Strengthscape’s Instructional Design Certification course encompasses a new way of learning content designing principles and strategies. Learning is a process and we in Strengthscape understand that very well. Our course has a structured approach and at the same time gives flexibility to learners to start with which ever module they would like to first go with. The objective of the course is to build skill and impart knowledge on how to write effective learning content using instructional design principles and methodologies. The course starts with the basics and goes into applying knowledge to practical situations.
Any learning and development professional would understand how difficult it is to balance between delivering training as well as creating content. Instructional Design helps in putting a method to the madness and helps creating impactful content. Hence it is important to have good knowledge about nuances of instructional design to make training overall effective.
THIS COURSE IS IDEAL FOR
MODULE 1: INTRODUCTION TO INSTRUCTIONAL DESIGN (ID) |
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Session |
Objectives |
Method |
Time |
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Getting started ·
What is Instructional Design ·
Role of Instructional Designer. ·
Career prospects of an Instructional Designer ·
New trends in ID and eLearning. |
·
Define what
is Instructional Design and the role of an
instructional designer. ·
Define
career prospects of an instructional designer ·
List
the new trends of Instructional Design and eLearning. |
Reference material on
Learning Management System, Facilitated Discussion and Assessments |
Self-Paced Learning
with 2* 2 hours of facilitated session from 7 am to 9 am (Saturday and
Sunday) |
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MODULE 2: PRINCIPLES AND
THEORIES OF COGNITION AND INSTRUCTIONAL DESIGN AND APPLICATION |
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Cognition and
Instructional Designing ·
Attention ·
Learning ·
Memory ·
Neuroscience of Attention, Learning and Memory ·
Application of Cognitive Principles in
Instructional Designing Theories and Models
of Instructional Designing ·
Human Performance Model ·
Rummler’s 5 Factors
– Application in Need Analysis ·
Mager and Pipe’s
Performance Analysis ·
Bloom’s Taxonomy ·
ARC's Model of creating Instruction Design
(For MACRO level of ID) ·
Gagne’s 9 Events of Instruction (For MICRO
Level of ID) ·
Kirk Patrick’s model of training evaluation |
·
Comprehend
some of the key principles of cognition and instructional design and learn
how to apply the same while creating content. |
Reference material on
Learning Management System, Facilitated Discussion and Assessments |
Self-Paced Learning
with 2* 2 hours of facilitated session from 7 am to 9 am (Saturday and
Sunday) |
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MODULE 3: STAGES IN THE
METHODOLOGY OF ID AND APPLICATION |
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Introduction to ADDIE ·
What is ADDIE? ·
What is Rapid Prototype? ·
ADDIE vs Rapid
Prototype ·
Understanding ADDIE deeper Analysis ·
Different Aspects of Analysis. ·
Learner Characteristics Analysis – Demographic
(Age, Gender, Race), Aptitude, Talent, Skills, Knowledge, Education, Previous
training) ·
Review a Need Analysis Document. ·
Work setting
Analysis - ID environment. Delivery environment and Application environment ·
Job Analysis -
What people do, how do they do and what results do they achieve ·
Task Analysis
- Cognitive Tasks and Action Task ·
Content
Analysis - Classification in 5 ways - Fact, Concept, Process, Procedure and
Principle. ·
Review a Need
Analysis Document. Design ·
Explain the use of a design document ·
Distinguish between Coarse Goals and Learning
Objectives ·
Practice writing course goals and learning
objectives ·
Importance of
objectives ·
Types of
objectives - TLO and EO ·
Components of
Instructional objective - Condition, Task and Standard ·
Domains of
Learning ·
Application of
Bloom's Taxonomy in creating objectives ·
Typical
problems faced while writing objectives ·
Sequence
Learning Objectives – Different Approaches ·
Instructional
Strategy - macro vs micro ·
Create mind
map of the content structure ·
Creating the
flow - Using Transition word, repeating keywords, unambiguous language ·
How to design
reusable learning object (RLO) using instructional models (ARCs and Gagne) Development ·
Tasks leading to creating a storyboard ·
Content Generation a case study ·
Identify Course Flow and Content Flow ·
Chunk Content ·
Sequence Content ·
Identify Gaps ·
Add missing content to fill gaps ·
Suggest / Add graphics ·
Rewrite ·
Fine Tune Learning Objectives and Summary ·
Add Assessment questions ·
Create the storyboard ·
Developing
Facilitator guide, participant guide and Training slide decks and researching
on appropriate training activities. ·
Right selection of reinforcement activities ·
Readability and Accessibility of content How to write
effectively ·
Key writing elements ·
Various forms of writing ·
Different stages of writing a longer piece ·
Process of
collating and sorting ideas ·
Organize
writing ideas Implementation ·
Implementing classroom training ·
Implementing eLearning training ·
Virtual Instructional Lead Training (VLTs) ·
Implementation Checklist Evaluation ·
Understanding
and implementing Kirk Patrick model ·
Pre-training,
Summative and Formative evaluation ·
Criterion
Reference assessment ROI |
·
Distinguish
between ADDIE and RAPID prototype models. ·
Recognize
the different stages of ADDIE and application of the same. |
Reference material on
Learning Management System, Facilitated Discussion and Assessments |
Self-Paced Learning
with 2* 2 hours of facilitated session from 7 am to 9 am (Saturday and
Sunday) |
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MODULE 4: ELEARNING PRINCIPLES AND APPLICATION |
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About eLearning ·
6 Principles of eLearning ·
Recognize importance of QA in eLearning ·
Basic understanding of Gamification
in eLearning ·
Characteristics of learning games ·
Learning Management System ·
Compatibility Standards In eLearning ·
What is MOOC? ·
What is the instructional designing approach
towards developing MOOC? |
·
Define eLearning? ·
Identify
the principles of eLearning. ·
Practice
application of these principles ·
Describe
characteristics of learning games ·
Explain
Gamification in Learning ·
Describe
the functioning of a Learning Management System (LMS) ·
Explain
SCORM standard for eLearning ·
Comprehend
what is a MOOC and the ID approach towards developing a MOOC |
Reference material on
Learning Management System, Facilitated Discussion and Assessments |
Self-Paced Learning with 2* 2 hours of facilitated
session from 7 am to 9 am (Saturday and Sunday) |
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MODULE 5: TECHNOLOGY KNOWLEDGE |
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What are Rapid Authoring Tools? ·
Basic introduction to feature of a few tools –
Photoshops, Flash, Illustrator, Articulate Storyline
2, Articulate Studio, Adobe Captivate and Camtasia |
·
Identify
what rapid authoring tools are? ·
Distinguish
between some features of commonly used tools. |
Reference material on
Learning Management System, Facilitated Discussion and Assessments |
Self-Paced Learning
with 2* 2 hours of facilitated session from 7 am to 9 am (Saturday and
Sunday) |
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PROJECT WORK |
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Participants would be expected to create a
training course using ID principles and methodology and submit to
Strengthscape for evaluation within 20 days of completing contact classes. ·
Final assessment to be completed on LMS (to be
completed in 1 hour, single attempt) |
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Create learning
content by applying the learning assimilated over the last 3 days |
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