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The Kirkpatrick Model - Google Chrome 2022-05-04 1

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he Kirkpatrick Model is The Standard for Leveraging and Validating Talent Investments™. It has evolved through over six decades of application by learning and development professionals around the world. Our time-tested method works in all sectors, such as government, military, corporate, consulting, services, and humanitarian. The model is applicable to all programs. Popular topics for Kirkpatrick program evaluation plans include onboarding, product and program launches, leadership development, diversity, equity, and inclusion (DEI), safety, security, and succession planning.

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he Kirkpatrick Model is The Standard for Leveraging and Validating Talent Investments™. It has evolved through over six decades of application by learning and development professionals around the world. Our time-tested method works in all sectors, such as government, military, corporate, consulting, services, and humanitarian. The model is applicable to all programs. Popular topics for Kirkpatrick program evaluation plans include onboarding, product and program launches, leadership development, diversity, equity, and inclusion (DEI), safety, security, and succession planning.

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https://www.kirkpatrickpartners.com/the-kirkpatrick-model/

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The Kirkpatrick Model

Level 1: Reaction

The degree to which participants find the training favorable, engaging, and relevant to their jobs

Level 2: Learning

The degree to which participants acquire the intended knowledge, skills, attitude, confidence, and commitment based on their participation in the training

Level 3: Behavior

The degree to which participants apply what they learned during training when they are back on the job

Level 4: Results

The degree to which targeted outcomes occur as a result of the training and the support and accountability package

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The Kirkpatrick Model, or four levels of training evaluation, consists of Reaction, Learning, Behavior and Results.

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Depth of Knowledge or DoK is another type of framework used to identify the level of rigor for an assessment. In 1997, Dr. Norman Webb developed the DoK to categorize activities according to the level of complexity in thinking. The creation of the DoK stemmed from the alignment of standards to assessments. Standardized assessments measured how students think about a content and the procedures learned but did not measure how deeply students must understand and be aware of a learning so they can explain answers and provide solutions, as well as transfer what was learned in real world contexts (Francis, 2017).Essentially, the goal of DoK is to establish the context—the scenario, the setting, or the situation—in which students express the depth and extent of the learning (Francis, 2017).This framework consists of 4 levels, level 1 being the simplest and level 4 being the most complex.  Webb’s Depth of Knowledge Level 1 (Acquired knowledge) involves recall and reproduction. Remembering facts or defining a procedure. Level 2 (Knowledge Application) are skills and concepts. Students use learned concepts to answer questions. Level 3 (Analysis) involves strategic thinking. Complexity increases here and involves planning, justification, and complex reasoning. Explains how concepts and procedures can be used to provide results. Level 4 (Augmentation) is extended thinking. This requires going beyond the standard learning and asking, how else can the learning be used in real world contexts. asking, how else can the learning be used in real world contexts.

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Depth of Knowledge or DoK is another type of framework used to identify the level of rigor for an assessment. In 1997, Dr. Norman Webb developed the DoK to categorize activities according to the level of complexity in thinking. The creation of the DoK stemmed from the alignment of standards to assessments. Standardized assessments measured how students think about a content and the procedures learned but did not measure how deeply students must understand and be aware of a learning so they can explain answers and provide solutions, as well as transfer what was learned in real world contexts (Francis, 2017).Essentially, the goal of DoK is to establish the context—the scenario, the setting, or the situation—in which students express the depth and extent of the learning (Francis, 2017).This framework consists of 4 levels, level 1 being the simplest and level 4 being the most complex.  Webb’s Depth of Knowledge Level 1 (Acquired knowledge) involves recall and reproduction. Remembering facts or defining a procedure. Level 2 (Knowledge Application) are skills and concepts. Students use learned concepts to answer questions. Level 3 (Analysis) involves strategic thinking. Complexity increases here and involves planning, justification, and complex reasoning. Explains how concepts and procedures can be used to provide results. Level 4 (Augmentation) is extended thinking. This requires going beyond the standard learning and asking, how else can the learning be used in real world contexts. asking, how else can the learning be used in real world contexts.

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Source: https://www.synergiseducation.com/blooms-taxonomy-and-webbs-depth-of-knowledge/

