NORCOM Class Design

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NORCOM Class Design создатель Mind Map: NORCOM Class Design

1. ADDIE Model

1.1. A - Analyze

1.1.1. Instructional goals

1.1.1.1. Can get specific about the scope of the training

1.1.1.2. Example: I want NORCOM techs to be able to facilitate basic requests, troubleshoot basic issues and understand where to go for additional resources in regards to the 2FA system.

1.1.1.2.1. Advanced topics like Policy management, secured applications, Active Directory and more are outside the scope of this class.

1.1.2. Learning objectives

1.1.2.1. What students should be able to do when instruction is complete.

1.1.2.1.1. Normally in form of skills, attitude or knowledge

1.1.2.2. Example: Learners of the 2FA class should be able to:

1.1.2.2.1. Demonstrate how to add a user to 2FA

1.1.2.2.2. Describe the steps of the enrollment process

1.1.2.2.3. Show where to go for additional information

1.1.3. Instructional analysis

1.1.3.1. Write out all the steps

1.1.3.1.1. Very specific and outlines the sub steps as you go

1.1.3.1.2. Example: Adding new users in 2FA

1.1.4. Learner analysis

1.1.4.1. What do the learners already know?

1.1.4.1.1. May need to conduct interviews or do surveys of end users to find out what they know

1.1.4.1.2. Allows you to skip items people already know

1.1.4.1.3. Example: NORCOM techs understand the basics of what 2FA is, so no need to get into details about the company, security 101, etc.

1.2. D - Design

1.2.1. Design assessments

1.2.1.1. 4 areas to consider

1.2.1.1.1. Goals

1.2.1.1.2. Learners

1.2.1.1.3. Context

1.2.1.1.4. The Assessment itself

1.2.1.2. Start with the assessment before the content

1.2.1.2.1. Example: If one of my learning objectives is to demonstrate how to add a new user, part of my training class assessment could include having the tech actually add a user, or having an exercise where the tech puts the steps to add a user in order, or perhaps a multiple choice question to ensure they understand the concept.

1.2.2. Choose a course format

1.2.2.1. Several options to choose from:

1.2.2.1.1. Classroom setting

1.2.2.1.2. Self paced

1.2.2.1.3. Blended options - Some or all of the above

1.2.3. Create an Instructional Strategy

1.2.3.1. Plan your lectures, readings, discussions, projects, worksheets, assessments and activities

1.2.3.1.1. Word, Excel, PDF's etc

1.2.3.1.2. PDF's

1.2.3.1.3. PowerPoint

1.2.3.1.4. Internet delivered

1.2.3.1.5. The point is to keep people engaged so they learn the content.

1.2.3.2. 5 main components:

1.2.3.2.1. Pre instructional activities

1.2.3.2.2. Content presentation

1.2.3.2.3. Learner Participation

1.2.3.2.4. Assessment

1.2.3.2.5. Follow through activities

1.3. D - Develop

1.3.1. Create a sample

1.3.1.1. Perhaps a sample of a deliverable and some of the text of the course, get ideas and feedback prior to creating the rest of the materials.

1.3.1.1.1. Our training planning sheet is a great start

1.3.2. Develop the actual materials

1.3.2.1. Create the actual materials based on the design phase above.

1.3.3. Conduct a run through

1.3.3.1. This is a real time run through of the course, using all your materials. Get feedback and make adjustments as necessary.

1.3.3.1.1. Time the run through as well.

1.3.3.1.2. Practicing to yourself while stuck in traffic works great!

1.4. I - Implementation

1.4.1. Train the trainer

1.4.1.1. Go over the materials and make sure trainer understands the focus.

1.4.2. Preparing the learners

1.4.2.1. Proper pre-reqs

1.4.2.2. Orientation

1.4.3. Arranging the learning space

1.4.3.1. Get there early

1.4.3.2. Set up the projector

1.4.3.3. Print out handouts

1.4.3.4. Test learning aids prior to the class

1.4.3.5. Make sure whiteboards and markers are ready, etc

1.4.4. Give the class!

1.5. E - Evaluate

1.5.1. Formative evaluation

1.5.1.1. Should be evaluating as you go through each part of the process. This is called formative eval.

1.5.1.1.1. 1 to 1

1.5.1.1.2. Small group

1.5.1.1.3. Field trial

1.5.2. Summative evaluation

1.5.2.1. Purpose is to prove the worth of the instruction

1.5.2.2. 4 types of outcomes:

1.5.2.2.1. Reaction

1.5.2.2.2. Learning

1.5.2.2.3. Behavior

1.5.2.2.4. Results

2. Agenda

2.1. What are we learning today?

2.1.1. The objective is to learn how to create a 15 to 30 minute class for use in our Thursday trainings as well as anywhere else!

2.1.2. At the end, you should be able to:

2.1.2.1. Explain the 5 phases of creating a class

2.1.2.2. Complete a rough outline of your own training class

2.2. What's in it for you?

2.2.1. Add a tool to your toolbox

2.2.1.1. Expand your bubble!

2.2.2. You will more deeply understand the material of whatever class you teach

2.2.2.1. Learning happens in 4 stages:

2.2.2.1.1. Book knowledge: Learning

2.2.2.1.2. Activity knowledge: Doing

2.2.2.1.3. Then...

2.2.2.1.4. Mentor knowledge: Walk side by side with someone who knows what they're talking about

2.2.2.1.5. Teacher knowledge: This is the ultimate because you have to be able to answer the questions. Now YOU are the mentor.

2.2.3. Make yourself and the team look good

2.2.3.1. We can be called on to present training at any moment

2.2.3.1.1. Webview demos for EMTG

2.2.3.1.2. 2FA Briefing trainings

2.2.3.1.3. Practically any 5690 call we take...

2.2.3.1.4. Upcoming TT CAD training

2.3. Using ADDIE

2.4. Practice!

2.4.1. T:\mprill\Training\TrainingPlanTemp.doc

2.5. What'd you learn?

2.6. Questions?