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40 Cards in this Set
- Front
- Back
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What is the definition of instructional design? |
the process of analyzing, designing, developing, implementing, and evaluating any instructional experience |
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What is a basic tenet of instructional design? |
training is most effective when it provides learners with: 1) a clear statement of what they must be able to do as a result of training 2) how their performance will be evaluated |
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What does the TD stand for in "TD professional"? |
talent development (TD) professional |
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What is one of the first steps in the instructional design process? |
to understand the business goals and objectives of the organization (aka the business strategy and drivers) |
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What happens if TD professionals don't focus on business drivers first? |
They risk spending too much time on pet projects instead of addressing actual performance needs |
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What does "AOE" stand for? |
area of expertise= AOE |
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According to the ATD Competency Model, which AOE has the highest rating for importance and the highest percentage of time spent on the job? |
instructional design |
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A TD professional must show that they are a strategic business partner by: |
*providing services that support the organization's business strategy *improving visibility of activities/accomplishments to gain credibility *measuring results/tying results to other internal measures *becoming educated in strategic planning *educating others in strategic planning (~also see Chapter 6.1) |
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What does having knowledge of adult learning theories allow the TD professional to do? |
*relate design to different learning styles *ensure learning solutions reach learners *explain why the training is designed as it is *assess design to ensure it meets learners' needs *handle criticisms *outline how learning theory affects knowledge acquisition, retention, application |
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What is the definition of learning in instructional design? |
learning is change, the ability to adapt to new information |
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What are three theories of learning and memory mentioned in this chapter? |
behaviorism, cognitivism, constructivism |
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What is behaviorism? |
*based on the premise that learning occurs through reinforcement of desired responses (rewards) *B.F.Skinner, an American behaviorist, applied it to create "programmed learning." *the focus is on external controls that affect internal processes *behaviorism techniques: prompting, cueing, behavioral modeling, simulating, role playing, skill drilling, positive reinforcement |
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What is cognitivism? |
*based on the premise that learning occurs through exposure to logically presented information *the focus is on the mind as an information-processing system, internal processes *leads to the distinction between novice and expert by instructional systems design (ISD) *mainly the "tell" approach to learning, such as lectures *cognitivism techniques: lectures, diagrams, films, panels, interviews with subject matter experts (SMEs), class presentations, readings, debates, case studies |
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What is constructivism? |
*focus on the individual learner, and how learners internalize (construct) what they have learned *Swiss developmental psychologist, Jean Piaget, suggested learners construct knowledge through assimilation and accommodation *constructivism techniques: instructors act as facilitators, importance placed on national culture and individual differences between learners, motivation comes through the belief of the learner that they can be successful |
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What is accommodation, according to constructivism? |
accommodation: when a new experience contradicts an already existing framework, that internal representation is changed to match the new experience. (Accommodation is the mechanism through which failure leads to learning, aka learning from experience.)
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What is assimilation, according to constructivism? |
assimilation: incorporating a new experience into an already existing framework (of experience) without changing that framework; occurs when the external experience matches internal representation, or when failure to change faulty understanding (misunderstanding or denial of new info) occurs
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What are SMEs? |
subject matter experts = (SMEs) |
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What are the advantages of behaviorism? |
*sets up objectives that are clear *ensures behavioral practice, not just theory *works best for helping learners to acquire behavioral skills *specific and observable (learners know when they have succeeded, due to rewards) |
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What are the advantages of cognitivism? |
*takes less time than other methods *learners are treated as adults *focus is on thinking skills *emphasizes foundation knowledge *builds a base of information, concepts, and rules *provides the rationale upon which action is based |
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What are the advantages of constructivism? |
*learner-focused *centers on learner understanding *builds learner understanding of concepts and actions *allows for differences in learner backgrounds and experiences *has instructors guide learners through the learning process (as facilitators, not SMEs) |
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Explain Maslow and his hierarchy of needs and why it's important to Instructional Design |
*motivating learners to achieve their potential is one of the challenges of instructional design *Abraham Maslow, 1954, Motivation and Personality *Hierarchy of needs, arranged from physiological to psychological. One level must be met before moving up to the next level. *Needs (low to high): physiological (food, drink,sex, sleep), safety (freedom from fear, the need to feel stable), belongingness (to society, friends, family), esteem (self-esteem and the need to be highly regarded by others), self-actualization (be all that you can be!) |
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Apply Maslow's hierarchy of needs to the workplace |
physiological: wages/salary safety: safe working environment, knowledge of ability to keep job belongingness: camaraderie amongst coworkers esteem: the respect of coworkers and peers self-actualization: the number and types of opportunities for growth and achievement the work provides |
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How can a TD professional help to satisfy the lower-level needs of adult learners? |
By establishing an appropriate climate and a sense of safety in the learning environment |
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What is andragogy, its opposite, and who developed it? |
*Andragogy: the art of teaching adults *Malcolm Knowles in 1984's The Adult Learner: A Neglected Species *Pedagogy (the art of teaching children) |
