1. Phase 10: Evaluation Plan
1.1. Objectives
1.2. Performance Standards
1.3. Data Collection
1.3.1. Direct testing
1.3.2. Analysis of naturally occurring events
1.3.3. Direct/indirect observations
1.3.4. Portfolios
1.3.5. Exhibitions
1.4. Implementation
1.4.1. When
1.4.2. How
1.5. Analysis
1.5.1. Frequency distribution
1.5.2. Frequency graphs or histograms
1.5.3. Descriptive stats
1.5.4. Respondent comments
1.6. Utilization
1.6.1. Evaluation Report
1.6.1.1. Executive summary
1.6.2. Oral Report
2. Phase 11: Implementation Plan
2.1. Model & Rationale
2.1.1. Configuration, linkages, environment, resources (CLER)
2.1.1.1. Configuration
2.1.1.1.1. Designer system
2.1.1.1.2. Client system
2.1.1.1.3. Configurational relationships
2.1.1.2. Linkages
2.1.1.2.1. Formal
2.1.1.2.2. Informal
2.1.1.3. Environment
2.1.1.3.1. Physical
2.1.1.3.2. Social
2.1.1.3.3. Intellectual
2.1.1.4. Resources
2.1.1.4.1. Conceptual
2.1.1.4.2. Influence
2.1.1.4.3. Material
2.1.1.4.4. Personnel
2.1.1.4.5. Institutional
2.1.1.4.6. Time
2.1.1.5. Identifies, manipulates, and capitalizes on various configurational relationships
2.1.2. Concerns-Based Adoption Model (CBAM)
2.1.2.1. What change is
2.1.2.2. How change affects someone personally
2.1.2.3. Informational and personal
2.2. Plan
2.2.1. Diffusion - Communicating info to a client and target audience about an innovation
2.2.2. Adoption - Decision to use the innovation
2.2.3. Innovation - New to an entity who is considering using it
2.2.3.1. Advantage
2.2.3.2. Compatibility with values/needs/experiences
2.2.3.3. Innovation complexity
2.2.3.4. Ability to try
2.2.3.5. Observable results
2.2.4. Communication
2.2.5. Time
2.2.6. Social system
3. Phase 12: Project Management Considerations
3.1. Schedule
3.1.1. Fixed duration
3.1.2. Variable duration
3.2. Budget
3.2.1. Labor costs
3.2.2. Rental of equipment
3.2.3. Facilities
3.2.4. Production material
3.3. Project Management
3.3.1. Scope/Constraints
3.3.1.1. Time available
3.3.1.2. Degree of quality
3.3.1.3. Budget
3.3.2. Management activities
3.3.2.1. Starting
3.3.2.2. Managing resources
3.3.2.3. Tracking
3.3.2.4. Project reporting
3.4. Proposal Preperation
3.4.1. Project agreement
3.4.1.1. Statement of purpose
3.4.1.2. Plan of work
3.4.1.3. Milestones and deliverables
3.4.1.4. Budget
3.4.1.5. Schedule
3.4.1.6. Staffing
3.4.2. Legal considerations
3.4.2.1. Contracts may be needed
3.4.2.2. State and federal mandates
3.4.2.2.1. Occupational Safety and Health Act (OSHA)
3.4.2.2.2. Equal Employment Opportunity Commission (EEOC)
3.4.2.2.3. Americans with Disabilities Act (ADA)
3.4.2.2.4. Environmental Resources Act (ERA)
3.4.2.2.5. Toxic Substance Control Act (TSCA)
3.4.2.3. Common legal problems in training
3.4.2.3.1. Failure to perform training
3.4.2.3.2. Emotional trauma or physical injury from training
3.4.2.3.3. Intellectual property infringement
3.4.2.3.4. Discriminatory content
3.4.2.3.5. Injury due to human error
3.4.2.3.6. Access to training
3.4.2.3.7. Testing and evaluation
3.4.2.3.8. Failure to perform
3.4.2.3.9. Inadequate documentation
4. Phase 1: Statement of Intent
4.1. Statement of Intent
4.1.1. Identify Instructional Problem
4.2. Target Audience
4.3. Timeline
4.4. Context
5. Phase 2: Needs Assessment and Goal Analysis
5.1. Instructional Aim
5.2. Performance Assessment
5.2.1. How will instruction help the problem
5.2.2. Needs Assessment
5.2.2.1. Normative
5.2.2.2. Comparative
5.2.2.3. Felt
5.2.2.4. Expressed
5.2.2.5. Anticipated
5.2.2.6. Critical
5.2.3. Goal Analysis
5.3. Learner Personas
6. Phase 3: Learner and Contextual Analysis
6.1. Contextual Levels
6.1.1. Orienting Context
6.1.1.1. Goals
6.1.1.2. Perceived Utility
