Neuropsychology and me

My niece Wendy said last year that she wanted to be a neuropsychologist. I don't know if she still wants to - she is starting at UTC and hasn't said. I've been thinking about it and it's wandering around my mind that I might want to pursue that. I have a fascination with the brain and how it impacts our behavior. Plus, having MS - I have learned alot about how the brain can impact our health. 

According to Wikipedia: Neuropsychology studies the structure and function of the brain related to specific psychological processes and behaviors. The term neuropsychology has been applied to lesion studies in humans and animals. It has also been applied to efforts to record electrical activity from individual cells (or groups of cells) in higher primates (including some studies of human patients).^[1] It is scientific in its approach and shares an information processing view of the mind with cognitive psychology and cognitive science."

Check out this link: http://www.answers.com/topic/neuropsychology

Ever since I read Daniel Goldman's Emotional Intellignce and learned about the amydala, the brain has fascinated me. Not in an anatomical way but in how it works to drive our behaviors and actions.  My friend Kimdric drove me in this direction too - when someone is witchy, she always wonders what happened in their day or their past that made them that way. What experience changed them and in my perspective, created inescapable amydala and neural pathways? Goldman called it being highjacked by your amygdala. He said that emotional intelligence is learning to avoid the highjack. I think in many cases, if the pathway is too well integrated, you'd have to amazingly cognizant of your every moment and thought to try. So much of life is reactionary. How can you avoid that and still be who you are?

Anyway, if anyone wants to comment and tell me what they think of me pursuing this maybe down the road, I'd love to hear it.

Rainbow Bridge for Abandoned Dogs

Rainbow Bridge for Abandoned Dogs - my own adaptation

Just this side of heaven is a place called Rainbow Bridge.  When an animal dies that has been especially close to someone here, that pet goes to Rainbow Bridge.

The animals that had no forever  friend on earth come here too – still waiting for the love that the other had in life.  They play with the dogs waiting for their families. They too are waiting for a family; just not one they’ve ever known.

There are meadows and hills for all of our special friends so they can run and play together. There is plenty of food, water and sunshine, and our friends are warm and comfortable.

All the animals who had been ill and old are restored to health and vigor; those who were hurt or maimed are made whole and strong again, just as they remember in their best days on earth . If they had a family, they remember their family as they play. If no family was theirs, they are experiencing joy for the first time and their play and fun exceeds all expectation.

They all run and play together, but the day comes when one animal  suddenly stops and looks into the distance. His master is coming! His bright eyes are intent; His eager body quivers. Suddenly he begins to run from the group, flying over the green grass, his legs carrying him faster and faster.  His family has come! You are there!

You have been spotted, and when you and your special friend finally meet, you cling together in joyous reunion, never to be parted again. The happy kisses rain upon your face; your hands again caress the beloved head, and you look once more into the trusting eyes of your pet, so long gone from your life but never absent from your heart.  The other part of your heart is now with you again.

For those that had no family on earth , never fear. They are not stuck in Rainbow Bridge, no matter how fun it is. They have a brighter expectation looking forward. The day  comes when suddenly they stop and look into the distance. Their now bright eyes are intent; their bodies eager and flying  over the green grass, their legs carrying them faster and faster and faster than they have ever known.   Their new family has come – they know Him and cannot express their glee in anything more than a frenzied, wiggling, licking, jumping, barking joy. He has come to take them home!  He falls on the ground and wiggles and jumps and hugs them all.  His touch heals all the memories of the past and they have the best family that they ever imagined. They are no longer alone, or scared or hurting.  Jesus has come  - He is their family.  He walks them home to a place where there is no fear,  no pain and no solitude – only His presence, which replaces their sorrow with His joy and His love.

These animals don’t remember being hurt or abandoned now. They are filled with the affection, love and devotion to their new forever Family that they may not have experienced on earth.  For Jesus’ family, there will be no end to  the time together. Forever we have Jesus and He has us.  

