Figure 1: Creation of a SolutionMap
Kym Peckham, Director of Learning and Innovation, Catalyst Interactive [HREF1], 215/370 St Kilda Road, Melbourne, Victoria 3004. Email: kpeckham@catalystinteractive.com.au
David Fallon, National Sales Manager, Catalyst Interactive [HREF2], 285 Canberra Avenue, Fyshwick, ACT 2609. Email: dfallon@catalystinteractive.com.au
This paper reports on the concept of IDMaps™, a unique development by the learning professionals at Catalyst Interactive, an e-Learning company dedicated to delivering learner-centric solutions. The Catalyst Interactive IDMaps™ methodology underpins a learning design that ensures e-Learning teaches, engages the learner in learning and delivers business results. This paper explores the IDMaps™ methodology, which in essence is a series of 'roadmaps' to encourage the development of new design concepts and learning strategies. These 'roadmaps' provide designers with a series of 'sign posts' that guide the design journey and promote the application of tested learning theories in new ways. IDMaps™ are Catalyst Interactive's unique methodology for designing and developing e-Learning solutions.
IDMaps™ are based on proven learning theories, instructional design models and learning technologies. They guide the design and development of Catalyst Interactive's e-Learning solutions to ensure that they address an organisation's true business challenges.
By recognising that there exist a range of business, financial, technological and cultural factors that contribute to the effectiveness of an e-Learning solution, we avoid a "one size fits all" approach to e-Learning design. Once we have determined the desired knowledge position, we map the training requirements against the introductory, advanced or expert levels of learning and select the IDMap™ that will best provide the underlying instructional strategy to ensure the learners acquire the requisite knowledge and skills.
The aim of this paper is to provide a brief overview of the learning concepts
and theory that underpins the methodology of Catalyst Interactive's IDMaps™
through the explanation and demonstration of a how one IDMap™ works in
practicality.
There are a number of expressions about e-Learning that serve as the rational for IDMaps™. IDMaps™ are Catalyst Interactive's unique methodology for designing and developing e-Learning solutions that meet organisational goals, and provide competitive advantage for our clients. Based on proven learning theories, robust instructional design models and best practice learning technologies, IDMaps™, together with ClientMaps, are integrated to create the SolutionMaps (Figure 1.) that guide the design and development of e-Learning solutions.
Figure 1: Creation of a SolutionMap
There exists a range of business, financial, technological and cultural reasons for organisations to use e-Learning. Reduced costs reduced training times and improved flexibility are some of the often-quoted bottom-line benefit of e-Learning.
Not a one size fits all approach!
Success comes when learning occurs, and when the learner is able to integrate their new knowledge and skills back into their workplace to produce a positive effect. Although many e-Learning programs can deliver benefits to an organisation's bottom-line; the goal of IDMaps™ is to also deliver learning outcomes.
IDMaps™ are not a "one size fits all" approach to e-Learning design. In order to achieve the learning outcomes, the knowledge and skills that the learner needs to acquire must be determined and mapped against the introductory, advanced or expert levels of learning. Based on the required level of learning, the optimal IDMap™ that provides the underlying instructional strategy is then selected. This ensures that the learner can acquire the requisite knowledge and skills.
Aligning design to learning needs
To suit the many types of learning needs, there are a range of IDMaps™ that guide and inform the design and development of e-Learning based on:
IDMaps™ serve to guide e-Learning professionals and Instructional Designers toward developing e-Learning programs that meet organisational goals and achieve competitive advantage.
Based on adult learning
An understanding of adult learning theory and practice can be said to be as important to e-Learning professionals, as aerodynamics is to a pilot or anatomy to a surgeon. Yet among e-Learning professionals there appears a diversity of understanding behind the way adults learn, learning theory and use of educational techniques. Using the surgeon metaphor, many e-Learning professionals know that people are learning (the patient will live) although are unsure as to whether this is because of something they have done (surgery) or due to some other form of intervention (miracle cure).
