New technology for training

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As you develop training for your learners, you have to think about what type of technology will you use to deliver the content. "Technology can be defined as any tool that helps you to take action more efficiently or think better" (Larson and Lockee, 2014, p. 184). Oftentimes technology is seen as the physical tool used to teach, however, as instructional designers begin the development phase of their learner content, technology is the used to "meet a specific instructional need" (2014, p. 184). A designer should think of technology that will engage learners and ultimately allow them to accomplish the determined outcomes and objectives.

In looking over the many technology resource tools that support instruction, there were many that I had not heard of, and some that I have heard of but never used. Adobe Presenter 11.1 is the tool that was the most interesting and one I would like to consider to use for future training that I will design, develop and implement.

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Adobe Presenter allows you to transform slides such as PowerPoint into interactive and engaging learning presentation. It lets the user create interactive training videos, scenarios and quizzes. For developing videos, your webcam audio and video can be used from your laptop or desktop, without having to buy expensive video camera equipment. Also, users are able to track learners performance and be able to integrate into other compatible Learning Management Systems.

There are a many technology resource tools that are available to use to create learner content. It was very helpful to know there are a number of options to help with designing engaging and creative content to ensure your learners are learning with technology. Larson and Lockee state in their book Streamlined ID, A practical guide to instructional design, when you are deciding on the technology you will use, "determine your learner's needs and how technology might support those needs before selecting a technology" (2014, p. 184). Learner needs should be determined in the analysis phase of the ADDIE design model, and as the designer continues to build content and go through the stages of the design model, technology should be considered at the same time. 

Adobe Presenter seemed to be the most interactive tool that would fit the training that I am designing. I like that it's user friendly and allows you to take Powerpoint slides and turn them into interactive teaching modules. The software does allow a 30-day free trial and after that you can choose to sign up for different levels of service at a cost. I do think this tool will allow me to add some engaging content and deliver on screen scenarios to support the scenario based strategies I have in mind for the learners. I also will be able to create my own videos that I can record using my own laptop/ desktop which makes the creation simplified and again allow me to be as creative as possible in engaging my learners. 

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Resources:

Adobe ELearning (2015, September 14). Adobe Presenter 11 & Transform slides in into interactive eLearning [Video file]. Retrieved from YouTube website: https://www.youtube.com/watch?v=601twbBg6Vw

Larson, M.B., & Lockee, B.B. (2014). Streamlined ID, a practical guide to instructional design . New York, NY: Routledge.

Training Strategies to foster learning

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When providing training for individuals, you want to give them an experience that is engaging, fun, interactive, and content that is deliverable to others. In instructional design, using a strategy such as a design model will be beneficial in helping you to create the right content for your learners. "Instructional strategies are the very heart of an instructional design and serve to foster student learning including pre-instructional activities, presentation of content, learner participation, assessment, and follow-through activities" (Larson and Lockee, 2014, p. 149.) (Click the link below the image to learn more on using an instructional design model)

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As you develop content for training you should "consider teaching strategies and learning strategies" for your design (Larson and Lockee, 2014 ,p. 149). Some strategies that I have used in my classes and some that I have been used with me are scenario based learning strategy and strategies to build a sense of community. These strategies, provided a unique way of getting to know each other and allowing them an opportunity to connect with one another and to the training/ class. Having a strategy helps the trainer to deliver effective and relevant content. 

Building a Sense of Community

Having students to share information about themselves is a strategy that can be used to build a sense of community. In my classes, I have students to create an introductory video to give others more information about themselves. I provide them with examples of different video types such as Powtoon, WeVideo, or create their own video using their phones. I ask them to be as creative as possible and give us more details about them. As an example, I had one student who had a cellphone recording of himself mimicking the MTV show MTV Cribs, however his was titled Bear Cave and he recorded his room, clothes, and favorite things It was fun and gave us a different look at him. (Click to take a look at his introductory video below). I thought this was a unique way to get to know one another and I think it works but there is more I would like to develop when using this strategy in my classes. I'm not sure what they will look like just yet but as I continue reading through Larson and Lockee text, Streamlined ID, I believe I will be able to create a more connected learning activity out of the introductions.

