Instructional Design for Technical Communicators
8 to 29 March 2022 (Tuesdays) 1:30 to 3:00 PM ET (GMT -5; GMT-4 after 13 March)
Registration for this course closes on 22 February at 5:00 PM ET
Charged with developing a tutorial or similar instructional program? Or have you developed tutorials but are looking to do so more effectively?
This 4-session, course provides you with the skills needed to successfully produce effective learning programs, including following the ADDIE approach, writing instructional objectives, developing criterion-referenced quizzes and tests, describing the dominant Kirkpatrick model of evaluation, choosing an instructional strategy then applying it, and creating engaging, supportive instructional programs.
You'll Lean How to:
- Follow the ADDIE approach to designing and developing instructional programs.
- Write observable, measurable instructional objectives
- Write scenarios of use for training programs
- Write meaningful exercises, quizzes, and tests
- Develop rubrics for assessment
- Choose an appropriate instructional approach for a lesson
- Structure a lesson for the selected approach
- Apply at least 3 techniques for interacting within an instructional program
- Describe how to effectively handle at least 5 complex instructional situations, such as writing feedback and providing guidance on activities
- Introduces instructional design, contrasts it with technical communication, and describes the ADDIE approach to designing and developing instructional programs.
- Next, explains how to write observable, measurable instructional objectives and explores their impact on everything else in the instructional program. Also identifies the material needed from an audience analysis to write objectives.
Introduces the dominant Kirkpatrick model of evaluating training programs and explains how to write effective evaluations by linking them to objectives.
Identifies several dominant approaches to instruction—including classic, mastery, and experiential approaches, then describes the applications for, and research underlying, each and suggests appropriate uses for each approach.
Suggests ways to communicate instructional material in ways that engage learners and build their confidence.
Course Requirements: Recognizing that participants are busy professionals, the requirements for this online course are based on a points system. Participants earn points for three types of activities: attendance (1 point for class—maximum of 4), contributions to a discussion board based on readings (1 opportunity per class session, maximum of 4), and drafts of assignments related to the skills covered in class (1 point per assignment, maximum of 3 points). Students who earn 8 points successfully complete the course. Participants can mix and match points as suits their needs and schedules.
Saul Carliner, PhD, CTDP is author of the best-selling and award-winning instructional design texts Training Design Basics (second edition due out at the time of the course), Advanced Web-Based Training (with Margaret Driscoll), and the e-Learning Handbook (with Patti Shank). He is an Associate Professor of Educational Technology and Provost’s Fellow for Digital Learning at Concordia University in Montreal. Also an industry consultant, his clients include AT&T, Lowe’s, PwC, ST Microelectronics, Turkish Management Centre, and several US and Canadian government agencies. He is editor-in-chief of the IEEE Transactions on Professional Communication, Research Director for Training magazine, Chair of the Certification Advisory Board for the Canadian Society for Training and Development, and a Fellow and past international president of STC.
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