¿Cómo puede evitar errores comunes al usar un modelo de diseño instruccional?

Have used ADDIE quite often, it's simple, objective & straight forward. Models are only to guide or assist so take it with an open mind to ensure that you come out designing the most appropriate content for the target audience. A better approach might be to select the best steps and ideas from each model so you end up with a good design. While doing so, also ensure not to complicate the whole process, as simplicity has it's own benefits.

The article saves for last that which should be first, training objectives. I completely agree with aligning your work to the desired outcomes at the end, but this needs to be your focus from day one. Remember that most training requests are actually not training issues at all. If you hash out what is desired with the stakeholders first, you may end up doing something besides a training program. Follow what Mr. Covey said, "start with the end in mind".

I’ve learned the hard way that a good system, model, or framework can pave the way to successful training programs that consistently achieve desired organizational outcomes. After all, that IS why we develop and deliver training, isn’t it? The organization has a desired outcome in mind. Some sort of change is needed. It might be the need to solve a problem, such as decreasing employee turnover or increasing customer retention. It might be the need to introduce a new product the organization will be selling, a new business application they will be using, or a change in an existing standard operating procedure. It’s our job to make that change happen through the training (or other solutions) we develop. ADDIE can help us achieve that.

An instructional model is a guide, a framework that helps us organize activities, define roles, and bring clarity to the process of creation and development of courses & and modules. 1. Stick with a combination - Learning is dynamic and so is the experience, use an appropriate model for different learning requirements 2. Use the instructional model to guide your process Personal recommendations of learning modules are Cathy Moore's (action mapping) for understanding the purpose of learning, ADDIE (to bring role clarity) and Bloom's Taxonomy to define learning objectives and Kirkpatrick for evaluation.

Many moons ago the greatest educational minds got together to design the perfect lesson. The collective were later to be called TEEP, the Teacher Enhancement Enrichment Program. They concluded that the best lessons should incorporate the accelerated learning cycle, Connect, Activate, Demonstrate and Consolidate.

Once the learning designer has experience in working through every step in the chosen model they have the opportunity to consider every step and choose whether to apply it. I teach LDs to work through all the steps in a model to provide a point of reference and benchmark. When applying the model in the future the LD uses question sets to aid them in deciding the depth that the specific step needs to go too. Most models just want us to ask enough questions to ensure we design meaningful learning that serves its intended purpose.

Oftentimes, we work at such a pace that once we're done with one project, we are forced to jump to the next one immediately. However, it is critical to find time to evaluate the solution and debrief. Whether you can only find time for some personal reflection or you are able to organize a full-on team retrospective - either way, you will be able to capture valuable insights and key learning that will help you improve this program as well as raise the bar for the new ones to come.

How do you know that your chosen instructional design model is successful? It should gear toward knowledge comprehension and retention, and skill development and enhancement. It should always be learner-centered. That’s why you have evaluation models for instructional design. When do you evaluate? Conduct evaluation during the design process to gather feedback about the design process itself, at the end of the design process to know if the learning materials achieve the desired outcomes, and over time to know the lasting effects of the learning materials.

If the model you’re using is not specific to the learning you are trying to create, then following it won’t be very helpful. Let’s be honest… Any of us who have used ADDIE have either taken shortcuts with it or realized that some of it was just overhead. Gap analysis is usually the big time suck here. Because it’s almost always done wrong. Gaps are not the problem. Understanding the developmental nature of the learning is. For example, there is almost always a logical path from current knowledge to new knowledge. This path captures all gaps by definition. People just need to know where they are along the way. So… we must, once again, turn assessment OF learning into assessment FOR learning. And teach learners how to assess themselves.

If following a specific ID model, the steps in the process exist for a reason, however, it's common that the nature of your specific project and/or the environment in which you're working can create periods of conflicts whereby 'sticking to the process' will cause unnecessary challenges in the delivery of the desired outcome. In this case, while the process exists for a reason, and you should follow each step, simply 'sticking to the process' for the sake of purity is likely to do more harm than good. As such, a deep understanding of the model and process will allow you to align to the purpose/spirit of the model and work pargmatically so that you can still deliver on the intent of the ID Model you're using, without unncessary rigidity.

"Don't get married to one way of doing things" is a piece of advice I received from a mentor in the training and development space. While agility has long been the preserve of the project management field, I have found it cuts across and is relevant in instructional design. There is always a better way - you might not have discovered it. Or, you need to ask the right questions. To help me become flexible and adaptable, I have learned to lean into my community of practice. Without fail, I'll find someone who will: - stretch my thinking about the challenge at hand - offer suggestions for other approaches I might not have considered until then - allow me to test my ideas out loud and find my own answers

One thing I feel helpful is understanding the 3 types of resistance people have: Intellectual, Emotional and Personal. Then cater the change model based upon the kind of resistance people are showing.

