Learning Distribution and Implementation

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Learning Distribution and Implementation

Learning Distribution and Implementation

During development of instruction and into the implementation phase, how the instruction will be distributed and implemented is another thing that the instructional designer must consider. In this phase of instructional design, the ID must consider how the teacher will be prepared and how the learners will be prepared for the instruction.

Facilitator Plan

The facilitator plan is a document that the instructional designer may create for the instructor, and is most often used with the ADDIE model of instructional design, and it assumes that the course facilitator will receive training prior to conducting the class.

A facilitator plan includes:

  • Identification of the instructor. What skills does the instructor need to facilitate the learning? Sometimes, the instructor will need to possess certain credentials, for example, in highly technical training such as Cisco certification.
  • Schedule of training. When will the training take place? When will any Train the Trainer events occur?
  • Train the Trainer information. The next section will detail Train the Trainer events. The facilitator plan should include any information that the selected instructor will need to participate in the Train the Trainer event.

The following is an example of a facilitator plan for the business writing course.

Train the Trainer

In your role as an instructional designer, you may or may not be involved in the selection of the teacher or trainer, if the instruction is to be delivered via a facilitator. The trainer will ideally have facilitation skills. He or she will be responsible for not only delivering the instruction, but setting the pace of the class, responding to learner issues, and even possibly providing subject-matter expertise if he or she is knowledgeable in the content area.

Train the Trainer events can be used to prepare the instructor to deliver the content. In a Train the Trainer session, the ID often acts as the facilitator, delivering the instruction to the instructor as if he or she is the learner. Other information likely shared includes:

  • Results of the learner analysis
  • Goals and objectives of the learning
  • Any other relevant information

In the business writing course, you might run a Train the Trainer session to walk through the chosen instructor on the learners, who are mid-level managers who frequently need to communicate with clients. The goal of the training is to effectively communicate via email and letter. You would want to share with the instructor that the learners come from a variety of backgrounds and that they do not consider themselves skilled writers.

The following is an example of a Train the Trainer agenda for the business writing class:

Preparing Students

Preparing students for training helps to ensure that they interact with the instruction effectively.

Part of this phase of design is identifying how many students will take part in the instruction. If the training will take place in a classroom, classroom logistics will need to be determined, possibly by the ID.

Another aspect of preparing students is identifying any communication that needs to take place before instruction begins. Students should be notified of information pertinent to the training, including any prerequisite information that they need to have completed before the class or training takes place.

In our example about creating a business writing course, the class is going to consist of 12 midlevel managers. Each manager uses a laptop, and they will need to bring these to class to practice some writing activities. You or the instructor would compose an email that will be sent to students a week before training, letting them know they should bring their laptops to class.