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

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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

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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

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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

ADDIE 2

“Why does it matter what they want in a training product? All that matters is that we tell the associates what they need to know in the end.” 

Janiah decided to try a different approach.  “You’re right, of course. The associate, or learner, is the key stakeholder and the most important person to the training team. The instructional designer can make sure that the learner is kept in mind throughout the whole project and that the end training will be able to both train the associate successfully and satisfy the needs of the business project team.”

The HR leader stroked her chin, thinking out loud, “How can an instructional designer do that? Hmmmm... I’d like to learn more about instructional design myself and I have some associates on my team who are just raring at the bit to get into training. Do you think you could present a session to our team about instructional design and training?  If we know more about it, it seems like we can move along faster with getting training to the end user.”

“I’d love to!” Janiah almost could not contain her excitement.

“Ok, great.  Let’s do it.  Keep in mind that we need the ABC’s of design and not a graduate course in adult learning theory. I know how you love this area.” 

“Ok. I’ll put together some ‘training on training’, so to speak. If anyone wants to dig deeper into it, I’ll have some side information resources for them to review independently.”

“Don’t forget your other projects though. This is important but so is the rest of the business. Let’s get to it then. Do you think you can have something ready for our next team meeting in April?”

“Yes, I can.”  Janiah smiled and felt very successful in this conversation.

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After the meeting, Janiah realized that she needed a plan to ensure that she could accomplish the instructional design training session so that those attending her session got what they needed.  She sat down to outline what she felt others needed to know in order to effectively create training.  First, creation of training involved design and development.  It took analysis and follow-through as well. It took ADDIE (Analysis, Design, Development, Implementation, Evaluation).

She realized that what she had on her hands was a training project on how to develop training. She had to go through the same instructional design paces for this project as she would for any other business project. She needed to first analyze what was needed, strategize about the deliverables and then design the deliverable (her session with the team) so that it maximized the opportunity.  After that, the actual content development would go much more smoothly.

Her analysis told her that the need was for associates in HR to understand instructional design.  They needed to be involved in business projects from the get-go to really make sure training happened more quickly and more effectively.

           

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Janiah’s High-level Training Outline: (ISD Task Analysis)

1. Define Instructional Systems Design Systems
2. ADDIE model (Analysis, Design, Development, Implementation, Evaluation)
3. Analysis
4. Design
5. Development
6. Implementation
7. Evaluation
8. Real World ISD
9. Additional Resources

With her analysis in mind, Janiah decided that a user guide would be her main deliverable, with instructor notes for her presentation of the user guide and job aids on the side. She would also include activities, interaction and practice at each stage. She would need the endorsement of the HR leader who requested this session as her formative evaluation approval for the analysis. Janiah knew she wasn’t at course design yet but her analysis led to good strategy for the project.

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“So you’ll present a user guide to our team about instructional design?” The leader asked. “I thought that you said ‘telling’ won’t do for training?”

“I did, and the user guide is the takeaway for the group. But the session will very interactive with practices and activities to really drive home what they are learning.”

“Ok, you have eight hours for your session.  I like the idea of a user guide takeaway. Can we house it online?”

“That’s ideal. I’ll give everyone a hard copy to use during our session but make sure everyone knows where to find it online too. I’d like to house the job aids and activities online too. My next step is to design the user guide, the job aids and the activities.  I’ll touch base with you after that”. 

“Sounds good. Thanks for doing all this. Set some time on my calendar to talk again about the design next week. See you later.”

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Janiah’s First Draft Design Outline

10. Introduction
1. Define Instructional Design Systems (ISD), ADDIE and why instructional design is critical to the success of a business project and the bottom line
11. ADDIE model (Analysis, Design, Development, Implementation, Evaluation)
1. Why ADDIE?
2. Example of ADDIE model used in a training project
12. Analysis
1. Why analysis?
2. Types of analyses
3. Approval or Validation of Analysis – formative evaluation
4. Examples of analysis
13. Design
1. Why design?
2. What should design include?
3. Approval or Validation of Analysis – formative evaluation
4. Examples of Design
14. Development
1. What should development include
2. Approval or Validation of Development– formative evaluation
15. Implementation
1. Define Implementation

                                          i.    Train the Trainer

                                        ii.    Training course direction for instructor (if applicable)

                                       iii.    Training Support and ad hoc maintenance or changes

16. Evaluation
1. Why evaluate?
2. Different levels and types of evaluation
17. 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
18. Additional Resources
1. History of ISD
2. How it evolved
3. Adult learning theories (brief section on each and why they bear importance)

                                          i.    Historical figures (brief section on each and why they bear importance)

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