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MY CORE BELIEFS
MY CORE BELIEFS
TRAINING IS A SCIENCE FIRST THEN AN ART.
TRAINING IS A SCIENCE FIRST THEN AN ART.
TO NOT JUST GET RESULTS, BUT ALSO TO MEASURE THEM.
TO NOT JUST GET RESULTS, BUT ALSO TO MEASURE THEM.
REDUCE SENSORY OVERLOAD AND PRIORITIZE PERFORMANCE.
REDUCE SENSORY OVERLOAD AND PRIORITIZE PERFORMANCE.
UNDERSTAND THE LEARNER TO MAXIMIZE ENGAGEMENT.
UNDERSTAND THE LEARNER TO MAXIMIZE ENGAGEMENT.
NEVER LOSE FOCUS FROM THE COMPANY END GOAL.
NEVER LOSE FOCUS FROM THE COMPANY END GOAL.
The workflow described here is a generalization and not absolute. Please note that each project has individual needs and may be subject to a different approach for any satisfactory resolution. Yet, regardless of all variable factors there are certain steps that are mandatory to achieve desired output.
The workflow described here is a generalization and not absolute. Please note that each project has individual needs and may be subject to a different approach for any satisfactory resolution. Yet, regardless of all variable factors there are certain steps that are mandatory to achieve desired output.
My workflow mentioned below follows protocol while making necessary pivots to the demands of any iterative processes.
My workflow mentioned below follows protocol while making necessary pivots to the demands of any iterative processes.
THE WORKFLOW PROCESS
THE WORKFLOW PROCESS
To gauge the scope of the project and estimate a budget I use the google form link below to negotiate terms.
To gauge the scope of the project and estimate a budget I use the google form link below to negotiate terms.
THE GOOGLE FORM LINK IS GIVEN BELOW:
Post all contractual obligations we will begin as such:
Post all contractual obligations we will begin as such:
STEP ONE: REQUIREMENT ANALYSIS
STEP ONE: REQUIREMENT ANALYSIS
TO KNOW IF TRAINING WILL SOLVE THE PROBLEM IN THE FIRST PLACE.
TO KNOW IF TRAINING WILL SOLVE THE PROBLEM IN THE FIRST PLACE.
•Identify Collaborative Capacity with SME's and Implementers.
•Identify Collaborative Capacity with SME's and Implementers.
• Scope, timeline, cost of project .
• Scope, timeline, cost of project .
• Evaluate age, technical proficiency, literacy and base skill set of learner.
• Evaluate age, technical proficiency, literacy and base skill set of learner.
•Define the Project, Source & Format Technology.
•Define the Project, Source & Format Technology.
•Budget & Market Trajectory considerations.
•Budget & Market Trajectory considerations.
•Company Purview on Brand identity.
•Company Purview on Brand identity.
•Filter Business and Training needs to focus only on skills that can be altered.
•Filter Business and Training needs to focus only on skills that can be altered.
•Schedule preliminary meetings with Subject Matter Experts.
•Schedule preliminary meetings with Subject Matter Experts.
•Company premises visit if deemed necessary.
•Company premises visit if deemed necessary.
•Use source of references from company websites, & promotional materials .
•Use source of references from company websites, & promotional materials .
STEP TWO : ZERO IN ON LEARNING OBJECTIVES
STEP TWO : ZERO IN ON LEARNING OBJECTIVES
•Differentiate between good to know and Must know content.
•Differentiate between good to know and Must know content.
• Conduct pre-tests if necessary to know minimum learner's threshold .
• Conduct pre-tests if necessary to know minimum learner's threshold .
•Determine flow and construct of the project with appropriate tools.
•Determine flow and construct of the project with appropriate tools.
•Get validation from clients and SME's regarding learning outcomes.
•Get validation from clients and SME's regarding learning outcomes.
•Map each phase of the project including timelines and deliverables .
•Map each phase of the project including timelines and deliverables .
•Detailed Job/Task analysis for fool proofing the learning modules.
