Introduction to Instructional Design: Models, Theory, & Principles — Transcript

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1. 0:00Developing your instructional design knowledge and skills won't just make it
2. 0:03easier for you to land good opportunities in the field, but it will also help
3. 0:06you make a bigger impact on the job.
4. 0:08That's why in this video we're going to cover all of the instructional
5. 0:11design models, theories, and principles that you typically
6. 0:13learn about in a Master's program.
7. 0:16But we're gonna do it here on YouTube, so grab a notebook and enjoy the ride.
8. 0:29Okay, so before we get too deep into it, what is instructional design?
9. 0:34A simple way to put it is that it's the process of designing, engaging,
10. 0:37and effective learning experiences.
11. 0:39That essentially sums up the instructional design designer's job.
12. 0:42Um, but another big part of it is identifying appropriate
13. 0:45solutions for the need at hand.
14. 0:47You might design the most engaging learning experience ever, but if you
15. 0:50didn't properly analyze the problem and if the learning experience doesn't
16. 0:53help solve that problem, then you're not gonna be, be better off than
17. 0:57where you started, so we'll, we'll of course get deeper into that.
18. 1:01Um, but instructional designers also use technology to help
19. 1:04people learn more effectively.
20. 1:05Um, especially recently, technology is a very integral part of most
21. 1:09instructional designers jobs.
22. 1:11Not all instructional designers, but a a lot of IDs are using tech to help people
23. 1:16learn more efficiently and more easily.
24. 1:19Alright, so before we get into like the models, let's make sure that we're all
25. 1:24comfortable with how people learn, which is where the learning science comes.
26. 1:27So if you're gonna be a learning professional, you should at least
27. 1:30have a working understanding of how this stuff works.
28. 1:33So there are a few main, um, bodies of research or knowledge
29. 1:38when it comes to learning science.
30. 1:40Behaviorism, you've probably heard of this one.
31. 1:42Um, you learn via reward and punishment.
32. 1:44This is like classical, classical conditioning, and it does get
33. 1:48a little bit complex with like reward schedules and stuff.
34. 1:50But the main thing you need to know is that when people get rewarded,
35. 1:54they'll do more of a behavior.
36. 1:55When they get punished, they'll do less of, of a certain behavior.
37. 1:59It's probably somewhat familiar to you.
38. 2:02Um, and it's kind of intuitive.
39. 2:05Constructivism.
40. 2:06Um, this is a slightly more modern one, I would say, but
41. 2:10this one is where people learn by experiencing the world around them.
42. 2:13They kind of form their own conclusions about the world.
43. 2:16Everyone has their own running, um, reality essentially.
44. 2:20So, um, this is very big on like learning by experience, learning by doing, putting
45. 2:24people in like these situations and just kind of having them like figure it out
46. 2:28and they're gonna learn things along the.
47. 2:30We're not gonna get too deep into constructivism in this video.
48. 2:33Cognitivism is the big one.
49. 2:35This is underpinning a lot of like the modern instructional design, like learning
50. 2:39theory or at least a lot of the popular instructional design models and theories.
51. 2:43So we will get a little deeper into cognitivism.
52. 2:45The idea here is that people learn like computers, like information comes in,
53. 2:49we process it and then we store it in like our long term storage essentially.
54. 2:53And I'll break that down more on the next slide because again,
55. 2:56cognitivism is, is very important as an instructional designer.
56. 3:00We're dealing with a lot of cognitive tasks.
57. 3:02And then this is a newer body of knowledge: it's called connectivism,
58. 3:07and this is kind of in response to the way that we, the way that we use
59. 3:11phones, the way that we interact with each other, like around the world.
60. 3:14We don't just learn and store stuff in our, in our heads, but
61. 3:17we learn via external networks.
62. 3:19So we're just like one node in a network.
63. 3:22But books might be nodes in that network, like different online resources and other
64. 3:26people might be nodes in that net network.
65. 3:28So instead of just storing all of our knowledge in our head, connectivism
66. 3:31kind of accepts that we can also access knowledge in these other locations.
67. 3:36And of course it goes deeper than that.
68. 3:37But, um, you may wanna read up on that if you are interested in
69. 3:40that concept, but cognitivism is the main one we'll be focusing on.
70. 3:44It may also be sometimes referred to as cognitive information processing, but
71. 3:48this is the theory of how we process information and remember information,
72. 3:52which if you're gonna be helping people learn, that's an essential process.
73. 3:56So...
74. 3:57here's how it works.
75. 3:58I'm gonna, hopefully this doesn't get too technical, but
76. 4:00it should give you a good idea.
77. 4:02First, there's some sort of sensory input and it's stored very
78. 4:05briefly in our sensory memory.
79. 4:07So for example, like my sensory memory might be holding a ton of information
80. 4:11right now about like the temperature on my hands, about like how this
81. 4:14feels on my face, about the sounds that are coming in through my ears.
82. 4:17But it's too much for me to actually process like consciously,
83. 4:21which is where attention comes in.
84. 4:24So the things that we attend to wind up going to our
85. 4:28short-term memory, for example.
86. 4:30So if I'm like, "yeah, let me attend to these words on the screen," I'm gonna
87. 4:33try to remember that I can keep it in my short-term memory and I can access that.
88. 4:37Another example is like, if I like clap, it's gonna like draw my attention to
89. 4:41the clap or to someone else's clapping.
90. 4:43Um, and that's an example of how something might get from sensory
91. 4:46memory into our short-term memory.
92. 4:50Again, hopefully I'm not getting too complex, but our attention
93. 4:53is basically how we like decide what to actually process further.
94. 4:57So attention plays a very key role.
95. 4:59That's why a lot of these models you'll see, um, attention getting people's
96. 5:03attention plays a core part of it because if people aren't attending
97. 5:06to something, the road ends there.
98. 5:09They're not, they're not learning whatever it is you want them to learn
99. 5:12or whatever they would want to learn.
100. 5:14Um, so short-term memory, uh, of course you're all familiar with that.
101. 5:17You, you need to rehearse things to keep it there.
102. 5:19So imagine like trying to like remember a phone number or something very quickly
103. 5:22just to get it from like the piece of paper you read it from to like putting
104. 5:26it into your phone, for example.
105. 5:27So that's, that's your short-term memory.
106. 5:29Again, probably familiar to you all.
107. 5:31But then from there, to get it from short-term memory into long-term memory.
108. 5:35And this is, important, um, people need to encode it into long-term memory.
109. 5:40That's the language of cognitive information processing.
110. 5:42And the way to do that is to connect the stuff that you're holding in your
111. 5:46short-term memory to information that you already hold in your long-term memory.
112. 5:50So maybe you're like categorizing that information, maybe you're like imagining
113. 5:53visuals to go along with that information.
114. 5:56And as you're pulling stuff out from your long-term memory, it makes it easier
115. 5:59for you to encode that stuff from your short-term memory into long-term memory.
116. 6:03You're essentially con, you're, you're forming connections.
117. 6:05You can think of it as between the new information and the
118. 6:08information you, you already hold.
119. 6:10So that's the idea here.
120. 6:12It's like, you know, we have to attend to something.
121. 6:14It's in our short-term memory.
122. 6:15We have to connect that to information that we already have
123. 6:17in our memory, even if it's just like categorizing that information.
124. 6:21Or just saying like, "oh yeah, you know, I've, I was already familiar
125. 6:24with short-term memory," for example.
126. 6:26"Oh yeah.
127. 6:26You know, I already have that pulled up.
128. 6:28Now I can see how it goes one step further to long-term memory."
129. 6:31Um, and, you know, just an example of how that might look.
130. 6:34So, That's how it works.
131. 6:36But again, in a lot of these models, you're going to see the idea of like
132. 6:40stimulating prior recall or like getting people to drum up information that they
133. 6:44already have about a certain topic.
134. 6:46And again, the reason for that is because if, if people do that, it's gonna be a
135. 6:50lot easier for them to move stuff from short-term memory into long-term memory,
136. 6:54Um, because they're pulling up information they already have in long-term memory.
137. 6:57Another fun fact about this from this theory is that long-term memory
138. 7:01is like unlimited and infinite.
139. 7:02You don't run out of storage space.
140. 7:04You can kind of store infinite stuff in there.
141. 7:06And if you can't, if you can't like pull it up on a moment's notice.
142. 7:10Like me, my, I can't pull stuff outta my memory like super easily.
143. 7:14Um, that just means that you're having trouble recalling it,
144. 7:17but it is still in there.
145. 7:18It doesn't just disappear.
146. 7:19It doesn't get over.
147. 7:21So that's interesting.
148. 7:22We could do a further video on that if you're interested.
149. 7:24I, I love the learning science stuff, but...
150. 7:27Next up we are going to get into models so you have an idea of how people learn.
151. 7:32Now let's take a look at all of these different models that instructional
152. 7:35designers use to guide their workflows and guide their decision making.
153. 7:39Um, and speaking intelligently about these is going to make a very big
154. 7:42impact for you in the job search.
155. 7:44And also you can use this to guide your decisions on the job, especially if you
156. 7:47don't already have a process of your own.
157. 7:49So, Um, let's get into it.
158. 7:51Some models guide the entire instructional design process from start to finish.
159. 7:56So there are these like overarching models that tell you what you should
160. 7:58be doing every step of the way.
161. 8:01Some of them only apply to designing the, the learning materials.
162. 8:04So some apply to like, yeah, if we already know we need like a
163. 8:06face-to-face learning session, basically like we need to design a workshop.
164. 8:10Let's use this specific model to to design that workshop.
165. 8:13Some models are like that, and then some apply only to evaluation or
166. 8:18very specific parts of the process.
167. 8:21So keep that in mind.
168. 8:22These models aren't all like interchangeable, but I will give you
169. 8:25details about like when to use which.
170. 8:28So the first model, again, you're probably already familiar with
171. 8:32this, if you wanna skip ahead, you can use the chapters at the bottom.
172. 8:35But the first model is ADDIE.
173. 8:37This is a waterfall model when it was first designed.
174. 8:40This is kind of like the first instructional design model and framework.
175. 8:43And as such, it is kind of the most popular framework in the field.
176. 8:47Um, ADDIE is an acronym.
177. 8:48So it stands for analysis or, or analyze, design, develop, implement, and evaluate.
178. 8:54Uh, they used, you know, each one of these steps, like Analyze, used to
179. 8:57have like 10 steps of its own design.
180. 8:59Used to have 10 steps.
181. 9:00That's back when the military was using.
182. 9:03But now it's kind of much more general and it's kind of like,
183. 9:05uh, first do some analysis, then do some design, then development.
184. 9:09And if you're not familiar with these, um, analyze is where you're essentially
185. 9:13gathering information and drawing conclusions about that information.
186. 9:16Like how people, you know, like who's in your audience, what do they need
187. 9:19to accomplish, that sort of thing.
188. 9:21And we'll dive deeper into it.
189. 9:22Design is where you designed the instruction itself.
190. 9:26It's where you're actually like working on the content, you're
191. 9:29writing the learning objectives.
192. 9:30Um, yeah, you're essentially developing that content to close
193. 9:34people's knowledge and skill gaps.
194. 9:36Develop.
195. 9:37That's when you actually develop the final products that people
196. 9:39are going to need to engage with.
197. 9:41Like it's where you might develop, um, a self-paced eLearning experience.
198. 9:45You might develop, um, like a facilitator guide for a face-to-face session.
199. 9:49That sort of thing.
200. 9:51Implement is where you actually deliver it to people.
201. 9:54So if it's a face-to-face experience, the implementation is where the
202. 9:56person is actually in front of the audience, delivering the presentation
203. 10:00to the audience that needs it.
204. 10:02Um, if it's a self-paced e-learning, it's when that e-learning gets put
205. 10:05onto the learning management system and people get enrolled in the experience.
206. 10:09So that's the implementation phase.
207. 10:11And then evaluate, of course, that's where you actually evaluate
208. 10:14the effectiveness of the program.
209. 10:15Now, people don't usually follow this to a T anymore.
210. 10:18Again, it is kind of restrictive because it does go in order.
211. 10:22So if you get to that implementation phase, Before doing any, any evaluation,
212. 10:28um, you might need to redo a lot of work in the earlier four phases.
213. 10:31So again, this is a good overview of what instructional designers
214. 10:35do, each of these five phases, but it's generally not followed to a t.
215. 10:40A couple of notes: analysis cannot be overlooked or understated.
216. 10:45This is where you gather information so that you can design an appropriate
217. 10:49solution if you skip analysis and.
218. 10:51Some instructional design teams are doing this and it's costing
219. 10:54companies millions of dollars a year.
220. 10:56If you are not doing any analysis, but you're just saying,
221. 10:59"yeah, I think this e-learning solution will will be a good fit.
222. 11:02I think people need a course on information security," for example.
223. 11:06If you're just like guessing at what people need or if like a non-instructional
224. 11:10designer says, "Hey, we need a course on this, can you build it for us?"
225. 11:13And your answer is just like, "yes, I can do that."
226. 11:16You're not going to be very effective, most likely, because if you don't do
227. 11:19the upfront work and the analysis to figure out what the actual problem is
228. 11:24and what might be causing that problem, then you don't want to design a solution.
229. 11:29A a common metaphor is like if you go to the doctor, they're gonna try
230. 11:32to diagnose you and ask you questions and figure out what's wrong, what's
231. 11:36actually the problem, instead of just prescribing you some sort of medication.
232. 11:39If you're like, "oh yeah, I think I have an infection."
233. 11:42The doctor's probably not gonna be like, "oh yeah, great,
234. 11:44here are some antibiotics."
235. 11:45They're probably gonna be like," well, let's do some tests and figure
236. 11:47out what's actually going on here."
237. 11:48It might be something very different.
238. 11:50That's the mindset you wanna get in as an instructional designer, if you
239. 11:53wanna make a real impact on the job.
240. 11:56So, um, there're different types of analysis.
241. 11:59You can analyze the need.
242. 12:01So it's like, yeah, what do we actually need to happen here?
243. 12:04Do we, we need these people to sell more products?
244. 12:06Okay...
245. 12:07Is, what's, what's stopping them from selling more products?
246. 12:10Maybe they don't have some knowledge or skills that they need, which we could
247. 12:13help resolve with an e-learning course.
248. 12:16Or maybe the software that they're using is like super glitchy and
249. 12:19they're, they're not actually able to help people in the way that they
250. 12:21should be able to on the sales floor because their software glitches.
251. 12:25So you could throw tens of millions of dollars of training at that problem.
252. 12:29But if their software doesn't work, they're not gonna see any
253. 12:32improvements in in, in the sales.
254. 12:36Sometimes training isn't the answer at all, and that's where
255. 12:38the needs analysis comes in.
