Instructional Design (ID)

Course Overview

Participants for this course should have completed Business Edge® Training of Trainers (ToT): Facilitation Skills or equivalent.

Course Objectives

Upon completion of this course, you should be able to: 

  • Describe the tasks and role of an instructional designer
  • Describe the seven key elements of systematic instructional design
  • Develop a comprehensive learner profile
  • Identify implications of the learner profile for your design
  • Write clear objectives to be achieved by the learner
  • Prepare motivational statements that will stimulate the learner’s interest in your training content
  • Select and sequence content effectively
  • Develop appropriate slides and handouts to support training content
  • Develop activities to check learner’s understanding of the training content
  • Determine workplace applications which will help the learner transfer and apply the training content
  • Insert orientation devices to help your learners navigate the training
  • Develop effective course introductions and conclusions
  • Apply the seven key elements to plan and develop training materials
  • Analyze and evaluate instructional design quality of training
  • Exchange design views and methods

Course Content

      Introduction to the course

      What is instructional design?

  • A model for instructional design
  • Tasks and role of the instructional designer
  • To buy or to build?

      Step One: Defining the target learner

  • Adult learning characteristics
  • Profiling your learner
  • Learning style implications for designers

      Step Two: Setting learning objectives

  • What is a well-written learning objective?
  • Kinds of objectives (learning domains)
  • Advantages and disadvantages of behavioral objectives

      Step Three: Motivating learners

  • Four motivational factors: ARCS
  • How to get your learners’ attention
  • Six ways to stimulate learner interest
  • Other motivational techniques

      Step Four: Organizing content

  • The importance of content organization
  • What content? How to select content for training
  • How to sequence content: Inductive, deductive and other approaches
  • Developing interesting slides and handouts

      Step Five: Developing activities

  • The practice cycle and its three factors
  • Keeping activities REAL
  • Specific types of practice activities: Q&A; brainstorming; case studies; role play; games and simulations
  • Giving clear directions

      Step Six: Applying to the workplace

  • Why workplace application is so important
  • Impact of the manager, trainer and trainee in the transfer of training
  • Training transfer techniques

      Step Seven: Keeping your learners oriented

  • Linking and summarizing sessions
  • Workshop introductions and conclusions

      Steps after design and development: Piloting, evaluating and revising

      Documenting your design

  • Planning document
  • Trainer’s Manual

      Closing remarks

Course Methodology

The workshop uses an interactive methodology in order to engage participants actively in the learning process. During the course, your trainer will act as both instructor and facilitator, using a variety of learning methods to help you and your fellow participants share experiences and learn through participation in activities such as group discussions, case studies, role-playing, and games. At the same time, you will be guided to apply skills learned to an actual course design project of your choosing.

Target Audience

  • Selected trainers or practitioners who wish to improve their skills in facilitation of interactive training
  • Managers with direct responsibility for training programs and administrators with indirect responsibility for training may also find this workshop useful

Duration

5 days (depending on number of participants attending). A follow-up one-hour “clinic” may also be offered for those interested.  

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