6.1.1.3. Perception of Accountability
6.1.1.4. Factors
6.1.1.4.1. Learner Factors
6.1.1.4.2. Immediate Environment Factors
6.1.1.4.3. Organizational Factors
6.1.2. Instructional Context
6.1.3. Transfer Context
7. Phase 4: Task Analysis
7.1. Content Structures
7.1.1. Facts
7.1.2. Concepts
7.1.3. Principles and Rules
7.1.4. Procedures
7.1.5. Interpersonal Skills
7.1.6. Attitudes
7.2. Topic Analysis
7.3. Procedural/Information-Processing Analysis
8. Before You Start
8.1. Designers
8.1.1. Instructional Designer (YOU)
8.1.2. Subject Matter Expert
8.1.3. Evaluator
8.2. Design Models
8.2.1. ADDIE Model
8.2.2. A Basic Model
8.2.2.1. Learners
8.2.2.2. Objectives
8.2.2.3. Methods
8.2.2.4. Evaluation
8.3. Will instruction solve the problem?
9. Phase 5: Instructional Objective
9.1. Domain
9.1.1. Cognitive
9.1.1.1. Bloom's Taxonomy
9.1.1.1.1. Remember
9.1.1.1.2. Understand
9.1.1.1.3. Apply
9.1.1.1.4. Analyze
9.1.1.1.5. Evaluate
9.1.1.1.6. Create
9.1.2. Pychomotor
9.1.2.1. Dave's Model
9.1.2.1.1. Imitate
9.1.2.1.2. Manipulate
9.1.2.1.3. Precision
9.1.2.1.4. Articulation
9.1.2.1.5. Naturalization
9.1.2.2. Simpson's Model
9.1.2.2.1. Perception
9.1.2.2.2. Set
9.1.2.2.3. Guided Response
9.1.2.2.4. Mechanism
9.1.2.2.5. Complex Overt Response
9.1.2.2.6. Adaptation
9.1.2.2.7. Origination
9.1.2.3. Harrow's Model
9.1.2.3.1. Reflex Movement
9.1.2.3.2. Basic Fundamental Movements
9.1.2.3.3. Perceptual Abilities
9.1.2.3.4. Physical Abilities
9.1.2.3.5. Skilled Movements
9.1.2.3.6. Nondiscursive Communication
9.1.3. Affective
9.1.3.1. Theories of Attitude Formation and Change
9.1.3.1.1. Behavioral Learning Theory
9.1.3.1.2. Cognitive Dissonance Theory
9.1.3.1.3. Affective-Cognitive Consistency
9.1.3.1.4. Social Judgment Theories
9.1.3.1.5. Social Learning Theory
9.1.3.1.6. Functional Theories
9.1.3.1.7. Krathwohl’s Taxonomy
9.2. Taxonomy Alignment
9.3. Parsing the Objectives
10. Phase 6: Sequencing Strategies
10.1. Objectives
10.1.1. Expanded Performance-Content Matrix
10.1.1.1. Face, concept, principle/rule, procedure, interpersonal skill, or attitude
10.1.1.2. Recall or application
10.2. Sequencing
10.2.1. Posner and Strike
10.2.1.1. Learning-Related
10.2.1.1.1. Identifiable Prerequisite
10.2.1.1.2. Familiarity
10.2.1.1.3. Difficulty
10.2.1.1.4. Interest
10.2.1.1.5. Development
10.2.1.2. World-Related
10.2.1.2.1. Spatial
10.2.1.2.2. Temporal
10.2.1.2.3. Physical
10.2.1.3. Concept-Related
10.2.1.3.1. Class Relations
10.2.1.3.2. Propositional Relations
10.2.1.3.3. Sophistication
10.2.1.3.4. Logical Prerequisite
10.2.2. Elaboration Theory
10.2.2.1. Content Expertise
10.2.2.1.1. Conceptual Elaboration
10.2.2.1.2. Theoretical Elaboration
10.2.2.2. Task Expertise
10.2.3. Gagne
10.2.3.1. Conditions of Learning
10.2.3.1.1. Intellectual skills (procedural knowledge)
10.2.3.1.2. Verbal information (declarative knowledge)
10.2.3.1.3. Cognitive strategies (techniques of thinking, analyzing, and solving problems)
10.2.3.1.4. Motor skills (executing movements)
10.2.3.1.5. Attitudes (mental states that influence the choice of actions)
10.2.3.2. Instructional Events
10.2.3.2.1. Gaining attention (reception)
10.2.3.2.2. Informing learners of the objective (expectancy)
10.2.3.2.3. Stimulating recall of prior learning (retrieval)
10.2.3.2.4. Presenting the stimulus (selective perception)
10.2.3.2.5. Providing learning guidance (semantic encoding)
10.2.3.2.6. Eliciting performance (responding)
10.2.3.2.7. Providing feedback (reinforcement)
10.2.3.2.8. Assessing performance (retrieval)
10.2.3.2.9. Enhancing retention and transfer (generalization)
10.3. Strategies
10.3.1. Motivational strategy
10.3.2. Strategy for initial presentation