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What is the pedagogical model of learning? |
*content-centered, instructor-led *a traditional style of teaching based on a didactic model (lecturing) *motivation is external (learning due to requirement to pass an exam, for example) *instructor bears responsibility for whole learning process, seen as an expert *objectives establish goals, material is presented in a logical sequence |
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What are the five key principles of adult learning (andragogy)? |
1) Self-concept of the learner: adults learn best when they have a measure of control over their own learning (develop a need for self-directed learning, resent if not met) 2) Prior experience of the learner: adults can use their prior knowledge as a source for learning. Best to link new material to prior experience for powerful learning. Helping learners to change their beliefs to accept new info is critical. If possible, review prior experience and skip to new and relevant info. 3) Readiness to learn: willingness of learning relates to need to fulfill current roles (at work) effectively. High motivation (readiness) in learners comes when they know they can apply the material immediately to real-life situations. Best to start adult learning activities with these needs, such as how it applies to a real-life situation. 4) Orientation to learning: a shift from learning from a subject focus to a problem focus. Adult learning should be centered around life situations, not subjects. Most new knowledge should be presented in real-life or experience-oriented learning situations as much as possible. 5) Motivation to learn: shift from external (pedagogical) to internal (andragogical). Motivated only when a specific need arises that has intrinsic value or personal payoff. A decrease in motivation to learn occurs when adults are familiar with job roles/processes and start to fear failure or need to unlearn. Conversely, a new job role or process is very motivating. |
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What are the characteristics of a pedagogical learner? |
*Dependent *Little experience, or does not use *Readiness to learn is directly related to age and curriculum *Learning is focused on self (self-centered) *Motivation is based on external rewards and punishments |
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What are the characteristics of an andragogical learner? |
*Self-directed (independently motivated) *Uses experience as a resource for self/others *Readiness to learn is developed from life experience (need to fulfill roles) *Learning is focused on a task (problem-centered) *Motivation is based on internal incentives and curiosity |
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What are the differences between teaching and facilitating learning, and which environment better suits adult learning styles? |
Teaching: *the instructor is the "teller," responsible for all learning *instructive-style learning sessions or lectures are mostly used Facilitating: *participants are responsible for learning *methods include questioning, solicitation of ideas, brainstorming, and small-group discussion to involve participants in the learning process *Effective adult learning programs leverage BOTH instructive and facilitative techniques to build skills and allow application to real-life situations. *Learning sessions are best with facilitative or participatory training styles (the trainer guides the learner to discover what needs to be learned) for adult learning |
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What are the four key characteristics of learning? |
1) Motivation (WIIFM concept: "what's in it for me?") Usually a combination of external and internal needs with extrinsic and intrinsic rewards (reinforcement). If participants achieve an objective and are rewarded, their likelihood of retaining the learning increases. 2) Goals Readiness is increased when learners need to achieve a particular goal (ex: pass an exam) and can immediately apply the knowledge or skills to real-life situations. 3) Experience Adults' experience becomes a learning resource. Material that links to previous experience is the strongest. Adults learn best by doing, so many training sessions use "experiential learning" activities to help adults learn a skill. 4) Culture TD professionals need to consider cultural differences in organizational culture and national culture. This also includes variety by field (machinist vs marketer) and department (sales vs R&D). A big concern for national culture is power distance (the amount of emphasis a society places on differences in status/authority). In a high power distance culture, the TD professional should encourage learner initiative and participation more. |
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What are the four approaches to motivating learners? |
1) Inclusion the learner's awareness that they are in an environment in which they can express themselves without fear of humiliation. TD professionals thus must create this environment through respect and connection. 2) Attitude how the learner feels about learning (a combo of emotions and data). TD professionals should promote positive attitudes by making training personally relevant and offering choices. 3) Meaning TD professionals must create engaging experiences to give meaning to learning. Meaning sustains involvement, especially when challenging with a relevant topic that increases connections to applications and the learner's purposes. 4) Competence Comes from applying and practicing. Adult learners have an innate desire to be competent. TD professionals need to convey an understanding of learner effectiveness and rewards (as well as feedback on how well learners are doing). |
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Describe the steps contained in experiential learning activities. |
3 Main Steps: 1) Encounter a real-world experience/problem* 2) By responding to the problem, learners discover key learning points 3) The response is followed by a briefing that elicits and reinforces the key learning points *Initial problem could be in the form of a case study or a simulation. |
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What are some organizational cultures that affect instructional design? |
safety-oriented, quality-oriented, ethical, technology-driven, innovative, customer-service oriented, compassionate, team-based, constructive, passive-defensive, aggressive-defensive-competitive (Example: sales department maybe be competitive and individualistic while R&D department may be team-based and innovative) |
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What are adult development theories? |
Relate to how adults' learning needs, preferences, and abilities change as they age due to physical, psychological, social, and cultural changes. (Physical factors may deteriorate with age and affect ability to focus or perform tasks.) |
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What should be the focus of an adult learning program? |
Not new facts, but challenging currently held assumptions that learners have. "Confronting ideas that are contrary to one's own helps stimulate the development of new neural pathways." Adults learn best if presented with a "disorienting dilemma" which helps to showcase current assumptions. |
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What is the learning brain model, or the Herrmann Brain Dominance Instrument? |
In 1988, W.E. (Ned) Herrmann focused on how brain dominance affects individual patterns.
