id best practices guide

7/30/2019 ID Best Practices Guide

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Instructional Design Best Practices Guideby DeAnn Alcantar

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Like any good tool, a highly useful design guide speeds productivity, ensures and enhances

quality of output, and can be applied to most design projects. The information provided in this

guide is intended to be a starting point for your personal design practices. If you need to design

instruction for any delivery format, this ADDIE-focused guide will assist you with the process!

Included in this guideSection 1: Instructional Design Systems Basics

Section 2: ADDIE Overview

Section 3: Project Checklist

Section 4: Distance Education Considerations

Section 5: Blended Learning Strategies

Section 6: Additional Resources

Section 7: Definitions

Section 8: References

Section 1: Instructional Design Systems Basics

Instructional design is considered the intellectual technique of the professional who is

responsible for appropriate application of technology to the teaching and learning

process. (Simonson, et al., 2012, p. 152).

Research indicates that while there is no one ideal approach to course design, there are good

design principles which are essential for effective learning outcomes. And, good course design

begins with a systematic process that applies research-based principles to educational practice

which equates to (Simonson et al., 2012):

Effective Design = Effective Instruction

Components of good course design include the learner, the content, the method(s) andmaterials, and the environment including the technology. There should be a balance among

the components with none taking on a higher position than the others (Simonson et al., 2012).

Tip: Because of an emphasis on planning and revising, well-designed instruction is repeatable,

meaning the instruction can be replicated and applied in future course design projects

(Simonson et al., 2012).

Learner

Method

ContentEnvironment

MaterialsGood

CourseDesign


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Section 2: ADDIE Overview

There are many different instructional design models, methods, processes, and theories that

have been developed and implemented over the years. Instructional designers use instructional

design models, methods, processes and theories as a foundation for course design and delivery.

These systems give structure and meaning to an instructional design problem, enabling the

designer to negotiate the design task. Models help us visualize the problem, and break it down

into discrete, manageable units. Design models, methods, processes, and theories act as road

maps for designing good instruction (Instructional Design Central, 2012).

ADDIE is the generic term for a popular process which uses a five-phased approach to designing

instruction. Each phase leads to the next and the entire process is a continuous cycle for refining

instructional materials and outcomes (Learning Theories Knowledgebase, 2012).

AnalysisDuring the analysis phase, the designer identifies the

learning problem, the goals and objectives, the needs of the target

audience, existing knowledge, and any other relevant

characteristics. Analysis also considers the learning environment, any

constraints, the delivery options, and the timeline for the project.

DesignA systematic process of specifying learning objectives.

Detailed storyboards and prototypes are often created. The look

and feel, graphic design, user interface, and content are determined

in this phase.

DevelopThis phase involves the creation of the content and

learning materials based on the design phase criteria. This includes

designing materials such as instructor and learner guides, published asynchronous courses, job

aids, etc.

ImplementationDuring implementation, the instructional materials are put into action.

Activities include: beta tests for asynchronous courses; content and technology review with

instructors; materials and resources are distributed and/or are made available to the target

audience.

EvaluationThis phase consists of formative evaluation (present in each stage of the ADDIE

process) and summative evaluation (criterion-related test items with feedback). The data from

the evaluations provide the information needed for evolving the instruction.

Analysis

Design

Develop

Implement

Evaluate


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Section 3: Project Checklist

Questions for the checklist are separated into each of the five ADDIE phases and were compiled

based on information from the resources noted on the References pages of this document. Not

every item on this list will apply to every project. The checklist provides a starting point for you to

customize with questions specific to your project needs.

ANALYSIS

Identify the learning problem, the goals and objectives, the needs of the target audience,

existing knowledge, and any other relevant characteristics. Analysis also considers the learning

environment, any constraints, the delivery options, and the timeline for the project.

General Course Characteristics Yes/No Comments

Have the subject matter experts (SME) been identified?

Which portions of the course content will be delivered online

versus in a classroom?Has an analysis of costs been completed to cover course

design and development costs?

