Planning training and instructional programs is a complex and dynamic process. Sometimes the process can be accomplished fairly easily and at other times it seems like the project will never end. Individual elements of the development process never seem to be completed. The best advice is to recognize that program design is an iterative process, i.e. it sometimes takes several “passes” to get it right.
Program designers and managers often relate that (1) no two projects are alike and that (2) there are no perfectly designed projects. Their experience provides some insight into the process of designing and managing programs that seek to enhance learning.
Insight 1: We should not expect to follow a lock-step process while designing and developing our programs.
Insight 2: The processes and procedures we use will change. Sometimes we may be able to eliminate entire steps in the process. Other times, we will be required to follow every step. George Piskurich, in his book Rapid Instructional Design: Learning ID Fast and Right, presents a true understanding of this dynamic development process and I would recommend his book.
Insight 3: Designing a perfect program is difficult if not impossible. We should strive for the best program we can develop but we should be able to recognize when we should stop refining the project. Sometimes 90% is good enough.
This course is intended to teach you the basic processes utilized in designing and managing training and instructional programs. Although we will study the design process in a linear manner (it makes pedagogical sense), real projects rarely follow exactly the same linear sequence (it doesn’t make practical sense). The process is more like a connected web with all of the components interconnected.
This is the first time I have taught this course on-line. I have taught this course in classroom settings and interactive video. The difficulty with the on-line format is that the “dynamic process” I just described to you is delivered in a static format. Essentially, I can’t dynamically intervene in your learning to indicate how the current concept might be conditioned on other concepts.
Each week (Mondays), I intend to post on-line the materials I would like you to study during the week. It is your responsibility to study and learn the material. I essentially will act as you guide, directing you to pay attention to some things, ignore others, practice certain elements, and let you know how you are doing. I can also answer questions and direct you to supplementary materials that may be relevant to your learning. And most of all, I can provide wisdom and insight into the process. I have years of experience in designing and managing training and instructional programs and, as you know, wisdom and insight come from experience. My job is to transfer my “technical expertise” in program design and management to you.
Associated with the reading assignment will be homework or practice activities that should reinforce your learning. These assignments will be due seven days from when they are assigned. Make every effort to start the activities several days before they are due. The goal of the activities is to reinforce your learning not practice “just-in-time” learning. My intent is to review your work and return it the following week. There are forty students enrolled in this course so please be patient if I don’t hit the exact date.
You will also have a program design project that you will need to complete. I actually have several projects that I will assign. These projects will be implemented (probably not in this semester) and you will be listed as one of the designers (something to list on your resume!). I will provide you with the details in a few weeks.
You will note on the course syllabus that the last weeks of the semester are dedicated to the project. Although we will start on the projects during the semester, you will actually be doing most of your work on the project during the final weeks. Please plan ahead and schedule other course activities and personal business around these critical weeks.
Finally, graduate instruction and learning workload is generally calculated at the rate of three external hours for every hour of contact. For a three credit graduate course, it is not unreasonable for me to expect that you will average around twelve hours of work per week for this course. Sometimes, as in the beginning of the course, it will be less, but be aware that towards the end of the course the amount of time you need to commit to the course will approach and even exceed the twelve hours per week.