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Training In The Lab: Applying The Science Of Adult ...

 Training In The Lab: Applying The Science Of Adult Learning and Instructional Systems Design (ISD) (4880-09) ISD provides a process to design and deliver an effective, efficient, flexible and measurable training system. Since the impact of this learning must be measurable, performance objectives are important in ISD. Effective ISD ensures that education and training sessions have value, includes all of the pertinent individuals, accommodates all learning styles, increases the competency of employees/learners, and meets the business/organization's goals. Version Date: July 2009

Code 4880-09
Level Advanced

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Additional Details

PEP hours: 37
CPS credits: 2.5
Level: Advanced
Course Type: Intensive
Other course details:
  • Minimum class size: 4. If the minimum class size is not reached, the session may be cancelled.
  • Learner assessment includes participation in on-line forums, comprehension assignments and an examination
Start Date: February 1 and September 1
Completion: 20 weeks
Delivery: Online via E-Learning Society
Prerequisites: None
Textbook: N/A
Equipment: Computer with Internet is required
Learning Outcomes:
  • Assess your own learning style and design approaches.
  • Describe how adults learn.
  • Use an instructional analysis process and job aids (templates, checklists, example products) to support them in the charting of course content.
  • Use job aids to support them in the construction of performance objectives or learner outcomes that are observable and measurable.
  • Use job aids to support them in the capturing of task or job-related teaching scenarios and teaching points.
  • Use job aids to support them in the creation of scenario-based tests, and the use of best practices in developing test items
  • Use job aids in the creation of test item pools and balanced tests that reflect learning taxonomy guidelines by Bloom and the CSMLS Certification test model.
  • Use their chart and e-learning or correspondence course guidelines to make decisions regarding the sequence and size of course modules.
  • Use reviews of educational models and CSMLS preferences to incorporate educational best practices into their approach to CSMLS course design.
  • Use information on constructivist models of learning to thoughtfully improve their selection of instructional tactics.
  • Learn the Tell, Show, Do and Reflection components of courseware to balance learning styles.
  • Use distance education research and best practices to select the distance education strategies (including E-Learning Society features) they will deploy at the general, module and lesson levels of their course.
Author/Instructor: Denise Evanovitch, MLT
Version Date: July 2009