256. 12:40You can also analyze the audience, so you wanna learn
257. 12:43more about your audience's needs.
258. 12:45Like who are they?
259. 12:46Are they comfortable with technology?
260. 12:48For example, what kind of technology are they comfortable with?
261. 12:51If you have an audience who has never even touched a computer before, you're not
262. 12:54gonna wanna design like a series of like computer based e-learning courses because
263. 12:58there's gonna be a lot of friction there.
264. 13:00You'll want to analyze context.
265. 13:03So which context are people going to actually be doing the job in, and
266. 13:06which context are people learning in?
267. 13:08So for example, if people are doing the job on a sales floor and all they
268. 13:11have access to is a mobile phone, you're not gonna wanna design again,
269. 13:14like a super big desktop learning experience because they're not gonna
270. 13:18be able to actually engage with that.
271. 13:20And the list goes on.
272. 13:21Again, I have a full video on these different types of analysis.
273. 13:23But just wanna give you an idea of the types of information
274. 13:26you wanna be collecting be.
275. 13:27And if you don't have that information, it can have some very bad consequences
276. 13:31for the effectiveness of your project.
277. 13:34So methods to get this information include interviews, surveying, direct observation.
278. 13:39We're actually watching people try to do the job, um, reviewing
279. 13:42existing data, existing documents, existing training programs, etcetera.
280. 13:46So there are a lot of different methods here.
281. 13:48But this is very worth it, even if it's having some conversations with your client
282. 13:52or some subject matter experts to try to get their impression of this information.
283. 13:55Some sort of analysis is, is necessary if you wanna be effective.
284. 14:00And then of course, based on that data, you would use that to guide the
285. 14:03solutions you design, the solutions you recommend, um, and so on and so forth.
286. 14:07So, wanted to highlight analysis just because it is often overlooked and it
287. 14:11could be hard to get how this works if you're a new instructional designer.
288. 14:15Alright, so Sam is another model here.
289. 14:19So it's an iterative approach to learning design.
290. 14:21Sam, the Sam creators, were like, "yeah, ADDIE is kind of too restrictive.
291. 14:26It's, you know, this waterfall approach.
292. 14:27It doesn't work for modern teams.
293. 14:29It's wasting a lot of time and money.
294. 14:30We need something more iterative, more agile, and that's why this is very popular
295. 14:34in like tech settings in these like more fast-paced kind of environments."
296. 14:38The idea with Sam is that you build and test prototypes to
297. 14:41move closer to perfection.
298. 14:43So they know there is no perfect solution.
299. 14:47But essentially you're starting the first prototypes in like a piece of paper,
300. 14:50just sketching things out or like a very, very basic simple, like online, you know,
301. 14:55examples, maybe, maybe even built with like PowerPoint, but that's the idea here.
302. 14:59And it's primarily used to design e-learning, but you could probably
303. 15:03use this prototyping approach for any kind of learning solution.
304. 15:05And then the general simplified process is evaluate, design, develop, and
305. 15:10then rinse and repeat and evaluate.
306. 15:12Here is kind of used synonymously with analyze.
307. 15:15So it's like, gather some information from, from people.
308. 15:18Um, design some possible solutions.
309. 15:21Develop those solutions, put them in front of people and continue evaluating
310. 15:25them, getting people's feedback, seeing if it's helping us move closer to our
311. 15:29business goals, that sort of thing.
312. 15:32So similar, you know, it still, we have evaluate, which serves as evaluate
313. 15:36and analyze and design and develop.
314. 15:38So you're probably already starting to see that there is overlap
315. 15:41between these models and I'll, I'll comment on that more in a bit.
316. 15:45Another popular one.
317. 15:46This one is covered quite heavily in academic programs and probably because it
318. 15:50is such like a systems oriented approach.
319. 15:53But this is the Dick and Carey model, and I'm gonna give you a brief overview.
320. 15:56So it starts with identifying your instructional goals.
321. 15:59So at the highest level, what is our goal of even doing something like this, what's
322. 16:04the point of us designing this solution?
323. 16:06What are we trying to accomplish?
324. 16:08From there, we do some analysis.
325. 16:09So we analyze the instruction.
326. 16:11We basically say, "yeah, do we need instruction that's gonna help people like
327. 16:15learn new, like physical motor skills?
328. 16:17Do we need instruction that's gonna help people like memorize
329. 16:19some, like basic information?
330. 16:21Like what type of knowledge or skill do we need people to attain from this?"
331. 16:26And then we're analyzing the audience, like I said, like who is our audience?
332. 16:29How old are they?
333. 16:29How comfortable are they with, with technology?
334. 16:33The more information we can learn about our audience, the better.
335. 16:35Um, from there we're writing performance objectives.
336. 16:39Um, you may also commonly hear this referred to as like learning objectives.
337. 16:43This is where we're writing the very specific, um, Objectives that we want
338. 16:47people to be able to achieve when they're going through this learning
339. 16:50experience and all of these objectives will like add up to the overall
340. 16:53instructional goal, if that makes sense.
341. 16:56From there, as soon as we write those objectives of what we want
342. 16:58people to be able to accomplish, we're developing assessments.
343. 17:01So we're gonna say, "okay, we know what our objectives are, this is
344. 17:04what we want people to accomplish.
345. 17:05How are we going to assess whether or not they've achieved those objectives?"
346. 17:09And that is very important.
347. 17:11We're going to dive deeper into learning objectives in a bit.
348. 17:14But the, that's the unique thing about this model that you should remember.
349. 17:17It's instead of writing the learning objectives and then writing like all
350. 17:20the content that's gonna come with it and the activities, instead you write
351. 17:24the objectives, you immediately write the assessment cuz then, you know,
352. 17:27here's where we need people to get.
353. 17:29Here's the test we're going to use to see if people are actually able to get there.
354. 17:32And in many cases, especially in like a corporate e-learning environment, that
355. 17:36assessment is a series of multiple choice questions, like a final exam of sorts.
356. 17:41You could think of it as.
357. 17:43And then once you have that assessment, that is when you develop your
358. 17:46instructional strategy materials.
359. 17:48This is where you identify what activities you need, what, what
360. 17:50approaches you're gonna use to help people achieve those objectives and, and
361. 17:54perform well on that final assessment.
362. 17:57So it's a little switched, right?
363. 17:58Like a, a common approach is objectives and then just like
364. 18:01go chronologically until people get to the end and do the test.
365. 18:06With the Dick and Carry model, it is, um, objectives, assessment,
366. 18:10and then you kind of fill in the gaps to make sure that everything
367. 18:12you're including is helping support
368. 18:14one of...
369. 18:15is helping, is helping support people doing well on that assessment, which
370. 18:19in turn would mean that they've achieved the performance objectives.
371. 18:22I hope that makes sense.
372. 18:23Drop a comment if it doesn't, but, um, this is a very good model
373. 18:27they'll get comfortable with.
374. 18:28And then it's a series of evaluation.
375. 18:30Formative and summative evaluation, which you should know the difference
376. 18:33between those two, and I'll cover soon.
377. 18:35A couple other things about this model, yeah, changes in any one
378. 18:38of these pieces is going to result in changes to the others, right?
379. 18:42If you change the assessment, it's probably means that there's
380. 18:44been a change to the performance objectives, which again, it just kind
381. 18:48of cycles out to the other pieces.
382. 18:50So it all impacts each other.
383. 18:52It's a very like systems approach.