Migraines and life

This site really hit home - http://migraine.blogs.nytimes.com/2008/03/10/beyond-kittens-beyond-angels/  and this one: http://www.thedailyheadache.com/2008/01/migraine-thief.html/%20You live with migraines and sometimes you do limit your life because of them. Sometimes you still try to get out when you know when one is coming, because you refuse to let a headache rule your life. It works sometimes but a lot of times, it doesn't.

There ARE times you soldier on and try not to talk about it and try to ignore it. It's hard when the migraine makes it hard to hear and hard to see all the hustle and bustle around you. You really really wish for your quiet dark bedroom with a cold washcloth and meds to help.  And yes, I avoid action movies as much as I can and sometimes kids' movies, because I know I can't handle the flashing lights and movement and sound.  Talk about asking for trouble.

The issue is that some people understand that a migraine or cluster headache is incredibly painful and you can't talk during one and can't listen.  The sound increases the pain. I have been at the store when one hit and wanted everyone around me to just shut up. Even people behind the counter.  And good grief, turn out the lights - why must it be so bright. It's not that you don't care in your heart and head,  but at that time, you really can't care because it's taken over. Emily Dickinson once wrote - "pain is eternal" and she was right - while you are in pain, it feels eternal, even if you know in your head it will end. 

Mindfulness meditation speaks to that too - to use that method of meditation, you focus on what you physically feel at that moment. How does your leg feel the chair under it or how do your glasses feel against your skin? Stuff like that. It brings you to the present moment and if you practice, you can stay in the present moment and it alleviates emotional or mental stress. Just like dogs and cats, all you have is the present moment  during mindfulness meditation, if you are good at it. Try it - concentrate on what you physically feel right now - how does your shirt feel against your skin? Is it soft or is is crisp?  Notice how you can't think about anything else if  you are concentrating on the physical in that very moment.  It helps with handling stress but it just reinforces how physical sensation overrides everything else.  Of course your mind will wander but you can easily bring it back by thinking of something like how your feet feel in your shoes or something. I know there's deeper stuff to it, but that's what I remember.

That premise of physical sensation overriding the mental or emotional state can also derail you too, if the sensation is pain, like a migraine.  It's very very very hard to overcome - can be impossible. I am experiencing cluster headaches lately (for 2 months!) and it's changed my personality to a degree. I am mean and I don't like that at all. But I can't handle people being dumb and I can't hide it right now. So that's another reason to hibernate and isolate yourself until you can be nice again and be yourself again.

Cluster headaches are the worst - they are short, which sounds ok, but they sneak up on you and the bam! the right side of your head, incuding the back of your head, your cheekbone and your teeth on that side are being attacked by an ice pick. It lasts ten minutes or so and goes away, but you know it's coming back and you don't know when. Probably not long. They come in clusters, duh and can recur for days and weeks and months.

I just found out that I have a lot of allergies which could be contributing to them. So I'm doing allergy shots, Zyrtec and Omnaris. I'm also taking a different migraine preventative, Tegretol.  We'll see. I hope it all works. So far, I have had continuous dull pain but only rare ice pick moments since I started the Tegretol. It's an anti-seizure med for epilepsy, which is weird, but my PCP said that migraines are a type of seizure. My sister took Tegretol her whole life due to epilsepsy until her brain surgery in 1999,which removed the part of her brain scarring that caused the epilepsy. She still takes it but on a much smaller scale. It feels like the forbidden medicine to me, since I was told firmly to stay away from her medicine as a child.  But it it works and I'm 42 now, so don't you think I should be past that?

I get to work and my eyes water and my head hurts, so I guess I'm allergic to something here. A lot of people here are cat people and I'm really really allergic to cats. Don't know what to do about that. The other problem is that some people have never had a migraine and don't get it. Those people you want to bonk over the head. Really. I'm thinking of carrying a sledgehammer with me. No, not really. Just a play stuffed sledgehammer toy that I have for some reason.

