="mso-no-proof: yes;"></span><o:p></o:p></span></b><br /></div>
<span style="font-size: large;">
</span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">Trust is defined as "placing confidence in the
other". Trust must be earned through the pedagogical communication process
that teachers display with their students. Any violation of this trust can
potentially rupture the professional relationship that teachers need to
maintain if honest dialogues are to occur. <o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">Competence involves more than simply being knowledgeable. It
involves a perception that others have of people concerning their degree of
knowledge on topics, abilities to command such knowledge, and abilities to
communicate this knowledge clearly. Teachers constantly face being evaluated
and tested by students, concerning their level of knowledge on a variety of
subjects.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">Dynamism basically is the degree to which the audience
admires and identifies with the source's attractiveness, power or forcefulness,
and energy. This dimension correlates strongly to a person's level of charisma.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Immediacy is the level of distance both physical and
psychological between himself or herself and the student.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">The following table is a compilation from various books and
articles of examples and suggestions for increasing one’s credibility by
dimension (see references below).<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: currentColor; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;"><span style="font-size: large;">
</span><tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;"><span style="font-size: large;">
</span><td style="background-color: transparent; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Trust<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Competence<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Dynamism<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Immediacy<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span>
<tr style="mso-yfti-irow: 1;"><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Adapting messages to listeners by being genuinely sincere and honest
in the presentation of information<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Project an image of professionalism<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Carry yourself with smooth movements and exude confidence<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Demonstrate openness to learners<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span>
<tr style="mso-yfti-irow: 2;"><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Always follow up with learners and keep promises (real or implied)<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Identifying strengths and weaknesses in information (e.g.,
reliability, biases) to demonstrate the speaker's honesty in presenting
messages<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Demonstrate a relaxed and comfortable posture (don’t slouch)<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Show respect for all learners<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span>
<tr style="mso-yfti-irow: 3;"><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Introducing sources (which may be trusted by students) used to
develop class material<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Seek feedback about yourself<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Develop a powerful style of speaking that uses few verbal or vocal
hesitancies<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Accept differences of opinion and experiences<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span>
<tr style="mso-yfti-irow: 4;"><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Explaining the soundness of the evidence that can help to reinforce
trust between teacher and student<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Familiarize yourself with the training material and content<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Vary physical movements to complement the message <o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Provide all learners with equal amounts of attention and avoid
favoritism<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span>
<tr style="mso-yfti-irow: 5;"><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Earning trust by showing trust towards students in the educational
process<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Describe your professional and academic credentials (but don’t brag)<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Use gestures to describe and reinforce<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Avoid inappropriate humor<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span>
<tr style="mso-yfti-irow: 6;"><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Admit mistakes of lack of knowledge and apologize if necessary and
appropriate<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Prepare, Prepare, prepare for training delivery<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Use a variety of evidence, stories, visual aids, that add interest to
the message<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Establish eye contact with the entire class by periodically scanning
the entire class<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span>
<tr style="mso-yfti-irow: 7;"><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Demonstrate acceptable social practices<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Answer questions accurately and thoroughly<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Avoid a monotonous communication style<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Smiling to disarm and relax students<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span>
<tr style="mso-yfti-irow: 8;"><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Handle sensitive issues discreetly<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Use appropriate terminology and avoid jargon<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Speak in color, expressing life, emotion, and animation<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Attempt to reduce distance when possible by moving or away from
barriers (e.g., desks podiums)<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span>
<tr style="mso-yfti-irow: 9; mso-yfti-lastrow: yes;"><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Demonstrate consistency in your works and actions during training and
outside of training<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<o:p><span style="font-family: Calibri; font-size: large;"> </span></o:p></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Have a strong ending<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<o:p><span style="font-family: Calibri; font-size: large;"> </span></o:p></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span></tbody></table>
<span style="font-size: large;">
</span><br />
<div align="center" class="MsoNormal" style="margin: 0in 0in 10pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><o:p><span style="font-family: Calibri; font-size: large;"> </span></o:p></b></div>
<span style="font-size: large;">
</span><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Dispelling a Urban
Legend – Or Opportunity for improvement<o:p></o:p></span></span></b><br />
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">As the adage goes, you only get one chance to make a first
impression. So don’t waste it!<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">In my opinion, the good practice of gaining your audiences’
attention by stating an “interesting fact or surprising statistic” gets abused
by just spouting facts.<span style="mso-spacerun: yes;"> </span>I think of our
typical safety meeting that starts with some obscure statistics about how many
“whatevers” happen every year.<span style="mso-spacerun: yes;"> </span>I guess
they forget about the interesting and surprising part.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">I think Heath & Heath(1) suggest a better alternative “When
we’re trying to build a case for something, most of us instinctively grasp for
hard numbers. But in many cases this is exactly the wrong approach.” Let the
learner test your ideas.<span style="mso-spacerun: yes;"> </span>Instead ask a
simple question that allows the learner to test for themselves.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Now you have it – now
you don’t<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">I think one of the results of the information rich society
is that our learners are less impressed by credentials. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Allgeier suggests, “Your position, status, or roles
in life have nothing to do with your personal credibility factor. Different
people play different roles in their careers, jobs, and other activities—and
some are roles of very high authority—however, there’s no lasting connection
between higher status/power and personal credibility (2).”<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>You
gain or lose credibility through your behavior.<span style="mso-spacerun: yes;">
</span>Instructor credibility must be earned in the classroom.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Make a Plan<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Credibility is one of 14 competencies identified by the
International Board of Standards for Training, Performance and Instruction
(IBSTPI).<span style="mso-spacerun: yes;"> </span>Ask one of your peers to
review the competency dimension table above and identify an area you can
improve in.<span style="mso-spacerun: yes;"> </span>Set a SMART goal to improve
that area.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Happy Holidays!</span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Cj<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<o:p><span style="font-family: Calibri; font-size: large;"> </span></o:p><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">References<o:p></o:p></span></span></b></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">(1 )Heath, C. & Heath, D. (2007) Made to Stick; Why Some
Ideas Survive and Others Die. Random House Publishing. New York, New York.<o:p></o:p></span></span></div>
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</span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">(2) Allgeier Sandy. (2009) The Personal Credibility Factor,
The How to Get It, Keep it, and Get It Back (If You’ve Lost It. Financial Times
Press.<span style="mso-spacerun: yes;"> </span>Upper Saddle River, New Jersey<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">King Stephen, B. King Marsha, and Rothwell William, J.
(2001) The Complete Guide to Training Delivery: A Competency-Based
Approach.<span style="mso-spacerun: yes;"> </span>American Management
Association. New York, New York<o:p></o:p></span></span></div>
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</span><br />
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<span style="font-family: Calibri; font-size: large;">Haskins, W. (2000, March 3). Ethos and pedagogical
communication: Suggestions for enhancing credibility in the classroom. Current
Issues in Education [On-line], 3(4). Available: </span><a href="http://cie.ed.asu.edu/volume3/number4/"><span style="color: blue; font-family: Calibri; font-size: large;">http://cie.ed.asu.edu/volume3/number4/</span></a><span style="font-family: Calibri;"><span style="font-size: large;">.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">Zhang, Qin (2009) Perceived teacher credibility and Student
Learning: Development of a Multicultural Model. Western Journal of
Communications. Vol 73, No. 3, July-September 2009, pp. 326-347<o:p></o:p></span></span></div>
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<o:p><span style="font-family: Calibri; font-size: large;"> </span></o:p></div>
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</span>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com0tag:blogger.com,1999:blog-3475409711207175918.post-10733116434526992822012-11-08T11:24:00.000-08:002012-11-08T11:24:41.410-08:00Test Item Selection<span style="font-family: Verdana, sans-serif; font-size: large;"><strong>Choosing the Appropriate Test Item Type or Validity Continued</strong></span><br />
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In the October 2012 Test Construction and Validity, we took an in-depth look at the quality of an instructor-developed test by examining the validity of test items. This post will focus on applying those concepts through the appropriate selection of test item types.</span><br />
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<strong>If</strong> this blog was a synchronous type of media (all of us participating at the same time) and I was able to ask a question and receive immediate answers, I would ask you to share the different types of test items that you use.
I’m confident that as a group, you would share most of the following:</span><br />
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Each test item type has inherent strengths and weaknesses and choosing the appropriate item type is like choosing a vehicle to carry a load. To choose a suitable vehicle you must know the load specifications and circumstances it will be operated in. The load specifications for your test items types come from your learning objectives.</span><br />
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The objective’s “action verb” provides the class of load and the “conditions” define the operating environment.</span><br />
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<span style="font-family: "Verdana","sans-serif";"><span style="font-size: small;">Some test
conditions require a substantial vehicle<o:p></o:p></span></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: large;"><strong>Classification Systems (Taxonomies)</strong></span><br />
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Trucks come in different weight classes. You’re probably familiar with the classic half-ton pickup truck; good for small dry loads and not really good at carrying liquids. So how do you know what class of test item you need? There are multiple systems for classifying learning outcomes (think objectives). You’re probably most familiar with <a href="http://en.wikipedia.org/wiki/Bloom's_Taxonomy" target="_blank">Bloom’s et al, taxonomy of learning domains.</a>
Think of the taxonomies as load classifications. For example consider the following learning objective:</span><br />
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<em>First aid students will be able to state the ten steps of cardio-pulmonary resuscitation (CPR) in the order of performance, from memory with complete accuracy.
The action verb is to “state”.</em></span><br />
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<span style="font-family: Verdana, sans-serif; font-size: large;">Working from a list of action verbs, you would find the verb in the knowledge category within the Cognitive domain. Within the knowledge category are several possible test item types including: true/false, completion, multiple-choice, short answer, and interview.</span><br />
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To choose the appropriate test item type, you must also consider the learning objective’s conditions. To continue the vehicle analogy, it is like the difference between 2 wheel and 4 wheel drive. If you plan on getting your load (action verb) over muddy or icy conditions you will need a 4-wheel drive vehicle. Since the conditions are specified as “from memory”, I submit the only appropriate choice is an interview. It is the only test item type that can support the action verb (behavior) “state” and the condition “from memory”. Some might question why not the ubiquitous multiple choice format? Once you supply the correct answer to the student it changes the behavior to “recognize” and the condition would be given a list vs. solely from memory.</span><br />
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Below is a table of suggest test item alignments with the various levels within Bloom’s Cognitive domain.
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<span style="font-family: Verdana, sans-serif; font-size: large;">Source: <a href="http://www.cmu.edu/teaching/assessment/basics/alignment.html" target="_blank">Carnegie Mellon</a></span><br />
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<strong>Other Options</strong></span><br />
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In my blog on <a href="http://cjsisdblog.blogspot.com/2012/07/learning-theories-and-instructional.html" target="_blank">Learning Theories and Instructional Design</a> I suggested that each theory has strengths and weaknesses and one of my goals for this Blog is to expand your options, so I am going to include Gagne’s learning outcomes (which is cognitive theory based vs. Bloom’s which is behavioral theory based) as an alternative set of domains. Why? Some day you may wish to include learning objectives (outcomes) that are outside the Behavioral realm; “cognitive strategies” for example.</span><br />
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<a href="http://en.wikipedia.org/wiki/Robert_M._Gagn%C3%A9#Five_Categories_of_Learning" target="_blank">Robert Gagne’s</a> scheme for learning outcome is:</span><br />
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• Intellectual Skills (How to do something. Generally what is learned is procedural knowledge)</span><br />
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• Cognitive Strategy (Skills that govern one’s own learning, remembering and thinking)</span><br />
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• Verbal Information (Knowledge of facts, events and rules. Something you can state)</span><br />
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• Motor skills (Physical skills: skate, steer an automobile, printing/writing, keyboarding)</span><br />
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• Attitude (amplifies a person’s positive or negative reactions or choice to circumstances)</span><br />
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Note: Intellectual Skills have 4 distinct classes.
The same appropriateness of test item type can be applied to Gagne’s learning outcomes (think domains). See a <a href="http://classweb.gmu.edu/ndabbagh/Resources/IDKB/tests.htm" target="_blank">table of appropriate test item types based on Gagne’s learning outcomes</a>.</span><br />
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<strong>Learning Aid:</strong></span><br />
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<span style="font-family: Verdana, sans-serif; font-size: large;">From information to practice.
Offer to do a review of one of your co-workers’ tests. Get a copy of the learning objectives and evaluate the test item types use against the action verb AND conditions of the associated learning objective using one of the domains (outcome) schemes. Talk over any discrepancies. Suggest alternatives. <span style="color: #ffd966;"><strong>CAUTION</strong></span>: this may lead you to the re-evaluate the quality of your objectives.</span><br />
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Best regards,</span><br />
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Cj
</span>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com2tag:blogger.com,1999:blog-3475409711207175918.post-7173963328854057372012-10-03T07:05:00.000-07:002012-10-03T07:15:24.122-07:00Test Construction and Validity<span style="font-size: large;">
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<span style="font-family: Calibri;"><span style="font-size: large;"><b style="mso-bidi-font-weight: normal;">Theory Basis:</b><span style="mso-spacerun: yes;"> </span>Psychometrics<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; font-size: large;">In the August 2012 Blog Post on </span><a href="http://cjsisdblog.blogspot.com/2012/08/evaluating-training-what-it-all-about.html"><span style="color: blue; font-family: Calibri; font-size: large;">Evaluating
Training – What it all about?</span></a><span style="font-family: Calibri;"><span style="font-size: large;"> we took a look at a method to determine if
the training that was completed was transferred to practical use on the job.