384. 18:54Um, and then if you get, get some data during the evaluation, you might
385. 18:57need to go back and, and revise your instructional goals, you know, deeper
386. 19:01analyze the audience, that sort of thing.
387. 19:03So keep that in mind.
388. 19:04Um, this all influenced, each step influences the other steps.
389. 19:09Okay, so the, the types of evaluation, you may see this referred to as a lot.
390. 19:13You should know the difference.
391. 19:14Formative evaluation is conducted while you're still building the learning
392. 19:18program that you're working on.
393. 19:19So, for example, maybe we're working on, uh, a specific
394. 19:22lesson we're going to include.
395. 19:24We would probably have like a pilot group or some, uh, test audience, so to speak.
396. 19:28We might wanna put this in front of them and say, "hey, yeah, let me watch you
397. 19:31go through this learning experience."
398. 19:33That might be some good data to get during your formative evaluation.
399. 19:36If it's a live face-to-face session, you, the facilitator may be asking
400. 19:40questions to gauge the audiences like understanding or, or see, yeah, how
401. 19:44well the audience is following along.
402. 19:46If it's clear that they're struggling, that's gonna be a good data point.
403. 19:49If they're doing well, then that again is good data.
404. 19:52So basically anything you're doing while you're building the program
405. 19:55to like put this, put this learning experience in front of people and
406. 19:58like test its effectiveness...
407. 20:00that is formative evaluation because then you're able to make adjustments
408. 20:03based on that data pretty quickly cuz you're still building the program.
409. 20:07Um, if formative evaluation, a good way to remember it is like you're
410. 20:10conducting it while you're still forming the learning program, right?
411. 20:14Kind of self-explanatory there.
412. 20:16And then summative evaluation.
413. 20:18You conduct this once the program is complete and delivered
414. 20:21to its intended audience.
415. 20:23So once you've conducted formative evaluation along the way, you roll
416. 20:27out the program, you deliver it to its intended audience, and then you're
417. 20:30gonna, you're gonna see: how well are these people doing on the assessment?
418. 20:34Are they using what they learned on the job?
419. 20:35Is this making a difference to the on-the-job metrics?
420. 20:39Like how effective is this program overall?
421. 20:41If it's not effective, we might need to kind of take
422. 20:43this back to the drawing board.
423. 20:45So summative evaluation is like, okay, this is the, this is like
424. 20:49the sum of all of our results.
425. 20:50The program is complete, let's put it out there.
426. 20:53And then when you're evaluating after that point, it's summative.
427. 20:55So that's the difference between those two types.
428. 20:58It's common language in the instructional design space.
429. 21:01And then writing objectives.
430. 21:02We need to do this justice because this is perhaps the most, if not the
431. 21:07most important, then one of the most important instructional design skills.
432. 21:11So Bloom's Taxonomy is a great place to start.
433. 21:15It's what most instructional designers are working with when they
434. 21:18are writing objectives, and the main thing to remember here is that
435. 21:22we want to ensure the objectives are meaningful and measurable.
436. 21:26If you're not familiar with Blooms taxonomy, I'm gonna show you that on the
437. 21:29next slide, so don't worry about that.
438. 21:31But we wanna make sure that, yeah, people achieve this objective.
439. 21:34It's actually gonna make some kind of like material difference in
440. 21:37that person's life or on the job.
441. 21:39Like what's the point?
442. 21:40We don't just want to include objectives for the sake of objectives.
443. 21:43And the part that's a bit more trickier is: we need to make sure
444. 21:46that the objectives are measurable.
445. 21:48So for example, we don't want to start our objective with
446. 21:52the verb, like "understand."
447. 21:54So it's like "students, you know, by the end of this lesson, students
448. 21:58will be able to," as like the general STEM, "students will be able to,"
449. 22:01and then you'll have your objectives.
450. 22:02Imagine if you have "understand instructional design."
451. 22:06Okay.
452. 22:07Now if we want to assess that objective, who, if we wanna say,
453. 22:10"okay, we need to design some sort of assessment to see whether or not people
454. 22:14understand instructional design," what might that assessment look like?
455. 22:17It might be a multiple choice question that says, what do
456. 22:20an instructional designers do?
457. 22:21Or it might be an assignment that says, "okay, build a,
458. 22:25build a, a learning solution to solve this like in-depth performance problem.
459. 22:29You have six months to do it."
460. 22:31Um, so that's, you know, "understand" is very vague.
461. 22:34That's the problem with "understand."
462. 22:36Instead, you can use verbs, like if you want to see how comfortable
463. 22:39someone is with like the different instructional design theories, one
464. 22:42of your objectives might be to "list five instructional design models."
465. 22:49That might be fine or "explain how the Dick and Carey model
466. 22:53differs from the ADDIE model.
467. 22:55Like by listing at least three points."
468. 22:58It gets more in depth.
469. 22:59I have a full video on writing objectives that people have enjoyed.
470. 23:02It has some quiz questions in it and everything.
471. 23:04So check that out if you wanna learn more about this.
472. 23:06But this is so important because once you have the objectives down,
473. 23:09everything else that you do in your learning experience needs to directly
474. 23:13tie back into those objectives.
475. 23:14All of the information you include, all of the, um, practice
476. 23:19questions and activities, and all of the final assessment questions.
477. 23:22If they don't, if they aren't directly based on one of the objectives you've
478. 23:27identified, then you don't want to include that thing in your learning experience.
479. 23:31Another thing you'll see here is like we don't want any frivolous
480. 23:34or irrelevant information.
481. 23:36So if it doesn't support the learning objectives, it's
482. 23:38essentially irrelevant and frivolous.
483. 23:42So this is Bloom's Taxonomy.
484. 23:43It's from Vanderbilt University Center for Teaching, this graphic.
485. 23:47Um, The main thing that I would suggest you look at here are the rectangles
486. 23:54on the right and the words in there.
487. 23:56You'll, you'll see on the rectangular words like, "understand," and "remember."
488. 23:59These are kind of like the general classifications for these
489. 24:02different types of objectives.
490. 24:04But if you look at the verbs on the right, these are great verbs
491. 24:06to start your objectives with.
492. 24:08Like at the bottom, for example: "define" instructional design.
493. 24:13You know, "list" five, instructional design theories, "memorize," um, each
494. 24:18of the tiers of Bloom's taxonomy.
495. 24:20So those are some examples there.
496. 24:21And then same thing as you get up the objectives allegedly become like
497. 24:25higher-order thinking processes.
498. 24:27I think that's like kind of debated, but generally the lower-tier verbs
499. 24:32here will be easier to assess with multiple choice questions.
500. 24:35As you get further up, you're gonna need some more creative, or hands-on
501. 24:40assessment methods, is one way to put it.
502. 24:42Like you're gonna be reviewing projects or discussions or, or things
503. 24:45like that, or essays instead of just seeing, you know, looking at
504. 24:49someone's multiple choice question.
505. 24:51Something I will say about this, like I've had clients, and you may run into
506. 24:54this too, as an instructional designer, clients will be like, "yeah, I want this
507. 24:57e-learning course that teaches people how to like design good e-learning."
508. 25:01And it's like, "well, we're not really gonna be able to assess
509. 25:03whether or not they've like designed an effective e-learning solution
510. 25:06because it's completely self-paced.
511. 25:08So we need to look at the lower level Bloom's taxonomy verbs."
512. 25:12Um, because that's what we're actually going to be able to assess
513. 25:14in an e-learning environment.
514. 25:16You might want them to learn this knowledge to support them doing
515. 25:19good instructional design projects.