Granddad

Granddad - His obit says in brief  what a fascinating man he was. He was an avid genealogist, a writer, a history buff and a flirt. He was one of the smartest men I have ever known. My dad and my older brother are up there too.

He was funny, canny in a way that only an older Southern intellect can be and was very influential among the Knoxville Repbulican political arena. He was a Christian man who married well - when I say well, I don't mena that Grandmother was rich (she was not)  but she was smart and was the making of George Everett Mynatt. She was a Christian, feisty woman who raised three kids in the fear and admonition of the Lord, who turned around and did the same thing with their kids.

Granddad loved his family  - I always knew that he thought we were the best things in the world. I knew that he KNEW in his heart that we were the smartest, most intuitive family. After all, we were his people. It gave me a confidence in his love and faith in me that never wavered. I miss him to this day. He died in May 2004 with most of his family circled around his bed at the hospice that night. It was me, my parents, my aunts, my uncles, my cousins Lea, Patrick and Chris and at the end, my older brother.  My cousins Jim and John, my little brother and my sister and their families lived too far away.

We were lucky to have Granddad and I count myself fortunate to have had the experience of being his grandchild.
_________

George Everett Mynatt, 92, died Sunday, May 2, 2004. Born June 16, 1911, in Grainger County, he was the son of William H. and Susan Penelope Mynatt. Mr.
Mynatt came to Knox County when he was 17 to secure a job in a restaurant.

In 1940, he began working as a salesman for a flour milling firm, J. Allen Smith & Co. and in 1960, he formed his own business, Mynatt Brokerage Co. His food
brokerage firm was a factor in the Knoxville food market area for a number of
years. In recognition of his stature in the business field, he was elected by his peers to serve as president of the Knoxville Food Brokers Association. In
1972, Mr. Mynatt sold his company to retire.

Mr. Mynatt served as a delegate to the Tennessee Constitutional Convention called in 1971 to address the state's tax structure and his family said he was proud of the resulting plan that lowered taxes on residences within the state. From 1974 to 1999, when he again retired at age 87, he worked full time as an officer of the court for Knox County Criminal Court. A former deacon at Broadway Baptist Church, Mr. Mynatt was a founding member, treasurer and deacon at Second Baptist Church, and a current member of Central Baptist Church in Fountain City. According to his family, Mr. Mynatt had a wide interest in many things. In addition to his lifelong participation in the Republican Party, he served for years as chairman of the 31st voting precinct. His family said he had long been a student of his family's genealogy and was a recognized authority in this area. He was a member of Sons of the Revolution and First Families of Tennessee organization.

Island of Misfit Toys

For some reason, the Island of Misfit Toys has been on my mind today. I keep thinking about the 'Charlie-in-the-box" and the little doll with red hair -  I can't remember why she was on the island.  Don't we all sometimes feel like misfit toys in a land of perfectly-made toys?

Guess that's all I had to say in this blog.

Follow me?

I wonder if anyone will follow me? This blogging out into the ether is fun and i like posting aimlessly but it would be nice to talk with people who don't know me out there and don't have opinions about what I should or shouldn't say. Is anyone out there?

Any one read old Piers Anthony? Or Phillip Yancy?

Blah Blah Blah

I love the babble of blogging and saying whatever comes to mind.

In Thailand, I stayed in a lot because jet lag was cruel. I think next time; I will take a friend and allow way more time. It’s amazing that I’m saying next time, because until then, I said I hate traveling. And now I don’t. I hate the hurry up and wait. I hate leaving my dogs. I hate not having the money to do what I want.

But I do like seeing and experiencing different things.  I like seeing what’s around the corner and getting ideas about it. The whole scientific theory that I’ve talked about explodes in my mind when I think about that.

