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View 2 excerpts, cites methods. Using Web 2. Related Audiobooks Free with a 30 day trial from Scribd. Walter Dick — I would say that they should remain novices for as short a period of time as possible — by taking every opportunity to practice design in many different settings. Be confident and respectful with your client and subject- matter expert. Nothing you plan or design is effective unless you have taken the time to look at the learners.

In Illinois, for example, it is now state law that ALL teachers must assess their students' knowledge and skills prior to instruction to ensure that they differentiate instruction. That means that by understanding where the learners are at the start of instruction, a teacher will make every effort to assist all learners to be successful in their learning endeavors.

This new direction supports my position about knowing the learner. I feel that knowing as much as possible about your learners is critical to design and implementation of instruction. No instruction should begin without everyone having a clear understanding of what is supposed to happen in the instruction. This does not preclude the possibility of additional learning taking place, but without a road map, some of your learners may well be "lost. I do believe that there is more than one "right way" to achieve those expectations and more than one "right medium" to use, because it's not a one-size fits all world.

BUT, as NCLB is still a mandate, we need to find ways to make it possible for our diverse learning population fit into the "mold" that has been outlined for us. Learners need to know what they are to do. Sharon Smaldino — And, I add that you cannot assess learning without knowing what was expected.

NOW, because I opened that can of worms, let me quickly state that assessment can be formative and summative and can take multiple formats. But, that is another cup of tea for sure. Sharon Smaldino — My final area of importance in the design and implementation process to ASSURE good learning is the reflection component of evaluation. Once you have completed the design and instruction and gathered the data about the outcomes and impressions from your learners, you need to take the time to consider what went well and what could be changed in that particular instructional event.

This information will help you re-design that instructional event for future opportunities. But, this information also guides you on how to better address your learners in instruction beyond this particular instructional event. We often do not put enough emphasis on reflection as teachers and designers, but I do consider that it is not time wasted.

I will close with the idea that it's not about the technology and media. It's about the learners and the important decisions we make as designers and instructors to ensure successful learning opportunities. Gary Morrison — I think there are two things that are taken for granted by designers the first of which I just observed yesterday in an email.

First, you must define the instructional problem. I have seen designers jump in when management has stated there is a problem without a confirming the problem exists or b at least doing a goal analysis to obtain agreement on the outcomes which can also disrupt the plans. For example, I observed a case yesterday where the company was pushing very frequent training to their financial advisors and the advisors were resisting the training. The rationale I received was that the products are continually changing.

I am not sure any type of analysis was done. It appears they were doing training because training was probably needed. In reality, a job aid or simply a bulletin might have been more effective and time and resource smart. Part of the problem may have been related the second issue.

Gary Morrison — Second, when I asked me students at the end of the design class which step of the process had little impact on their design and they might skip in future projects, it is almost always the learner analysis step. If you look at what we know about learner analysis and then how we treat the analysis in the strategy design it is weak. We have found that learning styles have no research foundation and do not have a role in the design of instruction.

The aptitude-treatment interaction studies of the past century produced no useful heuristics. Basically, learner and environmental analysis tend to limit our designs.

Gary Morrison — Today, the learner analysis limits our design such as two hours of instruction starting one hour before work rather than 40 hours of instruction in one week. Or, not all students have access to that application or a laptop computer. Then, there are specific learner characteristics that can limit instruction such as eye sight, reading level, and prior knowledge e.

All these characteristics are important and must be accounted for when we design instruction. I have seen too many examples of inappropriate designs that failed to account for the learner. Gary Morrison — One of the classics stories of bad learner analysis was from a federal grant some 40 years ago. The design team created audio tapes for teachers of the deaf. Once they tried to implement the materials, they learned that a large number of the teachers were also deaf.

Thus, learner analysis may not be as exciting as say a needs assessment or task analysis, we must still do a learner analysis even though it may limit what we can do, or to look at it in a positive way, it can create some great challenges for creative designs to address the instructional problem. Steve Ross — The most significant implication, in my view, is that instructional design is not a linear or predefined process, but rather, is dynamic and variable due to unique features of the design task and context.

For example, although learning and instructional theories may suggest reliance on particular design methods or components, the success of the particular project will likely necessitate variations due to available resources, user characteristics, client preferences, policy changes, and other situational conditions that are predetermined or, often, unexpected.

So, an effective designer must not only be expert in the field, but needs to be creative, flexible, and sensitive to the unique aspects and requirements of each project. Robert M.