Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Instructional Design at TAFE NSW
Transcript of Instructional Design at TAFE NSW
click the white arrow to find out about Instructional Design and Action Learning
click the yellow arrow to leap into action!
What do learners need to
What activities or tasks can you design
that will get learners
What information or resources
to be competent?
what they need to do?
are needed to support learners in the
The use of technology and social media is changing how we communicate and do business at a rapid pace.
Along with advances in technology, demographics in the workforce are changing.
We are competing with lots of engaging technologies and sources of information for learners attention.
Why should we use an Instructional Design process?
Because without it,
the instructional design process allows us to:
help us design relevant and meaningful training experiences that will engage all generations and learning styles
stay current and encourage innovation that will benefit all generations in the workforce
adapt our training to suit the learning styles of new generations as they learn and enter the workforce
To design successful training for today’s learners that is strategic rather than tactical.
Learning and change are intertwined to help us create a batch of
FRESH THINKERS THAT ARE ABLE TO SOLVE
today's problems and embrace tomorrows opportunities
DUMP THE DRONE
Action mapping helps us avoid
the ‘information dump’
of established knowledge which is quickly outdistanced by the speed of new challenges and events and out-dated by new technologies.
“Our goal is to increase knowledge”
“Knowledge = Information”
“Add a Quiz and we’re done!”
A BETTER RESULT!
We don’t want knowledge, i.e. we don’t want learners to changing oil in a car
We want action! i.e we want learners
the oil in a car
Examples where action learning can replace constructed learning...
1. Describe RAM types
2. Ask questions in a quiz
1. Present scenario: Your clients computer is getting 'stuck', slow, hangs. Present system specs, existing configuration.
2. Inquire: What should be happening? Why is the system performing this way? What would you recommend for this client and why?
Start with a question!
This way the learning doesn't rely solely on the learner’s ability to pass a test or participate in a discussion.
Now use the navigation arrows to continue. READY... SET... DO!
Start by following these simple steps
Activities should refer to real activities or tasks that employees would perform in the workplace, they should mirror real-world situations
Minimum amount of information required to complete activities.
“If the information doesn’t directly support an activity, don’t add it!”
An “Additional Resources” section that learners are not required to navigate through should be used for additional information (aside from the training).
let's map that planning you've just done
by creating an action map!
Here are some of our favourite tips
CUT excess content!
CUT terminology that will date the material
e.g. "most popular", "common", "today" .
AVOID personal opinion!
The less personal you make the content, the more re-usable and adaptable it will be.
Create resources that are flexible, can be easily used or shared, re-purposed, or customised.
AVOID data dumps,
“Death by PowerPoint” and the “Moodle scroll of death”
Challenging activities & scenarios should drive the content
(try a cheat sheet - perfect for today's learners that have grown up with games)
Use a blended approach to training, mixing on-line with traditional training strategies that will engage all generations.
STARTING with the line of inquiry get learners thinking, questioning insight and researching
Incorporate a variety of methods that will appeal to visual, auditory and kinesthetic learners.
Provide the information
ON THE SIDE
Be an action learning hero!
Action Mapping checklist
Activity planning spreadsheet
Know Vs. Use activities
By using the line of inquiry as a starting point, we are able to
increase the learners capacity to facilitate problem resolution,
which is much more valuable to organisations in times of rapid change.
Our favourite resources...
Save the world from boring eLearning
Action through eLearning
Now use the navigation arrows to continue.... READY... SET... READ!
The current four generations at work are
The Tradionalist (pre-1945),
The Baby Boomers (1946-1964)
Gen X (1965-1982)
Gen Y/Millenials (1983-1997).
By 2014, Millenials and Gen Xers will make up 47% of the workforce and by 2020 there will be five generations which will include the Digital Generation.
Neuro-linguistic programming indicates there is an underlying learning style for each generation.
: Auditory – they grew up listening to the radio and their communication style is “write to me.”
Baby Boomers: Visual – they grew up watching television and their communication style is “call me.”
Generations X and Y: Kinesthetic and visual – both grew up with technology, video games, etc. Gen Xers’ communication style is “email me” while Gen Yers’ style is “text me, tweet me, and post on my Facebook,” etc.
you would not have quality learning experiences
for your learners!
Choose your own adventure