Problem-Based Learning

Throughout Building Expertise I have presented evidence for instructional modes, methods, and architectures you can use to support essential psychological learning processes. I believe we are transitioning from a craft approach to training to a profes- sional practice based on evidence of what works. As a training professional, you must incorporate evidence as one factor in your decisions about design, development, and delivery of instruction. How many times have you been told (1) what content to train, (2) how long the training should last, (3) when the training is to be rolled out, and (4) what approach to take to the class? Because just about everyone believes he or she is an expert in learning, your challenge is to establish yourself as a professional by explain- ing best practices to your clients and stakeholders in terms of the psychology and evidence behind those practices.

To prepare for this assignment:

· Chapter 17 – see attachment

· See Template – see attachment

Assignment:

Design a case-based learning solution – for non-learning leaders wanting to understand learning theory.

· Intended Audience: any leader who wants to understand the role of learning in their organization and who does not have a background in learning theory or instructional design

· Technology Level: the solution needs to have simple low-tech elements to it such that a leader without a computer could complete the course as easily as one with a computer.

· Demonstrates design theory and practice: the solution must not only cover content about learning theory and design but must demonstrate effective application of learning theory and practice.

· Tools: MS Word and PowerPoint will be sufficient for most designs and deliverables but should not be considered to be the only tools that may be used.

· Outcomes: the desired level of competency for your audience is that they “can justify learning solutions for development of their people and their business.” You will need to break this down into more precise sub-components. Differences between how each person in class breaks down the outcomes will be part of what gives each person’s solution uniqueness.

· Length: the solution’s length is not defined for you other than to say that, for leaders, the more concise a learning solution is, the more likely they are to attend and participate long enough to actually learn something.

· Deliverables: the required deliverables will be a design document examples of materials proposed in the design. You do not need to have the materials developed out to a final version. However, you need a sampling that gives a clear picture of how you would deploy this class. If your design includes a participant manual and an instructor manual, then you need a chapter of each. If your design includes slides for an instructor to use in delivering lesson content, then you need enough examples of those slides to be able to “see” and “experience” the learning. If you expect to provide a handout or job aid, then mock one up for submission.

· APA citing

· No Plagiarism