Index
A
Active learning, 116
Activity, of learning events, 26–27
ADDIE model
criticism of, 13
cyclical, 17
definition of, 13
evaluations, 175
foundational notions of, 13, 15
high level view of, 13
iterative, 17
limitations of, 19
manageable nature of, 32
Additional design, 43–45, 157–158
Agenda
rapid prototyping, 105
Alpha release, 47, 177, 181–182, 185, 188–189
Analysis paralysis, 6
Appearance, of project, 176
Appropriateness, of project, 175
Approvals, 132
B
Backgrounding/background information, 40–41, 58–60, 76, 107, 124
Behavioral objectives, 111
Beta 2, 48
Beta release, 47, 178, 182, 185, 189
Brainstorming
collaborative nature of, 102, 185
group, 102
Savvy Start team participation in, 64
Budget, 130
C
Challenges
instructional programs, 3
learning through, 25
Clients
informing of, 49
setting expectations for, 50
Collaboration, 31
Compliancy issues, 124
Conditions of performance, 24
Consequences, 27
Consultant, 49
Content
information gathering for, 165
multimedia, 131
prototyping and, 103
Content development plan, 43
Content style guide, 43
Context, of learning event, 24–25
Continuous evaluation, 16, 179
Credibility, 13
D
Decision making, 132
Delegation, 132
Deliverables
alpha release, 47, 177, 181–182, 185, 188–189
beta release, 47, 178, 182, 185, 189
gold release, 48, 178, 182, 185
rolling the, 187
Design consistency, of project, 176
Design documentation, 6
Design models, 4
Design proof
changes during, 164
components of, 163
description of, 46, 97, 162–163
redesign after, 164
Disrespect, 5
Distributed practice, 22
E
Effectiveness
of iterative process, 175
Efficiency, of process model, 31–32
E-learning
advantages of, 118
assessment benefits of, 118
beta review checklist for, 189
challenging of learners through, 25
delivery platform, 130
design proof, reviewing of, 170–171
development time in, 163
learner abilities and readiness assessments, 118
LMS interface compliancy issues, 124
tools for development of, 101
visual interactivity in, 101
Evaluation
frequency of, 123
Expectations
client, 50
cost, 130
expressing of, 186
missed, 186
support team creation based on, 65
Extreme Programming, 183
F
Familiarity, 13
Formative evaluation, 175
Functional errors, 177
Functional prototypes, 44–45, 84
Functionality, of project, 175, 177
G
Goals
design focus on, 75
Gold release, 48, 178, 182, 185
Group brainstorming, 102
H
Hardware, 131
Human resources staff, 64
I
Ideal process model
collaboration, 31
Imitation, 24
Information, 9
Information gathering
background information, 40–41, 58–60, 76, 107
in course content development, 165
Instructional design
outcome of, 12
as profession, 8
requirements needed for, 8
SAM leader's skills in, 52
Instructional designer, 51, 63
Instructional events
learning goals and objectives achieved with, 51
Instructional objectives, 110–114, 119
Instructional programs, 3
Instructional systems design
complexity associated with, 16
steps involved in, 12
Instructional systems development models
description of, 1
Integrated prototypes, 44
Interactive learning events, 23–28
Intuition, 30
ISD models. See Instructional systems development models
Iterative design phase
additional design, 43–45, 157–158
project planning. See Project planning prototyping in, 106. See also Prototype(s); Prototyping
purpose of, 80
Savvy Start and, differences between, 80
schematic diagram of, 40, 42, 74, 123, 127, 133, 159
Iterative development phase
alpha release from, 47, 177, 181–182, 185, 188–189
beta release from, 47, 178, 182, 185, 188
design proof. See Design proof
gold release from, 48, 178, 182, 185
review expectations for, 176–178
schematic diagram of, 40, 45, 74, 123, 133, 159
Iterative processes
approximations created by, 161
design proof produced by. See Design proof
effectiveness reviews, 175
power of, 185
realistic nature of, 186
Savvy Start. See Savvy Start
Iterative reviews
setting expectations for, 176–178
J
Judgments, 27
L
Leader. See SAM leader
Learner-centered approach, 52
Learners
abilities and readiness assessments, 118
attention of, 4
boring instruction effects on, 4–5
disrespect of, 5
experimentation with involvement, 14
interests of, 7
learning program design involvement by, 8
meaningful learning events effect on, 22
motivated, 23
needs and wants of, 7
negative attitudes of, 4
recent, 179
review of instructional products by, 178–179
SAM leader as advocate of, 52
on Savvy Start team, 63
self-image of, 4
user testing with, 123
validation with, 123
Learning
e-. See E-learning
from mistakes, 30
through imitation, 24
Learning events
assessments needed for, 117–119
defining of, 21
feedback included in, 27
specifying of, 15
Learning experiences, 6, 77, 119
Learning programs
analysis paralysis, 6
Look-and-feel prototype, 158
M
Macro assessment, 117
Management, 3
Meaningful learning events, 22, 25, 28
Meaningfulness, 25
Measurable learning events, 23, 28
Media prototypes, 44, 158, 177
