Best practices have been defined as practices that
have been shown to produce superior results; selected by a systematic process, and
judged as exemplary, good, or successfully demonstrated (Sullivan, R., 2003).
They are used in almost every industry and discipline, including information
technology development, transportation, business management, and various
aspects of project management.
Instructional technology is the philosophy,
methodology, and approach used to deliver information. It includes use of objectives, related
teaching strategies, systematic feedback, and evaluation. The more complete
term, instructional systems design, is a formal process used to design
training, whether computer-based or traditional instructor-led. It involves use
of the principles of instruction to ensure that learners acquire the skills and
knowledge necessary for successful completion of overtly specified performance
goals. The process includes analysis, design, development, implementation, and
evaluation.
Instructional design can be done by use of a wide variety
of modalities and strategies, ranging from instructor-based classroom training
to self-paced eLearning. In spite of one’s choice of instructional strategy,
however, there are a number of best practices that should be applied in all
cases of instructional design. The more highly recommended practices are
outlined as follows (Rea, D., 2012):
1.
Don’t
try to include too much information
Cramming more information into
course design than a student is realistically expected to absorb, is a common
mistake that can lead to “data fatigue” or information overload. The planner
should take this into account, as well as other important considerations such
as eye strain and the need for periodic rests. It is best to stick to essential
information and if necessary, include links to more detailed sources so that
learners can study at their own pace
2.
Break
information up into easily digestible portions.
Use the “chunking” method in
presenting information, so that learners may easily identify key information without having to dig for it. This
is especially necessary in eLearning where information is displayed on screen,
and a lot of scrolling is required. Use
nested headings and other separators to offset key sections, and lists to
emphasize important points. Chunking is also convenient for reusing and
reordering relevant materials in future course products.
3.
Enhance
flow by including a variety of content types/media.
Use a balance of non-textual components
and activities such as graphics, video, games, and instructor demonstrations to
enhance your training.
4.
Relate
the content to your learners’ specific needs.
Be sure the information addresses real life
scenarios that the learner is likely to encounter in his/her job role.
Carefully consider the practical needs of the audience as part of planning, and
consult target learners early during the design process to find out what areas of
subject matter will be most valuable to them.
5. Incorporate
hands-on activities whenever possible.
The majority of students learn best by doing, rather than by passively receiving information. Therefore, if it is appropriate for the matter, add exercises to help and
encourage students to gain hands-on experience using techniques and
technologies in question. Make sure that learners complete all exercises in one
section before moving on to the next.
The method by which information is presented to learners is just as important as the information being presented. Therefore, be responsive to learners’ needs, and remember that there is a limit to the amount of factual information that a learner can assimilate.
There are numerous factors to be taken into
consideration when planning and developing course design. However, the
practices listed and discussed above make up the foundation for preparing successful
training solutions.
References
Instructional Design Central. (N.D). What is instructional
design? Retrieved from http://www.instructionaldesigncentral.com/
Rea, D. (2012). 5
Instructional design best practices. Retrieved from http://www.wadeware.net/it-courseware/5-instructional-design-best-practices/
SERC (2012). Best
practices in education. Retrieved from http://ctserc.org/s/index.php?option=com_content&view=section&id=8&Itemid=28
Sullivan, R. (2002). Top 10 in training: Reflections
from the best practices in training conference. The Reading Room. Retrieved
from http://www.reproline.jhu.edu/english/6read/6issues/6jtn/v5/tn0209trng.htm
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