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Training and Instructional Design

This lecture provides an overview of training and adult learning, including the definition of training, the role of trainers, the levels of learning, characteristics of adult learners, and the steps of the training cycle and instructional design models.

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Training and Instructional Design

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  1. Training and Instructional Design Unit 1: Introduction to Training and Adult Learning Lecture c This material (Comp20_Unit1c) was developed by Columbia University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000003. This material was updated by Columbia University under Award Number 90WT0004. This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/.

  2. Introduction to Training and Adult LearningLearning Objectives • Objective 1: Describe what training is • Objective 2: Describe what trainers do • Objective 3: Define the levels of learning per Bloom’s Taxonomic Domains • Objective 4: Describe the characteristics of adult learners and factors that impact training design and learning outcomes • Objective 5: Describe the three basic steps of the training cycle • Objective 6: Describe the five phases of the ADDIE model of instructional design

  3. Training cycle 1.18 Figure (Hall, M.V. and Zimmerman, J., 2012).

  4. Instructional systems design models • ISD models • ADDIE • Dick and Carey • Kemp

  5. ADDIE model of instruction 1.19 Figure (Hall, M.V. and Zimmerman, J., 2012).

  6. ADDIE: analysis • Who are the learners and what are their characteristics? • What… • Is the new behavioral outcome? • Types of learning constraints exist? • Are the delivery options? • Are the online pedagogical considerations? • Are the Adult Learning Theory considerations? • Is the lifetime for project completion?

  7. ADDIE: design • How do the learners learn best? • Use variety of techniques • Engage the learner • Apply to their situation • Consider sequential learning activities • Have you considered two or more ways to deliver the content? • Do you support independent, self – directed adult learning opportunities?

  8. ADDIE: development • Content specialists • Instructional designers • Quality assurance and testing

  9. ADDIE: implementation • Delivery procedures and facility • Train the Trainer • Assembly training materials and go – live with training website

  10. ADDIE: evaluation • Were program objectives achieved? • How will you measure? • Are you continually assessing the learning and the process?

  11. Modification to ADDIE for eLearning 1.20 Figure (Hall, M.V. and Zimmerman, J., 2012).

  12. Adult learning theory applied to computer training • Explain why things are being taught • Task oriented and not memorization • Recognize different learner experiences • Self – directed

  13. Unit 1: Introduction to Training and Adult Learning, Summary – Lecture c • Andragogy and Knowles • Bloom’s Taxonomy • ADDIE instructional design method

  14. Introduction to Training and Adult Learning References – Lecture c References: Branch, R.M. (2009). Instructional design: the ADDIE approach. New York, NY, Springer Science and Business Media LLC. CarkhuffRR, Fisher SG. Instructional systems design: volumes I & II. Amherst, MA: Human Resource Development Press; 1984. Carliner S. Training Design. Danvers, MA: American Society for Training and Development; 2003. Clark DR. Instructional System Design [monograph on the Internet]. Big Dog & Little Dog’s Performance Juxtaposition; c2004 [cited 2010 Jun 21]. Available from: http://www.nwlink.com/~donclark/hrd/bloom.html Fleming M, Levie WH. Instructional Message Design. Englewood Cliffs, NJ: Educational Technology Publications, Inc.; 1978. Charts, Tables, Figures: 1.18 Figure: Hall, M.V. and Zimmerman, J., 2012 1.19 Figure: Hall, M.V. and Zimmerman, J., 2012 1.20 Figure: Hall, M.V. and Zimmerman, J., 2012

  15. Unit 1: Introduction to Training and Adult Learning, Lecture c This material (Comp 20 Unit 1c) was developed by Columbia University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number IU24OC000013. This material was updated in 2016 by Columbia University under Award Number 90WT0005.

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