INSTRUCTIONAL DESIGN
// DESIGN DOCUMENTS.
LEADING ARTERIAL BLOOD GAS PRACTICES
This document conveys my understanding and solution regarding an underperformance in arterial blood gasses for respiratory therapists.
Methodologies Used: Needs Analysis, Learner Analysis, Task Analysis, Adult Learning Principles, Kirkpatrick Model, Bloom’s Taxonomy, SMART Learning Objectives, Content Outline
TELECOM TOWER TRAINING 101
This document conveys my understanding and solution regarding the poor proficiency in telecom fundamentals for engineering and drafting new hires.
Methodologies Used: Needs Analysis, Learner Analysis, Task Analysis, Adult Learning Principles, Kirkpatrick Model, Bloom’s Taxonomy, SMART Learning Objectives, Content Outline
A STEP INTO XAPI
This document conveys my understanding and solution regarding a knowledge gap of xAPI for organizations.
Methodologies Used: Needs Analysis, Learner Analysis, Adult Learning Principles, Kirkpatrick Model, Bloom’s Taxonomy, SMART Learning Objectives, Content Outline
// STORYBOARD.
LEADING ARTERIAL BLOOD GAS PRACTICES
This document provides details and guidance to the client and developer on how the project will look, feel, and work.
Methodologies Used: Source Content Analysis, Visual Design, Adult Learning Principles, SMART Learning Objectives, Content Chunking
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MY ID PROCESS.
My instructional design (ID) process is realistically guided by the SAM Model, which draws influence from the ADDIE Model.
At the start of a project, a kick-off meeting is scheduled with all project stakeholders. The purpose of this meeting is to gather as much general information as possible at a high level. Most importantly, it provides an opportunity to touch base and communicate with high-level stakeholders who may not be easily accessible later, ensuring that everyone is on the same page. The primary detail I aim to determine during this meeting is the overall target audience. Furthermore, the communication schedule and methods are established in agreement with the subject matter expert (SME) to gather more detailed information.
During these meetings, when appropriate, I conduct needs/gap analysis, audience analysis, and source content analysis, while also applying adult learning principles. Once I identify the gap and formulate my plan to address it, I establish SMART learning objectives (LOs) and determine the learning modality. Subsequently, I create a design document. Upon approval, if applicable to the modality, I create a storyboard. After receiving client approval, full development begins, progressing through the alpha, beta, and gold stages of revision. Once the course is rolled out, learner results are evaluated per metrics of interest to gauge success.
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NEEDS/GAP ANALYSIS.
Realistically, the learning or performance gap would be identified and given before the start of the project. If it hasn’t, a needs analysis is performed to determine the gap between the current and desired performance.
There are several methods to achieve this such as conducting surveys, interviews, and focus groups to gather input from learners, SMEs, and other stakeholders. Additionally, reviewing existing documentation, training materials, and performance data are effective methods to identify the areas for improvement.
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AUDIENCE ANALYSIS.
To identify potential barriers to learning, I conduct an audience analysis to formulate an accurate strategy to address them.
The details that I consider include, but are not limited to:
Target audience profile
Demographics
New or current employees
Audience volume
Job roles / levels
Work environment
Prior knowledge / education
Technology familiarity
Learning preferences
Motivations and goals
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SOURCE CONTENT ANALYSIS.
I conduct source content analysis to identify existing content sources. If the available content is limited, I develop a plan to acquire new source material. This process allows me to recognize and document constraints, such as budget, time, technology, and organizational policies. Furthermore, the method of content transfer is agreed upon with the SME.
For system training purposes, I will request either a live demonstration or a recorded demo of the system.
If formal training never existed, I will conduct interviews and collaborate with the SME to gather the necessary information for documentation.
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ADULT LEARNING THEORY.
I apply adult learning theory to ensure that the learning journey aligns with the motivations and characteristics of adult learners, resulting in a meaningful and impactful outcome.
It’s important to allow the learner to see the practical value of the subject matter by incorporating relevance and real-world context into the content. This connection bridges the new information to existing knowledge, empowering self-directed learning.
To leverage the wealth of prior experience that adults bring, I design instruction that builds upon their existing expertise, incorporating a problem-centered approach to foster critical thinking and engagement.
I design learning opportunities for immediate skill application to bridge theory and practice. Additionally, I incorporate constructive feedback and reflective moments to guide the learners’ progress, enhancing the experience. Most importantly, I communicate the benefits of learning to ensure ongoing interest and engagement.
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