Really Rapid Instructional Design
Goal
Rapidly and inexpensively design (and deliver) performance-based training materials that produce measurable business results.
Objectives
1. ABCD: An Experiential Introduction to RRID
- Experience a training activity that was created with the RRID approach.
- Deconstruct this activity and apply its structure to produce your own training activities.
- Relate this training activity to the RRID principles.
2. Training as Performance Improvement
- Specify the outcomes of a training package in terms of business results, on-the-job performance, learning outcomes (skills, knowledge, and attitude), and learning process.
- Select suitable performance improvement interventions to support a training package.
- Identify and apply RRID principles that focus on performance improvement.
3. Step by Step
- Identify, integrate, and apply best practices from design thinking, creativity processes, improv techniques, agile methodology, and cognitive science for the development of faster, cheaper, and better training.
- Combine, omit, modify, and rearrange the RRID steps, and apply them effectively at the lesson, module, and course levels. Identify the purposes and phases of evaluation and integrate evaluation steps with all other activities.
4. Content, Activities, and Objectives
- Adopt and adapt different types of existing content resources. Incorporate the content inside appropriate training activities and objectives.
- Use validated templates to rapidly design effective and engaging training activities.
- Rapidly modify training activities to suit the local resources, constraints, and preferences.
5. E-learning and Virtual Classrooms
- Select and adapt a suitable LOLA (Live Online Learning Activity) template to increase and improve interactivity in your virtual classroom sessions.
- Adapt and apply the 4-Door ™ approach to rapidly design e-learning modules that are effective and engaging.
- Blend instructor-led training, virtual classroom training, and e-learning to speed up the design process and improve learning outcomes.
6. Changing the Roles
- Enhance mutual learning by designing activities that transform the participants into trainers, coaches, evaluators, instructional designers, and subject-matter experts.
- Improve the effectiveness of the instructional design and delivery by transforming trainers into facilitators and co-designers.
- Change your role into subject-matter expert, author, evaluator, and project manager to speed up the design process.