Is the training funded by an existing budget?

Will attendees (or their departments) be billed for attending the

course? If so, how?

Should a minimum/maximum number of enrollments be set?

Is the course able to be combined or integrated with other

course or non-course resources?

Asynchronous Course Characteristics Yes/No Comments

Is the main navigation easily identifiable?

Is all navigation in the correct sequence?

Are all hyperlinks clearly identified and work?

Are links provided to previous screens?

Is a table of contents used to outline the content?

Does the course provide a guided tour and/or map for further

explanations?

Learner Characteristics Yes/No Comments

How many students are enrolled?

Is this course global or specific to a department or business unit?

How many sites are there?

What technologies are available to the learner?

Who is required to participate in the learning? (Include specifics

such as department names, geographic locations, job titles,etc.)

What are the learners' ages, cultural backgrounds, interests, and

educational levels?

What is the level of familiarity of the learners with the

instructional methods and technological delivery systems under

consideration?

How will the students apply the knowledge gained in the

course, and how is this course sequenced with other courses?


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Can the class be categorized into several broad subgroups,

each with different characteristics?

Have environmental factors which may affect staff

performance been identified and removed? (e.g. lack of

manager support, lack of reward in performance reviews, lack

of time to attend training and apply skills, etc.)

DESIGN

A systematic process of specifying learning objectives. Detailed storyboards and prototypes

are often created. The look and feel, graphic design, user interface, and content are

determined in this phase.

Essential Content Yes/No Comments

What method(s) will be used to determine prerequisite

knowledge or skills? (e.g. pretests, portfolio reviews, etc.)

Have a procedure for training the instructor been developed?

Are learning objectives stated as measurable and observable?

Are the learning objectives, content, test items, and evaluation

questions aligned?

Desired outcomes [learning objectives] must act as acontinuous thread that binds the instructional process together

from beginning to end (Simonson et al., 2012, p. 265).

Does the content meet the objectives?

Are the examples relevant for the audience and their

performance on the job? Do they relate to learner needs and

experiences?

What methods will be used to match different learning styles?

(e.g. animation, text, verbal descriptions, visual messages, etc.)

Have the materials been grouped into spatially related

locations in a logical sequence?

Teaching Strategies Yes/No Comments

Should a feedback form be used for learners to describe or

indicate their expectations and perceptions of the classstructure and delivery mode?

Is the content planned for each objective necessary and

sufficient to teach the skill?

Is the delivery method appropriate for the content?

Is the design interactive in a way that allows learners to engage

in some type of activity/exercise for every learning objective?

Does the content for each objective begin by identifying a real-

life need related to the content?

Instruction should only be as realistic as needed in order for

learning to effectively occur (Simonson et al., 2012, p. 92).

Are instructional strategies based on the type of learning that i s

needed for each objective?


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Is the content designed in a way that is appropriate for the

target audience?

Have appropriate online discussions been incorporated with

relevant topics?

Do the materials de-emphasize the "informative" part of the

instruction and focus more on the "discovery" of information?

This strategy engages all learners in active learning (Simonson et

al., 2012, p. 159).

Does the course provide performance support information?

(e.g. job aids, checklists, online resources, etc.)

DEVELOP

This phase involves the creation of the content and learning materials based on the design

phase criteria. This includes designing materials such as instructor and learner guides, published

asynchronous courses, job aids, etc.

Media Yes/No Comments

Do the selected media match the content?

Do the selected media provide motivational, engagement, and

technical quality?

Do the visuals in the content provide a concrete reference

point for learners?

Keep in mind font type and size; six words per line maximum; six

lines of text per visual; use upper and lower case; plenty of

"white space" for readability (Simonson et al., 2012, p. 160).

Do the visuals provide a good use of color?

Make sure to select colors that will not be compromised by the

technology used for transmission (e.g. red vibrates in a televised

environment). Select colors that will not be a problem forstudents who might be color-blind (Simonson et al., 2012, p.160).

Use of animation and videos is appropriate?

