Kristina Killian

The Ideas

“An idea that is developed and put into action is more important than an idea that exists only as an idea.” – Gautama Siddharta

I became familiar with so many ideas throughout my time in the Educational Technology program at SDSU. Each class session, each project, each paper presented me with a new set of theories and methods that I can use as I begin my career as an
instructional designer.

Through my studies I learned about analysis and how to use different analyses to make informed decisions regarding the needs of my audience. I now understand the performance analysis process set forth by Mager & Pipe (1997) which involves “identify[ing] discrepancies large enough to warrant action, collect[ing] clues that will lead us to one or more solutions, and select[ing] among those solutions those which are the most powerful, practical, and economical” (p. 9). Through this process I can determine the correct course of action when given a problem and determine whether training or some other form of support is needed for that situation.

Also, I learned about the five actions I can take as an analyst to create more accurate results from a performance analysis. These actions include conducting a study before taking action, using several sources of information during a performance analysis, using any available data, conducting the analysis in a systematic way, and using a systemic approach to performance analysis (Rossett, 1999). Each of these actions allows me to make sure I have a well-rounded picture of the situation and allows me to support the actions I propose in response to the problem. In terms of analysis, I also understand the importance of an audience analysis in order to tailor the solutions to fit the learners’ needs.

While creating the computer-based training prototype on Marketing Graphic Design for Small Business Owners, I completed many of these analysis pieces. I researched information on the tools that already existed for small business owners and surveyed small business owners to find discrepancies in what they actually knew and what they needed to know. In addition, I performed a task analysis on graphic design skills, which gave me the content that I needed to include in the prototype. Each piece of this analysis process allowed me and my partner to create an effective computer-based training simulation that was tailored to the needs of our audience, small business owners.

In addition to learning about the different types of analysis, I learned how to apply this analysis to impact the motivation of the learners. I discovered Keller’s ARCS model, which gives me the pieces I need to work with in order to motivate my audience learn the content presented to them. Keller’s ARCS model showed me how attitude, relevance, confidence, and satisfaction can make or break any well designed training material (Dodge, 2006).

Furthermore, Lepper and Malone state that motivation is achieved by implementing three elements: cooperation, competition, and recognition into the product (Dodge, 2006). Through these three aspects, the individuals can learn from each other and contribute to each other’s understanding. But, there is also that sense of wanting to be the best they can be, which increases their motivation as well.

Also, Michael Allen’s (2006) podcast on motivation described different steps I can take to increase motivation within a piece of training or performance support material. Some of the ideas he suggested were to build on anticipated outcomes and make sure the training relates to the learner. Also, Allen said that learners should be able to make decisions in their learning and should not always just follow along. Finally, he explained the importance of feedback within the training in order to increase intrinsic motivation within the learner.

Through my Interactive Fiction for Performance Support (IF for PS) game, my team, and I developed a training tool that these motivational theories support. The game incorporates real-world scenarios that learners can relate to their jobs. IF for PS takes the theory behind performance support tools and turns it into an interactive, cooperative, competitive game that allows learners to make decisions about real situations and receive professional feedback about their choices. It encompasses the whole idea behind motivation and how to make learning an enjoyable experience.

Because of my lack of knowledge about corporate training when I started this program, I have become fascinated by the advances in e-learning. I now understand that the e-learning design must fuel the learner’s motivation by incorporating the above mentioned theories using various design principles. As Rossett & Shafer (2003) discuss in their article about e-dropouts, the learner must have control over their learning. This idea supports Allen’s recommendations for motivation. Johnson (2005) also points out that a successful scenario-based learning environment allows the learner to make choices throughout the scenario and decide on the most appropriate next step in the situation. This too supports that idea of learner control.