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Here are 5 tips to use Merrill's Principles of Instruction in your eLearning course design. Each covers a different aspect of this practical Instructional Design approach.1. DemonstrateThe first of the Merrill's Principles of Instruction is demonstration. Online learners are able to absorb the information more effectively when they see a prime example. For example, a visual demo of the task that outlines each step, and explores associated behaviors and skills. To apply the demonstration principle in your eLearning course design, you might consider adding eLearning videos, online training tutorials, or even image-rich eLearning infographics that showcase the main ideas. Your online learners must be able to see the concepts in action to fully understand the subject matter. Demonstrations also allow them to identify areas of improvement. For instance, skills they may need to develop to improve task proficiency.2. ApplyOnline learners have to apply the information and skills they've learned to get the full benefit of the eLearning course. Based on the Merrill's Principles of Instruction, this comes in the form of interactive problem-solving and task performance. For example, online learners are encouraged to carry out each step of the task on their own. This gives them the ability to see the challenges and obstacles first hand. Then they have all of the knowledge and experience they need to solve the problem in the real world. In eLearning, this may involve branching scenarios or online group collaboration projects that are problem-centered. Such as solving a case study mystery, or using their skills to resolve conflicts.3. ActivateAcquiring the information isn't enough. Online learners must also be able to link it to pre-existing knowledge and mental schemata. In other words, to build on their current knowledge base, which is also known as "scaffolding". This also includes past experiences that relate to the subject matter they are now exploring. Everything they’ve learned enhances the meaning and relevancy of new ideas or concepts. For example, the skills and information they absorbed in a previous course helps them successfully complete a task. There are a variety of ways to incorporate this principle into your eLearning course design, such as adding real-world examples, simulations, and stories that meld the old with the new.4. IntegrateThis is where it gets personal. The integration principle pertains to meaning and context. Online learners must have the chance to integrate their newfound skills or knowledge into their daily lives. This may also involve knowledge manipulation. For instance, being able to apply the information in new or innovative ways to achieve their goals and objectives. Integration also helps improve their motivation, as online learners have the power to see how their online training leads to real-world benefits.5. EngageOne might say that this is the star principle. It involves task-centric learning that encourages online learners to engage with the eLearning content. They have to use everything they've learned to solve the problem and connect it to real-world applications. Online learners have the opportunity to explore all facets of the problem and then brainstorm possible solutions. This can be done in a myriad of ways. From working together in online groups to see things from different perspectives to participating in interactive scenarios autonomously.The key is to engage and motivate online learners so that they play an active role in the learning process, instead of sitting idly by while the information is presented. The principle of engagement also stipulates that the difficulty level must align with learners' needs and past experiences. For instance, beginners may need to start with the basics in order to gradually build their knowledge, while more experienced online learners can skip ahead to advanced aspects of the task or problem, such as delving into related skills or knowledge in order to devise alternative solutions.Applying Merrill's Principles Of Instruction In eLearningA crucial element that should never be overlooked is timely eLearning feedback. Online learners should be able to identify areas of improvement so that they can more effectively problem-solve in real-world environments. Thus, online instructors and facilitators must provide constructive criticism and highlight skills or information that require further attention, as well as recommend supplemental online training materials to broaden their understanding. For example, ask online learners to participate in eLearning scenarios or simulations. Then offer immediate eLearning feedback based on their performance. These interventions allow them to improve their performance behaviors so that they avoid the same mistakes in the future.

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Here are 5 tips to use Merrill's Principles of Instruction in your eLearning course design. Each covers a different aspect of this practical Instructional Design approach.1. DemonstrateThe first of the Merrill's Principles of Instruction is demonstration. Online learners are able to absorb the information more effectively when they see a prime example. For example, a visual demo of the task that outlines each step, and explores associated behaviors and skills. To apply the demonstration principle in your eLearning course design, you might consider adding eLearning videos, online training tutorials, or even image-rich eLearning infographics that showcase the main ideas. Your online learners must be able to see the concepts in action to fully understand the subject matter. Demonstrations also allow them to identify areas of improvement. For instance, skills they may need to develop to improve task proficiency.2. ApplyOnline learners have to apply the information and skills they've learned to get the full benefit of the eLearning course. Based on the Merrill's Principles of Instruction, this comes in the form of interactive problem-solving and task performance. For example, online learners are encouraged to carry out each step of the task on their own. This gives them the ability to see the challenges and obstacles first hand. Then they have all of the knowledge and experience they need to solve the problem in the real world. In eLearning, this may involve branching scenarios or online group collaboration projects that are problem-centered. Such as solving a case study mystery, or using their skills to resolve conflicts.3. ActivateAcquiring the information isn't enough. Online learners must also be able to link it to pre-existing knowledge and mental schemata. In other words, to build on their current knowledge base, which is also known as "scaffolding". This also includes past experiences that relate to the subject matter they are now exploring. Everything they’ve learned enhances the meaning and relevancy of new ideas or concepts. For example, the skills and information they absorbed in a previous course helps them successfully complete a task. There are a variety of ways to incorporate this principle into your eLearning course design, such as adding real-world examples, simulations, and stories that meld the old with the new.4. IntegrateThis is where it gets personal. The integration principle pertains to meaning and context. Online learners must have the chance to integrate their newfound skills or knowledge into their daily lives. This may also involve knowledge manipulation. For instance, being able to apply the information in new or innovative ways to achieve their goals and objectives. Integration also helps improve their motivation, as online learners have the power to see how their online training leads to real-world benefits.5. EngageOne might say that this is the star principle. It involves task-centric learning that encourages online learners to engage with the eLearning content. They have to use everything they've learned to solve the problem and connect it to real-world applications. Online learners have the opportunity to explore all facets of the problem and then brainstorm possible solutions. This can be done in a myriad of ways. From working together in online groups to see things from different perspectives to participating in interactive scenarios autonomously.The key is to engage and motivate online learners so that they play an active role in the learning process, instead of sitting idly by while the information is presented. The principle of engagement also stipulates that the difficulty level must align with learners' needs and past experiences. For instance, beginners may need to start with the basics in order to gradually build their knowledge, while more experienced online learners can skip ahead to advanced aspects of the task or problem, such as delving into related skills or knowledge in order to devise alternative solutions.Applying Merrill's Principles Of Instruction In eLearningA crucial element that should never be overlooked is timely eLearning feedback. Online learners should be able to identify areas of improvement so that they can more effectively problem-solve in real-world environments. Thus, online instructors and facilitators must provide constructive criticism and highlight skills or information that require further attention, as well as recommend supplemental online training materials to broaden their understanding. For example, ask online learners to participate in eLearning scenarios or simulations. Then offer immediate eLearning feedback based on their performance. These interventions allow them to improve their performance behaviors so that they avoid the same mistakes in the future.

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from https://elearningindustry.com/merrills-principles-instruction-definitive-guide

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Sourced from: https://www.pinterest.com/pin/124974958385319081/?lp=true

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Sourced from http://discuss.cle.ust.hk/mediawiki/index.php?title=Cognitive_Theory_of_Multimedia_Learning

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Sourced form: http://www.tamus.edu/academic/wp-content/uploads/sites/24/2017/07/ARCS-Handout-v1.0.pdf