•Detailed Job/Task analysis for fool proofing the learning modules.
STEP THREE : DESIGN DEVELOPMENT
STEP THREE : DESIGN DEVELOPMENT
•Design a prototype Ui/Ux of the project.
•Design a prototype Ui/Ux of the project.
•Organize content and subject matter in logical sequence.
•Organize content and subject matter in logical sequence.
•Confirm topic list with client/SME and decide the instructional approach.
•Confirm topic list with client/SME and decide the instructional approach.
eg: ( story, problem, game, videogame based approach etc.)
eg: ( story, problem, game, videogame based approach etc.)
•Lock Curriculum and aesthetic schemes of the project.
•Lock Curriculum and aesthetic schemes of the project.
•Ensure consistency with an evaluation system already in place.
•Ensure consistency with an evaluation system already in place.
•Procure and collate all relevant digital assets and legal permissions.
•Procure and collate all relevant digital assets and legal permissions.
STEP FOUR : CREATE A PROTOTYPE OF PROJECT
STEP FOUR : CREATE A PROTOTYPE OF PROJECT
•Create a storyboard and wireframe of the total project.
•Create a storyboard and wireframe of the total project.
•To simultaneously develop voice over, job aids, glossary, no. of languages and other documents for review with the client.
•To simultaneously develop voice over, job aids, glossary, no. of languages and other documents for review with the client.
•Finalize the LMS to be utilized or any other delivery system .
•Finalize the LMS to be utilized or any other delivery system .
•Streamline auxiliary resources for the learners.
•Streamline auxiliary resources for the learners.
•Get sanction for the designs holistically for final blueprint.
•Get sanction for the designs holistically for final blueprint.
•Create guided documents of interface for trainers.
•Create guided documents of interface for trainers.
•Manage deviations and revision requests based of the blueprint .
•Manage deviations and revision requests based of the blueprint .
STEP FIVE : CONSTRUCT THE COURSE
STEP FIVE : CONSTRUCT THE COURSE
•Balance learner engagement with visualization by alpha user feedback.
•Balance learner engagement with visualization by alpha user feedback.
•For quality assurance keep a three round beta feedback for mock tests.
•For quality assurance keep a three round beta feedback for mock tests.
•Make changes according to formative evaluation .
•Make changes according to formative evaluation .
•Final tally of aligning goals/objectives, design and learning materials.
•Final tally of aligning goals/objectives, design and learning materials.
•Ensure any technological updates or plugins are required for more shelf life.
•Ensure any technological updates or plugins are required for more shelf life.
•Make room for SaaS based innovations if necessary.
•Make room for SaaS based innovations if necessary.
•Compare and deploy SCORM or Xapi for standardized LMS versions.
•Compare and deploy SCORM or Xapi for standardized LMS versions.
STEP SIX : IMPLEMENTATION
STEP SIX : IMPLEMENTATION
•Disburse the E-Learning modules to the learners with all ancillaries . •Observe learner participation, faculty efficacy and material engagement .
•Disburse the E-Learning modules to the learners with all ancillaries . •Observe learner participation, faculty efficacy and material engagement .
STEP SEVEN : EVALUATION
STEP SEVEN : EVALUATION
•Conduct post-tests and survey to track the effectiveness of the course
•Conduct post-tests and survey to track the effectiveness of the course
•Revise the course based on the assessment and iron out features, functionality, responsiveness, navigation, orientation and life time value.
•Revise the course based on the assessment and iron out features, functionality, responsiveness, navigation, orientation and life time value.
•Measure real world implications with interview with various departments on the productivity outcomes.
•Measure real world implications with interview with various departments on the productivity outcomes.
•Give tech support for a mutually agreed tenure with the client .
•Give tech support for a mutually agreed tenure with the client .
