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Instructional
Design Philosophy Instructional
Design Principles:
MindLeaders training is based on sound principles from research in instructional
design, adult learning, and information processing.
MindLeaders believes that for training to be effective, the learner must
view the training as meaningful and relevant.
The learner must be engaged as an active participant. Curriculum
Structure: A MindLeaders
curriculum is divided into courses, which are divided into units.
Each unit consists of a well-defined set of learning objectives, a series
of interactions that teach the stated objectives, and a means for evaluating
whether the learning objectives have been met. Instructional
Design Strategy: At
every stage of MindLeaders course development (analysis, prototyping,
production, and quality assurance), MindLeaders applies specific principles and
training models to the creation of effective courseware. Delivery:
For courses to teach, they must be accessible in a variety of contexts and
environments. For this reason, MindLeaders makes its courses playable in
almost any circumstance. MindLeaders
Instructional Design Philosophy Detail
A.
Instructional Design Principles
Strategy
Based on Research
MindLeaders Training Principles
The following
principles characterize our approach to training. ·
The learner
identifies with the task to be learned and sees immediate application of that
knowledge to his or her job. ·
The learner is
actively engaged in the learning. ·
The training gives
the learner an opportunity to practice in a safe, non-threatening environment. ·
Immediate and
supportive feedback reinforces the learning. ·
The learner can
demonstrate his or her competency, before, during, and after instruction. ·
The training is
organized and logically sequenced based on the needs of the target learner. ·
The learner controls
the pace and training path of the instruction. Achieving
Maximum Results MindLeaders
bases its instructional design on these principles because their implementation
makes it more likely that new knowledge and skills will be remembered and
retrieved for future use. Maintaining Motivation In addition,
by making these principles part of the design of the instruction, learners are
not only motivated to start the training program, but also to stick with it.
Learners also display a feeling of satisfaction and confidence as they
progress. B.
Curriculum Structure The Components of a Course
A MindLeaders
curriculum is divided into courses, which are divided into units. Each unit
consists of ·
A well-defined set of
learning objectives. ·
A series of
interactions that teach the stated objectives. ·
A means for
evaluating whether the learning objectives have been met. Learning
Objectives A learning
objective is a statement of what we expect the learner to be able to do after
working through the material in a unit. Interactions Interactions
are the methods we use to teach the material. We want to
provide the learner not only with a sound understanding of underlying concepts,
but also with frequent opportunities for practice in the form of simulations and
exercises. Assessments Assessment
consists of simulations and a range of question types, such as: ·
Text-entry with a
single field or with multiple fields ·
Multiple choice with
one correct response or with more than one correct response ·
Matching ·
Sequencing Meaningful
Objectives To ensure that
instruction is meaningful, relevant, and organized, MindLeaders follows these
guidelines when creating course objectives: ·
Objectives must be
relevant: the learner recognizes why the knowledge is important. ·
Objectives must be
specific: the learner knows what he or she is expected to perform. ·
Objectives must be
mapped to certification requirements (where appropriate): the learner will be
prepared to take a certification exam. ·
Objectives must be in
a logical, organized sequence that reflects the overall objectives of the
curriculum and course: the learner will build his or her knowledge in a logical
and understandable manner. Teaching a
Specific Skill The type of
instructional content — fact, concept, process, procedure, or principle —
determines what form of interaction MindLeaders uses to teach it. For example,
when developing skills training for a specific procedure, MindLeaders applies
the four-phase model described as follows: Phase 1:
Present the Concept (Knowledge) Clearly
written text and supporting visuals explain the purpose of the procedure, what
steps are involved, and what rules apply. Phase 2:
Demonstrate the Procedure (Comprehension) Simple
instructions coupled with replications of application screens then guide the
learner through the task, presenting one step per screen. "Click-to-continues"
ask the learner to identify a specific portion of an application screen to move
to the next step. The goal is to give the learner a chance to walk through a
task rather than simply explaining how it is done. Phase 3:
Allow for Guided Practice (Application) Simulations