1.       Look at the culture, the people, the land, the politics, the kids, the clothes, the weather, whatever

2.       Think about why they are that way

3.       Test  your idea about why they are that way if you can

4.       Tell people about the test and what happened

I might be the only one who would do that or I might not.  Or my ideas that I get would probably be wildly different than others. But who cares. That’s why I’m me.

I was watching just a second of a history of America on TV the other night. It talked about Lincoln having been fascinated with steam boats and having moved mercantile on flat boats along the rivers to main thoroughfares.  It was mostly young white men who would pole the flat boats to the merchants and then break up the flat boats to sell for lumber once the cargo was sold off of them. Then they would hike back home, sometimes 800 miles.  Anyway, I made the connection because I was thinking about how people see things and how the person telling the story was African American. I wondered how that affected his point of view of view or his perspective on Lincoln.   My perspective must affect my opinion on Thailand and my theories that arise from thinking about the scientific perspective. How could it not?

I wonder if we ever get a true objective telling of what has happened in history- 500 years ago or five minutes ago.  I doubt it.  When you get to step 2 of the scientific theory – thinking about why something happens – it’s colored by your experience and your amygdala. Even twins who have almost the same experiences don’t have quite the same experiences.  

Would someone else who went to Thailand alone – another single American white female who had never traveled internationally before and has the same physical and spiritual background I have had the same experience or done the same things? Would she have slept as much? Or would she have watched as much? Or would she have talked more? Seen more and worked less?

Would she have spent more money or less money? Would she have seen the Golden Palace or been as fascinated with the sidewalk altars?

Digital people

This is an example of the totally useless things I think about sometimes...  :)

I was in a meeting where everyone but me had their phone out and was actively texting,etc. I had forgotten mine at home and a couple of people were horrified at the idea! They would have gone back home after it.  That reminded of  the research John Coyle (?) did at U.S. Cellular about how people use their phones and what they want in a mobile carrier. I am so not their target audience.  Anyway, here are the categories I came up with and their definitions, with credit due to Anders Gronstedt from Second Life for the term "Digital Native" and "Digital Immigrant".  He used those phrases when  I went to one of his sessions at an ASTD conference; he was the first one that I heard use them so I give him the credit.

• Adigital Native- A Gen Y person or later who grew up with remotes, computers, cell phones and total digital connectivity. Though this person doesn't know life without digital connectivity, they choose to live without it. They don't carry a cell phone, don't have a laptop and possibly not even a desktop PC thought not having a remote for their flat screen TV with a satellite antenna would be an unknown concept to them. They know how it all works but choose to remove themselves from the digital life as much as they are aware of being affected by the digital life in their generations.
• Digitally autonomous native -  Gen Y person or later who grew up with remotes, computers, cell phones and total digital connectivity. This person doesn't know life without digital connectivity either, but they choose to use digital connections selectively. They may carry a cell phone but it may not have internet access or they may not have a laptop but have a desktop PC. They know the options and choose which to integrate into their life. They realize what digital connectivity means and admit that they are connected by things like satellite TV, cell phones, internet connectivity on PCs or cellphones if they so choose. They are focused on controlling the power of the social media and digital connectivity in their world.
• Digitally dependent native. Gen Y person or later who grew up with remotes, computers, cell phones and total digital connectivity. This person cannot imagine a day without a cell phone that has FB, internet browsers, downloaded apps, a laptop at the ready and apps for every contingency. Their cell phone is connected to their FB contacts and their Google email, calendar and every digital convenience that they find useful. They would return home for the cell phone if they forgot it one morning, which would probably  never happen. Digital connectity is as much a neccesity as air conditioning.
• Adigital immigrant. A Gen X'er or earlier generation that remembers life before remotes, computers, cell phones and total digital connectivity. Though this person may be knowledge about digital connectivity, they choose to live without it. They don't carry a cell phone, don't have a laptop and possibly not even a desktop PC though not having a remote for TV is a hard concept now even though they remember getting and going to the TV to change the channel. They even remember programming their old VCRs manually to receive channels. They may know how it all works but choose to remove themselves from the digital life as much as they are aware of being affected by the digital life in their generations. Generations prior to Gen X may not have much knowledge about digital connectivity at all and may live without digital connectivity to a large degree b/c of lack of knowledge, without missing it.
• Digitally autonomous immigrant. A Gen X'er or earlier generation that remembers life before remotes, computers, cell phones and total digital connectivity. but they choose to use digital connections selectively. They may carry a cell phone but it may not have internet access or they may not have a laptop but have a desktop PC. They know the options and choose which to integrate into their life. They realize what digital connectivity means and admit that they are connected by things like satellite TV, cell phones, internet connectivity on PCs or cellphones if they so choose. They are focused on controlling the power of the social media and digital connectivity in their world. They may feel a sense of separation and superiority that they know how things really work and don't need the 'doggone' digital world, that people need to really truly physically be together to connect. They don't get the 'virtual' connection that happens in the digital world that is taking the place slowly of physical connections in many good and bad ways.
• Digitally dependent immigrant. This person cannot imagine a day without a cell phone that has FB, internet browsers, downloaded apps, a laptop at the ready and apps for every contingency. Their cell phone is connected to their FB contacts and their Google email, calendar and every digital convenience that they find useful. They would return home for the cell phone if they forgot it one morning, which would probably  never happen. Digital connectity is as much a neccesity as air conditioning.  They are not that different from the Digitally dependent native.