Have electronic files been compressed/optimized?

Are videos and animations consistent in quality, size, and type?

Have appropriate copyright permissions been obtained?

Learning EnvironmentOnline Yes/No Comments

Has the instructor received necessary training and/or resources

to be comfortable with the technology that will be used in the

online environment?

Have the learners received necessary training and/or resourcesto be comfortable with the technology that will be used in theonline environment?

What should learners be viewing during the course?

Are the materials designed in a way that is intuitive for various

types of learners who may be interacting with it?

Do learners have access to the appropriate hardware andsoftware to be successful in connecting to the courseware?


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Have alternatives been provided for each lesson in case of

system problems?

What will learners do should the technology not operate

properly, or at all?

What printed materials will the learner have available?

What materials will be available in online libraries andlaboratories?

Will learners have access to online resources for easy

communication with the instructor?

Learning EnvironmentClassroom Yes/No Comments

Is the classroom comfortable?

Can learners easily get to the room?

Will the room accommodate the group size as well as the

nature and type of planned learning activities?

Does the classroom have the appropriate technology and

equipment? (e.g. projectors, computer, software, etc.)

Can students move the tables and chairs about in ways tomake learning easy?

IMPLEMENT

During implementation, the instructional materials are put into action. Activities include: beta

tests for asynchronous courses; content and technology review with instructors; materials and

resources are distributed and/or are made available to the target audience.

Beta Testing and Train the Trainer Yes/No Comments

Has a beta test been conducted for the online content with

representative samples of the intended target audience and

data collected for course revision?

What guidance has been provided to the instructor to prepare

for classroom delivery?

What guidance has been provided to the instructor for using the

technology?

Has a rehearsal of the classroom content and technology been

conducted for applicable stakeholders (including managers) to

provide feedback on the content and skills gained for design

improvement?

Have all materials and resources been made available to the

target audience?

What guidance has been provided to the target audience for

using the technology?

Communication Yes/No Comments

Has the communication strategy been defined to publicize thecourse?

Have all stakeholder been appropriately communicated with?


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EVALUATE

This phase consists of formative evaluation (present in each stage of the ADDIE process) and

summative evaluation (criterion-related test items with feedback). The data from the

evaluations provide the information needed for evolving the instruction

Formative Yes/No Comments

Will the skills taught and resulting performance expected be tied

to performance reviews?

Will managers expect participants to perform the skills as theywere taught in the course?

Does the evaluation strategy include all appropriate levels ofevaluation for online and classroom delivery?

Level 1 = Reactions (Did they like it?); survey

Level 2 = Learning (Did they learn it?); knowledge checks

Level 3 = Transfer (Will they use it?); observable behavior

Level 4 = Return on Investment (ROI)

Summative Yes/No Comments

Do the tests measure the ability of the learner to accomplish theobjectives?

Has review and revision been set for the course to check

content, design, and delivery?

Does the course evaluation measure how well the course

taught the objectives?

Are the assessments valid and reliable?


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Section 4: Distance Education Considerations

Instructional designers usually participate in a wide range of design projects which can include

asynchronous, synchronous, and/or classroom delivery methods. Good designers use ablended

design approach using a combination of delivery methods. In your experiences as a designer,

you may even be asked to design distance education (DE) instruction; therefore, this section is

dedicated to defining DE and highlighting some of its nuances.

Distance education is defined as an institution-based, formal

education where the learning group is separated, and where

interactive telecommunications systems are used to connect

learners, resources, and instructors. (Simonson et al., 2012, p. 32).

The process of planning and organizing distance education is

multifaceted and must occur well in advance of the scheduled

instruction with these considerations (Simonson et al., 2012, p. 153):

Courses previously taught in a traditional classroom may need tobe revised to include visual and carefully timed presentations to

keep learners engaged.

Illustrate key concepts using tables, figures, charts, graphics, and other visualrepresentations.

Activities should encourage interactivity. Be sure to train students in using interactivecomponents.

