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COMET ’ s Instructional Design Practices

COMET ’ s Instructional Design Practices. Tsvet Ross-Lazarov Instructional Designer. COMET ’ s Learning Solutions. Online self-paced modules Virtual courses Residence courses Blended learning. Philosophy. We learn when we are actively engaged

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COMET ’ s Instructional Design Practices

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  1. COMET’s Instructional Design Practices Tsvet Ross-Lazarov Instructional Designer

  2. COMET’s Learning Solutions • Online self-paced modules • Virtual courses • Residence courses • Blended learning

  3. Philosophy • We learn when we are actively engaged • Become better at what we do or learn new skills

  4. Revision Summative Evaluation Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management modified from Ross, Kemp, Morrison, 2001

  5. Identifying the Instructional Problems COMET Team COMET Team work with clients

  6. Revision Summative Evaluation Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management modified from Ross, Kemp, Morrison, 2001

  7. Learner Characteristics • Education • Experience • Tools • Work Duties • Time for training COMET Team work with learners

  8. Revision Summative Evaluation Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management modified from Ross, Kemp, Morrison, 2001

  9. Task Analysis • Create a mental model of the atmosphere using synoptic analysis • Review the model analysis from the most recent NWP run and compare it to your mental model • If your mental model and the model analysis (F00 output) are in good agreement, examine the model forecast • Use your mental model and the NWP forecast to write out a TAF that will address the expected weather events and meet the needs of your aviation customers • Write to the flight categories first and establish trends • Add details, focusing on the first 6 hours (the critical period for customers) • Keep the number of change and probability groups to a minimum and do not normally exceed five groups • Review for consistency and make sure you have addressed the expected flight category changes • Amend the TAF if necessary, using new data which will include the radar and METAR information

  10. Revision Summative Evaluation Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management modified from Ross, Kemp, Morrison, 2001

  11. Identifying the Instructional Objectives What should your learners be able to do after the training that they were not able to do before it? • Explain how TAF construction may impact your aviation customers • Write an effective “practical” TAF (PTAF) that provides a forecast of expected flight category changes, while maintaining a customer-friendly format. • Develop concise TAFs with sparing use of change or conditional groups such as TEMPO and PROB • Explain the conditions under which issuing a TAF amendment is necessary

  12. Revision Summative Evaluation Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management modified from Ross, Kemp, Morrison, 2001

  13. Content Sequencing

  14. Revision Summative Evaluation Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management modified from Ross, Kemp, Morrison, 2001

  15. Instructional Strategies

  16. Revision Summative Evaluation Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management modified from Ross, Kemp, Morrison, 2001

  17. Design the Message • Gather all resources • Prepare evaluation instruments

  18. Revision Summative Evaluation Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management modified from Ross, Kemp, Morrison, 2001

  19. Formative Evaluation • Clients, experts and learners review a script

  20. Revision Summative Evaluation Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management modified from Ross, Kemp, Morrison, 2001

  21. Develop Instruction • Programmers put everything together

  22. Revision Summative Evaluation Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management modified from Ross, Kemp, Morrison, 2001

  23. Formative Evaluation • Clients, experts and learners review again

  24. Project Management • Keeping the project on time and within budget • Worked with experts • Developers • Designers • Clients

  25. Revision Summative Evaluation Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management modified from Ross, Kemp, Morrison, 2001

  26. Summative Evaluation • Review survey and test results • Identify revisions

  27. Revision Summative Evaluation Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management modified from Ross, Kemp, Morrison, 2001

  28. Residence Course • Engage • Apply • Ask Experts

  29. Virtual Course • Engage through polls • Apply in group work • Ask Experts online

  30. Online Module • Engage through questions • Apply at own pace • Test own knowledge • Example

  31. Blended Learning • Engage through live sessions and online modules • Apply at own pace • Test own knowledge

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