Designed for Doing: From Training Request to Learning Solution

About Course

An applied introduction to instructional design for workplace learning. This 40-hour, self-paced course guides subject matter experts, trainers, and managers through analyzing a workplace performance problem and designing, developing, assessing, and evaluating a learning solution — culminating in a cumulative Training Design Blueprint.

Course Content

Module 1: So, You’ve Been Asked to Make Training
Introduction to workplace instructional design and performance-focused thinking. Distinguish among information, instruction, and performance needs; examine the roles of SMEs, trainers, and instructional designers; and select a client scenario or workplace problem for your Training Design Blueprint.

Welcome to Designed for Doing
Information, Instruction, or Performance?
Who’s Who: SMEs, Trainers, and Instructional Designers
Choosing Your Project: Client Scenario or Your Own Workplace Problem
Module 1 Knowledge Check

Module 2: Don’t Start with PowerPoint
Conduct a basic needs and performance analysis, examine root causes, and determine whether training is a suitable response. Develop a learner profile, examine stakeholder needs, and identify available baseline performance measures for your Blueprint.

Module 3: Start With the End
Apply Backward Design to develop measurable learning objectives and identify evidence that would demonstrate learning. Evaluate examples for alignment among performance needs, objectives, and evidence.

Module 4: Choose Your Design Path
Explore ADDIE, SAM, and iterative/rapid-prototyping approaches. Compare how different processes may be applied to workplace learning projects and identify an approach for your own project.

Module 5: Design for How Adults Learn
Examine selected adult learning and learning theory principles through workplace examples and scenarios. Use andragogy, constructivism, cognitivism, and behaviorism as lenses for making instructional decisions.

Module 6: Choose the Right Solution
Compare modalities, instructional strategies, media, technologies, and performance-support options. Examine appropriate uses and limitations of generative AI and other emerging technologies for supporting instructional design.

Module 7: From Plan to Prototype
Explore storyboarding, basic visual design, accessibility, and prototyping. Create a representative portion of your proposed solution, then critically review and revise it using feedback and reflection.

Module 8: Show Me They Can Do It
Revisit the evidence of learning identified earlier and develop aligned formative and summative assessments. Emphasize authentic, performance-based assessment, feedback, and alignment with objectives.

Module 9: Did It Actually Work?
Distinguish assessment from evaluation and examine learner, performance, and organizational measures. Return to baseline metrics identified during analysis and develop a plan for evaluating and improving your learning solution.

About Course

Course Content

Welcome to Designed for Doing

Information, Instruction, or Performance?

Who’s Who: SMEs, Trainers, and Instructional Designers

Choosing Your Project: Client Scenario or Your Own Workplace Problem

Module 1 Knowledge Check

Module 2: Don’t Start with PowerPoint Conduct a basic needs and performance analysis, examine root causes, and determine whether training is a suitable response. Develop a learner profile, examine stakeholder needs, and identify available baseline performance measures for your Blueprint.

Module 3: Start With the End Apply Backward Design to develop measurable learning objectives and identify evidence that would demonstrate learning. Evaluate examples for alignment among performance needs, objectives, and evidence.

Module 4: Choose Your Design Path Explore ADDIE, SAM, and iterative/rapid-prototyping approaches. Compare how different processes may be applied to workplace learning projects and identify an approach for your own project.

Module 5: Design for How Adults Learn Examine selected adult learning and learning theory principles through workplace examples and scenarios. Use andragogy, constructivism, cognitivism, and behaviorism as lenses for making instructional decisions.

Module 6: Choose the Right Solution Compare modalities, instructional strategies, media, technologies, and performance-support options. Examine appropriate uses and limitations of generative AI and other emerging technologies for supporting instructional design.

Module 7: From Plan to Prototype Explore storyboarding, basic visual design, accessibility, and prototyping. Create a representative portion of your proposed solution, then critically review and revise it using feedback and reflection.

Module 8: Show Me They Can Do It Revisit the evidence of learning identified earlier and develop aligned formative and summative assessments. Emphasize authentic, performance-based assessment, feedback, and alignment with objectives.

Module 9: Did It Actually Work? Distinguish assessment from evaluation and examine learner, performance, and organizational measures. Return to baseline metrics identified during analysis and develop a plan for evaluating and improving your learning solution.

Module 2: Don’t Start with PowerPoint
Conduct a basic needs and performance analysis, examine root causes, and determine whether training is a suitable response. Develop a learner profile, examine stakeholder needs, and identify available baseline performance measures for your Blueprint.

Module 3: Start With the End
Apply Backward Design to develop measurable learning objectives and identify evidence that would demonstrate learning. Evaluate examples for alignment among performance needs, objectives, and evidence.

Module 4: Choose Your Design Path
Explore ADDIE, SAM, and iterative/rapid-prototyping approaches. Compare how different processes may be applied to workplace learning projects and identify an approach for your own project.

Module 5: Design for How Adults Learn
Examine selected adult learning and learning theory principles through workplace examples and scenarios. Use andragogy, constructivism, cognitivism, and behaviorism as lenses for making instructional decisions.

Module 6: Choose the Right Solution
Compare modalities, instructional strategies, media, technologies, and performance-support options. Examine appropriate uses and limitations of generative AI and other emerging technologies for supporting instructional design.

Module 7: From Plan to Prototype
Explore storyboarding, basic visual design, accessibility, and prototyping. Create a representative portion of your proposed solution, then critically review and revise it using feedback and reflection.

Module 8: Show Me They Can Do It
Revisit the evidence of learning identified earlier and develop aligned formative and summative assessments. Emphasize authentic, performance-based assessment, feedback, and alignment with objectives.

Module 9: Did It Actually Work?
Distinguish assessment from evaluation and examine learner, performance, and organizational measures. Return to baseline metrics identified during analysis and develop a plan for evaluating and improving your learning solution.