The Development Phase

1. The Development Phase

2. Lesson Objectives • Describe the purpose of Development • Explain Development Phase processes • Exercise: Complete Development Phase activities

3. TP Design Analysis Job Description Needs Assessment Development Validation Evaluation Conduct Courseware

4. Purpose of Development The purpose of the Development phase is to provide effective instructional materials that will preserve the design intent and prepare for the delivery of the instructional programme.

5. What starts the Development phase (key inputs)? • A new or updated TP • Results of a Program Evaluation • Results of course critiques • New instructional strategy

6. Development Activities • 5 processes: • Prepare instructors and staff • Prepare and procure instructional material • Prepare tests and student assessments • Identify any special course requirements • Conduct trials and revise materials

7. 1 – Prepare Staff • Ensure staff have proper training • Master Skills Instructor Course, other Instructor Course, Professional designation, Occupation Courses, Outsourced Trg • Instructor Development Opportunities • Indoctrination • Ensure Standards is prepared!

8. 2 – Prepare and Procure Instructional Materials • Purchased “off the shelf” • Produced internally • Procured from other Gov’tdepts • e.g. MOI & ANP • Contract outside agencies to produce

9. Face-to-face (instructor and student Printed CBT/Web-Based/Sim (online) Courseware development time per hour of instruction 25:1 125:1 TIME to develop (prep time to instr time) 300:1 Source: Canadian Forces Training Development Centre estimates

10. Course Development: time considerations • Who is producing the courseware? • If it is the TE, what are they not doing while producing courseware? • Outsourced courseware production still has a resource implication for the TE. When choosing a start date for a new course… don’t constrain the Training Establishment!

11. 3 - Test and Student Assessment preparation • Prepare tests based on the Assessment Plan • Ensure tests measure students against the standard written in the EO/PO • Tests can be either written or practical depending on what is being assessed • Assessments can be either formative or summative - EC/PC

12. 3 - Assessment types • Theory tests should only be used if testing knowledge or other cognitive skills • Some types of theory tests include: • Multiple choice • Short answer • Essay • Practical tests should assess the application or other physical task being measured

13. 4 – Identify Requirements • Resource requirements • Specialized equipment • Consumables • Non-consumables • Facilities • Examination rooms • Lecture halls • Platforms • Review requirements for OJT • e.g. ability of other departments to include students

14. 5 – Conduct Trials • Purpose? • Initial Review • Expert Review • One-on-One • E.g. Standards member plays role of student • Group or field trials

15. Review

16. Inputs OPI: AFAMS Process OPI: AFAMS Outputs OPI: AFAMS • TP • Program Evaluation • Course Critiques • New instructional strategy • Prepare staff • Procure instructional materials • Build tests • Identify requirements • Conduct trials • Course schedule • Training and learning aids • Instructional guides / lesson plans • Testing instruments, etc… Overview of Development Phase

17. DISCUSSION Poor development implications for AFAMS ? Inappropriate development timelines and inadequate resources will result in poor training.

18. Lesson Overview • Describe the purpose of Development • Explain Development Phase processes • Exercise - Complete Development Phase activities: • Lesson Plan derived from EO • Discussion on Training-aids and other course requirements

19. Questions?