provide the learner with an opportunity to perform a task in a guided context,
with hints and feedback. Simulations
can be practiced multiple times, allowing the learner to become comfortable
within the application being learned. Phase 4:
Allow for Non-Guided Practice (Synthesis) MindLeaders
courses supply source files and instructions for exercises that the learner can
try out on his or her own computer, applying the material to actual situations
and applications. Exercises
enable the learner to perform the procedure in a new context without assistance. Practical
Training By
implementing this four-phase model, MindLeaders produces courses that are highly
interactive, thereby engaging and motivating the learner. The
simulations provide real-world scenarios in a secure environment; the exercises
empower learners to transfer their learning to a new situation and take charge. Teaching a
Programming Language Learning to
use a programming language requires a different model than learning to use an
application interface. When teaching
how to code in a programming language, MindLeaders applies the model described
in the following information. Phase 1:
Introduce the Basics (Knowledge) Coding syntax
clearly identifies each component of a programming language statement or
command. The
explanation and short examples accompanying the syntax make its purpose and
usage apparent. Phase 2:
Illustrate the Code's Use in Context (Comprehension) Sample
listings complete with line-by-line analyses and sample output show how the code
is used within a program. Non-examples
illustrate how code should not be used. Tips show how
to make code more efficient; warnings focus on problems and side effects in
specific situations. Phase 3:
Provide Guided Practice (Application) Coding
simulations first allow the learner to practice entering fragments of code and
then provide practice writing more complex lines of code. The
progression of these simulations builds on the learner's prior knowledge.
Early simulations require recoding of examples already presented, while
later ones introduce new coding tasks, requiring more problem solving and
creative thinking. Phase 4:
Provide Materials for Non-Guided Practice (Synthesis) Practice files
provide the learner with programs to enhance and compile.
Other practice files are intentionally flawed to allow the learner to
practice debugging techniques. Many practice
files have a corresponding "answer" file, which allows learners to
compare their results with one possible solution. Measuring
the Results Along with
models for writing sound instructional objectives and developing quality
interactions, MindLeaders development also follows a well-defined model for
creating assessments. Assessment
Options Assessments
take a variety of forms. Mastery
tests and questions embedded in the course provide the learner with information
about how his or her learning is progressing.
The learner also has the option of taking a preliminary test, which
supplies information on his or her existing knowledge base. This information guides learners in developing their own
learning path through the course. Assessments
also help prepare learners for the requirements of vendor certification exams. Proficiency
Gauges A learner can
take the preliminary and mastery tests at any time. The tests are composed of
questions chosen randomly. Content
Questions Learners
answer embedded questions as they progress through a course. The questions parallel the content of the learning objectives
and, through informative feedback, also teach as they test. The high
frequency of embedded questions keeps the learner motivated and actively engaged
in the course content. Carefully
Constructed Questions MindLeaders’
courseware development team follows a strict set of guidelines when creating
questions and the quality assurance team uses these guidelines to evaluate the
results. Standards
for Course Questions The following
are some of MindLeaders' question-writing guidelines: ·
Write specific
questions with clear directions. ·
Write one or more
questions to cover every learning objective. ·
Embed questions at
regular intervals to keep the interaction high. ·
Aim for questions
that challenge the learner to use higher-level cognitive skills, such as
detecting errors in logic, making an inference, solving a problem, or evaluating
options. ·
Incorporate a
thorough answer analysis that anticipates all probable responses from the
learner. ·
Allow for multiple
tries. ·
Choose the question
type that best tests a learning objective. For example, sequencing questions are valuable in checking a
learner’s understanding of the order of steps in a procedure or process.
Matching questions can be used to test for understanding of multiple
terms and concepts. ·
Write feedback that
is supportive and that reinforces what the learner has just learned. ·
Sequence questions so
that they progress from… o
The familiar
(building on the learner’s prior knowledge) to the unfamiliar. o
Foundation skills to
more advanced skills. o
Recognition
(understanding) to production (using). C.
