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Mods 3-4 by Mind Map: Mods 3-4

1. Getting feedback early and often, from the learner's perspective, is critical to the success a rapid design project. What strategies do you recommend for gaining useful and timely feedback from people who represent the learner's perspective?

1.1. Provide specific questions to engage with while completing the review

1.1.1. Keep the questions simple, direct and short to allow space for the participants to answer fully

1.2. Complete the review with the learner so that the ID can respond to clarifying questions during the process

1.2.1. Observe users interactions with the system (or instruction), record their comments, and administer a written survey to assess if instruction is valuable and relevant to the real issues they work with.

1.3. Build rapport with target audience in the analysis stage so that you can ask for feedback during the design phase.

1.3.1. the use of informal decision making reduces time spent on a bad design idea and establishes communication patterns.

1.4. Get your materials in front of end users for assessment is to simply not wait until the end product is at its “finished” stage

1.4.1. To make the evaluation rapid, a checklist or list of evaluation criteria should be readily available for the evaluators, and should be easy to use for evaluators

1.4.2. take notes while designing and reach out to individuals on a rotating basis with several questions, this way you wont take up as much of everyone’s time, and each person will only hear from you occasionally.

1.5. Use surveys to get user feedback and focus groups

1.5.1. Use surveys before and after interactions with the target audience

1.5.2. Use visual representations of data

1.6. Include "do not pass go" stopping points where the ID checks in with the learner. If the ID proceeds without their feedback, the ID might make a decision that does not align with their need.

2. What other perspectives are also valuable?

2.1. If the target audience is not available, identify groups that can provide feedback who know the target audience.

2.2. Get the client perspective as well as the audience

2.3. Engage with the SMEs in only the first draft of the storyboard is to ensure the content is accurate. The SMEs do not need to continue to engage in the drafts as long as the instructional design ensures the users are looking at the flow and easy of use the storyboard and vision on the final product.

2.3.1. discuss the progress like a weekly or bi-weekly meeting, that way the individuals are never caught off guard with requests.

3. Beta tests and pilot tests can make or break a project, and yet it is often difficult to get this process wrapped into a project (rapidly designed or not). What are some activities you could do to get quick feedback on drafts without taking too much time?

3.1. Streamline the beta testing process

3.1.1. Preparing a checklist document w/ question for a post beta test may speed up the beta debriefing and ensure all the granular detail questions aren't forgotten.

3.1.2. Put the draft and other documents in one place and use real-time document collaboration tools such as Google Docs and Slack.

3.1.3. Have a clear plan using tools and questions to get the intended results.

3.2. Having a small group of reviewers look at the materials can help identify any major issues before piloting. Then, when and if you are able to pilot, you can focus on the instructional coherence of a course.

3.2.1. having a live discussion with beta testers to be able to communicate the background and specific questions, as well as to be able to seek clarification on feedback if needed.

3.2.2. asking a group of co-workers to review a design is the best way to beta test something. In some cases these individuals are SMEs, but for the most part they are not. This makes them a quasi-replacement for the target audience.

3.3. Prepare the test users in advance with detail on what participation entails, the time commitment - usually twice that of instruction - and other relevant information. Also, including facilitators/trainers who will guide instruction when the project is implemented will provide more constructive criticism for revisions.

3.3.1. Have a pre-release review to get a project team to buy-in to the importance of the reviews at the beginning of the project helps that review to just become part of the project, and not some add-on at the end

3.3.2. Giving the beta testers direction in the type of feedback needed, like what to look at and comment on, would garner more input.

3.4. Have a beta training session to simulate the experience

3.5. To get feedback quickly and effectively, several activities could be performed. For example, an ID could still implement a beta test in smaller chunks, segmenting out the training to gain feedback in smaller bits. I

3.5.1. If each module or discrete lesson follows a similar sequence, then the ID can simply ask the reviewer to evaluate one module or lesson within the module and be able to determine the effectiveness of the entire course.

3.6. Have everyone together would allow me to give the directions and ask questions only once (or at lest for one set of people). Being able to work with them together would allow me to go over problems in a more streamlined way. Efficiency is key, as we have seen.