Media style guide, 43
Memorable learning events, 22–23, 28
Mistakes
learning from, 30
in prototyping, 103
Motivational learning events, 23, 28
Multimedia content, 131
Multimedia products, 182
Multiple-choice questions, 26
N
Navigation prototype, 158
Negative attitudes, 4
Negotiation skills, 51
Network prototype, 158
O
Objectives, instructional, 110–114, 119
Objectives x treatments matrix, 111–115, 119, 161
Opinions, 9
Organization
media selection affected by culture of, 125
training environment of, 75–76
P
Performance tracking, 124
PERT chart, 32
Phases
approval of, 5
iterative design. See Iterative design phase
iterative development. See Iterative development phase
preparation. See Preparation phase
Post-tests, 117
PowerPoint, 101
Preparation phase
backgrounding, 40–41, 58–60, 76, 107
definition of, 40
Savvy Start. See Savvy Start
schematic diagram of, 40, 57, 74, 133, 159
Priorities, 129
Problem behaviors, 78
Process
iterative. See Iterative processes
organizational issues that affect, 60
selection of, 14
Process model, ideal. See Ideal process model
Project costs, 130
Project leader. See SAM leader
Project manager
description of, 49
priority setting by, 129
role of, 51
on Savvy Start team, 63
Project planning
approvals, 132
costs, 130
decision making, 132
focus of, 128
priorities, 129
responsibilities, 132
subject matter experts, 131–132
Prototype(s)
content development for, 116, 164–168
definition of, 92
early access to, 108
Integrated, 44
interim, 92
reviewing of, 105–108, 169, 176
rules for working with, 98
special-purpose, 44, 93, 157–158, 173
speed as measure of success with, 93
summary of, 108
walkthrough of, 106
Prototyper
advice for, 102
on Savvy Start team, 63
traits of, 99
Prototyping
content considerations, 103
importance of, 81
mistakes made in, 103
in Savvy Start, 106
unanticipated discoveries during, 107
Psychological impact, of project, 176
Q
Quality assurance, 179
R
Rapid prototyping, 93, 104–105
Remote learning, 130
Reviews. See also Iterative reviews
Role-playing, 158
Rolling, 187
Rollout, 48
S
SAM
disadvantages of, 122
focus of, 121
goal-oriented design versus, 75
integrated design and development in, 33
learner involvement, 175, 178–179
learning created using, 50
level 1. See SAM1
liability of, 122
overview of, 74
principles of, 73
prototyping. See Prototyping quality assurance in, 179
rapid collaborative design as foundation of, 128
realistic nature of, 186
Savvy Start team's understanding of, 73–74
start dates for, 133
SAM1
advantages of, 38
integrated design and development in, 61
iterative processes in, 33–36, 42
perpetual cycling associated with, 37–38
refining of work and, 37
SAM2 versus, 42
simplicity of, 38
SAM2
additional design, 43–45, 157–158
alpha release, 47, 177, 181–182, 185, 188–189
background information, 40–41, 58–60, 76
beta release, 47, 178, 182, 185, 189
design proof, 46
gold release, 48, 178, 182, 185
iterative design phase of, 42–45
iterative development phase of, 45–48
preparation phase of. See Preparation phase
project planning, 43
SAM1 versus, 42
Savvy Start. See Savvy Start
schematic diagram of, 40, 42, 74
SAM leader
behavior change as focus of, 51–52
consulting skills of, 53
design and project variables adjusted by, 51
expectations setting and maintenance by, 50
leadership skills of, 50
as learner advocate, 52
negotiation skills of, 51
preparedness checklist for, 52–54
project management skills of, 53
responsibilities of, 50
roles of, 51
selling skills of, 53
Savvy Start
activities completed before starting, 74
activities included in, 65
collaborative atmosphere of, 71
criteria for success, 77
elements of, 61
highlights of, 42
information obtained from, 128
iterative design phase and, differences between, 80
learning goals stated in, 74–75
planning of, 62
previous work reviewed during, 76
prototyping in, 106
questions answered during, 80–81
refreshing the content of, 122
room preparation for, 70
time requirements, 43
training environment of organization examined during, 75–76
Savvy Start summary report, 43
Savvy Start team
brainstorming participation by, 64
goal-oriented design as focus of, 75
human resources staff involvement in, 64
learners on, 63
legal staff involvement in, 64
members of, 63
project team created from, 64–65
subject matter experts on, 62
support team created from, 64–65
Scope, 186
SCRUM, 183
Self-image, 4
Setting of expectations, 50, 176–178. See also Expectations
Shareholders, 3
Sketches
Software versioning, 131
Special-purpose prototypes, 44, 93, 157–158, 173
Specification documents, 37
Stakeholders, 64
Subject aversion, 4
Subject matter experts, 62, 131–132
Success
criteria for, 77
Successive approximation model. See SAM
Summative evaluation, 175
Supervisor training, 60
T
“Teaching the test,” 117
“Tell-and-test” instruction, 6
Traditional design models, 3, 5
Training designers, 7
U
Usability, of project, 175
User testing, 123
W