1. Session 2 Performance analysis & other types of analysis
1.1. Task Analysis
1.1.1. Actual performance
1.1.2. Clarify conditions for competent performance
1.1.3. Establish minimum expectations or standards
1.2. Learner Analysis
1.2.1. Avoid wrong assumptions
1.2.1.1. Assume all learner are alike
1.2.1.2. Assume all learners are like ourselves
1.2.1.3. Examine diversity but not similarity among learners
1.2.2. Important assumptions of All Learners: Maslow's hierarchy of needs
1.2.2.1. Physiological needs
1.2.2.2. Safety needs
1.2.2.3. Love and belonging needs
1.2.2.4. Esteem needs
1.2.2.5. Self-actualization needs
1.3. Performance Analysis
1.3.1. Can't do
1.3.1.1. Knowledge/skill or inherent ability deficiency
1.3.2. Won't do
1.3.2.1. Causes of performance gaps: Wile's model
1.3.2.1.1. Environmental
1.3.2.1.2. Analyzing Performance Problems
1.3.2.1.3. Resources
1.3.2.1.4. Internal
1.4. Needs Assessment
1.4.1. When
1.4.1.1. Actual performance < Expected / Optimal performance
1.4.2. Why
1.4.2.1. To determine if training/education can correct performance gap
1.4.3. How
1.4.3.1. Identify relevant stakeholders
1.4.3.2. Choose appropriate tools to use: questionnaire, interview, observation
2. Session 4 Designing Instruction
2.1. Learning Objectives
2.1.1. Learning goals VS Learning objectives
2.1.1.1. Goals
2.1.1.1.1. Desirable state of affairs (Gagne, Briggs & Wager, 1992)
2.1.1.1.2. Not measurable
2.1.1.2. Objectives
2.1.1.2.1. Clear communication of what will be learned
2.1.1.2.2. Inform the leaner how they will demonstrate their learning
2.1.1.2.3. Communicate expectations to learners
2.1.1.2.4. Provide specifications for instructional products
2.1.2. ABCD approach of writing objectives
2.1.2.1. Audience (Can be part of the statement)
2.1.2.1.1. Write for an individual student, not a group
2.1.2.1.2. Not always necessary to include, except when it clarifies things
2.1.2.2. Behavior (Performance)
2.1.2.2.1. Should be observable by an outsider
2.1.2.2.2. Define the "level" of learning
2.1.2.2.3. Should be what the learner does, not what the teacher or instruction does
2.1.2.2.4. Should include mention of the skills or knowledge a learner has attained
2.1.2.3. Conditions (during Performance)
2.1.2.3.1. Conditions at the time of the test or performance
2.1.2.3.2. Not acceptable
2.1.2.3.3. Common conditions
2.1.2.4. Degree (Criterion, Quality or Standard)
2.1.2.4.1. How good is "good enough"?
2.1.2.4.2. Don't say "100%" unless perfection is the only acceptable level of performance
2.1.2.4.3. Observable performances usually require a judge or rater
2.1.2.4.4. Can also refer to external standards (if they exist)
2.2. 9 Instructional Events
2.2.1. Gain attention
2.2.2. Inform learner of lesson objedctive
2.2.3. Stimulate recall of prior learning
2.2.4. Present stimuli
2.2.5. Guiding learning
2.2.6. Elicit performance
2.2.7. Provide informative feedback
2.2.8. Assess performance
2.2.9. Enhance retention and learning transfer
3. Session 5 Designing Instruction Ⅱ
3.1. Five First Principles of Instruction
3.1.1. "Learning is promoted when learners are engaged in solving problems"
3.1.2. "Learning is promoted when existing knowledge is activated as a foundation for new knowledge."
3.1.3. "Learning is promoted when new knowledge is demonstrated to the learner."
3.1.4. "Learning is promoted when knowledge is applied by the learner."
3.1.5. "Learning is promoted when new knowledge is integrated into the learner's world."
