Is instructional design a feasible method for guiding. i How is an instructional design workshop received by

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1 November 12, 2011

2 Research investigation Is instructional design a feasible method for guiding the development of aviation iti training? i How is an instructional design workshop received by aviation training professionals? Details (on 2 nd page of workbook) 3 hours in duration Asked to complete two surveys 10 minutes at end of 3 hour workshop 2 3 minutes which will be sent to you via in 6 weeks

3 Crucial to deliver training that: Is tailored to what people need to know Doesn t waste resources teaching things that don t improve performance Is consistent between instructors Is delivered effectively Instructional design is a process that can help trainers accomplish these goals

4 Systematic ti process of: Analyzing the need for instruction Designing effective content Developing training Implementing instruction within a company Evaluating its effect Research suggests that using an instructional design process increases the overall effectiveness of training

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6 Workshop will cover each of the 5 ID stages (analysis, design, development, implementation, evaluation) Before we begin identify an instructional challenge you would like to focus on New training course Integrating new equipment Training more people or more quickly We will have many breaks in the presentation to allow for discussion and to apply the ID techniques to your specific challenges After 2pm, coffee will be available during breaks

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9 If training is not mandatory by regulation, a needs assessment should be conducted to see if training is the best solution to a problem Training will not correct a problem unless it specifically targets the cause of error

10 Normative need Felt need Expressed need Comparative need Future need Critical incident need

11 Directions Tools & equipment Resources Feedback Incentives & motivations

12 Planning Data Collection Analyze Phase 1: Planning Phase 2: Data Collection Phase 3: Analyze Identify Define Network Design Conduct surveys Interview Prioritize Report

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15 f f f Process of identifying characteristics of the professional environment that are important

16 IDENTIFY SET REFINE RANK REFINE FINALIZE

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19 Interests Male female ratio Age Level of motivation towards the material Feelings toward the work environment Geographic location Culture Level of education Time pressure to complete training Family life and other responsibilities Attitudes Predispositions

20 Professional culture Norms and values of aviation define profession Organizational culture Values, beliefs, assumptions rituals, symbols and behaviour that define a group or organization National culture Values of individuals from a particular country

21 Planning Data Collection Analysis & Reporting

22 Planning Identify which learner characteristics may impact learning Data collection Distribute data collection instruments, focusing on confidentiality and anonymity Analysis & Reporting Numerical & non numerical data

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24 Which contexts should be considered? Oi Orienting context t learner characteristics ti Instructional context environmental Transfer context did training help? Positive i Transfer Negative Transfer Zero Transfer

25 Planning Data Collection Analysis & Reporting Identify Identify Determine success context factors y learning factors

26 Planning Data Collection Analysis & Reporting Identify Identify Determine success context factors y learning factors

27 Planning Data Collection Analysis & Reporting Identify Identify Determine success context factors y learning factors

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30 How do you identify the expert performance that training should help learners to achieve? Describe the Goals of learning Real world components of the job Type of knowledge used on the job Tasks that are the highest priority, and in what sequence they should be taught Design of assessment and evaluation tools

31 Task analysis can be performed in three simple steps: Relevance Review Result

32 Relevance Review Result Task Inventory Task Selection Classifying Learning Outcomes Task Description Task Sequencing

33 Relevance Task Inventory Probably best written based on task observation in aircraft and simulators List all of the tasks that a person would need to perform to complete the task successfully

34 Review Task Selection Narrow tasks to those likely fixed by training Keep in mind constraints such as resources and current level lof learners Task Description Task Sequencing

35 Review Task Selection Task Description Detail all of the tasks and subtasks to complete the procedure successfully Start with broad tasks and break them down to identify subtasks Often in the form of a checklist in aviation Task Sequencing

36 Task Description Check that the brake temperature is in the green range; Set the bleeds, packs, and cross bleeds to takeoff configuration; Notify the flight attendants that the cabin must be ready for takeoff; Ensure that no warning or caution messages are presented...

37 Review Task Selection Task Description Task Sequencing Identify the knowledge and skills required for each task Sequence tasks to ensure people first learn background knowledge needed for more complex tasks

38 Classifying Learning Outcomes Result What knowledge, skills, and attitudes are professionals using to accomplish the task? Ensures compatibility between tasks and their assessments, or tasks and method of instruction

39 What are the actions or thought processes that the training is attempting to produce? The outcomes of task analysis should: Allow the training designer to break apart, understand and describe the learning that the training is meant to produce Provide findings to develop evaluation tools for performance Build a basis for writing training objectives

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41 Cognitive Affective Psychomotor

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43 Imitation ti Manipulation Precision i Ati Articulation Amount of coordination required increases Amount of coordination required increases throughout the taxonomy

