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Instructional Design Participant Guide Virtual 2023

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1. What additional information or skills do you feel you would need to master the ADDIE model?

2. Would you be interested in an advanced workshop that dives deeper into each phase?

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1. What obstacles, if any, do you anticipate when trying to apply the ADDIE model in your work environment?

2. How do you plan to overcome these obstacles?

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1. How has today's workshop influenced your thoughts on decision-making in instructional design?

2. Will the ADDIE model affect the way you collaborate with others on educational projects? How so?

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1. What are some resources or tools you think you'll need to effectively implement the ADDIE model in your work?

2. How do you plan to incorporate the Evaluation phase to ensure the training or program is effective?

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1. How has your understanding of the ADDIE model changed the way you'll approach future learning or teaching opportunities?

2. Are there any elements of the ADDIE model that you've realized you've been doing, but perhaps not as formally?

3. Do you think the Implementation phase will be easier or more challenging after understanding ADDIE? Why?

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1. Can you think of a current or upcoming project where you might apply the ADDIE model?

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Welcome to keep, use, customise or share this ADDIE template. 

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Welcome to keep, use, customise or share this ADDIE template. 

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The Science of Learning Research Centre (SLRC) was established in 2013, funded as an Australian Research Council Special Research Initiative, with the vision to improve learning outcomes at pre-school, primary, secondary and tertiary levels through scientifically-validated learning tools and strategies. The SLRC brings together more than 100 neuroscientists, psychologists and education researchers from across the country, collaborating on programs to better understand learning, using a range of innovative experimental techniques and programs. Learn more about the Centre.

The PEN Principles have been developed in video, podcast and poster format to enable ease of use by teachers, students and parents. The resources not only provide valuable information but provide teachers, students and parents a chance to blog and share conversation.

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PEN Principles - Science of Learning Research Centre

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The Science of Learning Research Centre (SLRC) was established in 2013, funded as an Australian Research Council Special Research Initiative, with the vision to improve learning outcomes at pre-school, primary, secondary and tertiary levels through scientifically-validated learning tools and strategies.

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What is action mapping?

Action mapping is a streamlined process to design training in the business world. Its goal is to help designers:

Commit to measurably improving the performance of the business

Identify the best solution to the performance problem

When training is necessary, create realistic practice activities, not information presentations

It's a mashup of performance consulting and backward design, with a focus on real-world behaviors rather than assessment questions. I published the first version in May 2008 ( here's the first blog post about it).

The following slideshow gives a simplified, very high-level overview. It uses lighthearted stock photos from 2008 of a guy dressed in a ninja outfit. No political statement is intended.

Because I was designing elearning at the time, I presented action mapping as an elearning design model, but it works for all types of business training, as I show in my book.

The addition of a flowchart

In May 2013, I deepened step 2 to include the use of a flowchart that helps identify lean, in-the-workflow solutions, such as job aids or process improvements. Training is rarely the best or only solution to a problem.

Some advantages of action mapping

Action mapping is being used by businesses and governmental organizations around the world. Happy action mappers have told me that the main advantages are:

The stakeholders "get it" right away -- it's an intuitive process and the benefits are easy to see.

Subject matter experts who are included in the process are less likely to add extraneous information.

The resulting training is likely to be rich with scenarios, which learners often prefer over information presentations.

Possible benefits to the field of training design

One of my goals in creating the model was to address some weakness I saw in our profession, including:

We're not held accountable for what we do because almost nothing we do is measured. As a result, our work isn't seen as vital to the organization. By putting a measurable business goal -- a high-level evaluation -- first and making it the center of everything we do, we publicly commit to improving our organization's performance and demonstrate our value.

While the concepts of performance consulting and designing for behavior have a long history, I didn't see designers actually using them. By combining them visually I hoped to get them into practice.

Almost everyone has been taught through a lifetime of traditional schooling that "teaching" means "presenting information." We needed a clear, graphic model to help us see a different approach.

Corrections to some common misunderstandings

Action mapping is increasingly being presented at conferences or taught within big organizations. A few misunderstandings or misrepresentations have come up. Below are some clarifications.

It's a collaborative process -- the designer doesn't create the map on their own. Action mapping works far better if the client and subject matter expert are included from the very beginning. Both should definitely be included when setting the goal, and the SME at least should be included in identifying what people need to do and why they aren't doing it. No designer should create a design in isolation.

You should make sure training is really part of the solution. People were skipping this aspect of step 2, which is why I added the handy flowchart. Action mapping includes needs analysis; it's not just a way to organize content. Unfortunately, some people have presented the system as a way to design activities based on content from the client, skipping the analysis.

Action mapping isn't intended for use in academia. I created action mapping for the corporate world, where it's relatively easy to set a measurable goal and to analyze what people need to do on the job to reach that goal. The process focuses on observable, measurable behaviors, not knowledge, and it assumes that you have people currently doing the job who you can talk to and observe.

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Action mapping: A visual approach to training design - Training design - Cathy Moore

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What is action mapping? Action mapping is a streamlined process to design training in the business world. Its goal is to help designers: Commit to measurably improving the performance of the business Identify the best solution to the performance problem When training is necessary, create realistic practice activities, not information...

