If you look at any of the instructional design models, like ADDIE, there are many inputs into an instructional system: information about the target audience, information about skills gap that is preventing that target audience from performing in a certain way, information about learning environment available to you as a trainer, information about your budget, information about the delivery options you have at your disposal, etc.; All of this information is fed into an instructional system or model and gets processed during the design and development phase of the system, to hopefully affect and impact the performance by your target audience. This is the output of instructional systems- namely, improved performance.
2. How does one create a chunk for facilitators? Do they all follow same format?
Answer: This is a bit of a loaded question, one that researchers in the field of cognitive load theory continue to ponder. Basically, when creating a unit of instruction for your learners it must be small enough to be digestible yet not so large that it increases the complexity and reduces the learning by your students. Although subjective in nature, one of the things instructional designers are taught is to chunk similar content or skills into units of instruction and during a formative evaluation of your course (similar to a focus group in marketing) you ask for feedback on whether the units of instruction were too short, too long, easy to acquire, etc. There is no one absolute and correct way to chunk information into a unit of instruction. One must take all of the variables known, prototype instructional unit, and tested using a group of subjects as similar to the target audience for your training as possible.
3. In the ADDIE model, how do best approach the design portion? Only looking at what was analyzed? What does that entail specifically and does it overlap with other aspects in the process? Is ADDIE the best approach or are there others that are as successful and used regularly?
Answer: Have you heard the phrase "part art, part science"? At Collabor8 Learning, we approach the design portion of the process with our creative hats on. The designing of a learning intervention, regardless of whether it will be off-line or online, is where instructional design is like an art form. This is where you look at all your variables from your needs analysis, get your creative juices flowing, and fearlessly toss around potential ways to close skills and knowledge gaps. Don't worry about whether one way to teach a skill is better than another, simply gather as many ideas as you or your team have on how the material or skill could be taught. As the team leader, you should not concern yourself at this point whether one method is more feasible than another- simply get as many ideas down as to how something can be taught.
4. How does a facilitator know which model was used when reading material? Is it obvious? Is it important/relative?
Answer: Honestly I don't know, and I can't think of a situation where it would matter. Think of it, when you read a book do you ask what the author's writing process was?
5. When asked to write a workshop, what are the basic elements to reference to besides the objective and audience?
Answer: So another loaded question, the single most important question you can fire back at anyone asking you to write a workshop is to list the behaviors the learners will be able to perform successfully after completing said workshop. Remember also that any corporate honcho asking you to build a workshop has bypassed the needs analysis phase of an instructional system and has arrived at the conclusion that there is a skills gap that must be closed AND that the learners lack the knowledge necessary to perform in a certain way-hence training is the solution. Always push back on anyone asking you to write a workshop, and request their analysis of why they feel training will solve this performance problem.
If you want to learn more about performing needs or performance analyses, click here:
6. Besides PowerPoint, what other tools/platforms are there to present to your audience?
Answer: I try and remain "technology agnostic" when it comes to the tools we use, but there are many fabulous alternatives to PowerPoint you can use. For a good list that was published quite recently, click here.
7. How does one transition from a facilitator to an Instructional Designer? And is that the most natural transition or are there others to consider and if so what needs to take place?
Answer: That's easy, much of the knowledge regarding the science of instructional systems can be learned online nowadays. There are many good reads on the field that you can pick up on Amazon as well. One I am currently reading is "Leaving ADDIE for SAM", by Michael Allen with Richard Sites. You can find it here as well as some reviews others have done on it as well.
I am a huge proponent of "learning by doing". If you are looking to transition your career from a trainer/ facilitator to more of an instructional designer- you should seek out a mentor whom you can shadow as they work through several performance challenges utilizing their instructional systems design skills and expertise. This would probably be the best way to transition, sans going back to college and becoming an instructional designer the academic route (which I don't think you need to do).
- Alex Santos