Rossett fallinloveagain w isd

FALLING IN LOVE
ALL OVER AGAIN-
with Instructional Design

Allison Rossett
Professor Emerita of Educational Technology
(c) 2011 Allison Rossett San Diego State University
arossett@cox.net

THIS. THIS. THIS IS THE KIND OF
REACTION I WANT TO OUR PROGRAMS

(c) 2011 Allison Rossett

But look at this.


And this.


Agenda

1. Instructional design (ID) basics
2. Instructional design greatness
3. ID that touches minds and hearts


ISD, A GREAT START, A FORCE IN WORLD WAR II
Turning citizens into soldiers ---- fast

Standardization Outcome-based Films
 Shared outcomes and  Task analysis was born  400+ films were part of
approaches, PGs, IGs  Measurement based the movement for
 Birth of IPISD, on objectives standards and reach
research about how  Observations in  German general
people learn classes to see that attributed success to
standards were met the training films, in
part.
 Solicitation of opinions
about the training (!)


ISD DEFINED

Instructional design:
applied educational psychology,
according to Walter Dick


HOW ISD INFLUENCES THOUGHT, PRACTICE

What is it that great people
What should I put in think about and do?
that online or F2F What do they now know, do?
class? Where have they made
errors? Succeeded?
I’m a trainer; I train. What system will drive
I’m an e-learning learning and performance?
person; I produce Causes? Drivers?
online programs. Literature? Best practices?
Theory?


IN ISD, THEORIES ARE INFLUENTIAL

Behaviorism: Consequences; the employee or
student is able to DO IT.
 Classic drills, skill and practice, memory work.
Practice, practice, practice, with knowledge of
results.

Cognitivism: Interest in what’s going on inside
the individual, in motivation; do they GET IT?
• Think-alouds, scenarios, checklists…. GAGNE’s 9
events
 On to constructivism. Here employees “find”
key messages…. Discovery learning…
Webquests….

Behaviorist

[Rosetta Stone for iPhone, iPad]
(c) 2011 Allison Rossett 10

Cognitivist

 You are a case worker
 Observe the child
 Consider what you are
seeing in light of
checklist
 Write notes; write
report
 Compare to expert’s
notes and report,
http://suddenlysmart.com
checklist


Constructivist


THEORIES INFLUENCE WHAT WE DO, HOW WE
THINK ABOUT IT
Connectivism: Stephen Downes, George Siemens,
how learning happens in organizations thru
connections, networks. From know-how to
know-where.
 Communities of practice, social networks,
personal knowledge managment, twitter

Motivational Theory: John Keller found ARCS by
reviewing research and best practices
 Attention, Relevance, Confidence, Satisfaction….
He urges heuristics/guidelines devoted to ARCS,
where we screen efforts asking questions about
usefulness, focus, meaning, efficacy, fairness


Connectivism & ARCS
EMERGING SOLUTIONS TO GNARLY PROBLEMS

US Navy’s Project
MMOWGLI (Massively
Multiplayer Online
Wargame Leveraging
the Internet), to allow
thousands of players to
participate in solving
geopolitical crises
created by hypothetical
pirate attacks off the
coast of Somalia.
[http://www.washingtonpost.com/local/navy-calling-on-gamers-to-help-with-security/2011/05/13/AFRYiP4G_story.html]


NET. NET. ID BASICS
 Theory drives approaches & perspectives
 We begin with the end in mind
 Data drives decisions
 We know classroom instruction is good, but often
not sufficient
 We are systematic, with output from one phase
enlightening decisions in the next…


WHICH BRINGS US TO THIS FAMILIAR IMAGE

Analyze

Implement Evaluate Design

Develop


ID GREATNESS Active in meaningful ways
 They can see that it is all about them, their tasks, their priorities,
their problems, their futures
 The experience is vivid and authentic, chock full of worked
examples, with opportunities to THINK about and DO something
 The experience assures some success AND some stretch
 There are systematic choices to extend lessons, information,
guidance and advice into the field of play


EVIDENCE-BASED INSTRUCTIONAL DESIGN
 Just serving up a tasty buffet or a good class doesn’t get it
done.
 When confronting challenges, knowledge
workers must be shown how to go about it, think
about it - then given opportunities to repeatedly
try it for themselves, supported by advice and
feedback.
 People learn best from
 interactionswith worked examples
 repeated practice on stretch tasks
For more info . . . U. S. Army Research Institute for the Behavioral & Social Sciences (2005); Traci
Sitzman et. al on self regulation (in press) in Journal of Applied Psychology and Personnel Psychology;
Tal Katz-Navon et. al, in Journal of Applied Psychology, vol 94, 2009; Paul Kirschner et. al, in Educational
Psychologist, vol 41, 2006

HOW IT IS HAPPENING IN SALES FOR A PHARMA

Definition. Classes, simulations. On demand support.
Clear communications by Selected classes, online Targeted bites of advice,
pos deviant sales pros to &F2F audio examples,
establish a shared Online sim center with checklists, online
definition of great sales challenges, assuring community, e-coach.
skills, knowledge, habits practices, enabling .
comparison to experts


WHAT MAKES THIS GREAT ID?