516. 25:20Kind of like what I'm doing here with you in this video.
517. 25:22But you don't want to be, you know, writing, you know, having people
518. 25:27achieve objectives that you can't actually assess meaningfully.
519. 25:31I hope that helps because you wanna be able to give people feedback.
520. 25:34Uh, we're gonna, we're gonna get deeper into it, but hopefully this
521. 25:37helps get you started with objectives.
522. 25:39Okay, now we're moving on to another model.
523. 25:42This one has become more popular, like "design thinking."
524. 25:45Um, it's in the same camp as "human-centered design."
525. 25:48This has become, I think people who can speak intelligently about this, do
526. 25:51quite well in interviews and the like.
527. 25:53And it is quite similar to formal instructional design processes.
528. 25:57So the first step in design thinking is to empathize, and it's essentially
529. 26:01empathize with your audience.
530. 26:03Learn more about them, sit with them, learn what their struggles are, similar to
531. 26:06like learner analysis in the ADDIE model.
532. 26:09Define the problem.
533. 26:11So you need to define yeah, what, what the problem is here,
534. 26:15what's the situation, right?
535. 26:17Why it doesn't need to be a change.
536. 26:19From there, you would idea how you might solve the problem, so you're
537. 26:22coming up with potential solutions.
538. 26:25From there, you prototype a few possible solutions, and then you test
539. 26:28the prototypes with your audience to see which solutions are best.
540. 26:32So it's a five step, step process.
541. 26:34If the prototypes don't work, you might go back to the empathize part and then
542. 26:37you might continue going through it again.
543. 26:39So it's iterative in that nature.
544. 26:41The idea here is that empathy is like front and center.
545. 26:46You want to really know what your audience is going through.
546. 26:48You wanna connect with them and you want to, yeah, design some
547. 26:51really creative, but um, compelling solutions to the problem at hand.
548. 26:56And then again, yeah, repeat as needed.
549. 26:59So are you seeing parallels between these models?
550. 27:02Right?
551. 27:03They often overlap.
552. 27:04You've heard us talk about analysis in so many of these models.
553. 27:07Design and development are crucial to all of these models.
554. 27:10Um, evaluation is here with all of them.
555. 27:13So a lot of people, especially newer instructional designers,
556. 27:17like get intimidated.
557. 27:18They're like," how do I know, like, which model to use?"
558. 27:20As you're probably seeing, just pick one and, and run with it,
559. 27:25because they're all going to work.
560. 27:27And the thing is, is you, you'll likely develop your own unique process over time.
561. 27:32So as long as you're doing these, and you know, as long as you're conducting
562. 27:35the analysis, doing the design and development and testing it with your
563. 27:38intended audience to, to see if you're getting closer to your goals and it's
564. 27:41actually effective, that's what you need to do as an instructional designer.
565. 27:44So no matter which order you're doing those pieces in, people have
566. 27:48their different preferences, some approaches work better for certain
567. 27:51organizations, um, see some teams will follow one model to a t.
568. 27:56I haven't seen that exactly, but yeah, more often than not, teams are kind
569. 28:01of using an amalgamation of models to have all of the right elements,
570. 28:05just, they might not be following a specific model a hundred percent.
571. 28:08So hopefully that alleviates some pressure.
572. 28:11Um, and just know, yeah, you will develop your own style.
573. 28:15Okay, so these models we're getting into now are more particular to
574. 28:18specific parts of the process.
575. 28:20So first up, we have Kirkpatrick's model of evaluation.
576. 28:24This is the most popular evaluation model in the field.
577. 28:27Um, it's, it's made up of four levels and the, people will kind of talk
578. 28:31about it colloquially, like, "oh yeah, we're gonna, we need to do
579. 28:32like a level two evaluation on this."
580. 28:35So that's referring to Kirkpatrick's.
581. 28:37So level one evaluation is reaction level data.
582. 28:41So how did the audience like this experience?
583. 28:43What was their emotional response to it?
584. 28:46Level two is learning data.
585. 28:48So what did people actually learn?
586. 28:50So this is where you would look at the assessment data and you would
587. 28:53say, "oh yeah, you know, coming in, they didn't know this stuff.
588. 28:55Now they know this stuff."
589. 28:56Yes, they successfully learned something.
590. 29:00Level three is at the behavior level.
591. 29:02So did people's behavior change?
592. 29:04Because in a sense, instructional design is the, is the science of behavior change.
593. 29:09We don't want people to learn stuff just for the sake of like
594. 29:11holding it up there in their minds.
595. 29:13We want people to learn stuff so they can actually do something with that
596. 29:15information and make a difference in their lives or on the job.
597. 29:18So, yeah, are they actually doing something different as
598. 29:21a result of the experience?
599. 29:23And then level four, the highest level of learning, uh, or of, um,
600. 29:26evaluation is at the results level.
601. 29:29So what results did this produce for the organization?
602. 29:34Right?
603. 29:34We don't want people's behavior to change just for the sake of it.
604. 29:36We want their behavior to change, to make some sort of difference for the company.
605. 29:40Um, again, it's a little different in the education space, but in
606. 29:42the corporate space especially.
607. 29:44Yeah.
608. 29:45Is this producing a result for the organization?
609. 29:49And a cool way to go about this and how they recommend using this now is
610. 29:52to work backwards for best results.
611. 29:54So essentially, when you're working on a new, a new instructional design
612. 29:57project, you ask yourself, "what results do we want or need this project
613. 30:01to produce for the organization?"
614. 30:04Right?
615. 30:04"What results are we trying to impact here?"
616. 30:06Once you have an idea of what results you're trying to produce,
617. 30:08then you would say, "okay, what behavior do we need to change in
618. 30:12order to bring these results about?"
619. 30:15And then from there, "okay, for that behavior to change, what do people
620. 30:17need to learn in order for their behavior to change in this way?
621. 30:21And then how do we need people to react to this learning experience
622. 30:23in order for them to engage with it and actually learn something?"
623. 30:26So that's the line of questioning you can use at the beginning of a
624. 30:29project to kind of keep evaluation in mind from the beginning.
625. 30:32Because if evaluation is just an afterthought, it's not going to go well.
626. 30:35A lot of teams do that and it's not effective.
627. 30:37They're like, "yeah, let's roll this out, you know, without talking to
628. 30:40anybody or getting any feedback.
629. 30:42We'll put it up on our learning management system and we'll just
630. 30:44collect feedback once a year, and then when it comes time to actually
631. 30:47collect the feedback," it's like not...
632. 30:50"So yeah, let's review.
633. 30:50We can make a couple of easy changes and then just move right along."
634. 30:53So that's not effective.
635. 30:54You want to think about evaluation from, from the very beginning of your projects
636. 30:58to make sure that you're doing it justice.
637. 31:02All right.
638. 31:02The next one we're getting into is Gagne's nine events.
639. 31:06This is a great one.
640. 31:07It's just like so easy to use, kind of.
641. 31:10You may already be familiar with it.
642. 31:12Um, essentially you would use these nine events to design like a
643. 31:15comprehensive learning experience.
644. 31:17So it does deal specifically with that design part of the process.
645. 31:20You're not gonna be using this like conduct analysis or
646. 31:22evaluation or anything like that.
647. 31:25So these nine events, which Gagne says make up like a comprehensive learning
648. 31:28experience, are first, gain attention, and these don't have to happen all in order.
649. 31:32These are just like the necessary elements.
650. 31:34So gain attention, um, because again, if you don't have people's
651. 31:37attention, they're not learning.