Notes on the book of John, Chapter 1

1:1-2 "In the beginning was the Word, and the Word was with God and the Word was God. Through Him all things were made and without Him, nothing was made."
1:14a "The Word was made flesh and dwelt among us."

http://www.biblegateway.com/resources/commentaries/IVP-NT/John/Word-Became-Flesh

So here is a picture of honor such as is seen when an only son obeys his father and thus
reflects his father's character. This general human relation is fulfilled par excellence in the
relation of Jesus to the Father….

To say the Son is full of truth is to claim he is the perfect revelation of the divine reality (cf.
15:15; 17:10), and saying he is full of grace expresses the character of that reality, the truth
about God….

The primary focus is on this grace, as is evident in what follows after the parenthetical
reference in verse 15 to the Baptist's witness. The Son is not simply full of grace; he has a
fullness from which he shares with others (v. 16). The verse reads literally, "For from his
fullness we all (have) received even grace upon grace." In part the image may be of an
unending supply of grace similar to the water he will offer the Samaritan woman (4:14; cf.
7:38). But John has something more specific in mind for the next verse says this "grace
upon grace" is somehow explained by the relation Moses has to the law and that which Jesus
Christ has to grace and truth.

So there is a contrast here, but it is one of degree. The grace received in Jesus is added
upon the grace that came through Moses and the law. The association between the two is
basically one of continuity, of the partial contrasted with the full. While there is continuity it
is, nevertheless, a quantum leap that has occurred in Jesus, as verse 18 makes clear. The
references we noted to Wisdom's coming from God and offering knowledge of God's ways
were taken by many Jews as a reference to the law (for example, Sirach 24). John does not
deny the truth of this but says there is a greater fulfillment of this picture, for the law itself
points to Jesus (5:39). The law points to the revelation of the Father, the one who was at
the Father's side, or, better, "close to the Father's heart" (NRSV; eis ton kolpon tou patros,
literally, "in the bosom of the Father," NASB), who has made him known (exegesato).
Here we have the answer to the question in Sirach, "Who has seen him [God] and can
describe [ekdiegesetai] him?" (Sirach 43:31). When God reveals God, it is the ultimate
revelation. "The absolute claim of the Christian revelation could not be put more definitely"
(Schnackenburg 1980a:278).