The Herrmann Brain Dominance Instrument is a four-quadrant model of information processing: Upper-left celebral: thinkers are logical, mathematical, technical; think in words and numbers, learn by quantifying facts, forming theories Lower-left limbic: thinkers are controlled, conservative, procedural and sequential; think in terms of rules, learn by structuring info, and evaluating skills through practice Upper-right cerebral: thinkers are visual, creative, conceptual, holistic; think in terms of images, learn by constructing concepts, exploring possibilities, using intuition for initiative. *They are risk-takers and entrepreneurs. Lower-right limbic: thinkers are interpersonal, emotional, musical, spiritual; think in terms of feelings, learn by listening and sharing ideas, moving and feeling, harmonizing through emotion. *Effective learning programs address the various ways individuals take in and process information. (Learning brain model) |
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Discuss modes of learning with the VAK model. |
Intake styles are not the same as intelligence. VAK Model: Visual, Auditory, Kinesthetic Visual: learners prefer to take in information visually; pictures, diagrams, reading, other visuals. Artistic and strong sense of color. May have difficulty learning from lectures or following verbal directions. TD professionals should: *provide written directions, use a lot of visuals like props, diagrams, presentations, charts * use color-coding or icons, have a colorful environment *help learners visualize the process through films, demonstrations, how-to role play Auditory: learners prefer to take in information by listening; may have difficulty following written directions or focusing on reading. TD Professionals should consider: *provide spoken directions when possible, avoid subtle body language for big points * have learners repeat the information *use discussions, interviews, debates, teach-backs and panels that allow participants to talk through info Kinesthetic: learners prefer hands-on learning: doing=knowing; have good spatial perception, learn best by active involvement. TD Professionals should: *provide physically active learning opportunities and hands-on activities *provide tactile learning tools (play-doh, koosh balls, crayons) to integrate info *use computers to reinforce learning *have learners do a demonstration to evaluate their knowledge acquisition *take frequent breaks, allow informal movement |
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What external and environmental influences affect a participant's ability to learn, and how can TD professionals leverage this? |
stress and time pressures, job status, learning environment, peers, supervisor, family situation, company conditions TD professionals can: remember that adults learn well in environments that are more informal than the traditional classroom, so create a U-shaped seating arrangement and give out refreshments for a relaxed atmosphere. Also set goals to orient, and leverage life experience to connect background with new knowledge. |
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Discuss the theory of multiple intelligences. |
Howard Gardner, 1983, Harvard: intelligence is multifaceted, and IQ isn't the only measure of it. Intelligence reflects how information is processed, and there are many ways to process it. Intelligence is also not fixed, it is an aptitude used to create and solve problems. In Frames of Mind (2011) he listed the intelligences and said the list will grow: interpersonal, logical/mathematical, spatial/visual, musical, linguistic/verbal, intrapersonal, bodily/kinesthetic, emotional, naturalistic (being in nature/with animals), existential (understanding one's purpose) TD professionals can remember that most learners are comfortable with 3-4 of these and avoid others: a person with high intrapersonal skill may avoid interpersonal activities; those with high kinesthetic ability may want to move around while learning. |
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What are some generational differences in the workplace that TD professionals need to consider? |
Four generations currently make up the workplace. Young people (children of the 90's) will soon be the majority. Their hyperconnected style of learning (access info/expertise through mobile devices and internet) is changing theories and approaches to adult learning. The young generation's preference for recognition, networking, relevance, and fun influence their receptivity to learning (so instructional design needs to adapt as well). |