Plan activities that allow for group learning such as case studies, reflective questions,problem-solving, etc.

Have a contingency plan in place in case of technical issues and communicate it to thestudents. It is important for students to have projects and assignments independent of

the instructor as well as an alternative means of communication (e.g. fax, phone, email,

etc.)

Tip: Be sure to examine issues associated with the separation of instructor and some or all of the

students. Time constraints for class delivery, lack of eye contact, visualization of the materials,

and planning for interaction require a reconsideration of classroom dynamics (Simonson, et al.,

2012, pp. 153-154).


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Section 5: Blended Learning Strategies

Transitioning face-to-face instruction into blended learning may also be the responsibility of the

instructional designer. This section is dedicated to providing guidance for effective blended

learning solutions.

Preplanning strategies

The process of planning and organizing distance education is multifaceted and must occur well

in advance of the scheduled instruction. In online environments, visuals provide concrete

reference points for students. By using a variety of visuals, content can be made easier to

understand by breaking down complex ideas into relational components (Simonson et al., 2012).

In addition to planning for the visual aspect of the online environment, communication

strategies must also be addressed. Research confirms that people learn by interacting with

others. In support of this fact, whatever technology is used, the purpose is to promote

communication. With this in mind, questions to answer to ensure effective online

communication include: 1) Do all activities encourage interaction at all sites?; 2) Do the

activities allow for student group work?; and, 3) Is there a technology contingency plan in

place? Planning activities should also follow the principles of distance learning (Simonson et al.,2012, pp. 153, 173):

The target audience of the activity. The content of subject matter to be delivered. The outcomes or objectives desired. The cost effectiveness of the system. The opportunity costs of alternative systems and methods. The availability of technology to the provider and to the learners. The geographical location of the learners. The comfort level of the learners [and instructors] with any technology that is used.

The Trainers Role

Historically, traditional learning has been teacher-centered; however, by its very nature online

education demands that students are engaged in the learning process. With distance learning,

the trainer must shift the focus to a student-centered approach (Simonson et al., 2012, p. 196)):

From

Teacher-Centered

To

Learner-Centered

Lecturing Coaching

Taking Attendance Logging On

Distribution of Requirements Connected Learning

Credit Hours Performance Standards

Library Collections Network Connections

Passive Learning Active Learning

Textbooks Customized Materials


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Online Communication

Without establishing a community of learners in a distance setting, the potential for success is

limited. Instructors/trainers should take the time to create a classroom culture that promotes

shared learning experiences and teamwork. As a reminder, the responsibility for creating the

culture in the online environment is the responsibility of all participants, not just the instructor. As

such, it is important that clear expectations be communicated to learners with regard to

etiquette for discussion forums, number and frequency of communications, examples ofacceptable and unacceptable topics, hot links to relevant online resources, deadlines, etc.

(Simonson et al., 2012).

Rule of Thumb: For threaded discussions, instructors/trainers should respond once for every 4-5

student postings early in the course and once for every 10-12 posting later in the course.

Face-to-Face + Synchronous Conversations + Asynchronous Interactions =

Effective Blended Learning Solutions(Wolpert-Gawron, 2011)

Tip: Instructors/trainers need to provide two types of feedback: information feedback and

acknowledgment feedback (Simonson et al, 2012, p. 179).


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Section 6: Additional Resources

To learn more about what is involved with each phase in the ADDIE process, the resources below

offer a variety of detailed information. As you find helpful information, add your own resources

to the list.

Overview of Learning Styles(Advanogy.com, 2012)

Subject Matter Expert Content Collection Form(Malamed, 2012)

Blooms Taxonomy of Learning Domains(Clark, 2010)

How to Facilitate Effective Online Interaction(Lorenzo Associates, Inc,

2006)

Instructional Design Knowledge Base(Dabbagh, 2006)

Index of Learning Theories and Models(Learning Theories

Knowledgebase, 2012)

Rapid E-Learning 101(Kuhlmann, 2011)

The Core Rules of Netiquette(Albion.com & Ross, 2011)

What is Blended Learning(Wong, 2009)

Writing Learning Objectives(Arreola, 1998)

Building Better Facilitator Guides(Rosenbaum, n.d.)

