Design for Online Sexual Harassment Training

This resource gives an example of Instructional Design for Online Sexual Harassment Training. This solution illustrates an Instructional Design Document on Online Sexual Harassment Training. It provides the following data:

  • Describe the context of the problem.
  • Define the instructional goal/purpose.
  • List the learning outcomes that will be taught and measured in the instruction.
  • Describe the learner activities and/or instructional strategies that will be implemented.
  • Describe the methods that will be used to evaluate the learners’ performance.
  • Create a Project Standards Document.
  • Create a content outline that includes the topics that will be presented and the order in which they will be taught.
  • Create a development plan that describes the tasks involved in developing the instructional module and an approximation of how long the development process will take.
Remember to follow the legal and ethical standards of fair use (See below) Instructional Design Document Context for the Problem This section may contain anything relevant to the development of the proposed instructional software program. It often includes some or all of the following:
  • The curriculum within which the proposed learning will reside Infrastructure that will/will not support the proposed development
  • The organization and its culture Decision makers and their anticipated role in the project
  • Change management / resistance issues or concerns and recommendations
  • Instructional Purpose or Goal This section identifies the overall purpose of the proposed instructional software program and its anticipated benefits to both the learners and to the organization.
  • Measurable Learning Outcomes This section lists the measurable learning outcomes for the proposed instructional software program. Measurable learning outcomes are statements of what the learner will be able to do consistently and with minimal assistance when the proposed instructional software program is complete. To be measurable, they need to include a Bloom verb, a task, and a standard of performance.

Do not confuse outcomes and learning activities. [See A Guide to Creating Instructional Objectives for more] Learner Activities/Instructional Strategies This section describes the primary instructional mode (textual explanation, bullet points with audio, case-based, simulation, etc.) and the types of activities that learners will engage in during the proposed instructional software program. For example, AIU specifies that learners will primarily learn by reading required texts, viewing instructional presentations, conducting independent research, and submitting written assignments for evaluation. Chats and communication with the facilitator are a secondary strategy for learning. However, remember your program is to have no internet access. Activities should match to the level of the objectives. For example, if the objective indicates that learners will be able to do long division problems with 2 digit divisors, then the activities should include providing guidance in learning the steps of long division. Learner activities/instructional strategies support transfer of learning: something learned in one situation can be applied to another. Since transfer is the primary goal of instruction, it is imperative to design for transfer. Since transfer is facilitated by the instructional strategies, effective activities are those that facilitate achievement of the measurable learning outcomes. Method of Evaluation This section explains how learning will be defined and measured based on the learning outcomes. It also describes how these data will be reported to administration/management. Content Outline This section identifies the scope (topics to be covered) and sequence (organization) of the material. Typically, it breaks down the knowledge (concepts) and skills (tasks) into topics, subtopics and details. It is written in outline form. It describes WHAT will be taught (the concepts or the steps in the learning), not HOW the material will be taught. Development Plan This section gives some idea of the tasks involved in development and how long it is anticipated that each will take. Consider each instructional component and plan accordingly. Project Standards This section discusses the technological specifications needed to use this proposed software program. It also provides a very detailed description of what the screens will look like. It discusses text- font, size, color (differences for headings, bullet points, paragraphs); describes navigational buttons- where they will be located, what they will do, what they will look like; describes graphics- where they will be placed on each screen, and finally, it discusses limitations of the proposed software program. Project Standards Document Technical specifications, limitations, and standards Description of delivery environment: Operating system, RAM, memory/hard drive requirements, screen resolution, type browser, media drivers, CD speed, etc. Technical limitations/constrains: Database requirements (if applicable), bandwidth requirements (if applicable), server requirements (if applicable), e-mail administration (if applicable), discussion board and/or live chat requirements (if applicable), etc. Authoring system: Standards: Text-on-Screen Style: fonts, sizes, colors used for text as main headlines, secondary headlines, bullets, captions and body text Text-on-Screen Format:

placement of main headlines, secondary headlines, bullets, captions and body text Script Writing: style for narration; style for text-on-screen; formatting issues; grammar; punctuation; and use of jargon/humor Graphics: style; format; color palette; size(s) of images; resolution User Interface: Screen Designs: sample content screens with text and graphics standards and sample interactive screens Structured plan for development Project Management Prime contractor/organization: Customer organization: Customer points of contact: Timeline: The timeline reflects major and minor due dates of the deliverables from the various development team members and subsequent deliverables to the customer. Project Change Requests: Once a development phase has been reviewed and signed-off, subsequent requests by the customer for additions or changes should be considered a Project Change Request. A Project Change Request generally results in an increase in cost of development and an increase in the time needed for development. Project Change Requests should include any modifications, changes, or additions requested by the customer that are outside of the original design or that impact a previously approved phase should be considered a Project Change. A Project Change Request generally impacts the delivery date and results in additional cost. Development Team: Roles & Responsibilities Project Manager: The project manager for the development team is the team captain responsible for coordinating all aspects of the development process and supervising the efforts of all team members. It is important for the project manager to have a basic understanding of all the skills required of each team member and the organizational skills to manage not only people, but also a process that tends to get out of kilter very quickly. Again, without a competent person playing this role, you may need one of those long sleeved white coats that tie in back. Instructional Designer(s): This is the person(s) who not only creates the overall master plan on how the project’s content will be organized and sequenced, but also the details of what strategies should be used to present the content. Within applications that are instructional, educational or training related, this position is generally held by an instructional designer(s) who is experienced with how computer based multimedia can provide interactive events that engage the learner in the learning process. The computer’s ability to provide this interactive engagement is a significant factor that differentiates multimedia from other instructional media (books, video, audiotape). The Subject Matter Expert (SME): If you are lucky, the customer will provide as part of their team, a person(s) who is very knowledgeable about whatever content is being presented in the application you are building. If the customer does not provide the subject matter expert (SME), you may need to find or create one quickly (obviously this involves a far greater risk of inaccuracies). If a SME(s) is provided, this person may not be familiar with multimedia, the project, or may not have very much time to provide you with the help you will probably need. If you carefully describe exactly what kind of information you need from the SME and perhaps show him/her examples of ?how? you would like that information given to you, you will have a far better chance of getting what you need, the first time around. Course Writer: The writer(s) not only must be able to clearly express the content at the level required of the audience, but he/she must also have adapted these skills to the multimedia environment. Multimedia
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