Instructional Design Strategy
From Theory to Practice
The training
principles and models described previously are the basis for MindLeaders’
instructional design strategy. Our course
development process consists of the following stages: Analysis, Prototyping,
Production, and Quality Assurance. At
every stage, MindLeaders' training principles ensure the effective design and
delivery of instruction to the learner. Finding New
Course Material MindLeaders
subject matter experts analyze potential topics year-round, ensuring that the
topics most in demand can quickly be brought into production. Start with
Quality Content MindLeaders
partners with the industry's top independent experts to deliver unbiased,
accurate, and thorough content. Content
specialists analyze the target audience's needs and determine the learning
objectives to meet those needs. From these objectives, they identify the
organizational structure most effective for the curriculum, course, and unit
levels. Matching
Certification Requirements When
appropriate, objectives are mapped to certification requirements and submitted
for approval by the certifying vendor's representative. The Course
Framework At the
prototyping stage, MindLeaders course designers analyze the source content to
determine the best way to present the material. They create a prototype course containing all features
including representative simulations, exercises, and questions to be contained
in the finished course. Simultaneously,
the course design team establishes the guidelines, procedures, and tools to be
used in the production environment. The
result is a model for the production team's creation of multimedia instruction. Maximum
Visual Effect In parallel,
MindLeaders graphic designers determine the most suitable visual interpretation
of the ideas and concepts in the instructional material.
The visual images they create for the prototype guide the graphic
production team in creating a consistent style of graphics within a course and
across courses. MindLeaders'
exceptional visuals and creative animations gain the learner's attention and
maintain interest. Consistent
Presentation The
prototyping process not only ensures that the instructional elements most suited
to the given source material are implemented, but also that each course complies
with the interface design of all MindLeaders courses, established by user
testing to be effective and easy to use. Team
Strategy MindLeaders
developers take the content analysis and prototype models from the first two
phases of the course development process, and systematically construct the
course. Course
development is a joint effort, involving the courseware team, the simulation
team, and the graphics team. Course
Construction The courseware
developers chunk the content into appropriately sized learning modules, sequence
them logically, and provide an organizational structure through overviews,
advance organizers, transitions, and summaries.
They ensure the language is clear and concise, and that the tone is
friendly and inviting. Graphic
Enrichment While mapping
the content, courseware developers work in tandem with the graphics team to
seamlessly integrate visual components with the content. Practical
Interactions A significant
portion of course development time goes into the construction of the
interactions that support the learning process. Courseware
developers work with the simulation team to create concrete, real-world
simulations. In addition, they
create a wide variety of questions and exercises that challenge the learner to
perform at increasing levels of difficulty. Finding
Information Quickly The courseware
developer also creates the features that allow just-in-time access to course
content. Learners can quickly find
information using the course topics list and/or the index. By positioning
the list of topics or the index side-by-side with the course, the learner can
rapidly scan any part of the course to see if it meets his or her immediate
needs. In addition, learners can
use the glossary. More
Options and Control Although
MindLeaders courseware is primarily designed as linear instruction, these
features, along with other navigation options, give the learner total control
over his or her training path. Multiple
Safeguards MindLeaders
takes pride in the quality of its products. We ensure this
quality by including multiple quality control checkpoints in the course
development process. Course text,
graphics, questions, simulations, and exercises are all subjected to multiple
in-house reviews. In addition,
courses are reviewed for consistency across a curriculum.
The quality assurance team also ensures that courses run trouble-free on
every delivery platform. Internal
and External Testing In addition to
in-house reviews, MindLeaders conducts end-user testing to verify that the
interface is effective and easy to use, and to make sure each course attains its
objectives. Another
vehicle for assuring quality is client feedback. We take seriously the comments
that our clients share with us. Furthermore,
MindLeaders certified courses are audited by the vendor's representative to
ensure that MindLeaders instructional design is sound and that the courses
support the specified learning objectives. D.
Delivery
Meeting
Learners Wherever They Are The end result
of MindLeaders four-stage development effort is instructionally sound,
technically accurate, and visually appealing courses. But our
courses cannot teach unless the learner can readily access them in a variety of
contexts and environments at work, at home, or on the road. Availability
Options MindLeaders
makes its courses playable directly over the Internet, without downloading.
Operating System Options
MindLeaders
also delivers its courses on a variety of platforms: ·
Windows 95 ·
Windows 98 ·
Windows NT ·
Windows 2000 ·
UNIX Creating a
Superior Training Product Flexible
distribution, coupled with comprehensive content, high interactivity, and easy
navigation, allow MindLeaders to offer courses that stand above all other
self-paced training alternatives.
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