Sample Elegant Participant Guide(Great Circle Learning, n.d.)

Principles of Online Design: Instructional Media(FGCU, 2006)

Beta Testing an Online Course(Martin, 2010)

Pilot Testing a Course(Intulogy, Ltd., 2010)

Kirkpatrick Four Levels of Evaluation(Kirkpatrick Partners, 2012)

How to Write Good Test Questions(Tribrio, Inc., 2012)

Analysis

Design

Develop

Implement

Evaluation
http://www.learning-styles-online.com/overview/http://www.learning-styles-online.com/overview/http://www.nwlink.com/~donclark/hrd/bloom.htmlhttp://www.nwlink.com/~donclark/hrd/bloom.htmlhttp://edpath.com/2006/0706/070605.htmhttp://edpath.com/2006/0706/070605.htmhttp://classweb.gmu.edu/ndabbagh/Resources/IDKB/strategies_tactics.htmhttp://classweb.gmu.edu/ndabbagh/Resources/IDKB/strategies_tactics.htmhttp://www.learning-theories.com/http://www.learning-theories.com/http://www.articulate.com/rapid-elearning/rapid-e-learning-101/http://www.articulate.com/rapid-elearning/rapid-e-learning-101/http://www.albion.com/netiquette/corerules.htmlhttp://www.albion.com/netiquette/corerules.htmlhttp://www.youtube.com/watch?v=ffRUHKx2zyUhttp://www.youtube.com/watch?v=ffRUHKx2zyUhttp://www.uthsc.edu/grad/CourseInfo/CurrManagement/Learning_Objectives.pdfhttp://www.uthsc.edu/grad/CourseInfo/CurrManagement/Learning_Objectives.pdfhttp://www.learningpathsinternational.com/Building%20Better%20Facilitator%20Guides.pdfhttp://www.learningpathsinternational.com/Building%20Better%20Facilitator%20Guides.pdfhttp://www.greatcirclelearning.com/sites/default/files/support/Sample%20Elegant%20Participant%20Guide.pdfhttp://www.greatcirclelearning.com/sites/default/files/support/Sample%20Elegant%20Participant%20Guide.pdfhttp://www.fgcu.edu/onlinedesign/mediadev.htmlhttp://www.fgcu.edu/onlinedesign/mediadev.htmlhttp://www.learningsolutionsmag.com/articles/299/beta-testing-an-online-coursehttp://www.learningsolutionsmag.com/articles/299/beta-testing-an-online-coursehttp://www.intulogy.com/addie/pilot-testing.htmlhttp://www.intulogy.com/addie/pilot-testing.htmlhttp://www.testdesigner.com/about/how_to_write_good_test_questions/http://www.testdesigner.com/about/how_to_write_good_test_questions/http://www.testdesigner.com/about/how_to_write_good_test_questions/http://www.intulogy.com/addie/pilot-testing.htmlhttp://www.learningsolutionsmag.com/articles/299/beta-testing-an-online-coursehttp://www.fgcu.edu/onlinedesign/mediadev.htmlhttp://www.greatcirclelearning.com/sites/default/files/support/Sample%20Elegant%20Participant%20Guide.pdfhttp://www.learningpathsinternational.com/Building%20Better%20Facilitator%20Guides.pdfhttp://www.uthsc.edu/grad/CourseInfo/CurrManagement/Learning_Objectives.pdfhttp://www.youtube.com/watch?v=ffRUHKx2zyUhttp://www.albion.com/netiquette/corerules.htmlhttp://www.articulate.com/rapid-elearning/rapid-e-learning-101/http://www.learning-theories.com/http://classweb.gmu.edu/ndabbagh/Resources/IDKB/strategies_tactics.htmhttp://edpath.com/2006/0706/070605.htmhttp://www.nwlink.com/~donclark/hrd/bloom.htmlhttp://www.learning-styles-online.com/overview/


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Section 7: Definitions(Simonson, et al., 2012)

Alignment: The degree to which synchronicity occurs among objectives, instructional activities,

and assessment measures.

