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Could highlight flaws so much that everyone realizes the program is a sham and they shut it down. Funding for engineering department tanks and they close the department for goooooooodddddd!!!!!!

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Could highlight flaws so much that everyone realizes the program is a sham and they shut it down. Funding for engineering department tanks and they close the department for goooooooodddddd!!!!!!

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That we create a training program that makes the learners feel pressured. Specifically, pressured to lie about consistency for the sake of 90% or higher bi coder reliability.

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Creating a training program that leaves the learners confused. No learning outcomes objectives listed in introduction, no interaction, cognitive objectives only, etc.

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Lecture heavy memorize and regurgitate format.

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Disregarding client feedback.
Not self-paced.
Not created in Canvas.

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- No learning outcomes objectives.
- No scaffolding technique when presenting skills assessments.
- No (level) summaries.
-Student doesn't know where they stand throughout the process.

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Non functioning instructional design. Or one that only covers 5 minutes instead of 2-3 hours.

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Teaching to use subjective reasoning when interpreting DST's.

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The program has a virus in it that crashes their hard drive erasing their dissertation. Causing them to stress out and jump out a window and die!!!

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The program has a virus in it that crashes their hard drive erasing their dissertation. Causing them to stress out and jump out a window and die!!!

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The students are given too much information it is hard for them to focus on what matters. Don't have functional skills afterward to complete their tasks.

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The students are not given enough information to use functionally to code the necessary information.

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Undergrad students gain access to the training which changes the way the students complete the DSTs.

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Undergrad students gain access to the training which changes the way the students complete the DSTs.

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When identifying coders that only need a refresher: once they complete the training they are less consistent than before.

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Become reliant on training so much not willing to work with other coders later on

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Become reliant on training so much not willing to work with other coders later on

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-Students think they have learned all they need to and unwilling to learn more from seasoned coders.
-Students don't know who to talk to after training for more clarification if needed.

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Giving people a bad taste in their mouths or turn people off from wanting to do the work of coding.

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Giving people a bad taste in their mouths or turn people off from wanting to do the work of coding.

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Trainees are intimidated, bored, and uninterested from the training they turned down the offer

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Program utilizes so much electricity that the circuit overloads and shoots a bolt of lightning through the PC and electrocutes the learner to death.

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Not considering the multiple and various contexts in which learners will bring with them to the training.

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Difficult enough approach to the training design that the learners quit engineering.

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The program is so bad that it overloads the PC they are using. The PC starts on fire and destroys all the work they have done in their entire final semester of graduate school. 

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The program is so bad that it overloads the PC they are using. The PC starts on fire and destroys all the work they have done in their entire final semester of graduate school. 

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So much mouse clicking required that the learner gets hand cramps, looses control of their steering wheel while driving home, and crashes into an extended family on a road trip killing everyone and paralyzing the learner.

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Only one idea that is not ideal but the only one offered, therefore the training goes nowhere and we get stuck coming up with things

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The design focuses largely on teaching future coders that coding equates to grading, and their job is to assign a grade based on how great they think each design is. This grading focuses on clarity in writing and gives the best grades to those assignments that completely miss answering the problem and don't design anything.

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The design does not focus on structure in coding, but instead focuses on creativity of the coder in finding unique ways to give someone points, and these points are personal to the coder.

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These points are given for no reason other than the coder wants to give them. The coders are then taught that the best designs should be given the most points

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The instruction will be delivered using vocabulary and language that isn't used in the coding, the teaching will use synonyms rather than the exact words.

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The training focuses on productivity and speed, so the coders can get through more DSTs. Quality of coding is not emphasized in any way.  Productivity, in turn, goes so high that all but one coder are laid-off.

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In designing the training, we mix up the DSTs and assign the wrong scheme to each DST, thereby training them incorrectly how to code going forward. They are so confused and disheartened, they switch to liberal arts.

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1. Train new learners (who haven't coded in the past) to code with 80% or higher accuracy.
2. Identify already trained coders and allow for a refresher rather than entirely new training.
3. Give the learner a sense of duty, ethics, and desire to code.
4. In depth instruction of current coding schemes that allows the learner to gain a strong knowledge base to start from.
5. Explain that coding is not grading.

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1. Must be developed in Canvas.
2. Must be self paced.
3. Must be accessible from anywhere.
4. Must be 2-3 hours in length.

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Use actual DSTs and highlight actual text within the DST response to show the learner exactly why he or she would assign a code in a specific way. For example: Highlight the sentence, "would need to figure out how to make solution cost effective," and explain to the learner why that would be coded as 1 for the diaper DST based on Roles - "Cheap."

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Use a matching activity to have the learner match correct examples to the appropriate codes. For example, they would match: "Diaper sensor is made out of iron" with: Roles - Metal (-1) obvious violation of constraints.

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Find a way within Canvas to make the skill assessment check points increase in difficulty as the learner answers correctly.

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Use Vanessa's awards for the research being done via FACETS with OILS and Biochemical Engineering departments as an example of the importance and the point of coding as it pertains to federally funded research at a Hispanic serving institute. Also highlight positivity available from the FACETS website.

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Have the learners write a truly awful solution to a DST. This may help them to more easily identify the pieces to a solution, as well as get them in a different mindset for the training.

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Ask the learners to start at the beginning of the problem in a DST, the cause and what could make that worse, not better. What could make an adult diaper work even worse than it does already? Lots of things...

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1.  Examples/Scaffolding

2.  Pre-Test

3.  Learners Sign Agreement/FACETS Successes

4.  Video Uploads of Coders Comparing Coding Assignments

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Sign an agreement that states they will code honestly ethically, and while in a good state of mind.

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Does not violate any constraints.  Addresses #4 - In depth instruction/coding scheme knowledge base.
Addresses #1 - Training new learners to code with 80%+ accuracy.
Feasible because we have access to and permission to use example DSTs provided by FACETS research team.

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Does not violate constraints.
Addresses #2 - Identify previous coders current skill level.
Feasible because Canvas allows instructional designers to put a prerequisite that would allow the learner to start at various parts of the training.

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Target previous coders and assess their need to take a refresher, full training, or no training at all. Utilize a pretest/pretest survey.

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Videos uploaded as examples with DST coding session.

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Videos uploaded as examples with DST coding session.

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Have videos of collaborative DST coding session available for trainees to learn from. Could address that coding is not grading.

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3. Learners Sign Agreement/FACETS Successes

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3. Learners Sign Agreement/FACETS Successes

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Does not violate constraints.
Addresses #3 - Give the learner a sense of duty, ethics, and desire to code.
Feasible because we can utilize electronic signature via Canvas. We also have access to Vanessa's award articles, and FACETS website.

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4. Video Uploads of Coders Comparing Coding Assignments

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4. Video Uploads of Coders Comparing Coding Assignments

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Not a violation of constraints.
Addresses #5 - Explain that Coding is not grading.
Feasible because videos can be embedded in Canvas. We have access to coding sessions between coders.