 |
Retrieved from http://www.projectchangemaryland.org/if-you-want-a-story-at-the-back-end-design-it-at-the-front-end/
Preparation for adult training looks different from the ADDIE process for students. “The differences between children learning and adult learning are associated with adults having lived and experienced more than children. Adults’ life experiences impact their intrinsic motivation to learn as well as how they learn” (Franco, 2019, p. 180).
Design is the second phase in the ADDIE process for instructional design. Lesson design is about “how the information should actually be presented to the learner to facilitate meaningful learning” (Ritzhaupt et al., 2017, n.p.). Ritzhaupt et al. (2017) states “considering the presentation of information is an important component of scaffolded instruction” (n.p.). As I consider the instructional strategies I plan to use in any training, I consider several factors. I think about the make-up of my group of participants, the time-frame and the follow-up. I want to be sure that strategies I use match the learning I expect to take place (Ritzhaupt et al., 2017).
I believe in building the learning community regardless of the time I have with participants. I want them to feel comfortable and know that we are learning together. It is also important to have a strong understanding of the audience in order to meet their learning needs. I use ice-breaker activities as a way to learn the names of participants and the roles they play in education. Participants are more likely to actively engage in discussions and other activities when they feel the trainer is invested in the session as well.
My latest favorite ice-breaker is for participants to place a thumbtack on a poster sized map to show where they are from and a place they have been. This brings a personal side of the participants into the training and breaks down barriers due to anxiety.
Icebreaker Ideas to get you Started:
Ritzhaupt et al. (2017) notes “it should be possible to view and measure the desired behavior so the instructor can assess whether mastery has occurred” (n.p.). A strategy that I use to formatively assess is case-based activities. This strategy is a way for participants to think through provided scenarios. The scenarios need to be relevant to the role of the participants (teachers, students, administrators, etc.). The scenarios should provide real world situations that involve problem solving to give participants practice with applying their new learning in an environment with support. For example, when working with administrators this past school year in a technology training, I provided the participants with an administrative scenario dealing with technology. The administrator in the story was trying to compete with schools in her district in the area of technology. She did not have the funding that the other schools had access to nor did she have the parental support needed to increase the use of technology in her school. The participants discussed how they would handle the situation in their own schools. “Effective instructors... should be a resource to keep the student conversations on topic, but they should not play the role of the keeper of knowledge” (Franco, 2019, p.180). Through my questioning and facilitation of the conversations versus telling my own solution, there were a variety of ideas that were shared and participants were learning from each other.
As trainers plan for future sessions they should know that there is typically no “one right way” to present information; different strategies can be applied to teach each objective in order to best portray the content (Ritzhaupt et al., 2017).
References:
Franco, M. S. (2019). Instructional Strategies and Adult Learning Theories: An Autoethnographic Study
about Teaching Research Methods in a Doctoral Program. Education, (3), 178. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.583693034&site=eds-live
Ritzhaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah,
N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained
[text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.
|
Comments
I like the case-based scenario that you mentioned using previously. I have also participated in this type of event. It opens the learners' thinking and puts facts and information into a more real-life scenario. This type of instruction helps the information be retained and used in later situations outside the training. I think this also meets several of Gagne's Nine Events of Instruction. Case-based scenarios makes the learner "recall prior learning", allows the learner to "provide feedback", helps the trainer "assess learner's performance", and finally as I mentioned earlier helps "enhance retention and transfer" (Ritzhaupt, 2017). The participants have to think back to the information being presented as well as other information they have (in your case it would be their previous experience as an administrator and having to handle situations). The learners' feedback and performance is displayed when the learners share their solutions to the cases presented. And by not only hearing the information but using it for critical thinking and determining solutions, the learners are more likely to retain the information and leave feeling the training was beneficial and important.
ReplyDeleteTeneal Smith
Resources:
ReplyDeleteRithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah,
N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017,
December 12). ADDIE Explained [text]. Retrieved from
http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.
I too can relate to the presenter taking the time to get to know me even if for just a short time. When I feel important to the presenter, then in return the information he/she shares with me will be taken more serious than someone who spits out information just for the sake of doing so. I the ice breaker using the thumbtacks and a map. What a great way to quickly learn your audience! Rithzaupt et al. (2017) says "objectives are an in-depth explanation of what learners will be able to accomplish when they finish a set of instruction" (n.p.). All presenters and trainers need to remember in order for the learner (aka the audience) to gain knowledge of your topic, they must first learn that you genuinely care about them first.
ReplyDeleteReference
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0
I love the case-based activities because they allow learners to apply what they have learned. According to Rithzaupt et al. (2017), “Hands on activities that require participation from the learner, good visuals, and realistic representations are all powerful ways to hook the learner. The generative strategy should encourage the learner to really engage in the learning process. The content should be designed for meaningful interactions using recall or application (integration, organization, and elaboration)”. I have had the opportunity to participate in case- based activities and I have found them to be extremely beneficial by assisting in retention of material.
ReplyDeleteReferences
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.