You should always add at least one new item to your training package and method every time. Regardless of how successful it was at first, repetition means performance will decline.

Start with the objectives and then select the model or models you think are best for each objective. I think of models like speed limit signs on the freeway; if you're adhering too closely to the model everyone will annoyed and try to get around you.

In my experience as an instructional designer, a common pitfall for inexperienced ID professionals is to stick to what is critical from the learner's point of view. To help accomplish that, some ID models can be more beneficial than others. Gagne's nine events of instruction is a robust model to ensure elements of design are balanced while not compromising on creativity. Coupled with Bloom’s taxonomy, it gives ID professionals a lot to explore and consider during the design phase while helping to keep learner needs top of mind.

In my experience, creativity is something jaw-locking skill that unlocks many possibilities. Like a company with many locations, LD is just one organization and the training center is only at one location, and so on, Innovation happens, and technology is extremely in demand. so eLearning exists to cater audience to acquire training online. Simplicity for me refers to the organization of contents, it must be easy to navigate though I might find myself providing more interactive content as creativity so the simplicity comes in at easy navigation. Making the content pale and boring is another story.

Actually, the biggest problem generic models is that they DIScourahe creativity! And of course they would because they force is i to an artificial structure. Creativity comes in when we develop the learning tools people will use to navigate the problem domain. This is where we have to be creative enough to come up with multiple strategies for any learner at any point in the developmental path from current knowledge to new knowledge.

When the design is complete, double-check to ensure that every element truly connects back to the learning objectives. If anything does not, it should be removed or reconsidered according to a specific learning objective. Make learning objectives SMART (Sustainable, Measurable, Achievable, Relevant, Time-bound). Clearly defined learning objectives will help measure success and impact. Decide on a reasonable number of objectives. Not too many and not too few; a rule of thumb: 3-5 learning objectives for a 60-minute training. Use action words to write learning objectives. Bloom’s Taxonomy provides a list of action verbs based on each level of understanding that helps ID professionals define SMART learning objectives and activities.

Oy! The aligning! Why do you give me all this tsouris? If you map the problem domain and then identify the developmental path, everything is aligned by default.

Techniques and Models at times kill innovation.. So to me keep ur content simple but engaging and productive. Add evaluation metrics as and when required.. And it should be practical and correlated with the actual challenges of the job role of the leearners.

The importance of communication and awareness is vital to this modern world. Basically, I did an awareness interactive module that explained and demonstrated the model and platform used. This will help learners understand the process that may help them fulfill their role in every training and aligned with the process to address the works to be done afterwards for analysis.

Aligning to learning objectives for any designer should be front of mind during the whole process but love the way your included assessments and feedback. I always incorporate peer review throughout to make sure no biases have leaked into the design process.

Incorporate peer review, feedback from users and learners, and small scale try outs before general release. Use check lists to ensure adherence of instructional materials to learning objectives.

One thing I find helpful is to establish what is the business needs, the performance gaps, learning environment and the learners. Understanding the leaners attitude, skills and knowledge are critical in developing a training curriculum. Once the performance gaps have been established, use appropriate instruction methods (IMs) aligned to the leaners learning abilities and the learning outcome. The IMs should focus on all learning styles not limited to Visual, Auditory and Kinesthetic with superb class facilitation. Doing a pilot trial to evaluate and enhance the curriculum will be very helpful.

One of the ways, I evaluate the content before getting rolled out is to go through it from a learner perspective. I distance myself from the content and evaluate it with an open and critical mindset. It helped me to make a lot of appropriate changes before I deliver. The objective/ purpose is more important than the model by itself, so don't get stuck with a particular model but keep the purpose/ end objective in mind while designing a content so that you will be able to take the best ideas from different models. It's always good to consider a model that you are comfortable, to begin with, as it gives a lot of structure, discipline and comprehensiveness to the instructional design approach.

When using an instructional design model, remember to: Understand your company culture. Align learning objectives with cultural values. Use real company examples. Gain leadership support. Collect feedback. Link learning to recognition. Ensure long-term cultural integration. Measure training impact on culture.

It is important to communicate to your development team a good estimate of what is required to execute whichever model is adopted. Expectation management to the customer coupled with the same to your team is paramount. This may need to begin with the orientation of the chosen model and how your team will utilize it to execute the project. Also key as mentioned above, is to inject evaluation throughout whichever model is chosen. This needs to be accomplished at key milestones to keep development streamlined and on track.