PROJECT CONCLUSION
Final Reflections
As I ponder on the best way to reflect on my final project, I first reflected on what did I accomplish and how and then considered what are the key points I want to take away from this experience. So the following is my list of what I want to remember from the instructional design process and assessment methods.
Always Remember....
Always Remember....
- Begin with a front-end analysis. This can take multiple forms and multiple approaches depending on the project. This could include backwards design and/or action mapping to be sure that you are starting with the end in mind, a learner analysis to gauge where learners are currently at and to define the gap in training, and looking at the contextual context by identifying the orienting, instructional, and transfer context of the training.
- Align Objectives-Activities-Assessments. With a strong front-end analysis this will be an easier task. When you know exactly what is needed, the assessment, objectives, and activities flow better. Strong instructional design involves this alignment so that the right activities are being completed to help the learner master the assessment and meet the learning objectives.
- Push to the higher levels of Bloom's Taxonomy. This can seem like a daunting task when workplace learning is so focused on application, but moving toward evaluation, synthesis, and analysis is important in creating critical thinkers. If needed to determine the cognitive skills needed for the workplace to move beyond procedural. a cognitive task analysis may be useful.
- Create a community of practice. Adults come into training with a stealth of knowledge It is important to tap into that, harness it, and share it with other learners. Be creative in the approach so it works within the workplace environment. Although this is more challenging in the virtual world than in face-to-face training, it is important to keep in mind the plethera of web 2.0 tools available. Just because company doesn't use a LMS system with a discussion forum, doesn't mean collaboration cannot occur. It could happen through a wiki, blog posts, Padlet, Vocaroo, and company instant messaging. The strongest learning occurs when a learner is able to teach what they know to another and that can only happen through social interaction with others.
- Include opportunities for self-assessment. Especially in the workplace, the skills of learners vary. So it is important for each learner to identify where they are at and set goals to get to the next stage. This is a continuum that continues in the workplace. Although training can be the catalyst for this self-assessment, it must have follow through with their workplace supervisors to keep the momentum of constantly striving to reach a higher level. Using the stop-start-continue is a simple enough structure to introduce and get this started for both the employees, as well as those who they report to.
- Explore technology more. The ever-changing landscape of web 2.0 and other instructional technology tools provides more choices than can be explored in a course. This is a reminder to me to keep exploring and not stop because the course is over. Along with this is that just because a tool may not work for one activity, it could for another. Just like in face-to-face training it requires the proper instruction, set up, and management of an activity that makes it successful. First attempts at a new tool may not go smoothly just like first time activities in face-to-face activities. Take it as an opportunity to be humble that you make mistakes and grow from those opportunities.
- Continue to explore cyber coaching in the workplace. This continues to be a challenge as face-to-face coaching comes so much easier to me, but as our workplaces strives for increase efficiency and productivity this is an area that needs more exploration. Remote call monitoring, access to same system tools, and instant messaging allows for in-the-moment coaching opportunities. Audacity recordings of calls and Jing recordings of feedback highlighting the quality form can replicate a side-by-side coaching session.
References
Crook, J. (2013). YC-backed padlet brings drop-and-drag to collaborative web site
creation. Retreived from http://techcrunch.com/2013/02/21/yc-backed-padlet-brings-
drag-and-drop-to-collaborative-web-site-creation/
Koohang, A., Riley, L. and Smith, T. (2009). E-Learning and constructivism: From
theory to application. Interdisciplinary Journal of E-Learning and Learning
Objects, 5:91-109.
Militello, L. G., Hutton, R. J. B. (1998). Applied cognitive task analysis (ACTA) A
Practioner’s toolkit for understanding cognitive task demands. Ergonomics 41:11,
1618-1641. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.89.4503.pdf
Morrison, R. G., Ross, M. S., & Kemp, E. J. (2007). Designing effective instruction
(6th ed.). Hoboken, NJ: John Wiley & Sons.
Petersen, N. J. (2004). Cybercoaching: Rubrics, feedback, & metacognition, oh my!
Paper presented at E.C. Moore Symposium on Scholarship of Teaching and Learning,
Indiana University. February 25, 2005.
creation. Retreived from http://techcrunch.com/2013/02/21/yc-backed-padlet-brings-
drag-and-drop-to-collaborative-web-site-creation/
Koohang, A., Riley, L. and Smith, T. (2009). E-Learning and constructivism: From
theory to application. Interdisciplinary Journal of E-Learning and Learning
Objects, 5:91-109.
Militello, L. G., Hutton, R. J. B. (1998). Applied cognitive task analysis (ACTA) A
Practioner’s toolkit for understanding cognitive task demands. Ergonomics 41:11,
1618-1641. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.89.4503.pdf
Morrison, R. G., Ross, M. S., & Kemp, E. J. (2007). Designing effective instruction
(6th ed.). Hoboken, NJ: John Wiley & Sons.
Petersen, N. J. (2004). Cybercoaching: Rubrics, feedback, & metacognition, oh my!
Paper presented at E.C. Moore Symposium on Scholarship of Teaching and Learning,
Indiana University. February 25, 2005.