Scenario-Based Learning

Scenario based learning is a strategy that I have been apart of in a training session. This strategy worked well for the professional development that was being introduced. At the time, I was and academic advisor for a college and we were being trained on the different situations we may encounter and how to handle them. One particular situation we were placed in a setting where we had to learn how to interact and communicate with 'helicopter parents'. This was a fun but great learning experience in dealing with parents. There was a screen behind us that displayed the situation we would encounter. The 'parents' knew the scenario and would 'act' it out, and as an advisor we would address the situation using methods we were taught. It was hilarious and fun but it gave us a clearer picture on how to best deal with these types of situations. 

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Using either of the above mentioned strategies would assist the learners in learning the content and the trainer providing effective instruction. My experience with both taught me that you can create fun and engaging training or classroom sessions but at the same time instructional design models also teach you how to develop your content to ensure your strategy has an effect on learning. 

Resources:

Educational technology(2018). Retrieved from https://educationaltechnology.net/instructional-design-models-and-theories/

Larson, M.B., & Lockee, B.B. (2014). Streamlined ID, a practical guide to instructional design . New York, NY: Routledge.

Parker, B. (2018, January 26). Braylen Parker Bear Cave TV [Video file]. Retrieved from YouTube website: https://youtu.be/sfDoFoGKD6c

Good training vs bad training

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Reflecting on many occasions that I've spent in a training session or a professional development conference, there were some that I absolutely loved and those that were a complete waste of my time. Certainly many of you have experienced the same and probably share the same thoughts. There were probably many questions that cause you to wonder, did they prepare for this? Do they know/ understand the content? Do they know the audience? Then there were some that you thought that was the best experience I've participated in a long time! 

As we continue to learn and advance in education, we want to know what's the best way for our students to learn and how do we make sure they are engaged and teaching remains effective? We attend many conferences and training sessions to ensure we are equipped with knowledge, skills and abilities to deliver instruction. Our expectation is to gather valuable information that we can use immediately and apply the information directly into our classrooms. When you are on the receiving end of training what do you consider as good effective training session?

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As a student in the instructional technology program, I've learned various ways to develop effective training through different models of design, such as the ADDIE Model. The ADDIE model, as the graphic shows, uses the process of analysis, design, develop, implement, and evaluate. Using this as a mode will allow curriculum develops to use good instructional design that will engage those who are being trained. Instructional Design, (ID), is "the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation" (Larson & Lockee, 2014, p.8). In learning this I realized that I have participated in many training that did not exhibit good instructional design.

I participated in a 2-day training session organized to provide professional development. It was a 2 day session of a 50 PowerPoint slide where the trainer read each slide! I literally slept for 2 days in those sessions. This is a perfect example of bad design and in learning about ID, I wonder if the creator considered the audience, delivery, design, etc. My hope is that I do not have to experience that again.

Another professional development opportunity I participated in was great. This 4 day session placed the participants in work groups and were given a project to complete each day, culminating on the 4th day. This included visiting the city together where the session was held, eating dinner, and enjoying entertainment. Although I know, every professional development is not design the same depending on where you go and what the training is about, I believe that they all can be design in a similar fashion, using an ID model.

As I continue to work and mold my mind around what type of training/ professional development I want to provide, I want to ensure that I am delivering good valuable content using good instructional design that will be remembered, applied and shared. Within my classroom, I tell my students that my mantra is that I want them to 'make a connection and apply it', and I want the same for those that I will develop and create training for. My desire is to create a professional development mentor/coach training that is beneficial to current and new instructors on campus. In reading the white paper, Learning environments in the workplace, it gives 9 characteristics of learning, 9 characteristics of learning, that can be used in helping to understand how to build effective learning in your place of work. I found this to be valuable information, along with using the ADDIE model and theory in ID as an informational guide to guide me as I continue to analyze and develop training for our instructors. My hope is to not ever create a 50 slide presentation to me audience!



References:

Larson, M.B., & Lockee, B.B. (2014). Streamlined ID, a practical guide to instructional design . New York, NY: Routledge.

Wedaman, D. (2014, February). Bridging the gap, building a learning environment in the workplace. Educause , (), . Retrieved from https://library.educause.edu/~/media/files/library/2014/2/eli3031-pdf.pdf