This post is going to focus in on the concept of <b style="mso-bidi-font-weight: normal;">validity</b> as it applies to instructor-developed tests prepared by
internal talent.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Validity Defined:<o:p></o:p></span></span></b></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">Something is “valid” (has validity) when can actually support the intended
point or claim; acceptable as cogent: "a valid conclusion".<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Narrowing Down the
Topic<o:p></o:p></span></span></b></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">As in other posts I began by mind mapping the topic.<span style="mso-spacerun: yes;"> </span>The map grew at a geometric rate and I came
to the realization that some of the topics on the mind map could yield a map of
their own.<span style="mso-spacerun: yes;"> </span>I narrowed down the
information to support the content of this blog and came up with the following:<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; font-size: large;">To provide a frame of reference to the topic of this post you
can follow the topics in blue text. Beginning with the realm of educational
evaluations, we are going to focus on evaluating the individual, specifically
the student, and the evaluation that takes place at the conclusion of the
instruction; </span><a href="http://en.wikipedia.org/wiki/Summative_assessment" target="_new"><span style="color: blue; font-family: Calibri; font-size: large;">summative</span></a><span style="font-family: Calibri;"><span style="font-size: large;">.<span style="mso-spacerun: yes;"> </span>From the types of summative evaluations,
we’ll concentrate on the internal, instructor developed tests that are
criterion-referenced tests and how to ensure their quality through being valid.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Clarification <o:p></o:p></span></span></b></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">A common misunderstanding of the term criterion is its
meaning. Many, if not most, criterion-referenced tests involve a cut-score,
where the examinee passes if their score exceeds the cut-score and fails if it
does not (often called a mastery test). The criterion is <b style="mso-bidi-font-weight: normal;">not</b> the cut-score; the criterion is the domain of subject matter
that the test is designed to assess.<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Making the Connection
to ISD<o:p></o:p></span></span></b></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">For us, the subject matter is the tasks derived in the
analysis phase of your chosen design approach.<span style="mso-spacerun: yes;">
</span>It is the behavioral repertoire (the kinds of things each examinee can
do).<span style="mso-spacerun: yes;"> </span>This repertoire is found in the
action verbs of the objectives developed from the task identified in the
analysis process.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">Making our test’s validity cogent comes from two qualities:
content validity and construct validity.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">Content validity is the extent the items on the test are
representative of the domain or universe that they are supposed to represent
(the criteria).<span style="mso-spacerun: yes;"> </span>To impart content
validity to your test you may only as questions related to the objectives.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; font-size: large;">Construct validity is the extent the test measure the
traits, attribute, or mental process it should measure. <span style="mso-spacerun: yes;"> </span>This comes from the construction of the test
items.<span style="mso-spacerun: yes;"> </span>To be valid, a test item’s action
verb must be congruent (matching) with the verb in the learning objective.<span style="mso-spacerun: yes;"> </span>Beck (1) refers to as “item-objective
congruence”; he goes on to say it is “the most important item
characteristic.<span style="mso-spacerun: yes;"> </span>Graphically it could
look like:</span></div>
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<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">How good is good
enough? <o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-size: large;"><span style="font-family: Calibri;">Is it necessary to test on all the behaviors in a criterion?<span style="mso-spacerun: yes;"> </span>In general I would say “Yes”.<span style="mso-spacerun: yes;"> </span>For those of us that follow HM-FP-01, Section
3.2, Examination Preparation, Administration, and Control the answer is; “It
depends”.<span style="mso-spacerun: yes;"> </span>Part 4, Developing Examinations
provides guidance:<span style="mso-spacerun: yes;"> </span>If your developing
items for an item bank all learning objectives will have 3 exam items for each
objective. For individual exams, 80% of the learning objectives should be
covered.<span style="mso-spacerun: yes;"> </span>Based on the above, a note in
Step 8 indicates “All objectives should be adequately covered in the exam
items.<span style="mso-spacerun: yes;"> </span>(I guess you get to define adequately
</span><span style="font-family: Wingdings; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: Wingdings;"><span style="mso-char-type: symbol; mso-symbol-font-family: Wingdings;">J</span></span><span style="font-family: Calibri;"> )<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri; font-size: large;">Setting the cut-score is mostly a case of judgment or
negotiation. Your best bet is to follow your established standard.<span style="mso-spacerun: yes;"> </span>Some standards can be found in the training
program descriptions (TPDs) others in company procedures and guides.<span style="mso-spacerun: yes;"> </span>If you would like to investigate this topic
further I suggest reading </span>
<a href="http://www.ealta.eu.org/documents/resources/FK_second_doctorate.pdf" target="_new">
<span style="color: blue; font-family: Calibri; font-size: large;">Methods
for Setting Cut Scores in Criterion-Referenced Achievement Tests a comparative
analysis of six recent methods with an application to tests of reading in EFL</span></a><span style="font-family: Calibri;"><span style="font-size: large;">
by Felianka Kaftandjieva. <o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Challenge<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Next time you prepare a test take the time to evaluate your
questions for validity by ensuring questions come from the criteria and there
is congruence between the objective and test item.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Regards,<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Cj<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">References<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Beck R. A. (1982). Criterion-Referenced Measurement: The
State of the Art. Baltimore, Maryland: John Hopkins.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<o:p><span style="font-family: Calibri; font-size: large;"> </span></o:p></div>
<span style="font-size: large;">
</span>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com0tag:blogger.com,1999:blog-3475409711207175918.post-62133024020683433242012-09-11T07:18:00.000-07:002012-09-11T08:14:11.713-07:00Conceptual Models for Instruction<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Title: Conceptual
Models for Instruction<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">ID Basis: Learning Theory and Systems Theory<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Ever wonder what makes the difference between an average
instructional session and an outstanding one?<span style="mso-spacerun: yes;">
</span>Raw talent and luck may be one reason but to design the “outstanding”
consistently, you need a conceptual model to work from. <o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Somewhere in your Instructional Design Process you will need
to plan what is going to happen in the learning environment to aid learning;
the “events of instruction”.<span style="mso-spacerun: yes;"> </span>This post
will focus on the tools available to the designer when creating a learning
environment.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; font-size: large;"><span style="mso-spacerun: yes;"></span></span><br /></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">This post will build on the July 2012 post on Learning
Theories and Instructional Design. Recall the mantra, “…designed instruction
must be based on knowledge of how human beings learn.”<sup>(1)</sup> A learning
theory delineates the processes used to teach, it provides a conceptual model
of learning.<span style="mso-spacerun: yes;"> </span>The model specifies the
strategies and tactics used within a learning event.<span style="mso-spacerun: yes;"> </span>A model is like a road map because it lets
you decide your path and helps you know where you are along the way to your
destination.<o:p></o:p></span></span></div>
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<div style="text-align: center;">
<span style="font-size: large;">
<span style="mso-no-proof: yes;"></span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt; text-align: left;">
<span style="font-family: Calibri;"><span style="font-size: large;">Just like there are multiple theories about how humans learn,
there are corresponding models for designing instruction for each theory.<span style="mso-spacerun: yes;"> </span>So which one is the right one?<span style="mso-spacerun: yes;"> </span>Just like each learning theory has its
strengths and weaknesses, so does its corresponding learning model.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>How do
you choose a model? <o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-size: large;"><span style="font-family: Calibri;">First, find the models associated with your theory of
choice. You will find a continuum of models from general to detailed just like
there are maps that just show the major highways and cities to detailed city
street maps. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Then…</span><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<span style="font-size: large;">
</span><br />
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableLightShadingAccent5" style="border-collapse: collapse; border: currentColor; mso-border-bottom-alt: solid #4BACC6 1.0pt; mso-border-bottom-themecolor: accent5; mso-border-top-alt: solid #4BACC6 1.0pt; mso-border-top-themecolor: accent5; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;"><span style="font-size: large;">
</span><tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: -1;"><span style="font-size: large;">
</span><td colspan="2" style="background-color: transparent; border-color: rgb(75, 172, 198) rgb(0, 0, 0); border-style: solid none; border-width: 1pt 0px; mso-border-bottom-themecolor: accent5; mso-border-top-themecolor: accent5; padding: 0in 5.4pt; width: 171.9pt;" valign="top" width="287"><div style="text-align: left;">
<span style="font-size: large;">
</span><b><span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Applying Your</span></span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 5; text-align: left;">
<b><span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Chosen<o:p></o:p></span></span></span></b></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(75, 172, 198) rgb(0, 0, 0); border-style: solid none; border-width: 1pt 0px; mso-border-bottom-themecolor: accent5; mso-border-top-themecolor: accent5; padding: 0in 5.4pt; width: 2.6in;" valign="top" width="312"><span style="font-size: large;">
</span><b><span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Considering<o:p></o:p></span></span></span></b><br />
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border-color: rgb(75, 172, 198) rgb(0, 0, 0); border-style: solid none; border-width: 1pt 0px; mso-border-bottom-themecolor: accent5; mso-border-top-themecolor: accent5; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><b><span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Choose</span></span></span></b><br />
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span>
<tr style="mso-yfti-irow: 0;"><span style="font-size: large;">
</span><td style="background: rgb(210, 234, 241); border: 0px rgb(0, 0, 0); mso-background-themecolor: accent5; mso-background-themetint: 63; padding: 0in 5.4pt; width: 18.9pt;" valign="top" width="32"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 68;">
<b><span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">1</span></span></span></b></div>
</td><span style="font-size: large;">
</span><td style="background: rgb(210, 234, 241); border: 0px rgb(0, 0, 0); mso-background-themecolor: accent5; mso-background-themetint: 63; padding: 0in 5.4pt; width: 153pt;" valign="top" width="255"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 64;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Philosophies and theory of learning<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background: rgb(210, 234, 241); border: 0px rgb(0, 0, 0); mso-background-themecolor: accent5; mso-background-themetint: 63; padding: 0in 5.4pt; width: 2.6in;" valign="top" width="312"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 64;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Your experience<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 64;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Terminal objective<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 64;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Target populations<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 64;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Wider system needs<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background: rgb(210, 234, 241); border: 0px rgb(0, 0, 0); mso-background-themecolor: accent5; mso-background-themetint: 63; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 64;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">The conceptual learning model<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span>
<tr style="mso-yfti-irow: 1;"><span style="font-size: large;">
</span><td style="background-color: transparent; border: 0px rgb(0, 0, 0); padding: 0in 5.4pt; width: 18.9pt;" valign="top" width="32"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 4;">
<b><span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">2<o:p></o:p></span></span></span></b></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border: 0px rgb(0, 0, 0); padding: 0in 5.4pt; width: 153pt;" valign="top" width="255"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Conceptual Learning Model</span></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border: 0px rgb(0, 0, 0); padding: 0in 5.4pt; width: 2.6in;" valign="top" width="312"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Detailed (enabling) objectives<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Entry level skills<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Actual resources and constraints<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background-color: transparent; border: 0px rgb(0, 0, 0); padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Instructional strategies <o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span>
<tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;"><span style="font-size: large;">
</span><td style="background: rgb(210, 234, 241); border-color: rgb(0, 0, 0) rgb(0, 0, 0) rgb(75, 172, 198); border-style: none none solid; border-width: 0px 0px 1pt; mso-background-themecolor: accent5; mso-background-themetint: 63; mso-border-bottom-themecolor: accent5; padding: 0in 5.4pt; width: 18.9pt;" valign="top" width="32"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 68;">
<b><span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">3<o:p></o:p></span></span></span></b></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background: rgb(210, 234, 241); border-color: rgb(0, 0, 0) rgb(0, 0, 0) rgb(75, 172, 198); border-style: none none solid; border-width: 0px 0px 1pt; mso-background-themecolor: accent5; mso-background-themetint: 63; mso-border-bottom-themecolor: accent5; padding: 0in 5.4pt; width: 153pt;" valign="top" width="255"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 64;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Instruction Strategies<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background: rgb(210, 234, 241); border-color: rgb(0, 0, 0) rgb(0, 0, 0) rgb(75, 172, 198); border-style: none none solid; border-width: 0px 0px 1pt; mso-background-themecolor: accent5; mso-background-themetint: 63; mso-border-bottom-themecolor: accent5; padding: 0in 5.4pt; width: 2.6in;" valign="top" width="312"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 64;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Content<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 64;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Types of learning outcomes<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 64;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Knowledge and skills taxonomies<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span><td style="background: rgb(210, 234, 241); border-color: rgb(0, 0, 0) rgb(0, 0, 0) rgb(75, 172, 198); border-style: none none solid; border-width: 0px 0px 1pt; mso-background-themecolor: accent5; mso-background-themetint: 63; mso-border-bottom-themecolor: accent5; padding: 0in 5.4pt; width: 119.7pt;" valign="top" width="200"><span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-yfti-cnfc: 64;">
<span style="color: #31849b; mso-themecolor: accent5; mso-themeshade: 191;"><span style="font-family: Calibri;"><span style="font-size: large;">Instructional tactics<o:p></o:p></span></span></span></div>
<span style="font-size: large;">
</span></td><span style="font-size: large;">
</span></tr>
<span style="font-size: large;">
</span></tbody></table>
<span style="font-size: large;">
</span><br />
<div align="center" class="MsoNormal" style="margin: 0in 0in 10pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="line-height: 115%;"><span style="font-family: Calibri;">Cj’s Design Model
Decision Heuristic<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Finding the one that works for you will depend on how
experienced you are at designing instruction in the same way of how well you
know your way while traveling to a destination. The less experienced you are a
more a detailed map will be helpful.<span style="mso-spacerun: yes;">
</span>In addition the roles of the instructor and the learner can differ
greatly depending on which theory you choose and you may find yourself
challenged to take on a different role.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Model Examples<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">An example of a general model is the one offered by Stolovitch
& Keeps in their book Telling Ain’t Training <sup>(2)</sup>.<span style="mso-spacerun: yes;"> </span>It shows the steps to follow for each
learning objective and offers general guidance on what should take place at
each step.<span style="mso-spacerun: yes;"> </span>See the graphic below.<o:p></o:p></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkX5Wl4JWpjb1Sst7M53qLmKyGA3dmc2JsoyfI1aY5jIQ_q2O6iFQyNzR3KYZc6ZAbmgibDpcZb_a7Bmjoh83sei0Y5ST7a1GJ7JI0oOb9HvL3eLzbMSSlRY-mQwIy0dWjyDbOvKTBtXw/s1600/image006.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-size: large;"><img border="0" height="387" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkX5Wl4JWpjb1Sst7M53qLmKyGA3dmc2JsoyfI1aY5jIQ_q2O6iFQyNzR3KYZc6ZAbmgibDpcZb_a7Bmjoh83sei0Y5ST7a1GJ7JI0oOb9HvL3eLzbMSSlRY-mQwIy0dWjyDbOvKTBtXw/s640/image006.png" width="640" /></span></a></div>
<div style="text-align: center;">
<span style="font-size: large;">
</span></div>
<div align="center" class="MsoNormal" style="margin: 0in 0in 10pt; text-align: center;">
<span style="font-family: Calibri;">Stolovitch &
Keeps 5 Step Model<o:p></o:p></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">One of the more detailed models is the Smith & Ragan
Model. It has fifteen “events of instruction” and offers detailed strategies
and tactics depending on the type of learning outcomes you are planning for.<o:p></o:p></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ12vsRkb6GT8erpoLHymbqutN3OwQE6JIUPUqhqp2nJoruaosJnCK0_eKPLpxOwi-HrBMs0QhsCzIi21emut_RgPF_4uMxaYACq_9xztEXyy3sNBZNKq15q_EqQWVJ0HuyMeJ9c162jQ/s1600/image008.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-size: large;"><img border="0" height="564" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ12vsRkb6GT8erpoLHymbqutN3OwQE6JIUPUqhqp2nJoruaosJnCK0_eKPLpxOwi-HrBMs0QhsCzIi21emut_RgPF_4uMxaYACq_9xztEXyy3sNBZNKq15q_EqQWVJ0HuyMeJ9c162jQ/s640/image008.png" width="640" /></span></a></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt; text-align: left;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Instructional
Strategies & Tactics Defined<o:p></o:p></span></span></b></div>
<div style="text-align: left;">
<span style="font-size: large;">
</span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Jonassen & Harris (2) offer the following to clarify the
concepts of strategies and tactics. “In a general sense, <i style="mso-bidi-font-style: normal;">strategies</i> are a set of decisions that result in a plan, method, or
series of activities aimed at obtaining a specific goal.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Tactics</i>
are specific plays or interventions in the process that are used to enact the
strategy.”<span style="mso-spacerun: yes;"> </span>For example, an instructional
strategy would be to “gain the attention of the learner”.<span style="mso-spacerun: yes;"> </span>A tactic for implementing the strategy would
be to “pose a question to the learners”.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">The more detailed models usually offer specific strategies
and tactics.<span style="mso-spacerun: yes;"> </span>In addition there are
sources of strategies that are independent of a model.<span style="mso-spacerun: yes;"> </span>These can work well with a basic model like the
Stolovitch & Keeps one above.<span style="mso-spacerun: yes;"> </span>When
you get to the step were you “give them things to do” having other sources are
helpful and being eclectic pays off.<span style="mso-spacerun: yes;">
</span>Here are my top 5 resources I suggest you have available to provide
strategies and tactics:<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-size: large;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></span><a href="http://www.amazon.com/Instructional-Message-Design-Principles-Behavioral/dp/0877782539" target="_new"><span style="color: blue; font-family: Calibri; font-size: large;">Instructional
Message Design, Principles from the Behavioral and Cognitive Sciences</span></a><o:p></o:p></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-size: large;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></span><a href="http://www.amazon.com/Instructional-Design-Implications-Cognitive-Science/dp/0134885783" target="_new"><span style="color: blue; font-family: Calibri; font-size: large;">Instructional
Design, Implications from Cognitive Science</span></a><o:p></o:p></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-size: large;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></span><a href="http://www.amazon.com/Visual-Tools-Constructing-Knowledge-Hyerle/dp/0871202662" target="_new"><span style="color: blue; font-family: Calibri; font-size: large;">Visual
Tools for Constructing Knowledge</span></a><o:p></o:p></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-size: large;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></span><a href="http://www.amazon.com/Classroom-Instruction-That-Works-Research-Based/dp/0871205041" target="_new"><span style="color: blue; font-family: Calibri; font-size: large;">Classroom
Instruction that Works; Research-Based Strategies for Increasing Student
Achievement</span></a><o:p></o:p></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-size: large;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span></span><a href="http://www.amazon.com/How-Brain-Learns-David-Sousa/dp/1412936616" target="_new"><span style="color: blue; font-family: Calibri; font-size: large;">How the
Brain Learns</span></a><span style="font-family: Calibri;"><span style="font-size: large;"><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;">
<o:p><span style="font-family: Calibri; font-size: large;"> </span></o:p></div>
<span style="font-size: large;">
<span style="font-family: Calibri;">They
are all available via on-line book sources and/or in the HAMMER Safety Library.<o:p></o:p></span></span><br />
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="font-size: large;">Challenge<o:p></o:p></span></span></b></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">The next time you finish an analysis and have a good idea of
what the content will be, review the different learning theories and determine
which one fits the best for the learning outcomes you are going to design
for.<span style="mso-spacerun: yes;"> </span>Then select a theory, find a model
and try to apply it for at least the first four learning objectives.<span style="mso-spacerun: yes;"> </span>Or, take one strategy and try a different
tactic.<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Best regards,<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">Cj<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;"><span style="font-size: large;">References:<o:p></o:p></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: Calibri;">Gagne, R., Briggs, L., Wager, W. (1992).<span style="mso-spacerun: yes;"> </span>Principles of instructional design (4th
Ed.).<span style="mso-spacerun: yes;"> </span>Orlando, FL: HBJ.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: large;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-size: small;"><span style="font-family: Calibri;">2.</span><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span></span><span style="font-family: Calibri;"><span style="font-size: small;">Stolovittch, H. D. and Keeps, E. J. (2002).
Telling Ain’t Training. Alexandria, VA. ASTD Press. The Cambridge Handbook of
Multimedia Learning. (2005) Mayer Richard, E. Editor. New York, New York.
