Handout 4: Learning design and development

Instructional design is a broad term that includes the selection, organisation, sequencing and
assessment of content and the tools and experiences needed to help learners reach a specific set of
learning goals.

Accommodation of learners' range of learning styles

Gardner has written on the nature of intelligences and how trainers can identify and scaffold

instruction to elicit learners' multiple intelligences.

These cognitive models or frames of mind shape the way learners perceive and process information

and that an individual's ability to learn is influenced by the way in which information is organised

and presented. The challenge is to incorporate as many of these frames of mind or intelligences into

the design as possible.

There are two ways to do this:

Instructional variety Multimedia

It is important to integrate a number of Since multimedia satisfies many, though not
assignments, activities and assessments that all, types of learning preferences that one
allow learners to interact and practice with person or a group of learners may
the content in multiple ways, on multiple demonstrate, a mix of media is more
cognitive levels and using multiple measures effective for learning than reliance on one
and methods to assess learning. type of media.

Cognitive levels: For example: images, audio, video &

Comprehending information, applying it, animations.
analysing its effects and evaluating its impact.

1
Learning designers always start with the desired results in mind and then determine what
knowledge, skills, behaviour and attitudes are needed to accomplish these.

Building content:

Deciding on the content is an important step, it is important to remember what your learning

outcomes are.

Must Should Could

Any content which the Things learners should know Could content may provide
learner must know is the helps put the learning in interesting background
basic information that should context. information.
be conveyed.

Start with what learners need to know, then add extras if there is time.

2
What are the training programme objectives?

 This is a broad goal that explains the overall purpose of the learning programme and what
the learning programme should achieve for the organisation

 The objective of a training programme should, therefore, begin with a description of the
intended purpose and result of the training

 The objective should state the desired organisational outcomes and success indicators of
the training

What are the learning outcomes?

 Learning outcomes are statements of what the learner will achieve as the result of the
training
 They define the outcome of the learning process as precisely as possible
 Learning outcomes always imply a chance - in behaviour, attitude, skills, knowledge and the
ability to perform
 The capability may be to pass a test, perform a task, fulfil the duties of a role, work with
people or handle a situation
 Learning outcomes are defined as specific, measurable learning results that learners have to
demonstrate at the end of the learning experience
 Outcomes are things that learners can actually do with what they remember, know, believe
and understand
 Learning outcomes are regarded as appropriate if they are closely related to the training
objective

3
Three requirements for developing a learning objective

Verb or 'doing' word Noun Measured

An outcome needs to include The noun is the object linked Include a qualifier that
a verb or 'doing' word. to the verb. indicates the scope, standard
or method of how the action
This indicates the type of Learners need to know that indicated by the verb will be
learning activity that will take they have to build, develop, measured or should be
place. show, use, explain & executed.
recognise.
This verb must indicate
behaviour that can be
observed and measured.

Examples: build, develop,

show, use, explain &
recognise

To formulate useful learning outcomes, the following questions must be answered:

Question 1: What must learners be able to do Question 2: How well must learners be able to
at the end of the training? do this?
The answer to this question includes the verb The answer to this question includes the
and noun of the learning outcome. qualifier for the learning outcome.

For example: For example:

The learners will be able to build (verb) a wall The learners will be able to build (verb) a wall
(noun). (noun) according to the relevant municipal
regulations (qualifier).

4
Sequencing methods against the Learning Cycle

The most effective, and natural way for adults to learn is to be following this cycle.

Sequence training methods to follow this cycle wherever possible.

Designing learning activities Must do the following Examples

Once the sequence of  Allow the learner to  Demonstrations of how
content has been finalised, take information to perform a task
we can focus on the learning (descriptions, rules,  Discussions
activities - that will assist guidelines, advantages  In-basket exercises -
learners to understand, and disadvantages, filled with problems that
practise and master the definitions etc.) and person must be able to
course content. apply it to practical solve
situations  Making a drawing or
 Help learners to practice other representation
Well-designed activities can what they have learnt  Observing and noting
assist learners to remember  Allow learners to make what is happening in a
information for later recall mistakes, and guide role play or on a video
and use, practice new skills

5
 Designing learning activities Must do the following Examples
and provide feedback on them to deal with or  Problem solving such as
their mastery of the correct them analysing a case study -
information and skills.  Refine knowledge and making suggestions on
skills so that learning possible solutions to
outcomes can be problems
achieved  Simulating a real
 Allow learners the situation
opportunity to practise  Summarising
the new knowledge, information to extract
skills and attitudes in a key points
safe, non-threatening
environment and in
different contexts and
situations.
 To provide feedback to
learners during and
after practice

Learning support materials

Learning support materials must be relevant to the learning and suitable for the learners:
 Flipchart
 Handouts
 Music and sound
 Physical objects or props
 Posters
 Self-study materials
 Stories
 Video or DVD
 Workbooks