3.2. 7 principles of good teaching
3.2.1. 1.Good practice encourages student-faculty contact
3.2.2. 2.Good practice encourages cooperation/interaction among students
3.2.3. 3.Good practice encourages active learning
3.2.4. 4.Good practice gives prompt feedback
3.2.5. 5.Good practice emphasizes time on task
3.2.6. 6.Good practice communicates high expectations
3.2.7. 7.Good practice respects diverse talents and ways of learning
4. Session 8 Evaluation of Training Programmes & Summary
4.1. Evaluation outcome
4.1.1. 4 levels
4.1.1.1. Reaction
4.1.1.1.1. Surveys
4.1.1.2. Learning
4.1.1.2.1. Short-form test
4.1.1.2.2. Short answer test
4.1.1.2.3. Essay
4.1.1.2.4. Performance test
4.1.1.2.5. Written report, paper
4.1.1.2.6. Project
4.1.1.2.7. Presentation
4.1.1.2.8. Portfolio
4.1.1.3. Behaviour
4.1.1.3.1. Observe performer first-hand
4.1.1.3.2. Survey key people who observe performer
4.1.1.4. Results
5. Session 1 Introduction
5.1. Introduction
5.1.1. ADDIE
5.1.1.1. Analysis
5.1.1.1.1. whether there is an instructional problem
5.1.1.1.2. whether the objective is established
5.1.1.1.3. learner needs are evaluated
5.1.1.1.4. a project plan for design and development is laid out
5.1.1.2. Design
5.1.1.3. Develop
5.1.1.4. Implement
5.1.1.5. Evaluate
6. Session 3 Foundations of Learning
6.1. Behavorism
6.1.1. Classical conditioning
6.1.2. Operant conditioning
6.1.2.1. Positive Reinforcement
6.1.2.2. Negative Reinforcemnt
6.1.2.3. Punishment
6.2. Cognitivism
6.2.1. Cognitive Information Processing Model: (CIP) Model
6.2.1.1. Implications
6.2.1.1.1. Gain learners' attention
6.2.1.1.2. Recall prior knowledge
6.2.1.1.3. Recognize limitations of the working memory
6.2.1.1.4. Encourage multiple representations for encoding
6.2.1.1.5. Provide organized instruction to facilitate encoding
6.2.1.2. Stage theory
6.2.1.2.1. Sensory memory/register
6.2.1.2.2. Short-term memory
6.2.1.2.3. Long-term memory
6.3. Constructivism
6.3.1. Personal/individual constructivism
6.3.2. Social Constructivism
6.3.3. Constructivist conditions for learning (Driscoll, 2000)
6.3.3.1. Embed learning in relevant and realistic settings
6.3.3.2. Provide for social negotiation
6.3.3.3. Encourage ownership in learning
6.3.3.4. Nurture self-reflection of knowledge construction
7. Session 6 Development and implementation in ADDIE model
7.1. Recommendations from the multimedia learning
7.1.1. Co-existed
7.1.2. Present on the same screen
7.1.3. Redunancy
7.1.4. Signaling
7.1.5. Own pace of learners
7.1.6. Interactive
7.2. Present information effectively
7.2.1. Prototypes
7.2.1.1. Test idea
7.2.1.2. Models of the storyboards
7.2.1.3. Rapid prototypes
7.2.1.3.1. To test ou ta user interface
7.2.1.3.2. To test the database structure and flow of information in a training system
7.2.1.3.3. To test the effectiveness and appeal of a particular instructional strategy
7.2.1.3.4. To develop clients and sponsors a more concrete model of the intended instructional product
7.2.1.3.5. To get use feedback and reactions to two competing approaches
7.2.1.4. Evaluation
7.2.1.4.1. Who evaluate
7.2.1.4.2. There must be some kind of sign-off
8. Session 7 Use of technology to support learning
8.1. Seven Principles for Good Practice in Undergraduate Education
8.1.1. Good Practice Encourages Student-Faculty Contact
8.1.2. Good Practice Encourages Cooperation among Students
8.1.3. Good Practice Encourages Active Learning
8.1.4. Good Practice Gives Prompt Feedback
8.1.5. Good Practice Emphasizes Time on Task
8.1.6. Good Practice Communicates High Expections
8.1.7. Good Practice Respects Diverse Talents and Ways of Learning
9. Instructional design model
9.1. WATER model
9.2. Dick and Carey system approach
9.2.1. Dick and Carey system approach
9.3. ASSURE model
9.3.1. ASSURE Model
9.4. KEMP design model
9.4.1. KEMP design model
9.5. ADDIE model
9.5.1. ADDIE model
10. ADDIE
10.1. Analysis
10.2. Design
10.3. Development
10.4. Implementation
10.5. Evaluation
11. Delivery learning activities
11.1. Instructional Theory
11.1.1. Conversation (discussion)
11.1.2. Elaboration (step)
11.1.3. Gagne's nine events of instruction (sequence)
11.1.3.1. Getting started
11.1.3.1.1. 1.Gain attention
11.1.3.1.2. 2.Inform learners of objectives
11.1.3.1.3. 3.Stimulate recall of prior learning
11.1.3.2. Delivering the goods
11.1.3.2.1. 4.Present the content
11.1.3.2.2. 5.Guide learning
11.1.3.3. Checking comprehension
11.1.3.3.1. 6.Elicit performance (practice)
11.1.3.3.2. 7.Provide feedback
11.1.3.4. Taking it to the next level
11.1.3.4.1. 8.Assess performance
11.1.3.4.2. 9.Enhance retention and transfer
11.1.4. Bloom's Taxonomy (order of thinking skills, goal & objectives)
11.1.4.1. New version
11.1.4.2. Original version
11.1.4.3. Bloom's Taxonomy Action Verbs
12. Learning environment
12.1. Learning Theory
12.1.1. Behaviorism
12.1.2. Cognitivism
12.1.3. Constrctivism