Cambridge University Press.</span> <o:p></o:p></span></span></div>
<span style="font-size: large;">
</span>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com2tag:blogger.com,1999:blog-3475409711207175918.post-21609635232881701112012-08-02T13:06:00.002-07:002012-08-02T13:06:55.594-07:00Evaluating Training – What it all about?<span style="font-family: Calibri;"><strong><span style="font-family: Times New Roman;">
</span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">Theoretical
Basis – Psychometrics<o:p></o:p></span></strong></span><br />
<span style="font-family: Calibri;"><span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>A recent work experience has reminded me again that
sometimes we lose track of the big picture and <i style="mso-bidi-font-style: normal;">get caught up in the process; specifically in this case the Kirkpatrick
Model </i>for evaluating training programs. <o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>Due to the almost cult status of the </strong><a href="http://en.wikipedia.org/wiki/Donald_Kirkpatrick"><span style="color: blue;"><strong>Donald Kirkpatrick’s</strong></span></a><strong>
Four Level Model <sup>(1)</sup> for evaluating training programs, I’m going to
assume you have some familiarity with the model and I won’t overview it
here.<span style="mso-spacerun: yes;"> </span>The recent challenge has to do
with the Level-Three Evaluation or evaluating behavior.<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>As I began thinking about the topic of evaluations, and
trying to frame the big picture, I decided to develop a <a href="https://docs.google.com/open?id=0B1pZsbKSWjQvYUZCbWF3aWxidFk" target="_blank"><span style="color: blue;">concept map</span></a> to help
give me some focus. I’ve attached a cleaned up version so you can’t see how
messy my brain really is. As the various components and associations between
the components took form the genesis, the source, the Big Daddy of Reality hit
me that provides the key to being successful in conducting evaluations.<span style="mso-spacerun: yes;"> </span>Here it is… <o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>The why and how to conducting evaluations in the realm
of training must be linked to why we implement training or the specific
training methods. Sound simplistic?<span style="mso-spacerun: yes;"> </span>It
might be.<span style="mso-spacerun: yes;"> </span>The goal of evaluation is to
determine the worth or effectiveness of whatever is being evaluated.<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>Overview:<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>Evaluations can be divided into two major types:
summative which is used to determine if a goal has been met, or formative, a
feedback mechanism, focused on improving training results. This post is going
to focus on the formative type.</strong></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFwSjOKJ0so35cg-8PycfprFwqwH8sUzMGH-J4mb-2pFT-YZXtS4HEzD3ZPPA4XdLMuBh-xaGAJsknGM7XlwEzL_tv31No1RIegCoQduxLfA1zFi_0CRLOy0rdy4sXb6ns5mIiB4-rEeQ/s1600/twoTypesOfEvaluation.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFwSjOKJ0so35cg-8PycfprFwqwH8sUzMGH-J4mb-2pFT-YZXtS4HEzD3ZPPA4XdLMuBh-xaGAJsknGM7XlwEzL_tv31No1RIegCoQduxLfA1zFi_0CRLOy0rdy4sXb6ns5mIiB4-rEeQ/s1600/twoTypesOfEvaluation.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Two Major Categories of Evaluations</td></tr>
</tbody></table>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br /></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>The major methods of formative evaluations that provide
actionable information include:<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<strong><span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">Student
feedback. Also known as smiley sheets, student reaction sheets, level-one
evaluations. This is a measurement of customer satisfaction; what they liked or
didn’t like. (Not to be confused with what they learned).<o:p></o:p></span></strong></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<strong><span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">Interim
assessments. A variety of activities that spot check on how the learners are
progressing during the learning process.<span style="mso-spacerun: yes;">
</span>These include: homework, quizzes, worksheets, questioning, one-minute
papers, concept mapping, problem solving observations…<o:p></o:p></span></strong></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<strong><span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">Test
item analysis. Using performance data on test questions.<span style="mso-spacerun: yes;"> </span>The data can indicate areas of learning
weakness, poor test item construction, poor instructional design or ineffective
implementation.<o:p></o:p></span></strong></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<strong><span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">Application
assessment. A determination of transfer-of-training. This is the extent
learners were able to apply what they learned in the work environment and to
what degree?</span></strong></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIduB9XFqXcQ2Y6qF9o1iEPWm3WfcnZN1YEE-8LAfwYwPE7OEAycz4iVZ80DFG5CgxHOwC7Xmi1jjcSTRrYvietTKWJzbIWK9FpPuV-KNTCkR0hCIzjVD9Nk2IAVpZ7nPIHPMgw7cyZ4U/s1600/formativeMethods.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIduB9XFqXcQ2Y6qF9o1iEPWm3WfcnZN1YEE-8LAfwYwPE7OEAycz4iVZ80DFG5CgxHOwC7Xmi1jjcSTRrYvietTKWJzbIWK9FpPuV-KNTCkR0hCIzjVD9Nk2IAVpZ7nPIHPMgw7cyZ4U/s1600/formativeMethods.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Major Types of Formative Evaluations</td></tr>
</tbody></table>
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<br /></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>What’s
the Hype About?<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>Why all the excitement about conducting Level-Three? In
my opinion, if stems from the misconception that the information gather in
level-three is more important or valuable then in the preceding levels. Or
maybe it is the professional bragging rights to be able to say we conducted,
some arbitrary set number of Level Three evaluations. <span style="mso-spacerun: yes;"> </span>Our general notion that bigger is better
run-a- muck. Whatever the motivation, the problem is force fitting a process that
doesn’t fit into reality and yields little benefit.<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>Should
the Focus be on Why Behavior Changed?<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>Somehow the connection between learning (Level-Two) and
behavior (Level-3) got disconnected. In designed instruction, the content is
based on the learning objectives derived from the tasks performed on the
job.<span style="mso-spacerun: yes;"> </span>Hmmm…tasks…behavior.<span style="mso-spacerun: yes;"> </span>If we achieved succes in design and correctly
tested for learning achievement of objectives (behaviors) we already know the
answer to a Level-3; that behavior has changed (or not) as a result of the
training. If you took Kirkpatrick’s tenet that you should allow time (a vague
requirement) for changes in behavior to take place, none of us would be testing
immediately after training.<span style="mso-spacerun: yes;"> </span>Maybe he is
really suggesting a check for retention?</strong></span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhv7IfycbmtAwsbYyU8z3KlPx27IsgzWTvL9L0_0CHHA80keUmQH80f3nzQ-d5qXrheIrshOVJlIAk7oLZEN6ni5i20Ws4q90P4FoYsJWaO-l87y-nfq-S2tzspabElqFnKyLUBCKBBcoo/s1600/validy.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhv7IfycbmtAwsbYyU8z3KlPx27IsgzWTvL9L0_0CHHA80keUmQH80f3nzQ-d5qXrheIrshOVJlIAk7oLZEN6ni5i20Ws4q90P4FoYsJWaO-l87y-nfq-S2tzspabElqFnKyLUBCKBBcoo/s1600/validy.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Level 2 Evaluations Validate Desired Behaviors</td></tr>
</tbody></table>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br /></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>An
Opportunity for Improvement<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>I think Mr. Kirkpatrick started out with the right goal
but chose the incorrect methodology. He suggests the focus should be on “How
much transfer of knowledge, skills and attitudes occurs?” then offers a classic
</strong><a href="http://www.fammed.ouhsc.edu/tutor/pstonly.htm"><span style="color: blue;"><strong>Posttest-Only Control
Group design</strong></span></a><strong> which will tell you if the training was the cause of the
change in behavior, but not the extent or effectiveness of the transfer of the
training.<span style="mso-spacerun: yes;"> </span>Great if that is what you want
to know.<span style="mso-spacerun: yes;"> </span>I suggest a simple pretest
would reveal if potential students already have the KSAs desired. Then compared
to the posttest (Level-2) you would know if training was the causal factor.<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>I submit the evaluation should provide “actionable”
data that can be used to determine:<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo3; text-indent: -0.25in;">
<strong><span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">Is
transfer of training occurring? (Are learning outcomes being performed on the
job?)<o:p></o:p></span></strong></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo3; text-indent: -0.25in;">
<strong><span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">The
validity of the analysis (Are we teaching the correct behaviors?)<o:p></o:p></span></strong></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo3; text-indent: -0.25in;">
<strong><span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">The
effectiveness of training (How well the learner was prepared to support field
activities?)<o:p></o:p></span></strong></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l2 level1 lfo3; text-indent: -0.25in;">
<strong><span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">The
efficiency of the training (Are the process or methods the most efficient?) <o:p></o:p></span></strong></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>Since behavior change has already been verified via
Level-Two, I submit it is a lavish use of resources to conduct level-three
evaluations using the method described by Kirkpatrick for a performance based
training programs. There is another evaluation that can provide valuable
information by focusing on the degree of success of transfer-of-training; an
application assessment.<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>In an application assessment (transfer-of-training) information
would be gained from the learners and the learners’ supervisor or manager via
observation, survey and interviews.<span style="mso-spacerun: yes;"> </span>If
it is not happening then find out why.<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>There are many non-training barriers in the way of
transfer including (2):</strong></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo4; text-indent: -0.25in;">
<strong><span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">Lack
of reinforcement on the job<o:p></o:p></span></strong></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo4; text-indent: -0.25in;">
<strong><span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">Interference
from immediate (work) environment<o:p></o:p></span></strong></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo4; text-indent: -0.25in;">
<strong><span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">Nonsupportive
organizational culture<o:p></o:p></span></strong></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l1 level1 lfo4; text-indent: -0.25in;">
<strong><span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;">Pressure
from peers to resist change <o:p></o:p></span></strong></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>It is important to remove these barriers although is
suggest this is more of a leadership or management function.<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>Other business and government agencies have recognize
the benefits of a properly focused evaluation and have developed survey
instruments.<span style="mso-spacerun: yes;"> </span>Take a look at the survey
instruments developed by the U.S. Coast Guard in the attached article.<span style="mso-spacerun: yes;"> </span>The<span style="color: blue;"> </span><a href="https://docs.google.com/open?id=0B1pZsbKSWjQvelFkVXJ5MXRHczA" target="_blank"><span style="color: blue;">Coast Guard survey</span></a> example offers an
interesting </strong><a href="http://en.wikipedia.org/wiki/Likert_scale"><span style="color: blue;"><strong>Likert</strong></span></a><strong> type
scale for gathering information about “training benefit” that could be used as
a template.<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>There are other related questions that may be of a
concern like retention and proficiency that deal with spacing learning events
over time and opportunities for practice but we’ll save those for another post.<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>Challenge:<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>Next time you’re requested to perform a Kirkpatrick
Level –Three evaluation, evaluate if the information generated is “actionable”
and the return on the resource investment will give you real value.<span style="mso-spacerun: yes;"> </span>And, consider offering an alternative.<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>Best Regards,<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>Cj<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; line-height: 115%;"><strong>References:<o:p></o:p></strong></span></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-hyphenate: none; mso-list: l3 level1 lfo1; text-indent: -0.25in;">
<strong><span style="font-size: x-small;"><span style="font-family: "Verdana","sans-serif"; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana","sans-serif"; line-height: 115%; mso-bidi-font-family: Arial;">Kirkpatrick Donald, L.(1996). Evaluating Training
Programs: The four levels. San Fransisco, CA. Berrett-Koehler Publishers.<o:p></o:p></span></span></strong></div>
<span style="font-family: Times New Roman; font-size: x-small;"><strong>
</strong></span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-hyphenate: none; mso-list: l3 level1 lfo1; text-indent: -0.25in;">
<strong><span style="font-size: x-small;"><span style="font-family: "Verdana","sans-serif"; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana","sans-serif"; line-height: 115%; mso-bidi-font-family: Arial;">Broad Mary, L. & Newstrom John, W. (1992)
Transfer of Training; Action-Packed Strategies to Ensure High Payoff<span style="mso-spacerun: yes;"> </span>from Training Investments. Addison-Wesley,
Reading, Massachusetts.<o:p></o:p></span></span></strong></div>
<span style="font-family: Times New Roman;"><strong>
</strong></span><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<br /></div>
</span><span style="font-family: Times New Roman;"><strong>
</strong></span>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com0tag:blogger.com,1999:blog-3475409711207175918.post-65616654081862598052012-07-05T09:04:00.000-07:002012-07-05T09:37:07.301-07:00Learning Theories and Instructional Design<span style="font-family: Verdana, sans-serif;"><strong>Choices, Choices</strong></span><br />
<br />
<span style="font-family: Verdana, sans-serif;">Gary Anglin in his book, Instructional Technology, Past, Present, and Future, shares a paper by Andrews and Goodson<span style="font-family: "Verdana","sans-serif"; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><sup>(1)</sup></span> on a Comparative Analysis of Models of Instruction Design. The evaluation started with 60 models of instructional design (read systematic approaches to training), established 14 criteria of common tasks and whittled the models down to 40 for comparison. </span><br />
<br />
<span style="font-family: Verdana, sans-serif;"><span style="font-family: "Verdana","sans-serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">I
share this with you because of struggles that have been shared with me about how
to choose a learning method or strategy and</span> with hopes to change your paradigm in case your only exposure to designing instruction has been the illusive “ADDIE model” and the Department of Energy’s Training Program Handbook, A Systematic Approach to Training <a href="http://www.hss.doe.gov/nuclearsafety/techstds/docs/handbook/hdbk1078.pdf" target="_blank"><span style="color: blue;">(DOE-HDBK-1078-94).</span></a> There are a lot to choose from.</span><br />
<br />
<span style="font-family: Verdana, sans-serif;">As a model of instructional design, the DOE version offers some of the most detailed and systematic process to conduct an analysis and how to determine what to train on, an extensive methodology for developing learning objectives, and 48 detailed attachments; usually examples of how to document the process. </span><br />
<br />
<span style="font-family: Verdana, sans-serif;"><strong>A Question?</strong></span><br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4lE5tJEb_hkijxHnXBisuWw65PxOgmorpPQkFnHwFRvfzqtWfMdBQil6NonvlAzAAiFgOS_VtySYI9Wx8z4sKpmOzFct_sNM5Pc7xZj-FM90fVr8ehEM_p8ts_6rH6if2Fu9CNSZKhig/s1600/cjAsksWhy.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4lE5tJEb_hkijxHnXBisuWw65PxOgmorpPQkFnHwFRvfzqtWfMdBQil6NonvlAzAAiFgOS_VtySYI9Wx8z4sKpmOzFct_sNM5Pc7xZj-FM90fVr8ehEM_p8ts_6rH6if2Fu9CNSZKhig/s200/cjAsksWhy.png" width="193" /></a></div>
<span style="font-family: Verdana, sans-serif;">Now I ask you; <strong>Why</strong> out of the 216 pages, is only a partial page dedicated to selecting training methods in the Development phase of the process and advocates “lecture” as the appropriate method for classroom instruction? (Section 4.1, Page 33)</span><br />
<br /><span style="font-family: Verdana, sans-serif;">If the following illustrious words of Robert Gagne’ didn’t immediately jump into your head, move back two squares and loose a turn. “…designed instruction must be based on knowledge of how human beings learn.” <span style="font-family: "Verdana","sans-serif"; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><sup>(2)</sup></span> </span><br />
<br />
<span style="font-family: Verdana, sans-serif;"><strong>The Answer- Part 1</strong></span><br />
<br />
<span style="font-family: Verdana, sans-serif;">The belief in “how” humans learn is the basis for how you design the instructional events within your chosen process. You may not be able to articulate your beliefs but it is a <em>de facto</em> situation. You project your belief into your design. Although you won’t find this officially written down anywhere, I submit the DOE model is based on the behavioral concepts of learning theory; explanation to come after we cover a few concepts from which to build on.</span><br />
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<span style="font-family: Verdana, sans-serif;"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">What is Learning? A Recap<o:p></o:p></span></b></div>
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</span><br />
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<span style="font-family: "Verdana","sans-serif";">There are
several definitions of learning.<span style="mso-spacerun: yes;"> </span>For the
purposes of this discussion, learning will be defined as: “a persisting change
in human performance of performance potential” <sup>(3)</sup><o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">What is a learning theory?<o:p></o:p></span></b></div>
<span style="font-family: Times New Roman;">
</span><br />
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<span style="font-family: "Verdana","sans-serif";">A learning
theory is a set of constructs linking observed change in performance with what
is thought to bring about those changes.<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
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<span style="font-family: "Verdana","sans-serif";"><o:p> </o:p></span><span style="font-family: "Verdana","sans-serif";">A learning
theory requires three defining basic components:<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif";">The
inputs; what triggers the process to occur<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif";">The
means:<span style="mso-spacerun: yes;"> </span>the processes that are used to
bring about results<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif";">The
results: the changes in performance or performance potential (learning) <o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><span style="font-family: "Verdana","sans-serif";"><o:p> </o:p></span><br />
<span style="font-family: Times New Roman;">
</span><span style="font-family: "Verdana","sans-serif"; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">For example in
radical behaviorism learning theory the <i style="mso-bidi-font-style: normal;">input</i>
is environmental stimulus. The <i style="mso-bidi-font-style: normal;">processes</i>
could include shaping, chaining, discriminative learning and fading; while
applying various schedules of reinforcement. The <i style="mso-bidi-font-style: normal;">results</i> are when the initiating stimulus happens and the desired
behavior is performed.<span style="mso-spacerun: yes;"> </span>Visually, it
would look like:</span><br />
<br />
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</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Back to Why the DOE Model is a
Behavioral Based Model (Or Answer- Part 2) <o:p></o:p></span></b></div>
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</span><br />
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<span style="font-family: "Verdana","sans-serif";">The
processes of the behavioral models focus mostly on the stimulus, the response,
and the association between the two.<span style="mso-spacerun: yes;"> </span>The
learner is characterized as being reactive to conditions in the environment as
opposed to taking an active role. Sounds like listening to a lecture to me!</span></div>
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</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">The Major Learning Theories<o:p></o:p></span></b></div>
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</span><br />
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<span style="font-family: "Verdana","sans-serif";">From my
perspective, there are five major categories of learning theories each having a
unique basis for the foundations of the theory.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif";">Behavioral
(stimulus – response)<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif";">Cognitive
(information processing)<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif";">Constructivist
(learner constructs meaning)<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif";">Social
(social and cultural context affects learning)<o:p></o:p></span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: "Verdana","sans-serif";">Brain-Based
(the biology of the brain)</span></div>
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<br /></div>
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<span style="font-family: "Verdana","sans-serif";">Behavioral,
cognitive and constructivist theories are considered the big three.<span style="mso-spacerun: yes;"> </span>Social never really seemed to take off and
brain-based is still relatively new. <span style="font-family: "Verdana","sans-serif";"><span style="mso-spacerun: yes;"> </span>Constructivist learning is leading taking hold as the predominant theory in preparing teachers for public education.</span></span></div>
<span style="font-family: Times New Roman;">
</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Suggested Activity<o:p></o:p></span></b></div>
<span style="font-family: Times New Roman;">
</span><br />
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<span style="font-family: "Verdana","sans-serif";">Each theory
has it strengths and weaknesses in aiding learning outcomes (read achieving objectives). I recommend one be
eclectic regarding theories and their corresponding instructional design
models. </span> </div>
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<span style="font-family: "Verdana","sans-serif";"><o:p><span style="font-family: Times New Roman;">
</span></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif";">I highly
recommend you read the article by Ertmer & Newby, </span><a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B1pZsbKSWjQvNjkxMDY2NWEtYWE5ZS00ZTg3LWJkMDktYThlNWM3MTEwMmMy&hl=en_US" target="_blank"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Verdana","sans-serif";"><span style="color: blue;">Behaviorism,Cognitivism, Constructivism: Comparing Critical Features from an InstructionalDesign Perspective</span></span></i></a><i style="mso-bidi-font-style: normal;"><span style="font-family: "Verdana","sans-serif";"> </span></i><span style="font-family: "Verdana","sans-serif";">from the Performance Improvement Quarterly 6(4), 1993. It will provide you with a functional basis for the big three and give you the key to various method and strategies (the processes) of those theories.</span></div>
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</span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Learning Aid:<span style="mso-spacerun: yes;"> </span></span></b><span style="font-family: "Verdana","sans-serif";"><span style="mso-spacerun: yes;"> </span>While you read the article, create a concept
map of the different learning theories (If you not familiar with the subject of
mapping check out Concept Maps at </span><a href="http://en.wikipedia.org/wiki/Concept_map" target="_blank"><span style="font-family: "Verdana","sans-serif";"><span style="color: blue;">Wikipedia</span></span></a><span style="font-family: "Verdana","sans-serif";">.).<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
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</span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Challenge:<span style="mso-spacerun: yes;"> </span></span></b><span style="font-family: "Verdana","sans-serif";">Choose
one of your courses.<span style="mso-spacerun: yes;"> </span>Based on the
critical features in the Ertmer & Newby article,<b style="mso-bidi-font-weight: normal;"> </b>determine which learning theory (or theories) best represents the
basis for the instructional process (methods) used in the course. Ask yourself:<span style="mso-spacerun: yes;"> </span>Now that you are aware of the other
possibilities, would you choose the same one again? Why?<span style="mso-spacerun: yes;"> </span>Post a comment describing the results of your
efforts.</span><br />
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<span style="font-family: "Verdana","sans-serif";"><o:p> </o:p></span><span style="font-family: "Verdana","sans-serif";">Best
Regards,</span><br />
</div>
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</span><br />
</div>
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<span style="font-family: "Verdana","sans-serif";">Cj</span></div>
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</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">References:<o:p></o:p></span></b></div>
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</span></div>
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif";">Andrews Dee, H. & Goodson
Ludwida, A. (1980). A comparative analysis of models of instructional
Design.<span style="mso-spacerun: yes;"> </span>Journal of Instructional
Development. Vol. 3 No 4.<o:p></o:p></span></div>
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<span style="font-family: Times New Roman;">
</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif";">Gagne, R., Briggs, L., Wager, W.