652. 31:38State the objectives.
653. 31:39So this is where you like let people know what it is that they're going to learn to
654. 31:43kind of help prime them for that learning.
655. 31:46I will note, when it's state objectives here, it doesn't need to be like
656. 31:48formal learning objectives that you developed as an instructional designer.
657. 31:51It's kind of like what I said at the beginning of this video, it's like,
658. 31:54"Hey, we're gonna dive into all the models, theories, and principles
659. 31:56that you've covered in a master's program, I'm giving you an idea
660. 31:59of what you're going to learn."
661. 32:01Instead of saying like, "by the end of this lesson, you'll be
662. 32:03able to list these theories and you know, so on and so forth."
663. 32:06That's gonna make people's eyes glaze over and put them to sleep.
664. 32:09Um, stimulate recall.
665. 32:11So again, is this ringing any bells?
666. 32:13Stimulate recall?
667. 32:14That's where you're gonna want to bring up people's past knowledge.
668. 32:17And again, the idea here is because once you bring up their past knowledge, it
669. 32:20will make it easier for people to connect new information or knowledge to it.
670. 32:24So a way I could have done that at the beginning of this video, for
671. 32:26example, is like, "all right, so which theories about instructional
672. 32:29design are you already familiar with?
673. 32:31Like, go ahead and write them down.
674. 32:32Or like, what do you think an instructional designer does?
675. 32:34Go ahead and write that down."
676. 32:36Um, or, or even "reflect on it, or, you know, take some questions from the class."
677. 32:40That sort of, or it could be a multiple choice question in a
678. 32:42self-paced e-learning experience, like a little pretest kind of thing.
679. 32:45That's the way, again, to get people's, you know, prior existing knowledge
680. 32:49from their long-term memory into their working memory so that it can
681. 32:52be more easily integrated with the new stuff they're about to learn.
682. 32:57Present content, that's self-explanatory.
683. 32:59Provide guidance: that's just like some helpful, like pneumonics and, and
684. 33:02study suggestions, things like that.
685. 33:04How, you know, giving people guidance to help them actually
686. 33:07learn the material better.
687. 33:08Elicit performance is another way of saying like providing
688. 33:11practice opportunities.
689. 33:12This is essential.
690. 33:13It's one of my favorite instructional design strategies because of how
691. 33:16effective it is, and it is paired very closely with providing feedback, right?
692. 33:20You want to give people feedback so that they know if
693. 33:22they're like doing well or not.
694. 33:24You don't want them to practice doing the wrong thing.
695. 33:27Assess performance.
696. 33:29This is essentially, yeah, the assessment, the final assessment.
697. 33:31You wanna like see whether or not the program was, was effective and
698. 33:35then enhance transfer and retention.
699. 33:38This one sounds confusing to people at first generally, but it's basically you
700. 33:42wanna help make it easier for people to transfer what they just learned
701. 33:44in this formal learning experience onto the job or into the real world.
702. 33:49So one way to do that is by giving them like a job aid that they can take with
703. 33:52them and like reference for like a quick overview of what they had just learned.
704. 33:55Another way to enhance transferring retention is to kind of like let people
705. 33:59know, "okay, you learn this stuff.
706. 34:00Here are some examples of how you can use that in the real world."
707. 34:02Or ask them, "okay, you learned this.
708. 34:04How do you think you might be using this on your job in the next week?"
709. 34:07So those are just a couple of strategies.
710. 34:09Again, I have a full video on Gagne's nine events, but you can probably
711. 34:13see how effective referencing these nine events would be if you
712. 34:16are designing like a face-to-face learning experience or virtual
713. 34:20instructor-led experience for example.
714. 34:23Next up we have the ARCS model.
715. 34:25And this is, this one deals particularly with motivation.
716. 34:30So again, you, you want people to be motivated, you want them to
717. 34:33take it upon themselves to continue learning and to actually apply
718. 34:36what they've learned on the job.
719. 34:37And John Keller created this model to help you with that.
720. 34:41So you're gonna see very similar things here.
721. 34:42So attention, you want to get and keep people's attention.
722. 34:46You wanna, um, make sure, you wanna show people how what they're learning is
723. 34:50irrelevant to their lives or to their job.
724. 34:52You wanna help people build their confidence with what they're
725. 34:54learning by giving practice opportunities that they can.
726. 34:57To increasingly well on, and you want to increase people's satisfaction by showing
727. 35:02and providing a clear path for them to use what they've learned on the job in
728. 35:06a way that's gonna make a difference in their lives or on their performance.
729. 35:09So again, I have a full video on this, but just know there are
730. 35:11models to help with motivation design that are quite effective.
731. 35:16Okay, so those are all of the models.
732. 35:19So this is kind of like a little intermission because
733. 35:21from here we're getting into the ID concepts and principles.
734. 35:25If you're coming from, from education, especially if you're teaching children,
735. 35:28you may get asked a lot about like, "which adult learning principles do you apply?"
736. 35:32Um, this, some of these are adult learning principles, so you'll
737. 35:36use these concepts and principles to guide your design process.
738. 35:40So again, this isn't analysis or evaluation or dev or
739. 35:43e-learning development.
740. 35:44This through actually designing where you're like writing scripts
741. 35:46or writing storyboards or writing what the lessons will actually be.
742. 35:51And again, yeah, you can refer to some of these as adult learning principles.
743. 35:55These are the types of principles you'll be applying to design
744. 35:58effective learning solutions.
745. 36:01All right.
746. 36:01First up is chunking.
747. 36:03This is pretty self-explanatory.
748. 36:05It's where you chunk relevant information or content together into smaller chunks.
749. 36:09You're breaking stuff down into smaller, more manageable chunks.
750. 36:12That's one way to think about it.
751. 36:13It makes it easier for people to process information because it makes it easier
752. 36:17to hold it in a short term memory.
753. 36:19Um, yeah, less cognitive load, which we'll get into in a bit.
754. 36:23Essentially do this every opportunity you can.
755. 36:25So here's a common example.
756. 36:27Looking at like a series of numbers or letters or just a series of like
757. 36:31information and then chunking it out to make it a bit easier to remember.
758. 36:35This is the thinking behind like all numbers.
759. 36:38It's kind of like organized into these different chunks again, because the
760. 36:42idea is that it's easier for your short term memory to work with like three
761. 36:45distinct groups of information instead of, uh, 10 distinct numbers or letters.
762. 36:53I hope that makes sense.
763. 36:54Again, break things down in smaller chunks.
764. 36:56It makes it easier to engage with.
765. 36:57The way that this is often applied is like breaking down like a 60 minute
766. 37:01eLearning lesson, which like used to be really popular to now people
767. 37:04are breaking it down into, yeah, like two to 10 to 15 minute lessons.
768. 37:09So you might have like a bunch of two minute lessons, a bunch
769. 37:12of five or 10 minute lessons.
770. 37:13It really depends on the content, but you're, yeah, the smallest
771. 37:17like logical chunk of content.
772. 37:19If you're like, yeah, this has its own learning objective and
773. 37:23it's kind of self-contained, you might be able to deliver that as
774. 37:27a standalone learning experience.
775. 37:28It's often referred to as "microlearning," if you see that term.
776. 37:32So chunking goes hand in hand with microlearning.
777. 37:35Next up we have scaffolding.
778. 37:36It kind of goes hand in hand with chunking as well, um, because you do wanna like
779. 37:41chunk things down to their most basic like learning objectives essentially.
