Instructional interventions are those
efforts that result in teaching participants about a specific
subject. These types o interventions including e-learning,
classroom training, web-based tutorials, on-the-job (or
sit-with-Sue) training, and other such activates found within
a learning environment such as games and simulations.
Within class, Dan Hardin offered several
Instructional Summaries.
Benjamin Bloom's Taxonomy of Instructional
Objectives, typically used during the design phase of instructional
design, assists designers in defining the sequence of instruction
and selecting and writing objectives for the instructional
material. A designer could use Bloom's list to begin with
simple cognitive skills and gradually move to more complex
skills. The graphic shown is a combination of the original
and revised version of Bloom's Taxonomy in a single graphic.
In addition, Hardin has offered a
summary on Robert Mager's concepts, construction of
performance objectives (behavior, conditions, and criteria),
in preparing instructional objectives.
Robert Gagne offered his Nine
Events of Instruction that he believed should be present
in all instruction. Gagne identifies five major categories
of learning: verbal information, intellectual skills, cognitive
strategies, motor skills and attitudes. Different internal
and external conditions are necessary for each type of learning.
For example, for cognitive strategies to be learned, there
must be a chance to practice developing new solutions to
problems; to learn attitudes, the learner must be exposed
to a credible role model or persuasive arguments.
| Events |
Descriptions |
| Opening Actions |
|
| Gain attention |
Trigger the
motivation behind the learner's desire to learn |
| Inform learner
of objectives of material |
Provide a comfort
zone of information the learner can expect to learn |
| Stimulate recall
of prior learning |
Assist learner
in retrieving previously learned information upon which
to build new learning. |
| Instructional
Actions |
|
| Present stimulus
material |
Allow the learner
to select the information to learn. |
| Provide learner
guidance |
Assist the
learner in encoding information. |
| Elicit performance |
Allow learner
to respond to newly acquired information. |
| Provide feedback |
Reinforce the
learning. |
| Assess performance |
Offer feedback
in terms how how learner met the objectives. |
| Closing Actions |
|
| Enhance retention
and transfer |
Provide opportunities
or examples of opportunities where learner can apply
knowledge within his or her everyday life. |
Harold Stolovitch and Erica Keeps offer
assistance when designing a training session. The Training
Session Planning Sheet, found on the ISPI
web site, offers a model for structuring a learning
session.
The basics behind instructional design
include:
- Dividing the material into learnable
pieces.
- Sequence the material into order
that is logical for the learner, not necessarily the designer.
- Build within the learner an interest
in the subject.
- Organize the objectives
of the instruction.
- Stimulate the learner to build
on prior knowledge.
- Create exercises or activities
to allow the learners to explore the topic within a safe
environment.
- Summarize what should have been
learned and use these summaries to lead to the next piece
of instruction.
- Offer ideas as to how the learner
can apply this new knowledge to their everyday activities.
Mager's Writing
Instructional Objectives
An instructional objective is a statement
written in behavioral terms that describes what each student
will be able to do upon completion of training. Each learning
objective must contain the following:
Performance statement - describes
what the student must do to complete the objective. Each
performance statement must contain an action verb and the
object of that action.
Condition statement - The condition
statement is that portion of the objective that describes
the conditions under which the performance of the objective
will be performed. Condition statements fall into one of
these categories.
- What the student will be provided.
- Restriction placed on the student
- Special conditions which occur
on the job.
Standard statement - The standard
statement is that portion of the objective, which describes
the level of the student performance necessary to successfully
complete the objective. The standard is also described as
the criterion such as speed, accuracy, quality, and directing.
Joe Harless' Front-end Analysis
The primary goals of FEA are to identify
areas where improvement has high worth and to find the problems
that are causing the most significant loss. Keep asking
‘why” and dig deep to identify the root cause of problems.
Don’t stop short. To meet these goals, Harless developed
13 “smart questions”.
| Broader Questions |
13 Smart questions |
| Is there really
a problem? |
1. Do we have a
problem?
2. Do we have a performance problem?
3. How will we know when the problem is solved?
4. What is the performance problem? |
| Is it worth addressing? |
5. Should we allocate
resources to solve it? |
| What to do about
it? |
6. What are the
possible causes of the problem?
7. What evidence bears on each possibility?
8. What is the probable cause?
9. What general solution type is indicated?
10. What are the alternative subclasses of solution?
11. What are the costs, effects, & development times
of each solution?
12. What are the constraints?
13. What are the overall goals? |
Joe Harless’ development of the analysis
process defined this critical component of HPT and contributed
greatly to the shift from IT to PT. Harless stated “perhaps
the most noteworthy event that has occurred as a result
of the paradigm shift to performance – and the incorporation
of front-end analysis – has been the development of the
field of performance”.
Kaufman's Organizational Elements
Model
Roger Kaufman’s Organizational Elements
Model (OEM) consists of five parts: inputs, processes, products,
outputs, and outcomes. Every organization, whether it be
an educational or business setting, is made up of these
five elements. The OEM is a framework for organizations
to relate organizational efforts, organizational results,
and societal payoffs or consequences (Cost-Consequence Analysis,
90). The OEM may also be divided into two different levels.
The first level shows "What Is" and the second
level shows "What Should Be".
| |
Input |
Process |
Product |
Output |
Outcome |
| What Is |
|
|
|
|
|
| What It
Should Be |
|
|
|
|
|