(1992).<span style="mso-spacerun: yes;"> </span>Principles of instructional
design (4th Ed.).<span style="mso-spacerun: yes;"> </span>Orlando, FL: HBJ.<o:p></o:p></span></div>
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<span style="font-family: Times New Roman;">
</span></div>
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">3.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="font-family: "Verdana","sans-serif";">Driscoll, M. P. (1994). Psychology
of Learning for Instruction. Needham Heights, MA: Allyn and Bacon.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Additional Resources:<o:p></o:p></span></b></div>
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<span style="font-family: "Verdana","sans-serif";"><a href="http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html" target="_blank"><span style="color: blue;">Learning-Theories.com</span></a><span id="goog_273086894"></span> is a pretty good knowledge base of
various learning theories.</span></div>
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</span></div>
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<span style="font-family: "Verdana","sans-serif";"><o:p> </o:p></span><i style="mso-bidi-font-style: normal;"><span style="font-family: "Verdana","sans-serif";">Learning Theories from A to Z</span></i><span style="font-family: "Verdana","sans-serif";">. by David C. Leonard; available in
the HAMMER Resource Library.<span style="mso-spacerun: yes;"> </span>A unique
collection of terms listed alphabetically, with definitions and associated
learning theory basis.<o:p></o:p></span></div>
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<span style="font-family: Times New Roman;">
</span></span><span style="font-size: x-small;"></span>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com0tag:blogger.com,1999:blog-3475409711207175918.post-59365563064027991282012-06-06T13:01:00.000-07:002012-06-07T06:57:03.183-07:00Visuals: The Good, the Bad, and the Ugly<span style="font-family: Verdana, sans-serif;"><b style="mso-bidi-font-weight: normal;">ISD Theory Basis:</b>
Communications Theory<o:p></o:p></span><br />
<span style="font-family: Verdana, sans-serif;">
</span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Verdana, sans-serif;">Media, Modes, and
Methods in Training<o:p></o:p></span></b></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif";">No matter
what type of training you are developing you need to decide: which delivery <i style="mso-bidi-font-style: normal;">media</i> you will use, how to communicate
the message (<i style="mso-bidi-font-style: normal;">mode</i>) and which
instructional <i style="mso-bidi-font-style: normal;">methods</i> will aid the
learner.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Verdana","sans-serif";">Media is
the way to deliver your mode.<span style="mso-spacerun: yes;"> </span>There are
three modes: visuals, text, and audio. Contained within the mode are the
instructional methods that support the core learning process. The process will
depend on your selection of learning theory and associated instructional design
model. </span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmTsO5fu3FXjJEgf_KnffhNpjg-_llRLQyBfV9QHVweI0v3zXbWKCPm4QlKOO0H3LkbEU5JDd_UpJtMAiKfQa86d43ZCkBV7fPGRtIODmGsozBvY16XXadT5ig6wVbXvA_oovELz7t8aI/s1600/mediaModeMethod.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="197" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmTsO5fu3FXjJEgf_KnffhNpjg-_llRLQyBfV9QHVweI0v3zXbWKCPm4QlKOO0H3LkbEU5JDd_UpJtMAiKfQa86d43ZCkBV7fPGRtIODmGsozBvY16XXadT5ig6wVbXvA_oovELz7t8aI/s640/mediaModeMethod.png" width="640" /></a></div>
<br />
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<span style="font-family: "Verdana","sans-serif";">I share
these concepts to create a learning “<a href="http://en.wikipedia.org/wiki/Instructional_scaffolding"><span style="color: blue;">scaffold</span></a>” for
future topics as well as the focus of this post; visuals.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">What are Visuals?<o:p></o:p></span></b></div>
<br />
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<span style="font-family: "Verdana","sans-serif";">For the
purposes of this post, visuals are a mode of communication through the sense of
sight via an image. An image can be static or animated.<span style="mso-spacerun: yes;"> </span>The types of information that can be communicated
via a visual are (but not limited to): data, charts, objects, pictures,
photographs, sketches, drawings, animations, and video.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">A Good Idea Gone Bad<o:p></o:p></span></b></div>
<br />
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<span style="font-family: "Verdana","sans-serif";">The general
axiom about visuals is: Visuals aid learning. In our field, it has become an
expectation that any displayed content will contain some sort of graphic; be it
a background template, logo, or a picture of some kind. Recall any PowerPoint
presentation you have experienced recently as proof. <span style="mso-spacerun: yes;"> </span>The axiom is based on the cognitive “<a href="http://designerelearning.blogspot.com/2005/09/mayers-principles-for-design-of.html"><span style="color: blue;">multimedia
principle</span></a>” which states, “People learn better from words and pictures than
from words alone.” <sup><span style="font-size: small;">(1)</span></sup></span></div>
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<br /></div>
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<span style="font-family: "Verdana","sans-serif";">Well axiom
is true and the principle sound, but the operant descriptor missing for the term
visuals is <b style="mso-bidi-font-weight: normal;">relevant</b>. <span style="mso-spacerun: yes;"> </span>The multimedia principle must be tempered by
the “<a href="http://designerelearning.blogspot.com/2005/09/mayers-principles-for-design-of.html"><span style="color: blue;">coherence
principle</span></a>” of multimedia which states, “People learn better when extraneous
words, pictures, and sounds are excluded rather than included.”<span style="font-size: small;"><sup>(1)</sup> <span style="mso-spacerun: yes;"> </span>It is the communication of the message within
the visual that matters. <o:p></o:p></span></span></div>
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</span></div>
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</div>
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">A Language for Visuals<o:p></o:p></span></b></div>
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</div>
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<span style="font-family: "Verdana","sans-serif";">What kinds
of messages are transmitted by visuals? Ruth Colvin-Clark<span style="font-size: small;"><sup> (2)</sup> offers
a taxonomy that can be used to choose and evaluate the use of visuals.<span style="mso-spacerun: yes;"> </span>Think of it as the equivalent of </span><a href="http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm"><span style="color: blue;">Bloom’s
Taxonomy</span></a> of Learning Domains for visuals. Please take a minute and review
the Table 1 below and focus on the various uses. <span style="mso-spacerun: yes;"> </span>For the ardent instructional designer, I would
commit it to memory and the first-class practitioner would apply it when
choosing a visual when developing content.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGx6dnrQfKTDkr1XLiyjdpCW3zEugRyBLDPnn1z3U0ZGyN28cDO5weIR-zExGSJlT4VL4Osn6j2ohy7yArAf5Y82vWIdWrSwiX_6msFLMemcpGaJrueurAjU5LFFNQ6O-Nn3-XlUcQZVI/s1600/taxonomyOfGraphics.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="600" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGx6dnrQfKTDkr1XLiyjdpCW3zEugRyBLDPnn1z3U0ZGyN28cDO5weIR-zExGSJlT4VL4Osn6j2ohy7yArAf5Y82vWIdWrSwiX_6msFLMemcpGaJrueurAjU5LFFNQ6O-Nn3-XlUcQZVI/s640/taxonomyOfGraphics.png" width="640" /></a></div>
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</div>
</span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"></span><br />
<span style="font-family: Times New Roman;"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">The Challenge – Remove the Extraneous<o:p></o:p></span></b></div>
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</div>
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<span style="font-family: "Verdana","sans-serif";">Select one
of your courses and choose a part that contains a visual.<span style="mso-spacerun: yes;"> </span>Review the content and determine the intent
of message using the “A graphic used to Column” in Table 1 above. <span style="mso-spacerun: yes;"> </span>Evaluate the visual by answering the
following:<o:p></o:p></span></div>
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</div>
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<span style="font-family: "Verdana","sans-serif";"><o:p> </o:p></span><span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana","sans-serif";">Does the content lend itself to a
visual?<span style="mso-spacerun: yes;"> </span>Yes/No.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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</div>
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;"> 2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana","sans-serif";">Based on the content (the main
point), what should be the function of the visual?<o:p></o:p></span></div>
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</div>
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;"> 3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana","sans-serif";">Evaluate the visual base on the
following scale:</span><span style="font-family: "Verdana","sans-serif";"><o:p> </o:p></span></div>
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</div>
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana","sans-serif";">The
Good:<span style="mso-spacerun: yes;"> </span>The visual directly supports the
message.<span style="mso-spacerun: yes;"> </span>Note: In general, decorative
visuals serve no real instructional purpose.<o:p></o:p></span></div>
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</div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> T</span></span></span><span style="font-family: "Verdana","sans-serif";">he
Bad:<span style="mso-spacerun: yes;"> </span>It has something to do with the
content but is a stretch to associate it with the context; consider replacing
it.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana","sans-serif";">The
Ugly:<span style="mso-spacerun: yes;"> </span>It is unrelated to the message and
could depress learning; replace or delete it.<o:p></o:p></span></div>
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</div>
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<br />
<br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">An Example<o:p></o:p></span></b></div>
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</div>
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<span style="font-family: "Verdana","sans-serif";">The
following is a screen shot from a well know and much loved (not) computer based course:</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgc4lWv03pEHibdozigaKezKOKPuJIkObSLmhz7qc2bRmnCmafjjWzWrr7RPqDV1kInjUW3SCi5POUyFzVbcnAR25GSSGXvkjjRBgauy2B_of-iiygfpAE6wu9CJm87t3jM6qedd2dS80Q/s1600/overview.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgc4lWv03pEHibdozigaKezKOKPuJIkObSLmhz7qc2bRmnCmafjjWzWrr7RPqDV1kInjUW3SCi5POUyFzVbcnAR25GSSGXvkjjRBgauy2B_of-iiygfpAE6wu9CJm87t3jM6qedd2dS80Q/s640/overview.png" width="640" /></a></div>
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</div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Evaluation</span></b></div>
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</div>
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</div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Yes,</span></b><span style="font-family: "Verdana","sans-serif";"> the content lends itself to a
visual representation.</span><br />
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-align: left;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">The function</span></b><span style="font-family: "Verdana","sans-serif";">: A “organizational” visual would be
appropriate based on the content since the content is describing how three
groups are working toward a common goal.</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-align: left;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Assessment</span></b><span style="font-family: "Verdana","sans-serif";">: <b style="mso-bidi-font-weight: normal;">The ugly</b>.<span style="mso-spacerun: yes;"> </span>Just some people
working. </span></div>
<br />
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<span style="font-family: "Verdana","sans-serif";"><strong>Suggested
Replacement: </strong></span></div>
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<br /></div>
<span style="font-family: "Verdana","sans-serif";"></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWySUQwJvQMv0NvMQib8iBjLE8lg4uYZKwtr6xoA2QSmpL284yr576R91Xugu0BFgbnwh32wzIRiZUTDlaXKQoE4z80JtWlOuXVeSOStj4UTihfuB_26FZ8gWol5abOxSgDJTyTDECVFg/s1600/tri-PartyAgreement.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWySUQwJvQMv0NvMQib8iBjLE8lg4uYZKwtr6xoA2QSmpL284yr576R91Xugu0BFgbnwh32wzIRiZUTDlaXKQoE4z80JtWlOuXVeSOStj4UTihfuB_26FZ8gWol5abOxSgDJTyTDECVFg/s320/tri-PartyAgreement.png" width="320" /></a></div>
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</div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">Your Turn<o:p></o:p></span></b></div>
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</div>
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<span style="font-family: "Verdana","sans-serif";">Your
comments, candid and kind, will be appreciated and the next blog posting might
depend on the answer to the poll question.<span style="mso-spacerun: yes;">
</span>Please take time to answer it.</span></div>
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</div>
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</div>
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<span style="font-family: "Verdana","sans-serif";">Best
regards,</span></div>
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</div>
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</div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: "Verdana","sans-serif";">Cj </span><br />
<br />
<br /></div>
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</div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana","sans-serif";">References</span></b><br />
<br />
<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana","sans-serif";">Mayer Richard, E. (2003). <i style="mso-bidi-font-style: normal;">Multimedia Learning</i>. New York, NY:
Cambridge Press. </span></div>
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<span style="font-family: "Verdana","sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana","sans-serif";">Colvin Clark, R. <i style="mso-bidi-font-style: normal;">More Than Just Eye Candy: Graphics for
e-learning.</i> The e-Learning Developer’s Journal. August, 2003.</span><br />
<span style="font-family: "Verdana","sans-serif";">3. Answer to Poll Question: Organizational. Shows relationships between content.<o:p></o:p></span></div>
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</div>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com1tag:blogger.com,1999:blog-3475409711207175918.post-90222657601978410712012-05-01T09:16:00.000-07:002012-05-01T09:16:48.478-07:00Communications Theory - Introduction<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana", "sans-serif";"><span style="font-family: Verdana, sans-serif;">Communications are at the core of our trade. From the various fields of theory that support Instructional Design, I can’t think of anything more complicated than communications. When I began thinking about this post my mind became so boggled (yes, I know it doesn’t take much) I decided to take my own advice, and exercising the adroitness for organizing information inherent to us humans, developed a concept map about the topic.<span style="mso-spacerun: yes;"> </span>If you not familiar with the subject of mapping check out Concept Maps at </span></span><a href="http://en.wikipedia.org/wiki/Concept_map"><span style="font-family: "Verdana", "sans-serif";"><span style="color: blue; font-family: Verdana, sans-serif;">Wikipedia</span></span></a><span style="font-family: "Verdana", "sans-serif";"><span style="font-family: Verdana, sans-serif;">. </span></span></div>
<span style="font-family: "Verdana", "sans-serif";"></span><br />
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<span style="font-family: "Verdana", "sans-serif";"><span style="font-family: Verdana, sans-serif;">Please take a few minutes and examine the concept map. You can view the map at </span></span><a href="https://docs.google.com/open?id=0B1pZsbKSWjQvTTVuVTF3dmtSSEMzUTBoLThaWjBxZw"><span style="font-family: "Verdana", "sans-serif";"><span style="color: blue; font-family: Verdana, sans-serif;">Cj’s Mind Map of Human Communications.<sup>(1)</sup> </span></span></a><span style="font-family: "Verdana", "sans-serif";"><span style="font-family: Verdana, sans-serif;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>You might even want to print it out. It might be helpful in answering the poll question.</span></span></div>
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<span style="font-family: "Verdana", "sans-serif";"><span style="font-family: Verdana, sans-serif;">Great! You’re back.<span style="mso-spacerun: yes;"> </span>I think you’ll agree a complicated topic. How does one simplify the complex? Use a model.</span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";"><span style="font-family: Verdana, sans-serif;">Communication Models</span></span></b></div>
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<span style="font-family: Verdana, sans-serif;"><span style="font-family: "Verdana", "sans-serif";">The overriding goal of communications is </span><span style="color: #333333; font-family: "Verdana", "sans-serif"; line-height: 115%; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">the imparting or interchange of thoughts, opinions, or information. This may be accomplished by various modes including: speech, writing, or signs. </span></span></div>
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<span style="font-family: "Verdana", "sans-serif";"><span style="font-family: Verdana, sans-serif;">The value of a model is that it simplifies a complex process. Communication is just such a complex process, and using a model will help you send and receive communications—and will help ensure that your message is received.</span></span></div>
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<span style="font-family: "Verdana", "sans-serif";"><span style="font-family: Verdana, sans-serif;">There are lots of communications models available.<span style="mso-spacerun: yes;"> </span>I prefer the Schramm<sup> (2)</sup> Model of communication; an oldie but a goody.</span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">The sender encodes a message influenced by his or her field of experience.</span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">The message is sent via some media (visual, auditory, written)</span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">3.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">The message may be affected by noise from the environment</span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">4.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">The receiver decodes the message vis-à-vis his or her field of experience</span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">5.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Feedback is the corrective mechanism (If the media has the capacity) and the sender becomes the receiver. </span></span></div>
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<span style="font-family: "Verdana", "sans-serif";"><span style="font-family: Verdana, sans-serif;">Graphically it looks like:</span></span></div>
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<span style="font-family: "Verdana", "sans-serif";"><span style="font-family: Verdana, sans-serif;"></span></span> </div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Applying the Schramm Model to ID</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Schramm step 1:</span></b><i style="mso-bidi-font-style: normal;"><span style="font-family: "Verdana", "sans-serif";"> </span></i><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Sender encodes message</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">This step certainly links up to analysis phase of an ID model. Effectively encoding your message will depend significantly on what you know about your audience.<span style="mso-spacerun: yes;"> </span>A good audience analysis will include:</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Entry behaviors (think prerequisite knowledge, skills)</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Prior knowledge of the topic</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Attitudes toward the content, organization, work group, and potential delivery media</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Dick & Carey<sup>(3)</sup> share, “Don’t assume that learners are very interested in the topic, find it relevant to their interests or job, feel confident that they can learn it , and will be satisfied when they do. (Remember ARCS from the motivation post?).</span></div>