780. 37:45But you, you provide support for new or difficult material and give
781. 37:48less and less support over time.
782. 37:51So it's like, "we're gonna do something challenging here.
783. 37:53Here's a bunch of support, here's a bunch of guides, here's
784. 37:55some, here's some practice.
785. 37:57Um, and maybe it's, here's some easy practice."
786. 38:00But then as the person progresses and builds their confidence, they're gonna
787. 38:04get less support and more difficult, difficult challenges over time.
788. 38:07So it's kinda like, "we're gonna build you up and like lift you up here and
789. 38:11we're gonna take the training wheels off."
790. 38:12That's one way to think about it, over time.
791. 38:15So again, activities start easy and get more difficult over time.
792. 38:18You're giving people training wheels before, slowly taking them off.
793. 38:21That's good to keep in mind.
794. 38:22You don't wanna start with like super difficult stuff, but you also don't
795. 38:24wanna say, "oh, this person's a beginner.
796. 38:26They're not gonna be able to do that difficult stuff."
797. 38:28They likely can.
798. 38:29They just need a little bit more support and guidance in the
799. 38:31beginning to help them get there.
800. 38:33Next up, practice and feedback.
801. 38:35This one is pretty simple and self-explanatory.
802. 38:38Practice and feedback make perfect and feedback was the only
803. 38:41thing missing from that saying.
804. 38:43But, um, What this means for you as an instructional designer is
805. 38:46to provide practice opportunities whenever possible and offer
806. 38:50feedback so that people can adjust.
807. 38:51Again, if people are practicing on their own with no feedback, they
808. 38:55might be practicing in the wrong way.
809. 38:56Imagine if you're like practicing, like throwing a baseball or something,
810. 39:00but you're like throwing in a way that's like damaging your arm.
811. 39:02If you don't have a coach there to give you that feedback, um, you're
812. 39:06gonna be hurting yourself and it's not gonna be effective in the long run.
813. 39:08The same goes with any kind of practice you're giving people, um,
814. 39:12in your instructional design efforts.
815. 39:14The feedback can be self-paced.
816. 39:16The most common example is like a self-based e-learning experience.
817. 39:18If you click on the wrong choice, you're gonna get some feedback saying, "Hey,
818. 39:21this is wrong for this reason, try again."
819. 39:25Most likely, and of course, it goes deeper than that, but you don't have
820. 39:29to have a person giving feedback, to give feedback, is what I mean.
821. 39:33All right, cognitive load.
822. 39:34Again, this is from cognitive, cognitivism or cognitive information processing.
823. 39:38Very, very crucial concept to understand and get comfortable with.
824. 39:42So you don't wanna overload someone's working memory with
825. 39:46too much information at once.
826. 39:47The idea here is like people's short-term memory or working memory, it's the same
827. 39:51thing, can only hold so much information.
828. 39:55And if you, if you're trying to have them hold some information in their
829. 39:58working memory, they're not able to process as much new information because
830. 40:02they're using some of their attention to like, you know, recall and rehearse
831. 40:06what's already in their working memory.
832. 40:08Again, hope that's not too complex, but this has a lot of practical
833. 40:13implications for what you'll be doing as an instructional designer.
834. 40:16One very simple example here is like, don't include answer choices on a
835. 40:20separate screen from the question.
836. 40:22Like, I've seen this before, not often, but it will like ask a question and
837. 40:25then you have to go to the next screen to see the answer choices because the
838. 40:27question is like too long or something.
839. 40:30Imagine, yeah, trying to read and process those answer choices when
840. 40:33you're still trying to like keep the question in your mind, like that is
841. 40:37an example of like cognitive overload.
842. 40:40It's not gonna be a good experience for people.
843. 40:42So, a good practical way to like avoid this is to follow
844. 40:46the multimedia principles.
845. 40:48I'm not gonna get too deep into cognitive load here.
846. 40:50We could do a whole video on that, but that's the general idea.
847. 40:53Don't overload people.
848. 40:54Make it easy for people to engage with your content and with your activities.
849. 40:58So the multimedia principles.
850. 40:59They are commonly referred to as Mayer's principles or
851. 41:02Mayer's multimedia principles.
852. 41:04They're particularly suited for multimedia learning.
853. 41:07So if people are learning via TV or a computer or an audio podcast or something
854. 41:11like that, these principles shine.
855. 41:13But they also have implications for, um, non-multimedia
856. 41:17learning, I guess you could say.
857. 41:19So they essentially help you design more effective instruction.
858. 41:21That's a good way to put it.
859. 41:23Here are a couple of my favorite examples.
860. 41:25So one of them is the personalization principle.
861. 41:27People learn best from a conversational, informal tone.
862. 41:31So again, I, this is such a common mistake I see on the job.
863. 41:34People use like a very like academic or professional tone in their,
864. 41:37in their learning experiences.
865. 41:39It makes people's eyes glaze over.
866. 41:41Scientifically proven to be less effective at actually helping people learn.
867. 41:44So if it's more conversational and informal, people learn
868. 41:48more effectively from it.
869. 41:50And then the coherence principle remove unnecessary or relevant
870. 41:54details and information.
871. 41:55So this has come up and a lot of these different theories.
872. 41:58Now you're probably seeing this as like a recurring principle.
873. 42:01Again, only, the only information you should have.
874. 42:04The only activities you should have is should all support
875. 42:06the learning objectives.
876. 42:07If it doesn't get rid of it, even if it's fun and like memorable and like engaging.
877. 42:12We don't want people to memorize that like fun, engaging activity if it
878. 42:15doesn't support the learning objective.
879. 42:17Um, and that, and there is a multimedia principle about it.
880. 42:19So there are at least 12 of these principles.
881. 42:22Again, I have a full video on them if you wanna check it out, but
882. 42:24these are a couple of my favorites.
883. 42:26And just to give you an idea of like what these kind of principles look like.
884. 42:29All right.
885. 42:30Next up, I think this is the last principle I have on here,
886. 42:33is Self-Directed Learning.
887. 42:35So, uh, again, especially if you're an educator and you're kind of coming into
888. 42:40the adult learning space, this is even more heavily emphasized for adults.
889. 42:44People want to be in charge of their own learning, so let
890. 42:47people make their own choices.
891. 42:48Don't take their freedom away from them.
892. 42:51That will hurt learning.
893. 42:52It will make them not learn as effectively, which is
894. 42:54counterintuitive to your goals.
895. 42:56So don't force people to take courses to go through content in a specific order.
896. 43:01Uh, don't force them to like listen to every last second of narration
897. 43:05on a slide before they can continue.
898. 43:07These are all very common mistakes in our field.
899. 43:10Companies do it for like compliance reasons.
900. 43:12They're like, "if we can prove that that person listened to all 20
901. 43:15seconds of narration before pressing continue, then our bases are covered.
902. 43:19You know, they took this compliance course," but it's not
903. 43:22actually helping people learn.
904. 43:22It's just frustrating people and it's actually making
905. 43:24them learn less effectively.
906. 43:25So forcing people to take a mandatory course, Uh, yeah, those types of things
907. 43:30don't go over well, but what you can do on the flip side, the positive side,
908. 43:35is to look for ways to give people more freedom within a learning experience.
909. 43:38So, so something I always like to do if the, um, like knowledge or concepts
910. 43:41didn't directly build on themselves when I was designing e-learning is to
911. 43:45like get people like a table of context contents and let them like, explore
912. 43:49different topics or areas like, you know, on their, at their own pace.