10.3.3. Generative strategy
10.3.3.1. Recall
10.3.3.1.1. Repetition
10.3.3.1.2. Rehearsal
10.3.3.1.3. Review
10.3.3.1.4. Mnemonic Devices
10.3.3.2. Integration
10.3.3.2.1. Paraphrasing
10.3.3.2.2. Generating questions and examples
10.3.3.3. Organizational
10.3.3.3.1. Outlines
10.3.3.3.2. Categorizing
10.3.3.4. Elaboration
10.3.3.4.1. Generating mental images
10.3.3.4.2. Creating diagrams
10.3.3.4.3. Relating existing knowledge to new info
10.3.4. Strategy for providing feedback to learner
10.3.5. Prescriptions for instructional strategies
10.3.5.1. Fact
10.3.5.1.1. Concrete
10.3.5.1.2. Abstract
10.3.5.1.3. Lists
10.3.5.2. Concept
10.3.5.3. Principles and Rules
10.3.5.3.1. RULEG
10.3.5.3.2. EGRUL
10.3.5.4. Procedures
10.3.5.4.1. Cognitive
10.3.5.4.2. Psychomotor
10.3.5.5. Interpersonal
10.3.5.6. Attitude
11. Phase 7: Sample Lesson
11.1. Description and Pre-instructional Stratagies
11.1.1. Pretests
11.1.1.1. Alert students to what is expected
11.1.1.2. Length of instruction is short and loosely structured
11.1.1.3. Above-average, older, or mature learners
11.1.1.4. Have some familiarity with content
11.1.2. Behavioral objectives
11.1.2.1. Inform exactly what’s expected
11.1.2.2. Used to preface a passage
11.1.2.3. Middle ability students
11.1.2.4. Best with traditional methods like lectures
11.1.3. Overviews
11.1.3.1. Prepare for task
11.1.3.2. Little to no structure
11.1.3.3. Low or high ability students
11.1.3.4. Facts or concepts
11.1.4. Advance organizer
11.1.4.1. Conceptual framework to clarify content
11.1.4.2. Should have a dominant structure
11.1.4.3. Above average ability, maturity, sophistication
11.1.4.4. Factual info
11.1.4.5. Comparative Organizer - Compare new and old content
11.1.4.6. Expository organizer - Incorporates relevant old info
11.2. Gagne
11.3. Plan B
11.4. Assessment
11.5. Rationale for Design
11.5.1. Learning Theories - How you learn
11.5.1.1. Behavioral Learning Theory
11.5.1.1.1. Positive Rewards
11.5.1.1.2. Negative Punishments
11.5.1.2. Social Learning Theory
11.5.1.2.1. Modelling after someone
11.5.1.2.2. Attention
11.5.1.2.3. Retention
11.5.1.2.4. Production
11.5.1.2.5. Motivation
11.5.1.3. Cognitive Theory
11.5.1.3.1. Concerned with the mind
11.5.2. Instructional Theory - How you ensure desired learning occurs
11.5.3. Instructional Design Model - How you create an effective lesson
12. Phase 8: Materiels & Media
12.1. Instructional Media Selection
12.1.1. Preinstructional Strategy
12.1.2. Initial Presentation
12.1.3. Generative Stratagy
12.1.4. Transitions
12.1.5. Cognitive Load
12.1.5.1. Intrinsic - Interactivity of elements
12.1.5.2. Extraneous - Design or layout
12.1.5.3. Goal-Free - Determine what is known, then find shortest path to solution
12.1.5.4. Worked-Example - How to solve by presenting steps
12.1.5.5. Split-Attention - Illustration and text divide attention to comprehend material
12.1.5.6. Redundancy - Text with text and illustration increases load
12.2. Rationale
12.2.1. Heuristics
12.2.1.1. Make it concrete
12.2.1.2. Control the step size
12.2.1.3. Use appropriate pacing
12.2.1.4. Maintain consistency
12.2.1.5. Use cues
12.3. Strengths and Limitations
12.3.1. Group (Lecture)
12.3.1.1. Pro - Familiar convention, quick to design, direct control of class, serves large numbers, easy to change, feasible communication
12.3.1.2. Con - Passive learning, not adaptive, instruction stops with questioning, inappropriate for psychomotor, consistency difficult, auditory issues may arise
12.3.2. Distance Education
12.3.2.1. Pro - Large number can "attend" without going to campus, quality equipment can transmit high quality presentations, con experience as it happens, can study and complete anytime and anywhere