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<span style="font-family: "Verdana", "sans-serif";">You can conduct surveys prior to your course to gain information about your audience. If it is not practical for you to do a pre-course assessment, you can get a real time snapshot by having the students complete an “</span><a href="https://docs.google.com/file/d/0B1pZsbKSWjQvTlVhZWZfeEtRaWlOS1dkSF82SmhhQQ/edit"><span style="font-family: "Verdana", "sans-serif";"><span style="color: blue;">effectiveness grid</span></span></a><span style="font-family: "Verdana", "sans-serif";">” <sup>(4)</sup> at the beginning of your course.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Moving on to the Design phase.<span style="mso-spacerun: yes;"> </span>You can’t communicate unless you have your learners’ attention and you can’t hold attention without creating an interest in your subject.<span style="mso-spacerun: yes;"> </span>Attention is gained through novelty, intensity or movement. Establishing interest is by sharing the value of the content with the learner. This is usually accomplished by sharing the learning objectives.<span style="mso-spacerun: yes;"> </span>Recall, learning objectives <b style="mso-bidi-font-weight: normal;">must</b> be shared in a manner understandable to the learner and rarely in the rigorous form used by the designer (revisit the post on Learning Objectives, the Rosetta Stone of ISD).</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Schramm step 2: Media</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">For this post, I’m going to restrict media selection down to a single question. Does your learning outcomes require one or two-way communications? A need for two-way communication will eliminate some media.<span style="mso-spacerun: yes;"> </span>Determining the level of how fluid a two-way communication is needed will help guide your selection since some media are better than others.<span style="mso-spacerun: yes;"> </span>For example: face-to-face vs. an asynchronous WEB based media.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Schramm step 3: Noise</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">Interference to your message may come the learning environment or internal to student. For the external influences like construction, cell phones or noise from the room next door, you can control them by scheduling, or relocation.<span style="mso-spacerun: yes;"> </span>For internal needs think Maslow’s Hierarchy (see motivation post). Provide health food and water. I have experienced a technique called the “parking log”. At the beginning of each session the students are offered an opportunity to write down what is there current major stressor on the back of a sticky note and then put the sticky note on a flipchart or white board titled “parking lot” and explain that it will still be there when the class is over but for now you don’t have to worry about because it’s parked.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Schramm step 4: Receiver Decodes</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">If all your pre planning come to fruition and your media doesn’t fail, the learner will get your message.<span style="mso-spacerun: yes;"> </span>Success can be determined by observing non-verbal cues such as: snoring, bobbing heads, yawns or excited glowing faces. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Schramm Step: 5 Feedback</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">Feedback can in the forms of comments, questions or answers . The tool you can put to good use is asking questions. One of the best and comprehensive resources on this topic is in the book <i style="mso-bidi-font-style: normal;">The complete guide to training delivery: a competency-based approach</i> by King, King and Rothwell <sup>(5)</sup>; available in the HAMMER Safety Library.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">The key to making questions valuable and relevant is to ask questions at a level appropriate to the learning objective. Then, assess the learner feedback, adjust the teaching method if necessary, or send a clarifying message.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Closing Thoughts on Using a Model</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">Regardless of which model you use the goal is to communicate with intent to help the learner create knowledge; not to inform. Our learners are not empty vessels into which you can pour whatever knowledge you would like them to have. As we have seen, learners are in the driving seat, not you. They determine what it is to which they pay attention; they decide whether or not to make the effort to transfer what they have learned into long-term memory; it is their mental models into which the new knowledge will be integrated, not yours. </span></div>
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<span style="font-family: "Verdana", "sans-serif";">There is a vast difference between what is taught and what is learned. As Theodore Roszak<sup>(6)</sup> explains, <b style="mso-bidi-font-weight: normal;">“Information is not knowledge”</b>. You <u>can</u> mass-produce raw data and incredible quantities of facts and figures. You <u>cannot</u> mass-produce knowledge, which is created by individual minds, drawing on individual experience, separating the significant from the irrelevant, making value judgments.”</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">What’s in a Buzz Word? Soap Box Time</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">Thomas Davenport<sup> (7)</sup> in his book <i style="mso-bidi-font-style: normal;">Information Ecology: Mastering the information and knowledge environment</i> suggests, “<i style="mso-bidi-font-style: normal;">The more an organization knows about the term or concept relevant to its business, the less likely it is to agree on a common term or meaning for it.” </i>This can lead to confusion, incorrect training, and/or embarrassment. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">A Too Close to Home Example:</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">The following is a quote from a Hanford Site program (to remain nameless) and leverages a training requirement for a specific audience, “<i style="mso-bidi-font-style: normal;">...training will include a hands-on element.</i>” <span style="mso-spacerun: yes;"> </span>In my world of work the term “hands-on” is the greatest buzz word of all times.<span style="mso-spacerun: yes;"> </span>Yep, even greater than the idea of idea of the ADDIE Process. In the case described by Davenport above, I think we’re<b style="mso-bidi-font-weight: normal;"> guilty</b> as charged.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Within the realm of instructional design and learning strategies I have never run across an authoritative source defining or describing the strategy of “hands-on” or a “hands-on element”. <span style="mso-spacerun: yes;"> </span>The closest I have come is the </span><a href="http://www.beesburg.com/edtools/glossary.html#H"><span style="font-family: "Verdana", "sans-serif";"><span style="color: blue;">Glossary of Instructional Strategies’</span></span></a><span style="font-family: "Verdana", "sans-serif";"><span style="mso-spacerun: yes;"> </span>with its poorly written, nondescript: “Hands-On means <b style="mso-bidi-font-weight: normal;">any</b> instructional activity that is emphasizes students working with objects relevant to the content being studied.” <span style="mso-spacerun: yes;"> </span>I hope you can see the vulnerability this can put you and your organization in from internal or outside assessments do to vagueness and interpretation. Hum… does the concept of shooting oneself in the foot come to mind here.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Further, delineating such requirements devalues the instructional design process by implying it can’t identify the appropriated training method and ties your hands as the instructional designer by predetermining what the content should be and how it should be taught. I submit the content should be based on your analysis, the learning objectives, and strategies and methods congruent to achieving the criteria of the objectives; and not the buzz.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Verdana", "sans-serif";">We often mistake fluency (using the word frequently) with comprehension (we both have the same meaning for the words).<span style="mso-spacerun: yes;"> </span>Just because we understand what something means to us, it must mean the same to everyone else is a false assumption.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Solution:</span></b><span style="font-family: "Verdana", "sans-serif";"> When you hear jargon used it should be a <span style="color: red;"><strong><span style="font-size: large;">RED</span></strong></span> flag to ask, “In the context of your (<u>choose one: situation, training, organization</u>) what does the <u>(state the term) </u>mean? </span></div>
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<span style="font-family: "Verdana", "sans-serif";">Example:<span style="mso-spacerun: yes;"> </span>In the context of the beryllium worker training what does the term “hands-on” mean?</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";"><span style="mso-spacerun: yes;"> </span>My Advice: </span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">If a requirement statement must be included into a requirements document, I suggest that the appropriate requirement would be to have training developed in accordance with your local procedure covering instructional design.<span style="mso-spacerun: yes;"> </span>For us at MSA this means, MSA-PRO-26025, <i style="mso-bidi-font-style: normal;">Developing Training Programs</i>; which is required to be followed for “the development of training activities or program in support of work under the Mission Support Contract or training activities or program developed by MSC organizations in support of other Hanford contractors.”</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Don’t write buzz word statements for training constraints into requirements documents and adamantly prevent others from doing so. </span></div>
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<span style="font-family: "Verdana", "sans-serif";">Best,</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Cj</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">References:</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Cj Mind Map of Human Communications. All rights reserved Cj Stape (2012).</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Heinich Robert, Molenda, Michael, Russell James, D. & Smaldino Sharon E. (1993). Instructional Media and Technologies for Learning. Sixth Edition. Upper Saddle River, New Jersey. Prentice Hall.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">3.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Dick, W., & Carey, L. (1996). The systematic design of instruction (4th Ed.).<span style="mso-spacerun: yes;"> </span>New York, NY: Harper Collins.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">4.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Participant Pre-assessment Technique – Effectiveness Grid. All rights reserved Cj Stape (2010).</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">5.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Davenport Thomas, H. (1997) Information Ecology: Mastering the information and knowledge environment. Oxford University Press. New York, New York.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">6.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Theodore Roszak (1994) The Cult of Information. University of California Press. </span></div>
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<span style="font-family: "Verdana", "sans-serif";"></span><span style="font-family: "Verdana", "sans-serif";">7. </span><span style="font-family: "Verdana", "sans-serif";"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="font-family: Verdana, sans-serif; font-size: small;">Stephen B. King, Marhsa King, and William K. Rothwell (2001). The complete guide to training delivery: a competency-based approach. AMACOM. New York, New York</span>.</span></span></div>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com6tag:blogger.com,1999:blog-3475409711207175918.post-8386398870697563622012-04-16T10:14:00.003-07:002012-04-18T07:05:43.004-07:00Developing Learning Objectives: Systems Theory and Tools<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">This post is a bit longer than I plan for a Blog post and is in response to the Poll question and some comments regarding difficulty with developing objectives. It may take some uninterrupted time to make the best of it.<span style="mso-spacerun: yes;"> </span>But I hope you find it valuable.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Learning Objectives</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The purpose and function of a learning objective was covered in the post, Learning Objectives - The Rosetta Stone of ISD. This post will detail the process of developing sound learning objectives that will serve you well as you design course content.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Defined</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Learning objectives are statements that describe what the learner is expected to achieve as a result of instruction including the specific behavior, the conditions under which the behavior is to be performed, and the criteria for successful achievement of the objective.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Each part of a learning objective is like a leg on a three-legged stool.<span style="mso-spacerun: yes;"> </span>In order for a learning objective to function correctly, you need all three parts.<span style="mso-spacerun: yes;"> </span>Otherwise… thud!</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">An Objective By Any Other Name</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Objectives go by many names; behavior objectives, instructional objectives, learning outcomes. Regardless of what you call them they serve the same purpose as defined above. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Note</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">: This is different from a goal which has a broader, less specific intention.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Developing Objectives -Determining the Behavior</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The method used to identifying behaviors depends on the primary source of information for your instructional design. I propose there are two types of sources: Subject Domain and Performance Based. How the behavior is determined is very different. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">How to Determine the Behavior in a Subject Domain</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The subject domain is the one that requires the exercise of more judgment on the developer’s part.<span style="mso-spacerun: yes;"> </span>In our information rich society, the amount of information in a topical area can be overwhelming; making it easy to put the student into information overload. </span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Look back at your education; a person or body of authority decided what would be taught.<span style="mso-spacerun: yes;"> </span>And, I am sure you have experienced at least one class where your interest level was low and probably thought the content had little or no relevance.<span style="mso-spacerun: yes;"> </span>I have little to offer on how to identify the content; although I can offer a process for identifying the desired behavior.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The steps to determine the Behavior in a Subject Domain include:</span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Define the content</span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Determine the type of learning outcome</span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Choose a level of achievement</span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Choose the behavior (verb)</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Each step will be covered in more detail.</span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Define the Content</span></u></div>
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<shape id="Picture_x0020_41" o:spid="_x0000_s1030" style="height: 142.2pt; margin-left: -6.6pt; margin-top: 0.45pt; mso-height-percent: 0; mso-height-relative: page; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-width-percent: 0; mso-width-relative: page; mso-wrap-distance-bottom: 0; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-distance-top: 0; mso-wrap-style: square; position: absolute; visibility: visible; width: 115.2pt; z-index: -251653120;" type="#_x0000_t75"><imagedata o:title="" src="file:///C:\Users\h0087704\AppData\Local\Temp\msohtmlclip1\01\clip_image005.png"></imagedata><wrap type="tight"></wrap></shape><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The information to be included may be broad or very specific.<span style="mso-spacerun: yes;"> </span>For example, think about the domain of history.<span style="mso-spacerun: yes;"> </span>The content could be broad like a survey of the history of civilization or as specific as the history of the Alphabet Houses of Richland, WA. <span style="mso-spacerun: yes;"> </span>Now it’s your job to decide.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSc8W7I-xP6LOOTeYKK7LsknLDNsgGGK_RWWfyGw5Dt8Ot6YafiUll2STnjk4aHg76BsN_CBg794TFph7zrnJ-EkU8jmcHHljzsa-FwZcTV7BzhnbosbL-uX3_ND32OlV1Itc9f7B3iEg/s1600/history.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" nda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSc8W7I-xP6LOOTeYKK7LsknLDNsgGGK_RWWfyGw5Dt8Ot6YafiUll2STnjk4aHg76BsN_CBg794TFph7zrnJ-EkU8jmcHHljzsa-FwZcTV7BzhnbosbL-uX3_ND32OlV1Itc9f7B3iEg/s320/history.png" width="264" /></a></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">This decision may be influenced by the amount of time allotted for teaching and how much information can be reasonable covered in that time.<span style="mso-spacerun: yes;"> </span>Your task is to define the content.</span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Determine the Types of Learning Outcomes</span></u></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNBKiquD-6-srRdKv5LDYnTShXV5C6uVjKIEZFGJh4sqpkfgfEl3KjII8tSF-k-AsnnMbB5Kx6XsufRXHGRoP_PgLcwShpK784F5l1szMdWLNeIqDty-QlbxKzKMYs_rsb2tEoLUbs0xo/s1600/typesOfLearningOutcomes.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" nda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNBKiquD-6-srRdKv5LDYnTShXV5C6uVjKIEZFGJh4sqpkfgfEl3KjII8tSF-k-AsnnMbB5Kx6XsufRXHGRoP_PgLcwShpK784F5l1szMdWLNeIqDty-QlbxKzKMYs_rsb2tEoLUbs0xo/s1600/typesOfLearningOutcomes.png" /></a></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">For the purposes of this post, I am going to assume you are familiar with the types of learning outcomes. At least from the Basic Trainer’s Training Course.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">If not, </span><a href="http://pixel.fhda.edu/id/learning_domain.html"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;"><span style="color: blue;">Cindy Vinson</span></span></a><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;"> gives a good overview and, there are details on Bloom’s Revised Taxonomy of the Cognitive Domain by </span><a href="http://www.celt.iastate.edu/teaching/RevisedBlooms1.html"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;"><span style="color: blue;">Iowa State University</span></span></a><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">. </span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Choose a Level of Achievement </span></u></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Each type of learning outcome has increasing levels of complexity (note: not difficulty). For example, Bloom’s Taxonomy of the Affective Domain begins with <i style="mso-bidi-font-style: normal;">receiving</i> and ends with <i style="mso-bidi-font-style: normal;">internalizing</i>. <span style="mso-spacerun: yes;"> </span>It is like a catalog that offers several versions of the same product with different quality; you might remember the old Sears good, better, best approach.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Levels of achievement for the Affective Domain of Learning Outcomes</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Your decision will be influenced by abilities of your potential audience and how it aligns with other learning goals.<span style="mso-spacerun: yes;"> </span>Usually, the levels of complexity build on each other.<span style="mso-spacerun: yes;"> </span>For example, in order to achieve behaviors at the “Respond” level you must have acquired the “Receive” behaviors.<span style="mso-spacerun: yes;"> </span>Your task is to choose which level of complexity to teach to.</span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Choose the Behavior (verb)</span></u></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Each level of complexity has a set of verbs that describe the behaviors. Think of it as a thesaurus for that level. In the affective learning outcomes, the “Receiving” level refers to the behaviors of: awareness, willingness to hear, and selected attention.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Your task is to decide which verb most closely matches the behavior you desire your students to achieve.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span>Verbs Related to the Receiving Level in the Domain of Affective Learning Outcomes</span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Pitfalls</span></u></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">As you have probably experienced, what a designer chooses may not be of interest or relate to you; definitely a concern in the world of adult learning. There is a tendency for Subject Matter Experts to want everyone to know what they know and the best service we can do as instructional designers is to temper that tendency.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">How to Determine the Behavior from Performance Based Source</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The other method for determining the desired behavior is to use the results of a job analysis. I define a job analysis as the process used to collect information about the duties, responsibilities, necessary skills, outcomes and work environment of a particular job. The result of a job analysis is a list of the tasks that are performed. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_SegZg-bNDSkSaFD0elfqcgacD38XnGcWXxCX8ogMtB2UvA707zkSJ-nosSU_9SSFEeDWRBsVHlDhR1GJZAVPnADcSkrY7VFOk7s5nJF577CETt0_SjoygjawzHrzSGhUY9ogb8GNmHk/s1600/jobAnalysis.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="239" nda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_SegZg-bNDSkSaFD0elfqcgacD38XnGcWXxCX8ogMtB2UvA707zkSJ-nosSU_9SSFEeDWRBsVHlDhR1GJZAVPnADcSkrY7VFOk7s5nJF577CETt0_SjoygjawzHrzSGhUY9ogb8GNmHk/s320/jobAnalysis.png" width="320" /></a></div>
