Implementing ISD

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Implementing ISD

• Wallace Hannum
• NCSU
• April 8, 1999

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ISD Is Done In Teams

• Subject Matter Specialists (SMEs)
• Trainers
• Instructional Designers
• Production Staff
• technical writers
• graphic artists
• programmers
• video producers

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Factors that Inhibit Effectiveness

• Different Ideals Rewards
• Different Concerns Fears
• Different Expectations of Others

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Different Ideals Rewards

• SMEs
• Trainers
• Instructional Designers
• Production Staff
• technical writers
• graphic artists
• programmers
• video producers

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SME Concerns Fears

• Inaccurate content
• Not enough content included
• Loss of control over content
• Dumbing down of content
• Missing the subtleties of content

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Trainers Concerns Fears

• Loss of role of star
• Replacement by technology
• Diminished role of trainer
• Loss of their pitch
• Ability to teach the materials
• No or limited input on content methods
• Lack of content knowledge may be revealed

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Instructional Designers Concerns Fears

• Too much content, Information dump
• Organization of material
• Instructional value of material
• Learnability of material
• Including instructional conditions events

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Technical Writers Concerns Fears

• Poor readability of materials
• Weak organization of content
• Excessive content
• Unnecessary jargon
• Lack of clarity

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Graphic Artists Concerns Fears

• Weak design
• Too much text
• No visual appeal
• UGLY!!!
• Not contemporary, not exciting
• Clip Art

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Programmers Concerns Fears

• Bad code
• Poor use of computer resources
• Speed of execution
• Lack of sophistication

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Video Producers Concerns Fears

• Talking head!!!
• No motion, no action
• Limited visual appeal
• Boring
• No special effects

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Different Expectations

• Consulting roles
• All are important
• No one is best
• Matching role to expectations is the key

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Role I Solution Giver

• Provides answers
• Shows the way
• Has expert knowledge of the field
• Indicates what to do
• Indicates how to do it
• The Expert

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Role II Process Helper

• Guides group to a solution
• Facilitates the work
• Does not provide the answer
• Not seen as expert in terms of the content
• Helps the team find the answers
• Keeps the process on track

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Role III Catalyst

• Sparks the group to action
• Provides motivation
• Does not provide the answer
• Not seen as expert in terms of the content
• Does not guide the team as they work
• Energizes the team, not direct them

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Role IV Resource Linker

• Matches the groups needs to resources
• Helps locate people who can help
• Helps locate information resources
• Wise person who has been there, done that
• The hub of a network
• Well connected communicator

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Using the Roles Well

• Determine groups expectations
• Match role to expectations
• Change expectations to match role
• Inform consultant of expectations

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Assumptions that Kill Us

• SMEs
• Trainers
• Instructional Designers
• Production Staff
• technical writers
• graphic artists
• programmers
• video producers

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SME Assumptions

• If material is accurate, it will teach
• Content coverage teaching
• Everything included will be learned
• Students pay attention to all the material
• Students are as interested in the content as they
  are

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Trainers Assumptions

• If I say it, they will learn it
• What I cover, they learn
• Students are as interested in what I say as I am
• Students pay attention to my every word
• If I put it out there, they will figure it out
• Students cant learn unless they are taught

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Instructional Designers Assumptions

• Trainers will be consistent with instructor guide
• Trainers are interchangeable
• Good materials are teacher proof
• Designers best understand how to present content
• Designers best understand learners

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Technical Writer Assumptions

• Most everything can be taught in a written manual
• Students will read carefully and attend to
  materials
• If it is written clearly, it will be understood
  clearly
• Students can learn on their own

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Graphic Artists Assumptions

• Interesting visuals hold attention
• Visual layout impacts learning
• Entertainment learning
• Graphic quality instructional quality

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Programmer Assumptions

• Students learn best via technology
• Interactivity rules!
• On screen is better than on paper
• All knowledge is on the Internet
• Information instruction

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Video Producer Assumptions

• Higher production quality more learning
• Must entertain learners
• Instruction must look like MTV
• More engagement more learning
• WOW is important

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Consulting Rules

• ISD requires consultation
• Consultants can be internal or external
• Consulting is a role, not a title
• Rules are from my observation
• South Alabama flavor
• This aint science (Hannum, 1999)

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Organization of Consulting Rules

• Communicating effectively
• Establishing relationships
• Sharing ownership
• Considering others

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Communicating Effectively I

• Listen first and often
• Check for understanding
• Summarize often
• Write it down
• Seek input
• Accept ideas of others

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Communicating Effectively II

• Move towards agreement
• Be aware of your nonverbal cues
• Set expectations early
• Do not interrupt others

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Establishing Relationships I

• Develop trust
• Be considerate
• Deliver as promised
• Acknowledge skills of others
• Seek respect not popularity
• Avoid being a know-it-all
• Keep others informed
• Try to see others point of view

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Establishing Relationships II

• Make reasonable trade-offs
• Maintain your integrity
• Be honest
• Be tactful
• Involve others regularly
• Be consistent
• Ask questions
• Indicate your capabilities and role

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Share Ownership

• Limit your ego involvement
• Give your ideas away
• Share individual credit
• Point out contribution of others
• Focus on team accomplishments

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Consider Others I

• Have realistic expectations of others
• Avoid establishing either-or situations
• Cut people some slack when necessary
• Cover for others
• Try to understand their point of view
• Ask first
• Include all team members

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Consider Others II

• Dont rat!
• Dont come on too strong
• Strive to be colleagues, not friends
• Notify everyone of changes
• Attend to ideas of others

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Implementation Matters

• Better mouse trap theory is not accurate
• Plan for implementation
• ISD without good implementation fails!

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Case Studies