GEL Design Phase I

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GEL Design Phase I

• Dick Clark, Rich DiNinni and Gary Rauchfuss
• November 14 - 16, 2006

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Topics

• Welcome and Introductions
• Guided Experiential Learning (GEL)
• Outline of Tasks
• Cognitive Task Analysis (CTA)
• Job Aids
• GEL Course Design
• Sequencing
• Course and Lesson Introductions

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Welcome

• Participants
• Workshop format
• Ground Rules

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Guided Experiential Learning (GEL)

• Guided Experiential Learning (GEL) is a framework
  for instructional design and delivery. GEL is
  founded on Cognitive Load Theory which is
  considered relevant to all content. The goal of
  cognitive load theory is to help novice to
  intermediate level trainees acquire knowledge and
  skills more efficiently by not overloading their
  working memory.
• The GEL framework is based on the use of five
  training methods regardless of delivery medium or
  training content 1) Realistic field-based
  problems 2) Analogies and examples that relate
  trainees relevant prior knowledge to new
  learning 3) Clear and complete demonstrations of
  how to perform key tasks and solve authentic
  problems 4) Frequent opportunities during
  training to apply what is being learned (by
  performing tasks and solving problems) while
  receiving corrective feedback and 5)
  Application practice that includes part task
  (practicing small chunks of larger tasks) but
  also whole tasks (applying as much of what is
  learned as possible to solve the complex problems
  that represent challenges encountered in
  operational environments).

GEL requires the use of cognitive task analysis
to determine training information content and
specifies that all lessons in a course must be
sequenced as performed in the field (or if
there is no necessary sequence, easier to learn
tasks are taught before more difficult tasks).
GEL specifies how the five training methods
will be combined with currently used training
methods by requiring the following elements in
all lessons in the following sequence 1)
Objectives (specifying actions, conditions and
standards that must be achieved) 2) Reasons for
learning (advantages of learning and risks of
failure to learn and transfer) 3) Overview
(knowledge models and content outline) 4)
Conceptual Knowledge (Concepts and processes
necessary to learn to perform a task with
examples and analogies that support learning) 5)
Demonstration of the procedure ( a clear how
to description for all elements of a task) 6)
Part and whole-task practice of procedures with
corrective feedback 7) Challenging,
competency-based tests that include reactions
(trainee confidence and value for the learning)
and learning (memory for conceptual knowledge and
application skill for all procedures).
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Guided Experiential Learning (GEL)
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Outline of tasks

• Conduct Cognitive Task Analysis (CTA) interview
• Design/develop Job Aids based on CTA and decide
  whether training is required
• Design course and lesson introductions
• Design lessons and select media alternatives
• Design demonstrations, practice and feedback
• Design competency tests

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Conduct CTA Interview

• Resources for this activity
• Blank CTA Report template
• CTA Report with Instructions
• CTA Workshop Job Aid
• Sample CTA Report 11-1-2006
• ASAT CTA Report Job Aid
• Job Aid for Designing Job Aids
• Employ hand grenades

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Conduct CTA Interview

• Open CTA template with instructions, start at the
  top and fill in required information (use CTA job
  aid when needed)
• Person who has not performed task conducts
  interview capture ALL procedures in
  performance order or easy to difficult
  interview multiple SMEs (separately) if possible
• For each procedure, capture HOW - action and
  decision steps in their performance sequence
  write them clearly enough so that trainees could
  perform them by reading.
• AVOID WHAT TO DO FOCUS ON HOW TO

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Conduct CTA Interview

• Fill in remaining information on CTA template
• Action, condition and standard for each procedure
• Decide which concepts and processes need to be
  taught (if any) with SME (based on MOS, grade,
  skill level)

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Design/Develop Job Aids

• Resources for this activity
• Job Aid for Designing Job Aids
• Job Aid Example Customer Service Computer Task

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Design/Develop Job Aids

• Decide if a job aid can replace training
• Copy procedure into job aid template
• Write step caption
• Describe each step
• Complete the what happened column
• Publish job aid
• Validate job aid

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Design Course/Lesson introductions

• Resources for this activity
• GEL Course Design Template with Instructions
• Design Document for a GEL Course
• TRADOC 350-70 Verbs

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Design Course/Lesson introductions

• Outline course and sequence tasks/procedures
• Design course introduction
• Objective
• Reason
• Overview
• Design lesson introduction
• Objective
• Reason
• Overview

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GEL Design Phase II

• Dick Clark, Rich DiNinni and Gary Rauchfuss
• December 4 - 6, 2006

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Topics

• Welcome and Introductions
• Outline of Tasks
• GEL Lesson Design
• Selecting Media
• Demonstrations, practice and feedback\
• Designing tests
• Working with contractors DLXXI checklist

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Design Lessons and Select Media Alternatives

• Resources for this activity
• GEL Course Design Template with Instructions
• GEL Lesson Design Template Blank
• GEL Lesson Design Template with Instructions
• Design Document for a GEL Course
• Job Aid for Selecting Media

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Design Lessons and Select Media Alternatives

• Select concepts and processes that must be taught
  before or with the procedure
• Design learning activities to for concepts and
  processes that are taught before any procedures
• Review sensory mode information for each
  procedure
• Select delivery media

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Design Demonstrations, Practice and Feedback

• Resources for this activity
• Your completed CTA
• GEL Lesson Design Template with Instructions
• GEL Course Design Template with instructions
• Job aid for Designing Demonstrations, Practice
  and Feedback
• Design Document for a GEL Course

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Design Demonstrations, Practice and Feedback

• Decide if a demonstration is required and if you
  need to develop IMDP specifications for the
  lesson
• Decide how often demonstrations must be provided
  in the course
• Decide if the demonstration will be live or dL
• Determine the content and emphasis of the
  demonstration
• Determine the specifications for the person or
  equipment to demonstrate the procedure

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Design Demonstrations, Practice and Feedback

• Specify the setting and context for the
  demonstration
• Decide how often practice exercises must be
  offered
• Decide what type of practice is required
• Provide and opportunity to review the
  demonstration
• Decide when and how to provide feedback
• Determine the level at which trainees must
  succeed at practice before being allowed to
  continue in a course

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Design Competency tests

• Resources for this activity
• Completed CTA
• Completed GEL Lesson Design Template
• Design Document for a GEL Course

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Design Tests
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Work with dL contractors

• Resources for this activity
• DLXXI Checklist Blank
• DLXXI Job Aid
• Completed GEL Lesson Design Template
• Design Document for a GEL Course

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Use the DLXXI Checklist

• Evaluate Course and Lesson Introductions
• Evaluate When to Teach Declarative Knowledge
• Evaluate Training Design
• Evaluate Demonstration, Practice and Feedback
• Evaluate Multimedia Design
• Evaluate Cognitive Load Strategies
• Evaluate Staffing Requirements for Contractors

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Use the DLXXI Checklist

• Resources for this activity
• Blank DLXXI Checklist
• DLXXI Checklist Job Aid
• Design Document for a GEL Course

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Pulling it all together

• Developing live instruction and supporting
  trainers
• Working with contractors who are developing dL

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Pulling it all together

• THATS ALL FOLKS
• Questions, comments?