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<shape id="Picture_x0020_45" o:spid="_x0000_s1028" style="height: 132pt; margin-left: 0px; margin-top: 2.4pt; mso-height-percent: 0; mso-height-relative: page; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-width-percent: 0; mso-width-relative: page; mso-wrap-distance-bottom: 0; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-distance-top: 0; mso-wrap-style: square; position: absolute; visibility: visible; width: 172.8pt; z-index: -251651072;" type="#_x0000_t75"><imagedata o:title="" src="file:///C:\Users\h0087704\AppData\Local\Temp\msohtmlclip1\01\clip_image010.png"></imagedata><wrap type="tight"></wrap></shape><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Task statements are short sentences containing the actions performed and the objects involved in the performance.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Yep, action = behavior. </i></span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The list is then refined to determine which tasks will be trained on called a “task-to-training” matrix.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">How to write a task statement is outside the scope of this post. The Department of Energy provides some guidelines in theri <i style="mso-bidi-font-style: normal;">Training Program Handbook, A Systematic Approach to Training</i> (</span><a href="http://www.hss.doe.gov/nuclearsafety/techstds/docs/handbook/hdbk1078.pdf"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;"><span style="color: blue;">DOE-HDBK-1078-94</span></span></a><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">), Attachment-2, as well as, Kenneth Carlisle’s book, <i style="mso-bidi-font-style: normal;">Analyzing Jobs and Tasks</i>.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Here is an example task statement from the Training Specialist job: Boot-up computer and projector system. The action is “boot-up;” the objective behavior is “boot-up”. </span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">I hope the mushy thought producing organ between your ears has just formed the exclamation <b style="mso-bidi-font-weight: normal;">WOW!</b> No guessing, no assuming, the behavior that is actually performed on the job has the potential of being of value to the learner.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Determining the Condition</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The condition in a learning objective is a description of the environment where the behavior is to take place.<span style="mso-spacerun: yes;"> </span>The description should include any items or equipment necessary to perform the behavior.<span style="mso-no-proof: yes;"> </span></span><shape id="Picture_x0020_10" o:spid="_x0000_s1027" style="height: 141pt; margin-left: 0px; margin-top: -0.2pt; mso-height-percent: 0; mso-height-relative: page; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-width-percent: 0; mso-width-relative: page; mso-wrap-distance-bottom: 0; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-distance-top: 0; mso-wrap-style: square; position: absolute; visibility: visible; width: 153pt; z-index: -251645952;" type="#_x0000_t75"><imagedata o:title="" src="file:///C:\Users\h0087704\AppData\Local\Temp\msohtmlclip1\01\clip_image011.png"></imagedata><wrap type="tight"></wrap></shape><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Condition statements contain conditions that either aid or limit. An aiding condition advises the learner of things that will be available to assist in performance of the specified behavior. Examples include, Given a list of options …; Using a calculator …; or In the Chemistry laboratory …</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">A limiting condition advises the learner of limitations that are likely to make the action more difficult to perform. Examples include, From memory state …; Without the use of a procedure …; In the absence of a computer …</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">In either case, the condition statement needs to be relevant to the performance of the action and should include only what will be provided or denied during performance evaluation.</span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Subject Domain Conditions</span></u></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Conditions for learning objectives developed from a subject domain have a tendency to be restrained by the existing facilities. For example, the classroom. It is the exception that equipment or facilities will be purchased to support an objective so a level high in the taxonomy hierarchy can be achieved.<span style="mso-spacerun: yes;"> </span>Think of it as the objective level is set so it can be accomplished in the current conditions.</span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Performance Based Conditions</span></u></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Conditions are derived from information collected during task analysis. They also include equipment, tools, and references necessary to perform the task. The learning environment should represent the work environment as much as practical. In the world of work millions of dollars have been spent on simulators and equipment. HAMMER is a good example of having functional props for training.</span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Inferring a Condition</span></u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;"></span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">By convention, the condition “from memory” can be implied rather than specified. Using implied condition statements has an advantage of avoiding redundancy when the conditions are identical for a set of learning objectives.<span style="mso-spacerun: yes;"> </span>Include relevant conditions for all other cases.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Determining the Criteria</span></b></div>
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<shape id="Picture_x0020_12" o:spid="_x0000_s1026" style="height: 146.4pt; margin-left: 0px; margin-top: 0px; mso-height-percent: 0; mso-height-relative: page; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-width-percent: 0; mso-width-relative: page; mso-wrap-distance-bottom: 0; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-distance-top: 0; mso-wrap-style: square; position: absolute; visibility: visible; width: 161.4pt; z-index: -251649024;" type="#_x0000_t75"><imagedata o:title="" src="file:///C:\Users\h0087704\AppData\Local\Temp\msohtmlclip1\01\clip_image012.png"></imagedata><wrap type="tight"></wrap></shape><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The criteria part of a learning objective defines the degree of mastery or accuracy the behavior is to achieve.<span style="mso-spacerun: yes;"> </span>It answers the question, how good is good enough?<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The standard will refer to the quality of the end product or the precision of the process and is usually expressed in terms of time limits, accuracy, quality, or quantity.</span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Subject Domain:</span></u></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">These criteria usually correlate to the level within the hierarchy of the taxonomy. In general, the lower level in the hierarchy, the less subjective the criteria. The Remember this level of the taxonomy in the Cognitive domain usually deals with facts and the criteria is usually 100% accurate. For example, Fact: The year Columbus sailed for the Americas (1492). </span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">At the other end of the hierarchy is Evaluation and the designer must exercise judgment as to what is important and to what degree. Should the criteria focus on the final evaluation product or the process used during the evaluation? Is the scale used for evaluation (which should be supplied in the conditions), dichotomous or a relative scale? If it is relative, what is an acceptable degree of accuracy?</span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Performance Based Criteria</span></u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;"></span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The best guide is to define the consequence for poor or incorrect performance of the target behavior. In general, the less acceptable the consequences the higher the criteria.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The criteria for an objective should be derived from the standard required by the task and closely approximates actual performance standards on the job. </span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Inferring a Criteria</span></u></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">By convention, the criteria, “100% accuracy,” can be implied rather than specified. Using implied condition statements has an advantage of avoiding redundancy when the conditions are identical for a set of learning objectives. Include the relevant criteria for all other cases.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Example of a learning objective</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;"></span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Given a task-to-training matrix develop a learning objective that includes: a behavior, conditions and criteria.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Levels of Learning Objectives</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">I have experienced designers that really get hung-up on the hierarchy of learning objectives.<span style="mso-spacerun: yes;"> </span>To me it becomes a matter of practicality.<span style="mso-spacerun: yes;"> </span>I don’t care what you call them it comes down to which one is a prerequisite in order to achieve the next one; an important consideration when designing instruction.</span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Terminal Objective:</span></u></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Some designers believe there should be only terminal objective.<span style="mso-spacerun: yes;"> </span>It is more akin to a goal and can be used as the global picture or final goal of a course.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">The DOE Handbook <sup>(2)</sup> indicates “They are translated directly from the task statement, and provide the framework for the development of training/evaluation standards, enabling objectives, and lesson plans.”<span style="mso-spacerun: yes;"> </span>This would mean there is a terminal objective for each task.</span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Enabling Objectives</span></u></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Enabling objectives are a prerequisite behavior that must be achieved in order to master a terminal objective. The DOE Handbook <sup>(2)</sup> indicates enabling objectives are ”derived” from the knowledge and skills identified during task analysis”.</span></div>
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<u><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Subordinate Objectives</span></u></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">When necessary, subordinate objectives are prerequisite behaviors that must be achieved in order to master an enabling objective. The DOE Systematic Approach to Training does not address subordinate objectives; although they are used extensively in the Dick & Carey<sup>(3)</sup> systematic design of instruction model.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Summary and Conclusion</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Remember for the instructional designer, learning objectives are a tool and the key to instructional development, design and evaluation. In my experience, it is worth the effort to be as rigorous as possible when developing them. It just makes the rest of the design process focused and easier. You may wish to review the <i style="mso-bidi-font-style: normal;">Objectives, the Rosetta Stone of ISD</i> post. </span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Best,</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">REFERENCES:</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Carlisle Kenneth, E. (1986). Analyzing Jobs and Tasks. Educational Technical Publications. Englewood Cliffs, New Jersey.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Department of Energy - DOE-HDBK-1200-97 Guild to Good Practices for Developing Learning Objectives.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">3.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 12pt; line-height: 115%;">Dick, W., & Carey, L. (1996). The systematic design of instruction (4th Ed.).<span style="mso-spacerun: yes;"> </span>New York, NY: Harper Collins.</span></div>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com2tag:blogger.com,1999:blog-3475409711207175918.post-16697411218337939742012-04-05T10:44:00.000-07:002012-04-05T10:45:37.870-07:00Learning Objectives – The Rosetta Stone of ISD<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">Theory Basis:<span style="mso-spacerun: yes;"> </span>Instructional Theory</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">The Rosetta Stone was discovered in Egypt in the late eighteenth century, inscribed with ancient Egyptian hieroglyphics and a translation of them into Greek. The stone proved to be the key to understanding Egyptian writing. <span style="mso-spacerun: yes;"> </span>Today we use the term to mean, a clue, breakthrough, or discovery that provides crucial knowledge for the solving of a puzzle or problem.<span style="mso-spacerun: yes;"> </span>Learning objectives are the Rosetta Stone of ISD because they solve the puzzle of how to progress through a systematic approach to training.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">The original discoverer of the stone had a goal in mind; and goals vary.<span style="mso-spacerun: yes;"> </span>So is the case in the arena of ISD.<span style="mso-spacerun: yes;"> </span>The use of an objective depends <b style="mso-bidi-font-weight: normal;">who</b> is using it.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">For the Instructional Designer</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">Objectives solves the “How” to take the results of an analysis to making decisions about choosing an instructional method and provides the tool to constructing a valid evaluation instrument.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">For the instructional designer, an objective should be a meticulously developed statement based on a task selected for training from an analysis that describes the desired behavior (action verb), conditions, and achievement criteria of a desired student performance (mastery). </span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">The three parts of an objective used by a designer helps to guide the plethora of decisions involved in designing training.<span style="mso-spacerun: yes;"> </span>See the chart below:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1AKkqWzAYHz1_7Ga1zZGqlQddJWN4zQw2hutJP9Ff2FW9l82JGn-sgGqHlnCQvTp_WgslF1tuRP5ftufAazUZWJ2rkxD97GL4ESQhjaQw_swRd3VGI3a3sDCHR9aCLJJ8xjJwvju3whw/s1600/decisions.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img aea="true" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1AKkqWzAYHz1_7Ga1zZGqlQddJWN4zQw2hutJP9Ff2FW9l82JGn-sgGqHlnCQvTp_WgslF1tuRP5ftufAazUZWJ2rkxD97GL4ESQhjaQw_swRd3VGI3a3sDCHR9aCLJJ8xjJwvju3whw/s1600/decisions.png" /></a></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">For the Learner</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">Objective solves the “What” is this session all about.<span style="mso-spacerun: yes;"> </span>It is the key to awakening previous knowledge on the topic, provides guidance on choosing a learning strategy, and establishes a clear endpoint for successful completion. </span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">In addition, objectives allow the learner to make a judgment regarding the value of the session; influencing the level of motivation to apply.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">Use and Abuse</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">The general principle of sharing the learning objectives with the learner is a sound one.<span style="mso-spacerun: yes;"> </span>Unfortunately, some historical events have yielded a poor practice; sharing a list of objectives written for the instructional designer at the beginning of a course.<span style="mso-spacerun: yes;"> </span>Let’s face it there is nothing motivating about reading or listening to someone read off a litany of objectives that can’t be understood. This method may actually <b style="mso-bidi-font-weight: normal;">interfere</b> with learning.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">There are multiple sources that will bear out the following; although I think Smith & Ragan<sup> (1)</sup> say it best, “Only rarely will designers express the objective to the learners in the same forms that were used when designing instruction”. </span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">Objectives shared with the learner should be understandable by the uninitiated, shared prior to the related content, and describe how success will be achieved.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">Quick Quality Check: Ensure terms that have <b style="mso-bidi-font-weight: normal;">not</b> been learned yet are excluded from the objective shared with students. <span style="mso-spacerun: yes;"> </span>Ask an inexperienced person to explain what will be learned and a description of how they would go about achieving success.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">Challenge</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">:<span style="mso-spacerun: yes;"> </span>Choose a lesson and delete the list of learning objectives at the beginning of a learning session.<span style="mso-spacerun: yes;"> </span>If not already existing, replace it with a goal statement describing how the content will be applied.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRt2vPrAa_L06XHoVcLIf-MYM9DoO-NnXpEjg6SEetaVu2t2Rk8-Lql-d0CdzWBdrFTzhCangflrAbmBe27l6ukDxrRNkZGnlJ20dUVHJdjAOQpOsnBxTbdExIAGZDI9S2PSEQhcOwWog/s1600/identify2.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img aea="true" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRt2vPrAa_L06XHoVcLIf-MYM9DoO-NnXpEjg6SEetaVu2t2Rk8-Lql-d0CdzWBdrFTzhCangflrAbmBe27l6ukDxrRNkZGnlJ20dUVHJdjAOQpOsnBxTbdExIAGZDI9S2PSEQhcOwWog/s1600/identify2.png" /></a><shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"><stroke joinstyle="miter"></stroke><formulas><f eqn="if lineDrawn pixelLineWidth 0"></f><f eqn="sum @0 1 0"></f><f eqn="sum 0 0 @1"></f><f eqn="prod @2 1 2"></f><f eqn="prod @3 21600 pixelWidth"></f><f eqn="prod @3 21600 pixelHeight"></f><f eqn="sum @0 0 1"></f><f eqn="prod @6 1 2"></f><f eqn="prod @7 21600 pixelWidth"></f><f eqn="sum @8 21600 0"></f><f eqn="prod @7 21600 pixelHeight"></f><f eqn="sum @10 21600 0"></f></formulas><path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f"></path><lock aspectratio="t" v:ext="edit"></lock></shapetype><shape id="Picture_x0020_6" o:spid="_x0000_s1026" style="height: 144.5pt; margin-left: 0px; margin-top: 0.15pt; mso-height-percent: 0; mso-height-relative: page; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-width-percent: 0; mso-width-relative: page; mso-wrap-distance-bottom: 0; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-distance-top: 0; mso-wrap-style: square; position: absolute; visibility: visible; width: 170.5pt; z-index: -251656192;" type="#_x0000_t75"><imagedata o:title="" src="file:///C:\Users\h0087704\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png"></imagedata><wrap type="tight"></wrap></shape><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">In my opinion, there is an overuse of the action verb “identify”. <span style="mso-spacerun: yes;"> </span>Recently as part of a group we were brainstorming some instructional methodologies.<span style="mso-spacerun: yes;"> </span>In reviewing the objectives; eleven of fifteen objectives used the action verb “identify”.<span style="mso-spacerun: yes;"> </span>Humans identify something by using our senses; generally our vision.<span style="mso-spacerun: yes;"> </span>Examples from the course we were reviewing:<span style="mso-spacerun: yes;"> </span>Identify a: <span style="mso-spacerun: yes;"> </span>method, route, components, limits, strategies … and the list goes on. <span style="mso-spacerun: yes;"> </span>Unless you’re some type of bio-robot doing a quality check as objects pass by, most of us don’t stand around and identify stuff.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">I submit there might be a bit of confusion with some knowledge of factual information required to accomplish a task and gets interpreted as the ability to identify it.<span style="mso-spacerun: yes;"> </span>The task may be to<i style="mso-bidi-font-style: normal;"> apply</i> a method, <i style="mso-bidi-font-style: normal;">choose</i> a route, <i style="mso-bidi-font-style: normal;">operate</i> a component or <i style="mso-bidi-font-style: normal;">adhere</i> to a limit.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">The concern is that if you are focusing on the wrong tasks your training will be valueless on the job. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">Challenge:</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;"> </span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">Review the objectives for one of your learning sessions, select the objectives using the action verb “identify” and do the following reality check.<span style="mso-spacerun: yes;"> </span>Ask yourself, if this really the action you anticipate the learner to do in the work place.<span style="mso-spacerun: yes;"> </span>Follow this up with a review of the evaluation; is the verb in the evaluation congruent with the verb in the objective and task?</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">The Missing Link:</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">The key to a valid evaluation is the action verb in the objectives; it should be the same ones used in the evaluation. <span style="mso-spacerun: yes;"> </span>For an individual test item (item analysis) the link is called “Item-Objective Congruence. <span style="mso-spacerun: yes;"> </span>Ronald .A. Berk <sup>(3)</sup> describes the relationship as “The most important (test) item characteristic.” </span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">The quality of your evaluation instrument is directly dependent on the degree of agreement between the action verbs in your objectives and the actions in the evaluation used to measure the mastery of the objective.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">Quick Quality Check:</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;"></span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span>The verb in the task statement and the verb in the objective should be the consistent. <span style="mso-spacerun: yes;"> </span>The verb in the objective and the verb in the evaluation instrument (read test question) should be congruent.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Your Turn</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">Your comments, candid and kind, will be appreciated and the next blog posting might depend on the answer to the poll question.<span style="mso-spacerun: yes;"> </span>Please take time to answer it. (Analogy)</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">Regards,</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">Cj</span></b><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Resources:</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1)<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; line-height: 115%;">Smith, P. L. & Ragan, T. J. (1993) Instructional Design. Upper Saddle River, NJ. Prentice-Hall.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2)<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">DOE-HDBK-1200-97, Guide to Good Practices for Developing Learning Objectives.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">3)<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Beck R. A. (1982). Criterion-Referenced Measurement: The State of the Art. Baltimore, Maryland: John Hopkins.</span><br />
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</div>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com3tag:blogger.com,1999:blog-3475409711207175918.post-3805992874177253092012-03-20T16:02:00.000-07:002012-03-20T16:02:35.884-07:00The Business of Training: Is the Customer Always Right?<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">The Big Picture</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">There is a difference between a Systems Approach to Training and a Systematic Approach to Training. </span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">In a systems approach to training, training is one of the functions that support a business at an “organizational level” <sup>(1)</sup>.<span style="mso-spacerun: yes;"> </span>Training supplies a product of use to the overall system (the business).<span style="mso-spacerun: yes;"> </span>For example: A means of communication company policies, documentation that an employee has been trained to meet a regulatory requirement, enhancing the company brand, or fixing a performance problem.<span style="mso-spacerun: yes;"> </span>Graphically it could look something like:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwrWUHyyP1gJtT4_my_rQJ-SlJrR6k8bzRxXKZGK6lA752iqiVtieh-m39iM3j7im0sVnyI_wOS6_RnkjQTkcCoyKWHMXV2DRXNHYp-kieMTHLCEmNkJlJV21JC2vhr5d2gJC1KaEC-A8/s1600/businessAsAnAdaptiveSystem.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img aea="true" border="0" height="295" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwrWUHyyP1gJtT4_my_rQJ-SlJrR6k8bzRxXKZGK6lA752iqiVtieh-m39iM3j7im0sVnyI_wOS6_RnkjQTkcCoyKWHMXV2DRXNHYp-kieMTHLCEmNkJlJV21JC2vhr5d2gJC1KaEC-A8/s640/businessAsAnAdaptiveSystem.png" width="640" /></a></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">A systematic approach to training concentrates at the “job/performer” level; <sup>(1)</sup> it focuses on how best to help humans learn with the end goal of creating a performance potential.<span style="mso-spacerun: yes;"> </span>Or, the application of instructional systems design. (Refer to my first post).<span style="mso-spacerun: yes;"> </span>Graphically it could look like:</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">When Worlds Collide </span></b><br />