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Some options to start:
- What are your pain points?
- How would you resolve them?
- What would you like people to know/do differently?

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Include key people from the contact centre

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What are the internal processes and expectations for how complaints are handled?
How are complaints actually handled?
What training is already provided to the call centre?

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Are staff following process?

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what are the complaints about?

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Get the data about the complaints, eg.
If the complaints has increased by x% but phones calls has increased - is this actually a problem?

When did the increase in complaints start?
What caused the increase?
What are the complaints about?
Are there any other trends with the complaints?

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what are the KPIs

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Have been other organisational changes?

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who? what?

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What have the complaints been about?

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Type of sales, areas etc

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What's the current situation and what's the ideal?

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What is each person's understanding of the problem?
5 Why's

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Storyboarding / lesson plans / Sessions Plans

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Lean on highly motivated learners to help troubleshoot

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Engage with stakeholders for review cycles

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Q2. What questions would you ask to find out what the issue is? 

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Q2. What questions would you ask to find out what the issue is? 

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Engage with the tools and personnel required to create the resource/s

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Booking trainees in

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Advertising & communicating

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Pushing the training out, go live etc.

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Attendance levels - did the right people attend the training?

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Locking down resources (SMEs, content, etc) and timeframes

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Review if it was delivered on time and within budget

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Review suitability of activities

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Are there any resources already available that we can leverage?

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Working out what needs to be revised for next time

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Is technology needed, and if so, what do you have available?

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Collating lessons learned for future programs

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Ask for feedback from stakeholders

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Assess if the learning objectives were met

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Structure the content

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Identify constraints

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What delivery mode suits the identified need

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Establish learning objectives based on the problem we're trying to solve and results we're aiming for

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Deadlines
Working out what resources you have or need

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Investigate the different audience groups and unique needs

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What changes are we looking for in performance/results?

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What tools and modes are we going to use for the training? Overlaps with Design stage.

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Find out what the barrier is to successful performance now

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Define if the need justifies a large or small effort

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What does the audience already know?

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Who, what, when, where, how?
Establishing if we actually need the training

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Identifying stakeholders

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Define what the goal is, find out if it's training

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Speak with SMEs, find out content detail

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Interview all stakeholders

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Note that 18.3% of Australians live with disability that is affecting their daily activities.

According to the Disability Discrimination Act (135, 1992) you are discriminating a person with a disability when you don’t make (or propose not to make) reasonable adjustments, causing the effect that this person because of the disability will be treated less favourably than a person without the disability in similar circumstances. (extract from Dianna’s blog about accessibility in elearning:

https://www.trainingwizard.com.au/accessible-elearning/

Accessibility fundamentals:

https://www.w3.org/WAI/fundamentals/

WCAG 2.1 guidelines:

https://www.w3.org/TR/WCAG21/

Some free tools to use:

WebAIM is great website to check contrasting colours.

https://webaim.org/resources/contrastchecker/

Readability (aim for year 7 – 8 for general learning):

https://www.webfx.com/tools/read-able/flesch-kincaid.html

Colourblind web page filter

https://www.toptal.com/designers/colorfilter/

Photosensitive Epilepsy Analysis Tool

https://trace.umd.edu/peat

For ID it’s important to have an understanding of adult learning – refer to participants guide for more adult learning + AITD course.

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When we speak to HR departments about Analytics, there is usually a small group of sharp professionals who look lost. These are the people in learning and development. They are interested in analytics, but what troubles them is measuring the ROI of training. They pray analytics will help; they are pretty sure it won't.

As we know, measuring training was pretty much sorted out by Donald Kirkpatrick in 1954. In the intervening 60+ years, we've learned Kirkpatrick's model is a smart one, but it doesn't really help much with the elephant in the room: justifying the cost of training. In reality, it's usually too hard or expensive to do so.

Sometimes, it is possible to measure the ROI of a training program in isolation. You should do this when you can-it makes for a nice case study.

When it's not possible to measure ROI, we may have to suffice with the lower level measures on the Kirkpatrick scale such as learner reaction to the material. That's a weak measure, but it will at least identify if any courses are really bad.

Other times, we may have to suggest to leaders that in the absence of good evidence on the ROI of training, they need to make a judgment call. If they really think giving up on training is the right thing to do, well, they can take that risk. Otherwise, they should continue to fund it.

Finally, there is an interesting alternative to judging training in terms of the ROI of the overall project. Judging training on the overall performance of a project works best if you have a well-defined business project and learning has a well-defined role that integrates with other efforts to achieve results.

Often, it's not like that; often learning and development teams are just a generic support function that does lots of different things with the broad aim of making the organization better. Maybe L&D functions need to shift forward more focused interventions if they want to really connect training to business outcomes.

While it's great to be able to parse out learning's contribution to success, we know that's expensive to do.

If we can show that training was part of a successful intervention, then that's a solid piece of analysis that will help leaders make the decision of whether or not to invest in training.

Want to see the ROI of training in the real world?

Join us with Dr. Jack Phillips, ROI Institute, USA in Mumbai from June 4th to 8th, 2018 for Certification in ROI methodology.

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A Better Way to Approach the ROI of Training

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When we speak to HR departments about Analytics, there is usually a small group of sharp professionals who look lost. These are the people in learning and development.