In addition to these ideas, I found the Encoding Specificity Principle to be highly applicable to e-learning. According to Clark & Mayer (2003), “the Encoding Specificity Principle states that transfer is maximized when the conditions at retrieval (on the job) match those present at encoding (during learning)…the work environment itself triggers the use of the new skills” (p. 157). By applying this principle, I can create an environment that allows the learner to go back on the job and remember the information presented simply by doing their job. This principle also aids in the user’s motivation by creating relevance to their work and understanding the importance of the training.

Finally, Rossett’s CLAM model gave me insight as to the four basic qualities necessary for effective e-learning: contextually authentic, learner focused, attention riveting, and message extends (2006). Each aspect listed relates directly to the motivation theories and shows the importance of the initial analysis. Through my Template Designs for HHSA project, I took this model and developed templates for e-learning modules. I created each template to focus on real-world situations and allow the learner to make choices throughout the scenarios. Also, these templates were meant to grab their attention and keep them focused on learning the material through different methods and different environments. Finally, with the model that integrates the training into the workplace, the learner will remember the content while back on the job.

Each of these theories, principles, and models will allow me to make great strides as an instructional designer and …

My Love

“A love affair with knowledge will never end in heartbreak.” – Michael Garrett

…each of these theories, principles, and models has touched me in a different way.

Love of knowledge. That is really the reason I joined the Educational Technology program in the first place. To be honest, I did not know what I was getting myself into when I started. Also, the week I began classes, I lost my job and in turn my funding for school. However, I stuck in there and completed my degree because I love learning new and exciting things, especially in the world of education. Out of all the theories, principles, and models I learned, these are the ones that really resonated with me and really helped me to understand what a difference I can make in someone’s life.

First of all, let me talk about analysis. I love problem solving and figuring out puzzles and that is exactly what I am doing when I conduct an analysis of any sort. I am presented with a problem and I have to gather clues to figure out the reasons this problem exists. These reasons will then lead me to a solution. However, the catch is that not all of the problems stem from the same cause. The cause could be simply a skills/knowledge problem, in which case, I may need to design some sort of training (another love of mine). But, the cause could also be motivation or even environment. Maybe the tool that employee currently uses does not work as efficiently as it needs to or maybe the employee does not see the value in a certain task and therefore, completes it haphazardly. Reflecting on Mager & Pipe’s (1997) idea of the basic steps for conducting a performance analysis, I basically get to play Nancy Drew for a while. Identify the problem; find the clues which lead to a solution, and pick the one that makes sense …how much fun is that?

In addition to my love of problem solving, I also love to have all of the information I possibly can before making a decision. Rossett’s (1999) five actions to conduct a better performance analysis, allows me to do just that. In order to get a complete picture of the situation and take into account all potential reasons for the problem, I must look at all available resources and data. These resources include different individuals involved, as well as paperwork and documentation. Searching through these items and talking to these people gives me an insight into the real cause of the problem that I would not otherwise have. To make sure I do not miss any piece of information, I need to complete this research in a systematic way, so no time is wasted and nothing is forgotten. Also, I must have a clear understanding of how changing one item will affect other items in the system. All things work together and I must take that into consideration when offering solutions. I need to look at all aspects of the situation before making a recommendation and that is an amazing experience.

Despite my love for performance analysis, I believe my true affection lies with audience analysis. I am a “people person” by nature and I love getting to know those around me. I also love helping people, which is why I became a teacher right out of college. That love for people did not change when I moved into the corporate world. An audience analysis allows me to look at those I am serving and find out what they want and what they need. An audience analysis allows me to ask those that my training will affect, what motivates them and how do they learn best. I believe this to be one of the most important parts of designing instructional materials because, based on my experience, training a new franchisee on how to use their POS system is very different than providing sexual harassment training for in-house employees. In order to make myself an effective instructional designer, I must really know and understand the true nature of my learner.