What else to influence performance?

(c) 2011 Allison Rossett http://www.articulate.com/community/showcase/

GREAT ID TOUCHES MINDS + HEARTS
Strategies to engage minds AND hearts
Assure that employees experience some success as they grow
Reveal the sources that influenced the program; detail why they are credible
and similar to participants; tell peoples’ stories
Use two-sided arguments to make points. Approaches that admit multiple
views are more convincing that a one-sided litany
Inoculate learners regarding the reactions and barriers to come. Detail ways
to handle impediments, work-arounds
Use role modeling and role playing, and include conversations
Use stories, problems, cases, and anecdotes. Show emotions, reactions
Encourage reflection about the usefulness and meaning of what is being
learned
Use extrinsic rewards for boring and repetitive tasks


IN BRIEF: ID GREATNESS
 We make expectations clear, in vivid outcome
statements, designing with the end in mind
 We engage our people in examination of
examples, practice, reflection, community,
guided choices
 We systematically touch minds AND hearts
with stories and circumstances that ring true
 Our solution systems deliver smarts through
classroom experiences and into the
workspace, on demand

MOVING FORWARD, EMBRACING ID

 Organizational knowledge,
community, social networks,
performance support, choice!
Tomorrow

 Scenarios, commentary, checklists,
coaching, problems to solve, aided
& unaided performance
Today

 Practice, feedback, examples

Always


Great ID. ID that delivers
solution systems.
ID that delivers in rooms and
into the workplace.
ID that is influential.

What will YOU do tomorrow?


(800) 956-7739

Signing at the
ASTD BKSTORE


Rossett Resources URL

Allison Rossett & Rebecca Frazee’s white http://www.amanet.org/blended/pdf/WhitePaper
paper about blended learning _BlendLearn.pdf

Allison Rossett & Antonia Chan’s white http://www.adobe.com/resources/elearning/pdfs
paper about engagement in elearning /95010205_elearningengage_wp_ue.pdf

SDSU EDTEC graduate programs, http://edweb.sdsu.edu/
on campus and online http://edweb.sdsu.edu/Edtec/distance/

Allison Rossett & Lisa Schafer’s 2007 http://www.colletandschafer.com/perfsupp/index
book about job aids and performance .html
support

Allison’s books: http://www.pfeiffer.com/go/BTP;
Beyond the Podium http://www.jbp.com/rossett.html and
First Things Fast, 2nd edition http;//www.pfeiffer.com


 Individualizing via mobile devices, http://edreach.us/2011/03/06/ithink-ican/
 George Siemens on connectivism,
http://www.elearnspace.org/Articles/connectivism.htm
 Bob Mosher podcast on mobile performance support,
http://www.xyleme.com/podcasts/archives/30
 Rossett on technology in a high tech world (2009),
http://mst.texterity.com/mst/2009-6/?pg=34#pg30
 Tom Kuhlman’s elearning blog, http://www.articulate.com/rapid-elearning/
 Social network for SDSU grad students and everybody else, focused on
non-training interventions. www.pinotnet.ning.com
 Performance support tool, for deciding if performance support is right for your
project, http://www.colletandschafer.com/perfsupp/tool.html
 Rossett & Schafer current book, Job Aids and Performance Support,
http://www.colletandschafer.com/perfsupp/index.html
 Rossett’s new edition of First Things Fast, available from Pfeiffer/Wiley.
 Quinn’s 2011 guild study on mobile learning--
http://www.elearningguild.com/research
 John Keller’s 2010 book: Motivational Design for Learning and Performance,
Springer Publications


Allison Rossett


Dr. Allison Rossett, long time professor of Professor of Educational
Technology at San Diego State University, is in the Training magazine Hall of
Fame, CLO Advisory Board, and Elearning Guild’s Board. Rossett , who served
on the international Board for ASTD, has authored six books, including a brand
new edition of her classic, First Things Fast: a handbook for performance
analysis. Allison writes about and consults on instructional design, and
technology-based learning and metrics. Twitter: @arossett E-mail: arossett@cox.net


Rossett fallinloveagain w isd

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