Patti note: The law offered an attempt to try to be like Jesus, knowing that we can never fully do that, as we can’t fully obey the law. But until Jesus, it was the only way to try to emulate him and draw close to God. Being saved was by works and those works were following the law, which we could NEVER fully do.

God knew this. He knew that the laws protected us and gave us a goal to reach for in our search for Him. Jesus came and now we are saved by grace not works. We need to emulate Jesus but he fulfilled the law’s intent when he gave himself as our sacrifice.

…Many would say, therefore, that John presents Jesus as replacing Judaism. In a sense this
is true. If the glory of the divine presence that filled the tabernacle (and later the temple)
has now come to us in Jesus, then he is the place where we now seek God's presence.
Accordingly, we will see John presenting Jesus as the fulfillment of Judaism, since he is the
archetype behind Jacob, the temple and its feasts and many other persons and institutions.
But this replacement comes through fulfillment, not rejection. Replacement does not mean
there is no longer any role for the Old Testament, but it does mean any attempt to know
God that is not centered in Jesus is defective, since in him is the fullness. No one has seen
God, but now the one who was with the Father reveals the glory of God that he shared
with him "before the world began" (Jn 17:5, 24; cf. 6:46; 14:8-9). The revelation of God in
Jesus is not contradictory to Judaism, but rather the very thing for which Judaism had been
preparing. So when the Jewish opponents reject Jesus later in the story they do so despite
their Judaism, not because of it.

Patti notes: Jesus is the fulfillment of Judaism.

ADDIE - Additional Resources

Additional Resources

1. How it evolved

                                          i.        Military efforts to train soldiers in WWII started the formal recognition of instructional design needs, although learning theories can be traced back through time from Socrates (399 BC) to Edward Thorndike (1910) to the use of motion pictures as visual aids in the 1940’s.

http://www.coe.uh.edu/courses/cuin6373/idhistory/index.html

2. Adult learning theories (brief section on each and why they bear importance)

                                          i.        Pedagogy  -Formal learning

                                        ii.        Androgogy (Malcolm Knowles) – Informal Learning http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm) and http://www-distance.syr.edu/andraggy.html

                                       iii.        Multiple Intelligences

                                       iv.        Experiential Learning

                                        v.        Cognitive Learning (cognitive load)

                                       vi.        Self-Discovery

                                      vii.        Performance-based learning

3. Historical figures (brief section on each and why they bear importance) http://www.instructionaldesigncentral.com/htm/IDC_instructionaltechnologytimeline.htm

                                          i.        B.F. Skinner – Operant Conditioning

                                        ii.        Benjamin Bloom – Bloom’s Taxonomy

                                       iii.        Robert Gagne – Nine Events of Instruction

                                       iv.        Malcolm Knowles – Father of Adult Learning Theory

                                        v.        Abraham Maslow – Hierarchy of Needs

                                       vi.        Robert Mager –Criterion Referenced Instruction

                                      vii.        Dick and Carey – The Systematic Design of Instruction

                                    viii.        Donald Kirkpatrick – Five Levels of Evaluation

****************************************************************

ADDIE 3 - Analysis Draft thoughts

Analysis

1. Analysis
1. Define Analysis - The Instructional Designer (ID) determines exactly what the goal/need is, who the audience is, what the task involves and if training intervention is truly the required resolution.
2. Why of analysis
3. Types of analyses

                                          i.        Goal Analysis

                                        ii.        Task Analysis

                                       iii.        Learner Analysis

                                       iv.        Need Assessment

4. Approval or Validation of Analysis – formative evaluation
5. Examples of analysis

Analysis is the first stage of instructional design. In this stage, the Instructional Designer (ID) determines exactly what the goal/need is, who the audience is, what the task involves and if training intervention is truly the required resolution.

When someone says something that sounds like the following, your ears should perk up and your analysis skills should be put into motion.

·         “Hey, we have a new product that we want to roll out. We need associates to be trained on XYZ.”