Learning about and really gaining an understanding for what motivates a person to learn is my next love. As a teacher, I always struggled with motivating my students to learn math. In the corporate world, I struggle with motivating adults to participate in the training modules I create when they are not required to do so. Despite the fact that these audiences consist of very different types of people, each group still struggles with the same problem. The Keller’s ARCS model and Michael Allen’s thoughts on motivation relate to all types of learners. Both base their theories and ideas on the fact that people want to learn what they believe to be relevant and relatable. I feel drawn to these ideas because I know that if I can not motivate my audience to learn, it does not matter how great I design the training, they will not retain the knowledge and my work will not help them become better performers.

Finally, let me talk about my love for e-learning. When I began the program at SDSU, I only knew how to design and develop instructor-led training. However, I became strangely fascinated by e-learning almost immediately. I recognized the value in using e-learning and the impact it can have on the acquisition of knowledge. I also found true inspiration in the design principles for e-learning. Clark & Mayer’s (2003) Encoding Specificity Principle explains this idea that relevant training maximizes the transfer of knowledge and it applies so readily to e-learning. Also, Rossett’s (2006) CLAM model explains the four basic principles that apply to the design of e-learning. I am so attracted to these ideas because I can apply them without question to the design of any web-based training or e-learning module. These principles explain what I feel should be so obvious to anyone designing instructional materials, yet they are not used in all instances.

This brings me to the question…

The Future

“In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.” – Eric Hoffer

…how will I use these ideas, theories, principles, and models to impact the future of educational technology and instructional design? How will these ideas change my way of thinking? What does the future hold for me in this field?

I hope that in the future, I can use what I’ve learned in this program to promote the creation of more effective learning tools. Of course, this begins with the first step, analysis. Without this piece, the training materials will not meet the needs of the learners and will not serve to increase performance. My goal is to teach others about the importance of this step. Many times designers leave out the analysis piece because of time and/or budget constraints. My job is to help them understand how crucial analysis is to the process and how, in the end, it will actually save them time and money.

I also hope that by performing an audience analysis, the distance between learner and designer will decrease. I find that one of the biggest challenges I face is designing instructional materials for someone unlike me. Every training audience has their own style of learning, but we can overcome that challenge by talking with the audience, listening to their needs, and designing materials tailored to fit those requirements. I can also use these analyses to see how the needs of my audience change over time. An audience analysis is not a one time event that once completed never needs to be reexamined. Each time a performance problem arises, the audience must be studied again because people change and problems change.

However, one thing that remains the same is the importance of motivating a learner. Motivation theories may come and go, but the idea of needing an involved, excited, interested learner stays constant. We can throw information at people and wrap it in different packages, but if there is no desire to open that package and use that content, those learners will not grow and develop. When speaking about motivation, we must look at all aspects of the situation. These motivation theories and models are simply a place to start, but as a designer, my job is to figure out what really drives that person. In the future, I aim to focus my attentions on that person who sits in the back of a training seminar twiddling his thumbs and figure out exactly what will motivate that person to learn that information.

Maybe that will lead me down the path of e-learning, giving that person an alternative to sitting in a classroom with a facilitator. E-learning has so much to offer this changing and growing world. The world is becoming a much smaller place in which to live and people are adapting to their changing environment by wanting more real-time, on-the-job, technologically advanced training options. No matter what new technology arises that people can use, the idea of relevant information presented in a relevant format will not change. However, I must adapt those theories and models to whatever new advances come about. My ability to change with the tides will lead to my success, but I must not forget the foundation by which we build instructional materials: contextually authentic, learner focused, attention riveting, and message extends (Rossett, 2006).

I do not know what the future holds, but I do know that I am willing to face it head on. I have the foundation for building a successful career, but I must remember that knowledge is truly the framework for this success. The ultimate goal for my future is to never stop learning and growing. I must never stop polishing my skills and growing in my abilities because that is the only way to thrive in this ever-changing world.

Bibliography

Referenced Projects

Marketing Graphic Design for Small Business Owners
Interactive Fiction for Performance Support
HHSA Template Presentation

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