designing performance-based interactive exercises

Designing Performance-Based Interactive Exercises

Reuben TozmanCEO, SlideJar Inc

reuben@slidejar.com

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Agenda

Defining‘Performance Based’ Learning and Performance Objectives Learning Classes Isolating Behaviors Structuring Output Putting It All Together Structuring Audio and Video Designing Multiple Outputs for a Single

Structure

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Defining Performance Based

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Discussion

In your own experiences, what eLearning activities have you found to be effective and engaging?

What do they all have in common?

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Defining Effective

Classic Definition

Adjective1.adequate to accomplish a purpose; producing the intended or expected result: effective teaching methods; effective steps toward peace.2.actually in operation or in force; functioning: The law becomes effective at midnight.3.producing a deep or vivid impression; striking: an effective photograph.4.prepared and available for service, especially military service.

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Defining Engaging

Adjectivewinning; attractive; pleasing: an engaging  smile.

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Signs that activities are not performance driven 1. Difficult to discern what the user is

supposed to come away knowing and how knowledge of a topic translates to performance.

2. Low levels of participation and feedback.

3. Inconsistency in functionality between one exercise and another.

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LEARNING AND PERFORMANCE OBJECTIVES

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Learning Objectives

Paradigm for structuring and classifying cognitive/motor skills.

Paradigm for structuring and classifying information based on the cognitive/motor skills required to ‘learn’ that information.

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Performance Objectives

Performance Objectives Must Describe…..

Performance - What must a learner must do to demonstrate mastery? (Activity)

Criteria - How well must a learner perform? (Standard)

Condition - Under what circumstances must a learner perform? (Environment)

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Activity

Please complete the learning and performance objectives table

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Now What?

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Project Management ConsiderationsBuilding eLearning is a service not a product

Building ‘activities’ are the most expensive part of the development cost for eLearning

‘Activites’ are supposed to be the ultimate delivery vehicle of content that facilitates performance

How do you keep costs the lowest while producing quality and quantity?

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Create Performance Activity Templates – Not Output Templates

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Working with Performance Objectives

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LOs are critical to designing Knowledge Types

POs will provide the framework for Interactivity based on Knowledge Types

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Based on the information provided on Canine Anatomical Systems:Generate 3 Learning ObjectivesGenerate 5-7 Performance Objectives

Performance Objectives - Activity

The organ systems include: 1. The cardiovascular system (cat) (dog) includes the heart and blood vessels. The cardiovascular system performs the function of pumping and carrying blood to the rest of the body. The blood contains nutrients and oxygen to provide energy to allow the cells of the body to perform work.

2. The lymphatic system includes the lymph nodes and lymph vessels. The lymphatic system is part of the immune system that helps the body fight off disease. The lymphatic system also works with the cardiovascular system to return fluids that escape from the blood vessels back into the blood stream.

3. The digestive system (cat) (dog) includes the mouth, teeth, salivary glands, esophagus, stomach, intestine, pancreas, liver and gall bladder. The digestive system absorbs and digests food and eliminates solid wastes from the body.

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Performance Objectives - Activity

Learning Objectives….Learners should understand the various canine anatomical systems

Learners should be able to explain how each system works

Learners should be able to analyze problems and recommend solutions

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Performance Objectives - Activity

Performance Objectives….Identify two components of the respiratory system

Describe the function of oxygen and nutrients to the rest of the body when asked.

Identify the lymphatic system as part of the immune system

Differentiate between lymph nodes and lymph vessels on a picture showing both

Identify all the elements of the digestive system

Troubleshoot digestive problems based on scenarios provided

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Activity

Learning Class:

Knowledge Type: ‘Knowledge’Learning Objectives: ‘Understand’, ‘Explain’Performance Objectives: ‘Identify’, ‘Differentiate’

Learning Class:

Knowledge Type:Learning Objectives:Performance Objectives:

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Isolating Behaviors

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Isolating BehaviorsBased on any single performance objective (PO), what behaviors or skills are at the core of the objective?

Requires an in depth task analysis into the PO

Example: Identify-Pointing out-Saying out loud-Separating one from many

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Isolating Behaviors

Example: Identify-Pointing out

-Correctly-Internalizing corrective feedback-Correcting mistake

-Repeatedly-In different contexts

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Isolating Behaviors

Your Turn!Can you do a task analysis on the Performance Objective below?

PO: Execute a front end analysis via long distance with a subject matter expert

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Structuring Interactivity

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Structuring Interactivity

What are the components to ‘interactivity’ based on how we isolated behaviors?

What do we need?

Knowledge Type: KnowledgeLearning Objective: Understand, ExplainPerformance Objective: Identification and Differentiation (Simple)

UnderstandingIdentification orDiffernetiation

Identification Differentiation

Asset - Graphical

MappedComponent 1

Title Description

Correct selection

Instructions

MappedComponent 2

Title Description

Correct selection

MappedComponent 3

Title Description

Correct selection

Instructions

Asset - Graphical

MappedComponent 1

Title Description

MappedComponent 2

Title Description

Correct Feedback

IncorrectFeedback

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Identification and Differentiation (Simple)

Point and Click Drag and Drop MatchingIdentification and Differentiation (Complex)

Memory game that adjusts itself based on a learner’s ability to get items right or wrong.

Problem based learning with multiple pathways.

Output Options

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Structuring InteractivitySample ‘Data Structure’

How would we expand ‘STEPS’?

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Structuring InteractivityExerciseIn groups of 3 create data structures and visualizations of your performance objectives.

Visualizations may include:MapsGUI’sPrototypes

Bear in mind… Interactive elements have no formatThere is no right and wrongBe specific about behaviors. They can have a major impact on the user

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Communicating Output - Mockups

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Communicating Output - Prototypes

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Putting It All Together

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Putting it all together

Using the content handouts, working in your original groups do the following:

Define 3-5 learning objectives per content piece

Create learning classifications Create performance objectives for all the

learning objectives Define your data structures Design your outputs

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Activities With Audio and Video

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Audio and Video

When is it appropriate to use audio and video?

What value does audio and video bring to the table?

What value can we give back to the audio and video?

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Audio and Video

Individually, what are the performance objectives you’ve written where video may be appropriate?

Structure an activity around your performance objective that employs video.

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Multiple Outputs

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Multiple Outputs

Using a single structure, create two different outputs.

Discuss what outputs would be used in which situations. Why?

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Multiple Outputs

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Contact Information

Reuben TozmanChief Learning Officer, edCetra Training

reuben@edcetratraining.com416.530.5890