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45 Remember Understand Apply Analyze Evaluate Create Designed by David R. Krathwohl Complexity of the cognitive process increases throughout the taxonomy

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47 No specific classification, only dimensions Emotional understanding Moral development Social development Aesthetic development Motivational development Spiritual development

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49 Choose Task Performance Objectives Describe Skills Builds off of Task Analysis stage Objectives should describe performance, not activities to be completed

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53 Takes the list of training objectives and logically organizes them in a way that better facilitates learning

54 What is the most logical way to order my objectives?

55 Work related Space Time Physical attributes Concept related Class relations Propositional relations Sophistication

56 Learning related Empirical prerequisite Familiarity Difficulty Interest Utilization related Procedure Anticipated frequency of utilization

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58 Blended learning strategy Elements of training: In aircraft Simulator Classroom

59 1. Consider your personal training objectives 2. Make a list of simplified sample objectives, considering Cognitive aspect Psychomotor aspect Affective aspect

60 Objective Instruction Human Delivery Method Method Interaction (?) 1. Identify examples of Communication Reflection Group discussion 2. Leadership Styles Readings (memorize and practice) 3. Case study (i.e. poor communication) 4. Interaction with crewmate 5. Desire for good Communication Case studies (memorize and practice) ce) F2F (i.e. with instructor and peers) Classroom E learning Book E learning Book E learning Role playing F2F (i.e. partner) Simulator Classroom E learning Storytelling F2F Classroom E learning

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64 Near transfer Skills that are performed the same way each time Far transfer Skills that require adaptations every time they are performed

65 Lectures, reading a textbook, video with little to no interaction Instructor controls sequence and content of information, and rate of delivery Advantages/Disadvantages d Cognitive overload Inability for learners to store information in their LTM as instructors have not related to their past experiences

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67 Learning occurs through building skills from simple to complex Advantages/Disadvantages: d Manages cognitive load because learners can selfpace instruction Encourages LTM encoding through frequent interaction i during activities iii Most useful for developing near transfer skills

68 Provides information/experiences that learners link to the information already stored in their LTM Case based learning is common Advantages/Disadvantages: d Novice learners may have cognitive overload Facilitates LTM encoding through interaction and complex thought processes Develops far transfer problem solving skills

69 Makes the cognitive process of the expert visible to the learning apprentice

70 Characterized by high h level of learner control Conducting research over the Internet Advantages/ Disadvantages: Learner may become overwhelmed by the massive amounts of information available

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73 Method for strategically organizing learning activities within each module

74 Instructor decided how to train the students Flexible and easily adapted dto the needs of the learners Relies on expertise of the instructor

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77 Practical stage of instructional design (ID) Focus on project management Development Project Management Efficient use of Resources

78 Project Manager Monitoring Organizing and planning Communicating Coordinating

79 Project Resource Management Knowledge, skills, techniques committed to the project Personnel human resources Equipment Organizational resources

80 Successful development requires Excellent project management Coordinated teamwork Common project goals

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82 Support systems Internal Marketing Internal marketing kti Educate Engage Integrate Infrastructure

83 Establish infrastructure Choosing/scheduling appropriate instructors, teaching facilities, hardware and software for media, distributive materials, etc. Support systems Identifying resources for learners and instructors to access if help is required

84 Build an organizational culture of acceptance for the training before it is delivered Educate Engage Integrate

85 Educate employees Science behind the training People who were involved in development Training objectives How training can help them do their jobs

86 Engagement by theory Involving training management and senior pilots Better calibrated training to suit real world needs Engagement by application Allows employees to interact Ease anxiety about methods and topics taught

87 Deployment of training Scheduling and delivering training Integrate topics into other lessons

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91 Reaction 1. Learning Transfer of Training 4. Organizational Impact

92 Completed to measure individual s level of satisfaction with training

93 1. Determine what aspects of training i you are interested in evaluating 2. Create a reaction survey 3. Encourage written responses 4. Ensure that all learners complete forms immediately after training 5. Encourage honestly 6. Identify acceptable performance standards and take appropriate action 7. Communicate results

94 Completed to assess and identify changes in the learners knowledge, skill, or attitude as a result of training Flight test Written exam Attitude assessment?

95 The real world application of knowledge, skills, and attitudes learned in training 3 types Positive Transfer Negative Transfer Zero Transfer

96 Choose who will be assessed If able, use a control group Pre and Post testing Survey people who might observe TOT Consider cost and benefits

97 An organization may measure success by: Better productivity Better safety record Less turnover Better pilot performance Customer satisfaction Or a mix of all

98 f Most relevant information to an organization is their return on investment (ROI)

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100 Please spend a few minutes to give us some thoughtful feedback on the workshop Your comments will be carefully analyzed and written up in a final report We will contact you via with ih a short follow up survey in about 6 weeks It will only take 2 3 minutes of your time

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