Complicating this scenario is the plethora of learning theories available. On one extreme there are a number of learning theories which suggest that effective learning should be prescriptive and dictate what should be learnt and how (Instructivist approach). Other learning theories suggest the learners' should be able to construct meaning, by relating past experiences with new information via discovery and problem solving based exercises (Constructivist approach).
Given the dynamic nature of learning, it is not possible to say that one approach is wrong or another is right. For example, if the desired outcome for a learning program on fire safety was that learners' be able to:
then the learning strategy for the program would be more prescriptive. It would be focused on ensuring that learners know whom to call, what information to provide and where the exits are located. The need for problem solving / discovery type learning would be reduced.
If in the same learning program, the learning outcomes stated that the learner be able to select a fire warden based on experience and evaluate the safest exit from the building, then the learning strategy would be focused on providing the learner with skills in making decisions and problem solving. In this scenario the need for prescriptive learning would be reduced and a more discovery and problem based learning approach advocated.
Overall, the key for achieving success in any learning program is the ability of the e-Learning professional to choose the most appropriate learning strategy to meet the desired outcome. This provides the purpose for Instructional Design Maps (IDMaps™).
Strategy and Application document
An IDMap™ is a strategy and application document melded into one. An IDMap™ has a dual purpose, firstly to guide the designer of e-Learning in the theory and application of a selected learning strategy, and secondly to educate and expose non-educationally (possibly interested stakeholders) focused minds to alternate methods of learning.
It is important to note that there are several assumptions, which underpin the use of the IDMap™. These are listed below.
The Criterion Referenced Learning IDMap™ (Figure 2.) is based on the learner achieving performance criteria, and not upon the completion of an entire training course. Imagine a course that consisted of twenty distinct criteria, or Learning Objects (LOs). Each LO provides learning and performance assessment for one specific criteria of the overall course.
Figure 2: Criterion Reference Learning IDMap™
Now consider two learners. Each learner is already proficient at some of these twenty criteria. Using a pre-assessment, the e-Learning course would assess the performance of the learner against each criteria, and then present the learner with a customised course of LOs that consisted of only the criteria that they needed.
In the diagram, the proficient user received training and assessment on eleven criteria, while the experienced user only needed six. A third novice learner, who knew nothing about the subject, may require all twenty.
Benefits
Application
This IDMap™ is most applicable when the learners are required to display varying levels of performance, their entry performance varies, and specific criteria to assess their current and desired performance can be identified. It is not suited when the learning is compliance based and it is mandatory for all learners' to complete the entire course. However, it is suited to various e-Learning methods including downloadable documents; self paced tutorial, guided simulation, EPSS, asynchronous (not real-time) collaboration, synchronous (real-time) collaboration and live classes.
The IDMaps™ are founded upon the principles of Pedagogy and Andragogy (Figure 3.). Pedagogy literally means the art and science of educating children and often is used as a synonym for teaching. More accurately, pedagogy embodies teacher-focused education. In the pedagogy model, teachers assume responsibility for making decisions about what will be learned, how it will be learned, and when it will be learned. A simplistic representation is to consider the teacher at the centre and the learner's surrounding them. In e-Learning, it is the instructional designer who often takes on the role of the teacher, working with subject matter experts to design the learning experience.
In an attempt to formulate a comprehensive adult learning theory, Malcolm Knowles, in 1973, published the book, The Adult Learner: A Neglected Species. Andragogy initially defined as "the art and science of helping adults learn", has taken on a broader meaning since Knowles' first edition. The term currently defines an alternative to pedagogy and refers to learner-focused education for people of all ages. A simplistic representation of Andragogy is to consider the learner at the centre and the learning content surrounding them.
Figure 3: Andragogy and Pedagogy
The Andragogy model asserts that five issues be considered and addressed in formal learning. They include:
Often, Instructional Designers will maintain that they are following the principles of Andragogy, yet in fact through the structure of the program are actually following the pedagogical principles.