913. 43:53And then when they come back to that main manual, they'll see like which ones are
914. 43:55in progress, which ones are completed, and maybe which ones are locked because like
915. 43:59they need to actually complete a couple before seeing those more complex ones.
916. 44:03So taking opportunities like that to give people more freedom or to give people
917. 44:06the choice, "Hey, we just launched this new learning course about how to do this.
918. 44:11You know, this could help you serve, serve your customers way better.
919. 44:14Like check it out."
920. 44:16Those things will help learning versus hurt it.
921. 44:19Okay, so, thanks for bearing with me through all of those.
922. 44:22Now I'm gonna go into like some book recommendations, some course
923. 44:24recommendations, some other stuff that you may be interested in if
924. 44:27you're new to instructional design.
925. 44:29But that's all like the technical, um, like theory and models and all of that.
926. 44:33Let me know if you have any questions about that stuff.
927. 44:35Odds are, I probably have a video on it.
928. 44:37You could, you could even, if you wanna learn more about one of those things,
929. 44:39you could just like type it into YouTube and add Devin Peck after it, and you're
930. 44:43probably gonna see a video about it.
931. 44:45um, book recommendations.
932. 44:47"Design for How People Learn."
933. 44:49I think this is, um, the first book that a lot of people read
934. 44:53when they're new to instructional design because it is so accessible.
935. 44:56So check it out.
936. 44:57It's the first ID book I read.
937. 44:58It probably covers, yeah, it's like very basic, but it is very
938. 45:02accessible, so it's a good read.
939. 45:04"How People Learn," by Nick Shackleton-Jones is maybe the opposite.
940. 45:08It's like not very basic, but it is very like profound and it will definitely shift
941. 45:12your perspective on how people learn.
942. 45:14So one of my favorite ID reads and the second edition like
943. 45:17just came out of this one.
944. 45:18So check that out.
945. 45:20"Map It" by Cathy Moore.
946. 45:21That's probably the number one ID book I read just because it gives
947. 45:24a very like accessible approach to performance improvement and
948. 45:27designing good practice activities and like scenario based learning.
949. 45:32Again, maybe not the first ID book you read, but should be one of the
950. 45:35first few ID books you read, I'd say.
951. 45:37Michael Allen's "Guide to e-learning."
952. 45:39Uh, Michael Allen has been, and his team and his company have been doing
953. 45:42e-learning for a long time and they've kind of laid a lot of like foundations
954. 45:46for some of this, some of this stuff.
955. 45:48Uh, so that's a great read.
956. 45:49If you are looking at specializing in e-learning, for sure.
957. 45:53And then I'm gonna be, I'm working on a book for new instructional designers.
958. 45:57I just put together like a beta reading group, but I'm gonna dive into some
959. 46:00principles, maybe how to become an ID.
960. 46:02I'm still working out the fine details of what will be covered,
961. 46:04but if you wanna follow along with that, um, I'll add a link in the
962. 46:08description to join the mailing list.
963. 46:10But that will be coming sometime this year, I would say.
964. 46:14Other skills to learn.
965. 46:15So writing and communication skills will take you a very far way.
966. 46:19They're kind of necessary for everything we covered in this video.
967. 46:22You're gonna need to be communicating with people in the intended audience,
968. 46:24with the subject matter experts, with your team, and you're gonna need to be
969. 46:28like writing content for the actual, for the actual training solution.
970. 46:32So, super important.
971. 46:34E-learning development skills are very, um, in-demand in the industry right now.
972. 46:39I would say the most in-demand instructional designers
973. 46:42excel at this upfront stuff.
974. 46:44They have a really good big picture of the instructional design process, but
975. 46:48they're really good at working with subject matter experts and like writing
976. 46:50the actual content, like the storyboards and scripts, and they can then take
977. 46:54this step further and actually develop the project into its final form, with
978. 46:57the e-learning development skillset.
979. 46:59If you can do the design and the development, you are in very high demand.
980. 47:02That's what let me build a very successful business back in 2017,
981. 47:05and it seems that those, these people are even more in demand.
982. 47:08So, you don't have to be super skilled in both, but if you are, you
983. 47:12are going to have a very good time finding opportunities in this space.
984. 47:16Visual design maybe goes hand in hand with e-learning development,
985. 47:19but again, teams want the materials to look polished and professional.
986. 47:23So if you have a hard time creating something that looks professional, it is
987. 47:27going to, it's not gonna be good, right?
988. 47:30Because people, it hurts credibility if something doesn't
989. 47:32look polished and professional.
990. 47:34So the, that's a skillset that it seemed very intimidating to me when
991. 47:37I, when I got started in this space.
992. 47:39But there are resources out there.
993. 47:40I have a whole playlist on the channel to help with that.
994. 47:42It's definitely not impossible.
995. 47:44And that's coming from someone who like was starting at
996. 47:47square zero with that stuff.
997. 47:49And then LMS management.
998. 47:50You don't need very advanced skills with this.
999. 47:52Um, but odds are if you're doing e-learning, you're gonna need to
1000. 47:55actually upload those projects to a learning management system and
1001. 47:57maybe do some light work in there.
1002. 47:59I dive way deeper into this, into my full guide of how to
1003. 48:02become an instructional designer.
1004. 48:03It kind of overlaps nicely with this one, so I will link that
1005. 48:06in the description as well.
1006. 48:07If you haven't already seen my full guide to becoming an Instructional
1007. 48:10designer here on YouTube.
1008. 48:11All right.
1009. 48:13Courses.
1010. 48:14Some people wanna do courses.
1011. 48:15They don't want to piece things together from YouTube.
1012. 48:17They want to, yeah, they wanna learn from something a bit more formal.
1013. 48:20I will say, just a disclaimer, like formal education is definitely not required.
1014. 48:24If you have a bachelor's degree, that is all you need.
1015. 48:27If you wanna work in the corporate side of instructional design, if you wanna work in
1016. 48:32government or higher education, a master's degree would probably be a good idea.
1017. 48:36Um, but it's definitely not necessary in the corporate space.
1018. 48:39You definitely don't need like certificates.
1019. 48:41Your portfolio is going to be what, what takes you the furthest.
1020. 48:44But I will include some links in the description if you wanna explore some like
1021. 48:48courses and, um, certificate programs.
1022. 48:50If, if you decide that is right for you.
1023. 48:52I have some resources to guide you through like dozens of them.
1024. 48:57Um, and then I will say I am building out the ID Project Lab, which is where
1025. 49:01you're going to apply all of these different like theories and models
1026. 49:04and analysis that we just talked about, but to real world projects
1027. 49:07that we've kind of simulated for you.
1028. 49:09So it's gonna be really cool, it's gonna be very practice oriented and
1029. 49:12it, you're gonna end up with some projects you can use for your portfolio
1030. 49:15and some tools that you can actually use to make an impact on the job.
1031. 49:18So that presale is starting next week.
1032. 49:21So if you're on the mailing list, um, In just a few days, we're starting
1033. 49:25that presale and then we're gonna close it down until later in the year
1034. 49:28when it's actually all built out and, and ready for the general public.
1035. 49:32Um, alright, and that's all I have for you.
1036. 49:35So if you enjoyed the video, please subscribe because I do have
1037. 49:38plenty more, um, theory content coming and especially if you are
1038. 49:43interested in this type of content.
1039. 49:45But yeah, there's more content to come.
1040. 49:47Thank you for making it to the end of this video, and I will see you in the next one.