·         “Associates keep messing up the documentation for the ABC process.  We need to teach them how to do this again.”

·         “We are changing the Widget process and need to teach associates the new process”.

·         “Leaders just aren’t preparing themselves or associates well for the upcoming marketing changes.”

           

            You need to dig deeper to see what causes the need and if training really is the correct intervention to resolve the issue.  Too many people jump to training as the answer and more specifically to poor performance by the end user as an issue that training can fix.  True, poor performance is sometimes the case but will training fix the poor performance?  That’s where your skills in analysis are put into play.

Note: If a new product or process is being rolled out, training is often the correct intervention. Keep in mind that if it is simply a process change, the size of the process change will indicate the level of training intervention required or if communication instead of training will suffice.

You will need to use the following types of analysis:

• Goal Analysis  define here  - when to use, what it tell you, how to use, who to involve, how to do it – see my notes to IDs from exercise last spring
• Task Analysis - define here  - when to use, what it tell you, how to use, who to involve, how to do it, Include desired behavioral change. see my notes to IDs from exercise last spring
• Learner Analysis define here  - when to use, what it tell you, how to use, who to involve, how to do it -  see my notes to IDs from exercise last spring
• Need Assessment define here  - when to use, what it tell you, how to use, who to involve, how to do it - see my notes to IDs from exercise last spring

Stopped here…. Include template samples of each type of analysis with examples filled out for Widget product. Provide Appendix with unpopulated templates.

ADDIE 4 - Draft outline for remaining content

Design

1. Design
1. Define Design - The ID identifies specific learning goals and accompanying objectives at this stage.  The ID will also design the look and layout of the training, including vehicle and learning activities.  This stage creates the ‘blueprint’ of the final training deliverable(s).
2. Why of Design – Why is this step included
3. What should design include?

                                          i.        Future maintenance plans

                                        ii.        Approval structure

                                       iii.        Training delivery vehicle

                                       iv.        Training strategy (why vehicle was chosen, how it will be delivered and when, etc)

                                        v.        Design Standards (ROE – Rules of Engagement)

                                       vi.        Layout design (blueprint, so to speak)

                                      vii.        Assessment or Final Review plans

                                    viii.        Learning Objectives

                                       ix.        Learning Activities

                                        x.        Approval or validation of design– formative evaluation

                                       xi.        Implementation plans

                                      xii.        Train –the-trainer (3T) plans

4. Examples of Design

Development

1. Development
1. Define development as the production of training content based on the course design.
2. Why is this step included
3. What should development include

                                          i.        Actual training material for end-user (participant guide if ILT,  wbt, webinar presentation, job aid, etc)

                                        ii.        Training material for train the trainer

                                       iii.        Facilitation guide, if appropriate

4. Approval or Validation of Development– formative evaluation

Implementation

1. Implementation
1. Define Implementation. In this phase, the training is delivered to the learners, including direction regarding how the trainer (if applicable) is to deliver it.

                                          i.        Train the Trainer

                                        ii.        Training course direction for instructor (if applicable)

                                       iii.        Training Support and ad hoc maintenance or changes

****************************************************************

Evaluation

2. Evaluation
1. Define Evaluation. Evaluation includes formative evaluation, which should occur during each step of ADDIE.  Summative evaluation is accomplished during and post-training to determine training success or areas of improvement required.
2. Why is this step included
3. Different levels and types of Evaluation

                                          i.        Formative

                                        ii.        Summative

                                       iii.        Kirkpatrick’s levels

                                       iv.        Pre and Post test

                                        v.        Return on Investment (ROI)

4. Maintenance or changes needed due to evaluative efforts
5. Return to Analysis – circular nature of ISD

****************************************************************

Real World ISD

3. Real World ISD
1. Rapid Learning Development
2. Using existing materials
3. Using Subject Matter Experts (SME)
4. Using On-the-Job Training (OJT)
5. Reminder of why ISD is critical to successful training