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">There will be times when Training as part of the business system and the known good practices of Instructional Design will conflict.<span style="mso-spacerun: yes;"> </span>You’ll know it when the hair on the back of your neck try stand up so quickly they may just fly off and you just want to smack some sense into someone. Following are a few I have encountered.</span></span><span style="font-family: Times New Roman; font-size: small;"> </span><br />
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Situation</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">: Training as a panacea.<span style="mso-spacerun: yes;"> </span>Using training to fix a performance problem that it can’t fix.<span style="mso-spacerun: yes;"> </span></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Example:</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;"><span style="mso-spacerun: yes;"> </span>Performance Concern: Supervisors need to spend more time in the field.<span style="mso-spacerun: yes;"> </span>Non-solution; send the supervisors to leadership training and tell them to spend more time in the field.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Business advantage</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">:<span style="mso-spacerun: yes;"> </span>Implementable, track able and auditable.<span style="mso-spacerun: yes;"> </span>Yep we did something.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Why not to do it</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">: Training can impart knowledge, skills and attitudes but it will not fix a work load problem. If a manager does not change the working environment to allow a supervisor to spend more time in the field, the odds are the situation will not change no matter how many times you train them that is a good practice.<span style="mso-spacerun: yes;"> </span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Situation</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">: Authoritative body makes decisions regarding: implementation, content, or instructional methods against what the analysis shows (read personally or politically motivated).<span style="mso-spacerun: yes;"> </span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Example:</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;"> One size fits all training; sending employees to training that doesn’t apply to them. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Business advantage: </span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;"><span style="mso-spacerun: yes;"> </span>Appeases some political body.<span style="mso-spacerun: yes;"> </span>Offered as a bone to achieve some other agenda.<b style="mso-bidi-font-weight: normal;"></b></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Why not to do it</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">: It goes against the adult learning principle of “Adults become ready to learn when they experience in their life situation a need to know or be able to do in order to perform more effectively and satisfyingly.” <sup>(2) <span style="mso-spacerun: yes;"> </span></sup><span style="mso-spacerun: yes;"> </span>It is a waste of resources.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Situation</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">: Authoritative body makes design decisions based on business needs not good learning principles.<span style="mso-spacerun: yes;"> </span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Example:</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;"> Mandating a standard template with branding.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Business advantage: </span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">A means to advertise your product, facility, or company.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Why not to do it</span></b><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">: It goes against the instructional message design principle of “coherence”; where extraneous visuals, words, and sounds should be omitted. <sup>(3)</sup> <span style="mso-spacerun: yes;"> </span>It prohibits creativity in the design process. It prohibits matching a theme with the content. Can reduce or inhibit learning.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Ok enough of the examples.<span style="mso-spacerun: yes;"> </span>I think you have either lived it or get the point.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">What’s an Instructional Designer to Do?</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">I would like to offer three suggestions that you may find useful.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">First, if you have the time and resources, build a before (the way they want it) and after versions (the one applying good instructional design principles) and present them to the powers that be.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Second, appeal to authority.<span style="mso-spacerun: yes;"> </span>Provide, in a kind and gentle manner, the principles, facts and research findings from authoritative sources that support how an alternative method would aid learning or provide better results.<span style="mso-spacerun: yes;"> </span>Present results from an analysis.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Third, take your case to the next higher authority in the management chain.<span style="mso-spacerun: yes;"> </span>I think all of know of the inherent dangers of doing this.<span style="mso-spacerun: yes;"> </span>But, it is an option.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Lastly, as the sage says, “Don’t Push the River”.<span style="mso-spacerun: yes;"> </span>That is: yield to the natural order of the environment you are in, use your energy wisely, and rest with intention.<span style="mso-spacerun: yes;"> </span>And, don’t forget who pays the bills.<span style="mso-spacerun: yes;"> </span>Since knowledge is power; being able to relate your training situation to the “training systems function” may empower you to persevere.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Your Turn</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Your comments, candid and kind, will be appreciated.<span style="mso-spacerun: yes;"> </span>It would be great if you could share other solutions that have worked for you when a conflict has occurred.<span style="mso-spacerun: yes;"> </span>And, please take time to answer the polling question. </span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Best regards,</span></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt;">Cj </span></div>
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<strong>References:</strong></div>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; mso-bidi-font-family: Arial;">Rummler, G. & Brache, A. (1995). Improving Performance, How to manage </span><br /><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; mso-bidi-font-family: Arial;"> the white Space on the organization chart. San Francisco: Jossey-Bass Publishers.</span><br /><br /><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-hyphenate: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; mso-bidi-font-family: Arial;">Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.) New York, NY: Cambridge Press.</span></div>
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<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-hyphenate: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">3.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif"; font-size: 11pt; mso-bidi-font-family: Arial;">Colvin Clark, Ruth & Mayer R. E. (2008) e-Learning and the Science of Instruction: Proven Guidelines for consumers and designers of multimedia learning. Second Edition. Pfeiffer.<span style="mso-spacerun: yes;"> </span>San Francisco, California.</span></div>
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</span>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com5tag:blogger.com,1999:blog-3475409711207175918.post-4835091916701706492012-03-12T11:40:00.001-07:002012-03-12T14:30:27.944-07:00Special Edition: Teaching for Retention<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Theory Basis: Learning Theory</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Special Edition:</span></b><span style="font-family: "Verdana", "sans-serif";"> Teaching for Retention</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Dr. Paul Dowdy from Heritage University gave a workshop on 3.9.2012 about Instructional Strategies for Optimal Knowledge Retention.<span style="mso-spacerun: yes;"> </span>For those of you who were unable to make the seminar, I hope to relay some of the more important information Dr. Dowdy shared and add a little bit of my own.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Learning and Retention:</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">Learning and retention are two different processes <sup>(1)</sup>. </span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><b><span style="font-family: "Verdana", "sans-serif";">Learning is the goes-inta process - </span></b><span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-weight: bold;">It<b> </b></span><span style="font-family: "Verdana", "sans-serif";">involves the brain, the nervous system, and the environment, and the process by which their interplay <i style="mso-bidi-font-style: normal;">acquires</i> information and skills.<span style="mso-spacerun: yes;"> </span>Dr. Dowdy shared that, “we learn through similarities”. My interpretation: when the environment provides us with a stimulus that is new to us, our minds seek similarities that we have in memory to attach them to. It’s just easier that creating a whole new one.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><b><span style="font-family: "Verdana", "sans-serif";">Retention is the goes-outa process – </span></b><span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-weight: bold;">It<b> </b></span><span style="font-family: "Verdana", "sans-serif";">refers to the process whereby long-term memory preserves learning in such a way that it can locate, identify, and retrieve it accurately in the future. Dr. Dowdy shared that,” we retrieve information from memory through differences”. My interpretation: when the environment provides us with a stimulus we seek from memory related information in an effort to understand it. </span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYBXWiF327AwWnAgn_FDJYeMNF1vFRO9I4gQdZQggAVsZSRTSGExXAkFnCZomvnodc2a0GQgPI1-ojEefkWS5Xy3hWV3iXHXeFfxuCLZCVRcsKcPMi1wkLVDIWWicoHthyphenhyphenEij5924XTS4/s1600/learningAndRetention.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYBXWiF327AwWnAgn_FDJYeMNF1vFRO9I4gQdZQggAVsZSRTSGExXAkFnCZomvnodc2a0GQgPI1-ojEefkWS5Xy3hWV3iXHXeFfxuCLZCVRcsKcPMi1wkLVDIWWicoHthyphenhyphenEij5924XTS4/s1600/learningAndRetention.png" yda="true" /></a></td></tr>
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<span style="font-family: "Verdana", "sans-serif"; font-size: 9pt; line-height: 115%;">Learning and Retention are two different processes</span></div>
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<span style="font-family: "Verdana", "sans-serif";">When designing instruction, learning and retention should be given separate consideration and use different strategies.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">For <b style="mso-bidi-font-weight: normal;">learning</b>, Dr. Dowdy shared the Brain Based Compatible strategies for learning from the book: <i style="mso-bidi-font-style: normal;">Classroom Instruction that Works</i>, by Marzano, Pickering & Pollock<sup> (2)</sup>. </span></div>
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<span style="font-family: "Verdana", "sans-serif";">They are (in order of effectiveness):</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Identifying similarities and differences</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Summarizing and note taking</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Reinforcing effort and providing recognition</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Homework and practice</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Nonlinguistic representations (think graphic organizers)</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Cooperative learning</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Setting objectives and providing feedback</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Generating and testing hypotheses</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Questions, curs and advanced organizers</span></div>
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<span style="font-family: "Verdana", "sans-serif";">To help students <b style="mso-bidi-font-weight: normal;">retain</b> what was learned, Dr. Dowdy offered the following tactics:</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Feeling Tone – a welcoming attitude in classroom. When students feel safe they remember more. (Refer to my post on motivation).</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Transfer – Transferring information from a previous lesson to a new lesson.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Meaning – When a lesson is meaningful, students remember the information.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Practice – When students rehearse new information they are able to remember material</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Modeling – When students watch you model what you expect them to learn or the process, they are able to remember the information.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Original learning – When students are able to understand, the first time they see new material, they are able to remember that material.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Forgetting:</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">Forgetting is a mental state when one ceases to or fails to remember; unable to recall.<span style="mso-spacerun: yes;"> </span>Marcy Driscoll in, Psychology of Learning for Instruction <sup>(3)</sup>, suggests three explanations for forgetting.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Failure to encode: the information sought was never learned</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Failure to retrieve: inability to access learned information</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Impediment: other events or information get in the way.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo6ztUDGYG933eFEQaqYclfsjCJph5luZNyDDLhl7L5DfKYG0ZLkTTtZwzJGJh2Den09_8flhsb9rFJQTIWhzagTNMjpR112JbE1R9ZFj_NRb1aDE21rLzn47YMiTjqoEdvW7k4yHTdCM/s1600/explanations+for+forgetting.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="163" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo6ztUDGYG933eFEQaqYclfsjCJph5luZNyDDLhl7L5DfKYG0ZLkTTtZwzJGJh2Den09_8flhsb9rFJQTIWhzagTNMjpR112JbE1R9ZFj_NRb1aDE21rLzn47YMiTjqoEdvW7k4yHTdCM/s320/explanations+for+forgetting.png" width="320" yda="true" /></a></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">If You Don’t Use It – You Lose It</span></b><span style="font-family: "Verdana", "sans-serif";"></span></div>
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<span style="font-family: "Verdana", "sans-serif";">I have struggled with the concept of forgetting and time.<span style="mso-spacerun: yes;"> </span>Filtering through misinformation and research these are my conclusions:</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">The appropriate teaching strategies do enhance the amount of retention.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">The ability to recall information accurately (retention) will decrease with over time unless it is periodically utilized.</span></div>
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<shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"><stroke joinstyle="miter"></stroke><formulas><f eqn="if lineDrawn pixelLineWidth 0"></f><f eqn="sum @0 1 0"></f><f eqn="sum 0 0 @1"></f><f eqn="prod @2 1 2"></f><f eqn="prod @3 21600 pixelWidth"></f><f eqn="prod @3 21600 pixelHeight"></f><f eqn="sum @0 0 1"></f><f eqn="prod @6 1 2"></f><f eqn="prod @7 21600 pixelWidth"></f><f eqn="sum @8 21600 0"></f><f eqn="prod @7 21600 pixelHeight"></f><f eqn="sum @10 21600 0"></f></formulas><path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f"></path><lock aspectratio="t" v:ext="edit"></lock></shapetype><shape id="Picture_x0020_2" o:spid="_x0000_s1026" style="height: 178.8pt; margin-left: 248.4pt; margin-top: 24.75pt; mso-height-percent: 0; mso-height-relative: page; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-width-percent: 0; mso-width-relative: page; mso-wrap-distance-bottom: 0; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-distance-top: 0; mso-wrap-style: square; position: absolute; visibility: visible; width: 237.6pt; z-index: -251658240;" type="#_x0000_t75"><imagedata o:title="" src="file:///C:\Users\h0087704\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png"></imagedata><wrap type="tight"></wrap></shape><span style="font-family: "Verdana", "sans-serif";"><strong>Part of the message:</strong></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><strong>Typical Learning Pyramid</strong></td></tr>
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<span style="font-family: "Verdana", "sans-serif";">You might have been exposed to (with legitimacy) about the “Learning Pyramid” indicating the average student (whatever that is?) will retain 5% of a lecture, 10 of what is read… 90% of what we teach others.<span style="mso-spacerun: yes;"> </span>This information has been used to advance the idea of “Active Learning” and various agendas about instructional design.<span style="mso-spacerun: yes;"> </span>“<i style="mso-bidi-font-style: normal;">Now the rest of the story</i>”:<span style="mso-spacerun: yes;"> </span>Since it is a <b style="mso-bidi-font-weight: normal;">rate</b>, it is missing half of the units.<span style="mso-spacerun: yes;"> </span>The retention happens over some period of time.<span style="mso-spacerun: yes;"> </span>So we (OK at least I) have been led to believe it is indefinite since no time period is given.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">The only complete information (based on research) I have found on the affect of method on retention is by Moore<sup> (4)</sup> which specifies a time of 24 hours. So what happens after that? The first 24 hours is part of the typical “Forgetting Curve”. Retention decreases over time unless rehearsal or recall takes place.</span></div>
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<span style="font-family: "Verdana", "sans-serif";"><span style="font-family: "Verdana", "sans-serif"; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">The major point I wish to make here is, don't be duped by misinformation to make inappropriate design decisions.</span> The studies conducted by </span><a href="http://en.wikipedia.org/wiki/Forgetting_curve"><span style="color: blue; font-family: "Verdana", "sans-serif";">Hermann Ebbinghaus</span></a><span style="font-family: "Verdana", "sans-serif";"> in the nineteenth century on retention have stood the test of time and are still valid. “Ebbinghaus hypothesized that the speed of forgetting depends on a number of factors such as the difficulty of the learned material (e.g. how meaningful it is), its representation, physiological factors such as stress and sleep, and the initial memory strength. He further hypothesized that the basal forgetting rate differs little between individuals.”<span style="mso-spacerun: yes;"> </span>See an example of a “Normal Forgetting Curve” below:</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggfTvN8qd1fKv_tO2eQ4-5lBcjxfJwF16BmYBZd-X8Qnm0twiixPnTXAywd48xtyPKVfcAVGzHX24CwLTu2UjiaHKg3Q4mvIYSCVT389HzofN5wTfPcErUJ0lFQtzfHduqLlkXcu31qn8/s1600/normalRetentionCurve.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggfTvN8qd1fKv_tO2eQ4-5lBcjxfJwF16BmYBZd-X8Qnm0twiixPnTXAywd48xtyPKVfcAVGzHX24CwLTu2UjiaHKg3Q4mvIYSCVT389HzofN5wTfPcErUJ0lFQtzfHduqLlkXcu31qn8/s1600/normalRetentionCurve.png" yda="true" /></a></td></tr>
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<span style="font-family: "Verdana", "sans-serif";"><span style="font-size: small;">Example of a Forgetting Curve over Number of Days</span></span></div>
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<span style="font-family: "Verdana", "sans-serif";">Further, <b style="mso-bidi-font-weight: normal;">how</b> the information on the pyramid is shown is misleading. Being at the bottom are doing and teaching; this suggesting this is the base.<span style="mso-spacerun: yes;"> </span>The base should be inverted since the strategies are an additive process.<span style="mso-spacerun: yes;"> </span>You cannot teach others about something without learning about via: lecture, reading, audiovisual….</span></div>
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<span style="font-family: "Verdana", "sans-serif";">In addition, all of the strategies are not practical for certain types of learning outcomes. For example: when learning first aid, you do not have to have a heart attack (doing) to remember the symptoms.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">To Reiterate and My Conclusions with Amplifications:</span></b></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Don’t take the “learning pyramid” at face value.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Appropriate teaching strategies do enhance the amount of retention because the strategy directly affects the strength of the memory. The stronger the initial memory strength the longer the memory will be retained.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">The ability to recall information accurately (retention) will decrease with over time unless it is periodically utilized. It is true! If you don’t use it you lose it.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Spacing learning events over time to cause memory recall is the most effective tactic for long term retention. Note: not helpful at all for short-term memory.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">The Bottom Line (News You Can Use):</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">In the realm of instructional design we don’t have much influence on what happens prior to or after instruction, therefore the best we can do is to provide our students with the strongest memories possible while we do have influence. How?</span></div>