12.3.2.2. Con - Quality may be inferior, interactions less fluid, hardware requirements may be expensive, lacks pacing, may have high dropout rate
12.3.3. Self-Paced
12.3.3.1. Pro - Con complete at own pace, increases attention, instructor spends less time making presentations, reduces cost of program
12.3.3.2. Con - Lack of interaction, lead to monotony and lack of interest, self discipline required, procrastination leads to delays, requires team planning with faculty
12.3.4. Small Group
12.3.4.1. Pro - Promotes active learning, allows discussions and working together, acquires experience in listening and oral expression, instructor gains increased awareness of student progress
12.3.4.2. Con - Careful planning to create participation required, feedback needed to keep on track, activities are supplemental, costs may prohibit this approach
12.4. Example
12.4.1. Drill and Practice
12.4.2. Tutorials
12.4.3. Simulations
12.4.4. Games
12.4.5. Hypermedia
12.5. Justification of Developed Media
12.5.1. Mayer's Principles
12.5.1.1. Reducing extraneous overload
12.5.1.1.1. Coherence - Exclusion of extra info in animations/narrations
12.5.1.1.2. Signaling - Learning enhanced with cues to draw attention
12.5.1.1.3. Redundancy - Reduce redundancy stops overload of working memory
12.5.1.1.4. Spatial contiguity - Relevant items presented in close proximity
12.5.1.1.5. Temporal contiguity - Relevant items presented simultaneously
12.5.1.2. Managing essential overload
12.5.1.2.1. Segmenting - Present narrated animation in learner paced segments
12.5.1.2.2. Pre-training - Understand basic infor before viewing animation
12.5.1.2.3. Modality - Animation and narration more effect than animation and text
12.5.1.3. Fostering generative processing
12.5.1.3.1. Personalization - Written in conversational style
12.5.1.3.2. Voice - Narration be spoken in standard accented voice
13. Phase 9: Sample Assessment
13.1. Assessment Instrument
13.1.1. Objective tests
13.1.1.1. Multiple choice
13.1.1.2. True-false
13.1.1.3. Matching
13.1.2. Constructed-response tests
13.1.2.1. Completion (fill in the blank)
13.1.2.2. Short essay
13.1.2.3. Long essay
13.1.2.4. Problem-Solving
13.1.3. Testing skill/behavior
13.1.3.1. Direct testing
13.1.3.2. Analysis of natural results
13.1.3.3. Ratings of behaviors
13.1.3.4. Checklists of behaviors
13.1.3.5. Rating scales
13.1.3.6. Rubrics
13.1.3.7. Anecdotal records
13.1.3.8. Indirect checklist/rating measures
13.1.3.9. Portfolio assessments
13.1.3.10. Exhibitions
13.1.4. Testing attitudes
13.1.4.1. Observation/assessment
13.1.4.2. Questionnaire/survey
13.1.4.3. Interviews
13.1.5. Quality of tests
13.1.5.1. Validity
13.1.5.1.1. Face - Judgement that it appears to assess measure of interest
13.1.5.1.2. Content - involves more specific examination of individual items
13.1.5.2. Reliability
13.1.5.2.1. Test-retest correlates scores on two diff administrations
13.1.5.2.2. Parallel forms correlates scores on similar tests taken at diff times
13.1.5.2.3. Split-half correlates scores on half test with other half
13.1.5.2.4. Internal-consistency reliability is comparable to performing all split half
13.1.5.3. Relative standards - Compare with other learners
13.1.5.4. Absolute standards - Compare against standards
13.2. Alignment
13.3. Context
13.3.1. Formative
13.3.1.1. During development
13.3.1.2. Early in the process
13.3.2. Summative
13.3.2.1. Major outcomes in the end
13.3.2.2. Key info from post tests or final
13.3.3. Confirmative
13.3.3.1. Continuous, long-term, and follow up research
13.3.3.2. Evaluation extends beyond course