THE WORKFLOW IS COMPLETE
THE WORKFLOW IS COMPLETE
MY RESOURCES
MY RESOURCES
Though the field of Instructional Design and Learning Experience is vast, here a some resources that have helped many on the journey of effective design and measurable outcomes. Please take a look at :
Though the field of Instructional Design and Learning Experience is vast, here a some resources that have helped many on the journey of effective design and measurable outcomes. Please take a look at :
BOOKS
BOOKS
A Taxonomy for Learning, Teaching and Assessing - By Benjamin Bloom
A Taxonomy for Learning, Teaching and Assessing - By Benjamin Bloom
Principles of Instructional Design - By Robert Gagne
Principles of Instructional Design - By Robert Gagne
The Systematic Design of Instruction - By Dick and Carrey
The Systematic Design of Instruction - By Dick and Carrey
Action Mapping - A Visual Approach to Training Design - By Kathy Moore
Action Mapping - A Visual Approach to Training Design - By Kathy Moore
Instructional Design: THE ADDIE Approach - By Robert Maribe Branch
Instructional Design: THE ADDIE Approach - By Robert Maribe Branch
Leaving ADDIE for SAM - By Michael W. Allen and Richard Sites
Leaving ADDIE for SAM - By Michael W. Allen and Richard Sites
AGILE for Instructional Designers - By Megan Torrance
AGILE for Instructional Designers - By Megan Torrance
E-Learning and the Science of Instruction - By Ruth Colvin Clark and Richard E Mayer
E-Learning and the Science of Instruction - By Ruth Colvin Clark and Richard E Mayer
Design in Educational Technology - By Brad Hokanson and Andrew Gibbons
Design in Educational Technology - By Brad Hokanson and Andrew Gibbons
Measuring Instructional Results - By Robert E. Mager
Measuring Instructional Results - By Robert E. Mager
Curriculum Models for the 21st Century - By Maree Gosper · Dirk Ifenthaler
Curriculum Models for the 21st Century - By Maree Gosper · Dirk Ifenthaler
Designing Games for Learning - By Michelle Kepple
Designing Games for Learning - By Michelle Kepple
Design for How People Think - John Whalen, PhD
Design for How People Think - John Whalen, PhD
Education Technology - A primer for 21st Century - By Ronghuai Huang , J. Michael Spector and Junfeng Yang
Education Technology - A primer for 21st Century - By Ronghuai Huang , J. Michael Spector and Junfeng Yang
Analyzing Performance Problems - By Peter Pipe and Robert F. Mager
Analyzing Performance Problems - By Peter Pipe and Robert F. Mager
7 Principles of Rapid Instructional Design - By Dasche and Thomson
7 Principles of Rapid Instructional Design - By Dasche and Thomson
The Model Thinker - By Scott E. Page
The Model Thinker - By Scott E. Page
Evidence based Training Methods - Ruth C . Clark
Evidence based Training Methods - Ruth C . Clark
Distance Learning, E-Learning and Blended Learning - By Jason Silverman Veronica Hoyos
Distance Learning, E-Learning and Blended Learning - By Jason Silverman Veronica Hoyos
Design Thinking - By Gavin Ambrose and Paul Harris
Design Thinking - By Gavin Ambrose and Paul Harris
Learning Design for a Digital Age - By Cammy Bean
Learning Design for a Digital Age - By Cammy Bean
ISD from Ground Up - By Chuck Hodell
ISD from Ground Up - By Chuck Hodell
Movie Storyboards - The art of visualizing screenplays - By Fionnuala Halligan
Movie Storyboards - The art of visualizing screenplays - By Fionnuala Halligan
Directing the Story - Professional Storytelling Techniques - By Francis Glebas
Directing the Story - Professional Storytelling Techniques - By Francis Glebas
Developing Story Ideas - By Michael Rabiger
Developing Story Ideas - By Michael Rabiger
ONLINE SOURCES
ONLINE SOURCES
The Training, Learning and Development Community
The Training, Learning and Development Community
E-Learning Heroes
E-Learning Heroes
Instructional Design Central
Instructional Design Central
E-Learning Industry
E-Learning Industry
Ux Mastery
Ux Mastery
E-Learning Brothers
E-Learning Brothers
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Google Sites
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