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<span style="font-family: "Verdana", "sans-serif";">You can use a variety of tactics to reduce the effect of each of the explanations for forgetting.<span style="mso-spacerun: yes;"> </span>See the table below for tactics:</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Forgetting Explanation</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Tactics</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Failure to encode</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Provide a learning environment that enhances motivation to learn (See prior post.)</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Use appropriate strategy (method) for the learning outcome (think objectives) <sup>(5)<a href="https://docs.google.com/open?id=0B1pZsbKSWjQvZmt5SXY3dmhSNmU0Y1dvNl83dm4tZw"><span style="color: blue;"> See Analyzing and Selecting Instructional Strategies and Tactics</span></a></sup></span></div>
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<span style="font-family: "Verdana", "sans-serif";">Use appropriate rehearsal strategies:</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Rehearsal: Rote and/or Elaborative</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Rote: simple repetition and cumulative repetition</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Elaborative: Paraphrasing, selecting and note taking, predicting, questioning, summarizing.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Apply the Primary-Recency Principle </span></div>
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<span style="font-family: "Verdana", "sans-serif";">Length of teaching session (Prime Time<sup> (1)</sup>) Dr. Dowdy recommended for a one hour session, the first 20 minutes in learning the rest of the hour in rehearsal.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Check (think formative evaluation) & remediate as necessary.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Failure to retrieve</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Mimic on-the-job learning environment as closely as possible<sup>(6)</sup></span></div>
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<span style="font-family: "Verdana", "sans-serif";">Periodic review/Practice</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Teach retention strategies to the students. Have them make a plan</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Interference (Retroactive & Proactive)</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Avoid teaching similar skills at the same time. </span></div>
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<span style="font-family: "Verdana", "sans-serif";">Retroactive interference - meter information (Chunking)</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Proactive interference- single out main ideas</span></div>
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<span style="font-family: "Verdana", "sans-serif";">For long term memory <strong>less</strong> is better!</span></div>
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<span style="font-family: "Verdana", "sans-serif";">The rest is up to the learner and his or her work environment.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Application Challenge:</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">Write a comment and share how you would implement one of the retention tactics shared by Dr. Dowdy.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Look forward to your comments,</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Cj</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Resources:</span></b></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Sousa, D. A. (2006). How the Brain Learns. Third Edition. Corwin Press. Thousands Oakes, California.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Marzano Robert, J. Pickering Debra, J. & Pollock Jane, E. (2001). Classroom Instruction that Works: Research based strategies for increasing student achievement. Alexandria, Virginia. Association for Supervision and Curriculum Development.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">3.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Driscoll, M. P. (1994). Psychology of Learning for Instruction. Needham Heights, MA: Allyn and Bacon. </span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">4.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";"><span style="mso-spacerun: yes;"> </span>Moore, K. D. (2005). Effective Instructional Strategies: From theory to practice. Thousand Oaks, Ca. Sage Publications.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">5.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Jonassen, D. H., Grabinger, R. S. and Harris, N. D. C. (1990), Analyzing and Selecting Instructional Strategies and Tactics. Perf. Improvement Qrtly, Vol-4, ppg 77-97. </span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">6.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Encoding Specificity Principle – whatever cues are used by the learner to facilitate encoding will also serve as the best retrieval cues for that information.</span></div>
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</div>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com0tag:blogger.com,1999:blog-3475409711207175918.post-3550164998094619152012-02-27T09:42:00.000-08:002012-02-27T10:02:47.786-08:00Theory Basis: Motivational Theory<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Cambria", "serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="font-family: Verdana, sans-serif;">Introduction:</span></span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">The blog’s first poll indicated a desire to learn more about motivation.<span style="mso-spacerun: yes;"> </span>No doubt this is an important subject.<span style="mso-spacerun: yes;"> </span>Understanding motivation is a very complex undertaking because there are many inter-related factors that play within the equation, it isn't a simple cause and effect relationship. Here is what I have found useful as a basis for integrating motivation into instructional design:</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Human needs fuel motivation. Motivation directs and meters our mental and physical energies. The amount of mental and physical energies directly influences what we learn and how well we will retain it. <span style="mso-spacerun: yes;"> </span>Graphically it would look like Figure 1:</span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYIAHNdo8fQ6PTLsfvaRsGF8k38V62EPzNruHjA3_oye-gftq9EVx0NlbU_sxLSkkCwwj5BUNYmWsVtDLhy8JIO6YW2RH3W_gKqGgvsK-aqoWIY7SiO93oKYLJhGb6igBsjlCtYwYog7E/s1600/motivation1.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" lda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYIAHNdo8fQ6PTLsfvaRsGF8k38V62EPzNruHjA3_oye-gftq9EVx0NlbU_sxLSkkCwwj5BUNYmWsVtDLhy8JIO6YW2RH3W_gKqGgvsK-aqoWIY7SiO93oKYLJhGb6igBsjlCtYwYog7E/s1600/motivation1.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"> <span style="font-family: Verdana; font-size: x-small;"><strong>Figure 1: Needs, Motivation, and Learning</strong></span></td></tr>
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<span style="font-family: "Verdana", "sans-serif"; line-height: 115%;">Note: Learning and retention are two different processes; a subject of another post.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">From Complex to Simple</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">I had the privilege to attend a Bob Pike seminar in the early 90’s. <span style="mso-spacerun: yes;"> </span>Of the many golden nuggets I took away from that seminar was Bob’s basic principles regarding motivation.<span style="mso-spacerun: yes;"> </span>They are <sup>(1)</sup>:</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">You cannot motivate other people</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">All people are motivated</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">3.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">People do things for their own reasons, not your reasons</span></div>
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<span style="font-family: "Verdana", "sans-serif";">At this point you might be thinking: <span style="mso-spacerun: yes;"> </span>OK.<span style="mso-spacerun: yes;"> </span>So what can I do?<span style="mso-spacerun: yes;"> </span>Although it is true you can’t motivate other people, you <b style="mso-bidi-font-weight: normal;">can</b> create an environment where motivation can flourish or be squelched. </span></div>
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<span style="font-family: "Verdana", "sans-serif";">Human needs are innate and we don’t have to create or do anything to modify them.<span style="mso-spacerun: yes;"> </span>Our success will depend on how well you address the learner’s needs.<span style="mso-spacerun: yes;"> </span>To do so we need to be broadcasting our content on radio station WIIFM, or What’s In It For Me and our focus should be “learner-centered”. <span style="mso-spacerun: yes;"> </span>We are like the throttle for the engine of motivation; influencing the energy output.<span style="mso-spacerun: yes;"> </span>Adding our role into the previous graphic would look like Figure 2:</span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "Verdana", "sans-serif"; font-size: 9pt; line-height: 115%;"><strong>Figure 2: Instructor’s Influence on Motivation</strong></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Creating an Environment to Foster Motivation</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">I am going to assume (“Danger!… Danger ! Will Robinson”<sup> (2)</sup>) that all of you have some familiarity with Maslow’s hierarchy of needs.<span style="mso-spacerun: yes;"> </span>If not, this link will take you to a<span style="background-color: white;"> </span><a href="http://en.wikipedia.org/wiki/Maslow's_hierarchy_of_needs" target="_blank"><span style="background-color: white; color: blue;">Wikipedia Article</span></a></span><span style="font-family: "Verdana", "sans-serif";"> on the topic.<span style="mso-spacerun: yes;"> For the initiated, r</span>ecall, according to Maslow, one cannot reach a higher level until the needs of the levels below it are met.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">The following information will be based on two authors: Malcolm Knowles and John Keller.<span style="mso-spacerun: yes;"> </span>Malcolm Knowles is predominately known for his work regarding adult learning theory and John Keller for his motivational ARCS model.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Malcolm Knowles <sup>(3)</sup> provides a number of qualities the learning environment should have in order to support a motivating environment.<span style="mso-spacerun: yes;"> </span>These qualities will address needs at Maslow’s levels of Safety, Belonging, and Esteem:</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">A climate of mutual respect.<span style="mso-spacerun: yes;"> </span>Don’t talk down to or embarrass learners.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">A climate of collaborativeness rather than competitiveness; mutual helpers vs. rivals</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">A climate of supportiveness rather than judgementalness.<span style="mso-spacerun: yes;"> </span>Be supportive in your own behavior.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">A climate of mutual trust.<span style="mso-spacerun: yes;"> </span>Present yourself as being human rather than an expert.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">A climate of fun.<span style="mso-spacerun: yes;"> </span>Use of spontaneous (appropriate) humor.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">A human climate.<span style="mso-spacerun: yes;"> </span>Learning is a human activity; treat learners as human beings not objects.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">According to John Keller’s ARCS Model of Motivational Design, there are four categories for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, and Satisfaction (ARCS).</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Attention can be gained in two ways: (1) Perceptual arousal – uses surprise or uncertainly to gain interest. Uses novel, surprising, incongruous, and uncertain events; or (2) Inquiry arousal – stimulates curiosity by posing challenging questions or problems to be solved.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Relevance:<span style="mso-spacerun: yes;"> </span>creating an awareness of a need to: solve a problem or avoids one, provide an opportunity of increased status, or include professional or personal growth.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Confidence can influence a learner’s persistence.<span style="mso-spacerun: yes;"> </span>If the learner believes he or she will be successful they will continue to try.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Satisfaction:<span style="mso-spacerun: yes;"> </span>people are more motivated if the task and reward are defined.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">After the instructional content and methods have been determined, it is time to work on incorporating motivational strategies.<span style="mso-spacerun: yes;"> </span>I suggest each category can be applied to each learning objective or group of objectives.</span></div>
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<span style="font-family: "Verdana", "sans-serif";"><strong>A Golden Nugget:</strong><span style="mso-spacerun: yes;"> </span>In his article<u>,</u></span><span style="font-family: "Verdana", "sans-serif";"><a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B1pZsbKSWjQvZDhkOTczOGQtYWFjMy00ODFhLTkxMTEtMWU1OTI0MjIzZjAw" target="_blank"><span style="background-color: white; color: blue;"> Development and Use of the ARCS Model of Instruction,</span></a> John Keller provides 61 strategies for applying his model.<span style="mso-spacerun: yes;"> </span>I keep this article handy whenever I am designing.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Challenge:<span style="mso-spacerun: yes;"> </span></span></b><span style="font-family: "Verdana", "sans-serif";">One strategy to enhance the learning envrionment is to give them a choice.<b style="mso-bidi-font-weight: normal;"> </b>Review one of your courses and find a juncture to incorporate an opportunity for the learner to make a choice regarding content, methods, or materials.<span style="mso-spacerun: yes;"> </span>Share your change in a comment to this blog.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Look forward to your comments,</span></div>
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<span style="font-family: "Verdana", "sans-serif";">Cj</span></div>
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<span style="font-family: "Verdana", "sans-serif";"><strong>References:</strong></span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Pike, R. W. (1989). Creative Training Techniques Handbook. Minneapolis, MN.: Lakewood Books.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">1960s’ American television series Lost in Space spoken by voice actor Dick Tufeld. The Robot, acting as a surrogate guardian, says this to young Will Robinson when the boy is unaware of an impending threat. In everyday use, the phrase warns someone that they are about to make a mistake or that they are overlooking something.</span></div>
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<span style="font-family: "Verdana", "sans-serif"; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">3.<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Verdana", "sans-serif";">Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.) New York, NY: Cambridge Press.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Verdana", "sans-serif";">Suggested Reading or the One Book on the Topic I Would Have on My Shelf</span></b></div>
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<span style="font-family: "Verdana", "sans-serif";">Wlodkowski, R.J. ((1999) Enhancing Adult Motivation To Learn: A comprehensive Guide for Teaching All Adults. Jossey-Bass. San Francisco, CA.</span></div>
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<span style="font-family: "Verdana", "sans-serif";">This book is a great blend of adult learning theory and motivational principles interspersed with over 60 strategies on how to enhance adult motivation. </span></div>
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<br /></div>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com2tag:blogger.com,1999:blog-3475409711207175918.post-63100044573455079612012-02-09T12:57:00.000-08:002012-02-09T12:57:07.199-08:00What Is Instructional System Design?<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Verdana, sans-serif;">Welcome</span></b></div>
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<span style="font-family: Verdana, sans-serif;">Welcome. This is the inaugural post for this blog.<span style="mso-spacerun: yes;"> </span>I wanted to point out that information about the blog and me (the author) are available on the tabs just under the header.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Verdana, sans-serif;">The Beginning</span></b></div>
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<span style="font-family: Verdana, sans-serif;">An old presenter’s adage says, “When in doubt, spell it out.”<span style="mso-spacerun: yes;"> </span>So just to establish a baseline for this blog, I will discuss what Instructional Systems Design (ISD) is and the major theory basis that support ISD.</span></div>
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<span style="font-family: Verdana, sans-serif;">Cj’s definition, <i style="mso-bidi-font-style: normal;">Instructional Systems Design is a process that combines the elements from various sciences to aid in creating an experience aimed at helping humans learn.</i><span style="mso-spacerun: yes;"> </span>You can find a lot of other definitions like at </span><a href="http://en.wikipedia.org/wiki/Instructional_design"><span style="font-family: Verdana, sans-serif;">Wikipedia</span></a><span style="font-family: Verdana, sans-serif;">, but I’m bringing you mine in from the 10,000 ft. level (read big picture).</span></div>
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<span style="font-family: Verdana, sans-serif;">Please take a moment and reflect about all the different activities and components of designing and implementing an instructional event.<span style="mso-spacerun: yes;"> </span>Now, brainstorm lists of the various science areas (theory basis) that collaborate during the process.<span style="mso-spacerun: yes;"> </span></span><br />
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<span style="font-family: Verdana, sans-serif;"> I hope you came up with a few of the following; maybe even more:</span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">· </span></span>Systems theory (systematic approaches to training)</span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">· </span></span>Communications theory (transmitting the message) </span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">· </span></span>Learning theory (how people learn)</span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">· </span></span>Instructional theory (conditions that facilitate learning)</span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">· </span></span>Motivational theory (how to influence what we do)</span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">· </span></span>Psychometrics (testing)</span></div>
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<span style="font-family: Verdana, sans-serif;">Graphically it would look like:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfddERiHU9NeXuS5d3-iNCD9Plw8XpAdhEkdPVuairC5FQ81XFcMf3YpQl3pAhHc019v9See7kpVnjjcndJGl5nL50U-PeymWUJJMlny8EQm2RqSk__KmMSIxx42z94OHIEoXNpVZALe8/s1600/ISD+Graphic.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Verdana, sans-serif;"><img border="0" height="320" kba="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfddERiHU9NeXuS5d3-iNCD9Plw8XpAdhEkdPVuairC5FQ81XFcMf3YpQl3pAhHc019v9See7kpVnjjcndJGl5nL50U-PeymWUJJMlny8EQm2RqSk__KmMSIxx42z94OHIEoXNpVZALe8/s320/ISD+Graphic.png" width="285" /></span></a></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Verdana, sans-serif;">Parts is Parts</span></b></div>
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<span style="font-family: Verdana, sans-serif;">Systems theory supplies the interrelationships of a process; a combination of parts forming a complex or unitary whole.<span style="mso-spacerun: yes;"> </span>Communications theory shows us how to impart our thoughts, opinions, or information by audio, video, text and/or visuals. Learning theory explains the process of how humans learn providing the basis for instructional theory.<span style="mso-spacerun: yes;"> </span>Instructional theory uses the theories of learning and describes how to construct an environment that is conducive to learning. Motivational theory gives us direction on how to tap our emotional energy; so learning becomes desirable. And, psychometrics supplies the methods of testing which provides us with a metric to judge our success.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Verdana, sans-serif;">What’s a Trainer to Do?</span></b><br />
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<span style="font-family: Verdana, sans-serif;">There are countless models, techniques, and strategies associated with each supporting area.<span style="mso-spacerun: yes;"> </span>Why?<span style="mso-spacerun: yes;"> </span>Because none of them work all the time under the variety of possible things we can learn and the conditions we may learn under. One could take a single science area and spend a lifetime or a career mastering all of its nuances. To our benefit, there are some general guidelines for application. So, here is our challenge, to learn enough about all of them in order to be eclectic enough to make reasoned decisions about what we create to help others learn; the main focus of this blog.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Verdana, sans-serif;">Resources</span></b></div>
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<span style="font-family: Verdana, sans-serif;">You can read </span><a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B1pZsbKSWjQvNDdmOGZjZDEtYmZjZi00OTY0LWIzODEtMzE3OTY3Mjk4NTdj&hl=en_US"><span style="font-family: Verdana, sans-serif;">A Brief History of Instructional Design</span></a><span style="font-family: Verdana, sans-serif;"> by Douglas Leigh.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Verdana, sans-serif;">Your Turn</span></b></div>
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<span style="font-family: Verdana, sans-serif;">Your comments, candid and kind, will be appreciated and the next blog posting might depend on the answer to the poll question.<span style="mso-spacerun: yes;"> </span>Please take time to answer it.</span></div>
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<span style="font-family: Verdana, sans-serif;">Best regards,</span></div>
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<span style="font-family: Verdana, sans-serif; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Cj</span><br />
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<span style="font-family: Verdana, sans-serif;"><br /></span>Cj Stapehttp://www.blogger.com/profile/10695274541617392838noreply@blogger.com2