WEEK 7 | Instructional Design

IDM - WEEKLY NOTES-WEEK 7

Instructional Design and Technology:

Instructional Design Models, University of Maryland, University College - IDT200x

WEEK 7 - Aim of lesson

Submitted: 08.08.19

Objectives

Through the first six weeks of this course, you were introduced to number of different instructional design models within specific industries to apply each of their framework to the finalized output.

As we near the end of the course, you will need one very important element to compliment any learning plan-objectives. In this module, you will explore different ways used in the development of learning objectives and the roles of other people within the creation and evaluation process of the objectives you create.

After completing this section, you will have:

Explained the different levels of Bloom’s Taxonomy
Outlined the role of a subject matter expert
Developed appropriate goals and learning objectives based on predetermined scenarios

Subject matter expert - exercise

Reflect on the information presented in the module this week regarding

Bloom’s Taxonomy and how learning objectives should be developed based on the

context of the situation presented.

Review the scenarios provided in this week’s worksheet and review the situation. You must determine an appropriate goal and develop learning objectives to align with the goal you have created. Remember, learning objectives must align with the goal you determined. Conclude the assignment with a brief summary of actions steps you would address
with an SME.

Writing objectives Scenarios

Developing Learning Objective Scenarios

Directions:

Reflect on the information presented in the module this week regarding Bloom’s Taxonomy and how learning objectives should be developed based on the context of the situation presented. Review the scenarios provided in this week’s worksheet and review the situation. You must determine an appropriate goal and develop learning objectives to align to the goal you have created. Remember, learning objectives must align with the goal you determined. Conclude the assignment with a brief summary actions steps you would address with a SME.

Scenario #1: For the past ten years, KawKan has been using a lean manufacturing approach in the assembly of their motorcycles. Over that decade, business has remained strong, but operational costs have continued to increase despite increased sales every year. Management has considered the idea it might be time to switch from the Lean process to a more robust continuous improvement model. Since the company is immersed in the practice of Lean manufacturing model, the management team is not familiar with the basic elements in the continuous improvement model. Management has asked you to prepare a presentation outlining the continuous improvement process and how implementing how it can improve the overall manufacturing output. The designated contacts for this project include the director of supply chain management and the director of continuous improvement for production.

Your role: Assume the role of an instructional designer developing an outline for a training resolution. How would you address the following to correctly identify the learning objectives for this project:

Goal description
Learning objectives/outcomes
Potential Subject Matter Experts/Define their role in the project

Continual improvement process description

A continual improvement process, also often called a continuous improvement process (abbreviated as CIP or CI), is an ongoing effort to improve products, services, or processes. These efforts can seek "incremental" improvement over time or "breakthrough" improvement all at once.

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Scenario #2: MedPat is a moderate-sized medical device manufacturer with offices, distribution centers, and production facilities scattered across North and South America. The company's growth has primarily been done through the acquisition of smaller and competing business in the same market. Given the degree of displaced locations, different operating procedures, and non-integrated systems, the operations have become too strenuous. One of the larger sites has been chosen as a test site to harmonize the setup and production of the company's new devices. Soon, other sites will be manufacturing this same device too. MedPat needs to remove itself from a paper-based operation because it slows down production, the records are hard to consistently manage, and it leads to communication issues with the site and field reps. The designated contacts for this initiative consist of a process improvement expert and the vice president of production.

Goal description
Learning objectives/outcomes
Potential Subject Matter Experts/Define their role in the project

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SME Response - week 7

Please select the download button below to download document:

LearningObjectiveScenarios_Sergio.M

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Signature Assignment

Part 1: Documentation

For this part of your assignment, complete the Signature Assignment Documentation Template to indicate the learning goal/tasks/subtasks/objectives and measurement/evaluation.

Part 2: Presentation

You will create a 5 -8 minute presentation, where you walk through the steps of how you will create this learning module (a 20 minute online learning tutorial). Remember, use the information covered in this course as you complete the learning design document template and use your multimedia (and sales ability) to show you know how to create an effective learning module based on a known learning design model. So for example, if your topic relates to your current workplace, your audience is the person who would approve the training - NOT the audience who is taking the training.

Signature Assignment Response

1. Please select the docx icon below to download the Signature_assignment_document_Sergio.M document:

Constructivist research outline.

2. Please select the docx icon below to download the
Pitch_5min_script_Sergio.M document:

3. Please select on the following link to access the presentation video:

https://youtu.be/WQ6tpTV8HYM

4. Please select the following link to see the Articulate Rise slides:

https://rise.articulate.com/share/fXJMV01pYg8hwYWHBP1cI1_JfEfChWFb

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Developing Learning Objectives – Bloom’s Taxonomy

Remember the first course you took in this program? In this section, you will review the foundation of creating measurable learning objectives, Bloom's Taxonomy. Bloom’s Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which emphasizes intellectual outcomes. This domain is further divided into categories or levels. The keywords used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels. According to Benjamin Bloom, and his colleagues, there are six levels of cognition:

1. Knowledge: rote memorization, recognition, or recall of facts
2. Comprehension: understanding what the facts mean
3. Application: correct use of the facts, rules, or ideas
4. Analysis: breaking down information into component parts
5. Synthesis: combination of facts, ideas, or information to make a new whole
6. Evaluation: the ability to judge the value of material

Writing objectives:

Some may think writing a learning objective is a simple process and only takes a few moments to come up with a few words to explain what will be covered in the learning experience. Some of these assumptions of the process may be correct; however, any assumptions regarding simplicity of developing sound learning objectives in a short amount of time are incorrect.

1. Setting A Goal

A clear learning objective states what the learner will be able to do upon completion of a continuing medical education activity, in terms of behavioral change. A clear objective identifies the terminal behavior or desired outcome of the educational offering. To begin any learning development process, you first need to have a goal. A goal is often mistaken for the objective, but should not be considered the same. A designer cannot successfully develop a learning solution if the goal is improperly developed. Once you goal is written, you need to connect the learning event to your objectives. Learning objectives begin with the phrase:

“At the conclusion of this activity, participants will be able to…”

2. Applying Blooms to an Objective

Connect step one with an action verb which communicates the performance by the learner. Use verbs which describe an action that can be observed and that are measurable within the teaching time frame. Review the brief video explaining how it classifies the six levels of Bloom's Taxonomy and suggestions on when to use them. Review this following site on applying Blooms' Taxonomy to writing effective objectives: https://tips.uark.edu/using-blooms-taxonomy/

3. Measure the Objective

Conclude with the specifics of what the learner will be doing when demonstrating achievement or mastery of the objectives. Stress what the participant will walk away from the activity with. Writing an objective is slightly more complicated than selecting the right words to mix together that align to the learning goal and describe the experience.

There are some words you want to refrain from using when developing learning objectives. The list below provides some of the more commonly used instructional designers should avoid using when developing learning objectives.

- - - appreciate
    - believe
    - improve
    - learn
    - approach
    - grasp the significance of
    - increase
    - thinks critically
    - understand

The last word on this list is one you may hear debated in learning circles, but we wanted to be a little context around the word “understand.” For more information around the use of understand and developing credible learning objectives, review the short video on “Understanding Learning Objective Development." To help think about how to use action verbs for your objectives, here is a helpful list of Bloom's Adaptation Verbs

SMART Goals and Objectives
Many designers and educators like to apply the SMART acronym when writing objectives. If your objectives is SMART, then it is Specific, Measurable, Attainable, Relevant, and Time-bound. Review at least two of the following sites discussing writing and using SMART objectives: