But if it isn't the tools, is it the process? Is RA simply the dropping
of ADDIE in favour of quickly reiterated prototypes or indeed of making
it up off the top of your head and getting it out there same day? If
that's the case why are we saying it needs instructional design?
Nathan had five different concepts to keep in mind while working with the SME or any ID project. <br><br><em>Fluidity trumps rigidity </em>(go with the flow, don't follow process without variation)<br><br><em>Pragmatism trumps idealism</em> (sometimes you need to tone done expectations to be able to grasp what the client really wants.)<br><br><em>Progress trumps perfection</em> (sometimes need to get project done rather than get everything "right")<br><br><em>Practicality trumps theory</em> (set high standards but be willing short cut if necessary)<br><br><em>Mentoring trumps correcting</em> (make sure you focus on the mentoring aspects and the growth aspects rather than "red inking" all the SME is doing)
In the Middle of the Curve: Deeper Instructional Design
Wendy Wickham's liveblogged notes from Clark Quinn's presentation on Deeper Instructional Design. Lots of ideas in this post--create models that actually help people understand the content and recognize patterns, pay attention to motivation and emotion, give learners the least they need to get them to do what's needed, create learner-centered objectives instead of designer-centered objectives, use stories and active practice.
We can't "create" learning<br>- We can design environments conducive to learning.<br>- We design learning experiences.
Don't design CONTENT, design EXPERIENCES<br>- Design the "Flow".<br>- Start bringing in emotions and the actions they take
Very practical tips for dealing with SMEs who want to dump lots of information and preserve their text-heavy PowerPoint slides
1. Read what they gave you.
2. Involve them from the beginning
3. Ask them to help identify what people need to do<br> and why they aren’t doing it
4. Ask them to help brainstorm activities and limit information
<p>If your SME keeps suggesting fact checks instead of more realistic decision-making activities, you might try the following questions:</p>
<ul>
<li>If a person doesn’t know that fact, what do they do wrong on the job? How would that affect our goal?</li>
<li>How could you tell by watching me do my job that I know that bit of information?</li>
<li>What mistakes do new people make?</li>
<li>What mistakes do people make when they get over-confident?</li></ul>
This helps remind the SME that the only information that should go into the material is the info that’s <strong>required to perform the activities</strong>
Questions Asked & Answered: Analysis and e-Learning Design
Ethan Edwards recaps a webinar he gave on "The 5 Most Important Analysis Questions You'll Ever Ask." Suggestions on how to get what you need from SMEs
<p><b>Questions:</b></p>
<ol>
<li>What do you expect learners to be able to DO after completing the course that they can’t do now?</li>
<li>What are the consequences TO THE LEARNER if the learner fails to master the intended outcomes?</li>
<li>Can you show me an active demonstration, a detailed simulation, or provide an opportunity to directly observe the desired performance?</li>
<li>What specific performance mistakes do new learners regularly make?</li>
<li>What tools, resources, job aids, or help do successful performers (or even experts) use to do these tasks?</li></ol>
Those Who Do, Can’t Teach: Why SMEs Make Bad Instructors
Example of why experts often can't teach well (or write good courses without an ID) based on research of NICU nurses who knew how to recognize infections but were such experts that their knowledge had become automatic and intuitive for them.
<p>When you’re a domain expert in your field, it’s difficult to step back and remember what it was like to be a beginner. Once we have knowledge, it’s very hard to remember what life was like without it.</p>
<p>Instead of placing the burden of training on a subject-matter expert, it’s often more effective to establish a collaboration between subject-matter experts and trainers who are experts in breaking down information, recognizing the critical elements, and putting it back together in a way that’s digestible for people who aren’t experts. </p>
How to Prepare Subject Matter Experts to Review Content
This is quite similar to my own approach. I don't have as much trouble with SMEs noting grammatical errors as this author, but setting expectations like this does help get more substantive and helpful feedback.