Asynchronous: Web-based (self-paced; communications take place at any time from any

location).

Blended (hybrid): Combines online and face-to-face delivery; 30% to 79% of the courses

content is delivered online.

Discussion Forums: Flexible online utilities which can be used to implement a wide variety of

assessment activities. Students respond to questions or discuss course material within the forum

environment.

Formative Evaluation: Assessment activities that lead to the refinement of the instruction itself.

Instructional Design: Instructional design is considered the intellectual technique of the

professional who is responsible for appropriate application of technology to the teaching and

learning process.

Reliability: The stability of an instrument or activity; how consistently the assessment measures

learning gains.

Summative Evaluation: Outcomes-focused assessments that emphasize the final results of a

course or module (e.g. ACT, GRE or GMAT tests).

Synchronous: Technology is used to connect the instructor, classroom, and learners.

Validity: The degree to which an assessment provides an accurate estimate of learning gains.


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Section 8: References

Advanogy.com. (2012). Overview of learning styles. Learning-styles-online.com. Retrieved from

http://www.learning-styles-online.com/overview/

Albion.com & Ross, S. (2011). The core rules of netiquette. Retrieved from

http://www.albion.com/netiquette/corerules.html

Arreola, R.A. (1998). Writing learning objectives. The University of Tennessee, Memphis. Retrieved

from http://www.uthsc.edu/grad/CourseInfo/CurrManagement/Learning_Objectives.pdf

Clark, D. (2010). Blooms taxonomy of learning domains. Retrieved from

http://www.nwlink.com/~donclark/hrd/bloom.html

Dabbagh, N. (2006). Instructional design knowledge base; Support instructional models with

instructional strategies and tactics. Retrieved from

http://classweb.gmu.edu/ndabbagh/Resources/IDKB/strategies_tactics.htm

FGCU. (2006). Principles of online design; Instructional media. Florida Gulf Coast University.

Retrieved from http://www.fgcu.edu/onlinedesign/mediadev.html

Fors, M. (n/d). Instructional design criteria checklist. Retrieved from

http://www.unitar.org/hiroshima/sites/unitar.org.hiroshima/files/17_AF07WSII_Instructional_

Design_Criteria_Checklist.pdf

Great Circle Learning. (n.d.). Sample elegant participant guide. Retrieved from

http://www.greatcirclelearning.com/sites/default/files/support/Sample%20Elegant%20Pa

rticipant%20Guide.pdf

Instructional Design Central. (2012). Instructional design models and methods. Retrieved from

http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#ad

die

Intulogy, Ltd. (2010. Pilot testing a course. Retrieved from http://www.intulogy.com/addie/pilot-

testing.html


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Kirkpatrick Partners. (2012). The kirkpatrick philosophy. Retrieved from

http://www.kirkpatrickpartners.com/OurPhilosophy/tabid/66/Default.aspx

Kuhlmann, T. (2011). Rapid e-learning 101. The rapid e-learning blog. Retrieved from

http://www.articulate.com/rapid-elearning/rapid-e-learning-101/

Learning Theories Knowledgebase (2012, December). ADDIE Model at Learning-Theories.com.

Retrieved December 12th, 2012 from http://www.learning-theories.com/addie-

model.html

Learning Theories Knowledgebase (2012, December). at Learning-Theories.com. Retrieved

December 13th, 2012 from http://www.learning-theories.com/

Legault, N. (2012). The ultimate elearning design and development checklist. Flirting w/

eLearning. Retrieved from http://flirtingwelearning.wordpress.com/2012/03/18/the-

ultimate-e-learning-design-and-development-checklist/

Lorenzo Associates, Inc. (2006). How to facilitate effective online interaction. Educational

pathways; resources for educators and learners, Vol. 5 (7). Retrieved from

http://edpath.com/2006/0706/070605.htm

Malamed, C. (2012). SME advice: How to brain sync with a subject matter expert. Retrieved

from http://theelearningcoach.com/elearning_design/subject-matter-experts/

Martin, B. (2010). Beta testing an online course. Learning Solutions Magazine. Retrieved from

http://www.learningsolutionsmag.com/articles/299/beta-testing-an-online-course

Rosenbaum, S. (n.d.). Building better facilitator guides. Learning Paths International. Retrieved

from

http://www.learningpathsinternational.com/Building%20Better%20Facilitator%20Guides.p

df

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a

distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.


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Tribrio, Inc. (2012). How to write good test questions. Retrieved from

http://www.testdesigner.com/about/how_to_write_good_test_questions/

Wolpert-Gawron, H. (2011). Blended learning: Combining face-to-face online education.

Edutopia. Retrieved from http://www.edutopia.org/blog/blended-online-learning-

heather-wolpert-gawron

Wong, J. (2009). What is blended learning. Retrieved from

http://www.youtube.com/watch?v=ffRUHKx2zyU


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Subject Matter Expert Content Collection Form

Lesson Title Insert the Lesson Title

Learning Objectives 1 Learning Objective 12 Learning Objective 23 Learning Objective 3

Lesson Description Insert lesson description from approved design plan

Learning Objective 1 Insert learning objective 1

Key Information What do learners need to know in order to achieve this objective? Please

provide two to five paragraphs, up to 700 words.

Key Skills What skill do learners need to be able to perform in order to achieve this

objective? Please provide two to five paragraphs, up to 700 words.

Image

Suggestions

What images, metaphors, models, or diagrams are useful for

understanding the information and skill?

Interactivity

Options

Recommend an activity that you think would be useful to help learners

acquire the knowledge and skill. You may recommend up to three

options. (e.g. video, scenario with feedback, puzzle, etc.)

Scenarios/Case

Examples

Describe one or more appropriate scenarios related to this learning

objective.

What is the appropriate way to address the scenario?

What are some feasible, inappropriateways someone might address the

scenario?

Resources What resources or references do you suggest to learners to explore

information and skills related to this objective further?


Key Information What do learners need to know in order to achieve this objective? Please

provide two to five paragraphs, up to 700 words.



Image

Suggestions




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Interactivity

Options



options.

Scenarios/Case

Examples


objective.



scenario?




Key Information What do learners need to know in order to achieve this objective? Pleaseprovide two to five paragraphs, up to 700 words.



Image

Suggestions



Interactivity

Options



options.

Scenarios/Case

Examples


objective.



scenario?



More Info List topics you will cover in greater detail below.

Supporting

Information

What other information related to this lesson do you consider nice to

know but not essential?

Image

Suggestions

What images or metaphors are useful for understanding this supporting

information?


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Interactivity

Options



options.

Scenarios/Case

Examples

Describe one or more appropriate scenarios related to this supporting

information.



scenario?

Resources What resources or references do you suggest to learners to explore this

information further?

Source:http://theelearningcoach.com/elearning_design/subject-matter-experts/
http://theelearningcoach.com/elearning_design/subject-matter-experts/http://theelearningcoach.com/elearning_design/subject-matter-experts/http://theelearningcoach.com/elearning_design/subject-matter-experts/http://theelearningcoach.com/elearning_design/subject-matter-experts/


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The Kirkpatrick Model

Level 1: Reaction

To what degree participants react favorably to the training

Level 2: Learning

To what degree participants acquire the intended knowledge, skills, attitudes,confidence, and commitment based on their participation in a training event

Level 3: Behavior

To what degree participants apply what they learned during training when theyare back on the job

Level 4: Results

To what degree targeted outcomes occur as a result of the training event andsubsequent reinforcement

Source: http://www.kirkpatrickpartners.com/OurPhilosophy/tabid/66/Default.aspx

Results

Transfer

Application

Reaction
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