Differences
This table summarises the difference between Pedagogy and Andragogy.
| Pedagogy | Andragogy | |
| The Learner |
|
|
| Role of the Learner's Experience |
|
|
| Readiness to Learn |
|
|
| Orientation to Learning |
|
|
| Motivation for Learning |
|
|
Motivating the learner to engage with the learning is a critical part of the learning process. There are a number of descriptive and prescriptive models that examine how the instructional design can be used to provide this motivation. Some are quite simple and believe that the primary motivation for a learner to engage with learning is if they perceive that the result of the learning will be of a positive value to them. Others are quite prescriptive and provide detailed strategies for achieving the motivation.
The ARCS (Figure 4.) (Attention, Relevance, Confidence, and Satisfaction) Model of Motivational Design is one of the best-known prescriptive models. It was developed by John M. Keller of Florida State University (Keller, 1983,1987) in the context of classroom instruction. It identifies four essential elements for motivating instruction:
Increase perceptual arousal with the use of novel, surprising, incongruous and uncertain events. Increase inquiry arousal by stimulating information seeking behaviour; pose or have the learner generate questions or a problem to solve. Maintain interest by varying the elements of instruction. Attention is often the most misunderstood component of an e-Learning course. Designers sometimes believe that the objective is to increase perceptual arousal, and add animations and multimedia effects at the start of a course as an attention-grabbing device. Often these animations and multimedia effects are inappropriate and may in fact distract from the learning.
Figure 4: ARCS Learner Motivation
Concreteness
Use specific examples to grab your learner's interest. This may be by using
distinct visual stimuli related to the topic or to introduce or highlight a
topic by using examples such as stories or biographies. The goal is to grab
your learner's attention by tying the topic to concrete examples.
Incongruity and Conflict
Pose facts or statements that run contrary to their learner's previous experiences,
or play devils advocate while discussing the subject to be covered. The goal
is to stimulate interest by taking a novel or contradictory point of view while
exploring a topic.
Humour
Humour can be used to break up monotony and maintain interest by lightening
up the subject matter. Just remember that your goal is to hold your learner's
attention. Too much humour may distract from your main topic.
Variability
Use variability by incorporating a combination of methods in presenting material.
An example would be to have the learners' conduct a traditional self paced e-Learning
session and then participate in a synchronous or asynchronous online discussion.
By using a change in the instructional format you can both stimulate and maintain
interest in a subject.
Participation
Involve the learners in role-playing or the use of games or simulations to get
them involved in the material. These can be self-paced or using collaborative
technologies.
Inquiry
Inquiry is used to stimulate curiosity by posing questions or problems for the
learner to solve. It may include providing access to topics that the learner
has an interest in.
Emphasise relevance within the instruction to increase motivation. Use concrete language and examples with which students are familiar. Provide examples and concepts that are related to learners' previous experiences and values. Present goal orienting statements and objectives and explain the utility of instruction for both present and future uses.
Allow students to develop confidence by enabling them to succeed. Present a degree of challenge that allows for meaningful success under both learning and performance conditions. Show the student that his or her expended effort directly influences the consequences. Generate positive expectations. Provide feedback and support internal attributions for success. Help students estimate the probability of success by presenting performance requirements and evaluation criteria.
Provide opportunities to use newly acquired knowledge or skill in a real or simulated setting. Provide feedback and reinforcements that will sustain the desired behaviour. Maintain consistent standards and consequences for task accomplishments. Manage reinforcement: keep outcomes of learner's efforts consistent with expectations.
A learning experience should be designed to create and meet learner attention, relevance, confidence and satisfaction. Specific questions that an Instructional Designer should focus on include the following:
Attention
Relevance
Confidence
Satisfaction
This paper has reported on the introduction of a new methodology for instructional design developed by Catalyst Interactive, an Australian leader in new learning solutions. The IDMaps™ methodology brings together proven learning theories, robust instructional design models and best practice learning technologies.
The aim of this paper was to provide a brief overview of the learning concepts and theory that underpins the methodology of Catalyst Interactive's IDMaps™ through the explanation and demonstration of a how one IDMap™ works in practicality. Catalyst Interactive believe that the combination of theory, models and technology lend themselves to a more sophisticated learning solution that ensures: