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Instructional Design |
Dr.
Gloria Palumbo Holland There are two important questions to ask and answer in designing instruction:
THE HOLLAND PROCESS MODEL (HPM) - A systematic approach to learning — incorporates: DEFINING learning outcomes and goals ANALYZING needs, knowledge, abilities, conditions of performance, learning tools and equipment, and the learning environment. DESIGNING instructional objectives and matching assessments, and sequencing instruction for appropriate entry- and exit-level abilities. DEVELOPING learning events and instructional materials IMPLEMENTING interactive instruction based on principles of adult learning ASSESSING student learning, and . . . EVALUATING the learning and the process on a continuous basis.
ENHANCING TEACHING AND LEARNING
ASSISTANCE FROM SUBJECT-MATTER EXPERTS: Soliciting input from the business community is one way educators can determine what abilities must be learned. This guidance from experts happens during the analysis stage. After the program focus is clearly defined, letters are sent to appropriate area businesses asking them to identify an expert on the subject under examination. The identified expert receives detailed guidance on the planned instructional analysis meeting and the role they are to play. Using a worksheet, the experts prepare for the analysis meeting by working with other colleagues in their respective organization to create a listing of specific workplace abilities they believe students should learn to be qualified for positions in this field. These ability lists serve as the basis of presentations the experts give to faculty and other business experts at the half-day analysis meeting. Each expert gives a five-minute presentation on the workplace abilities included on his or her chart. These lists provide a supporting structure upon which to design a new program of study or redesign an existing program. After the meeting with the business experts, the instructional designer works with academic departments to cluster and sequence the abilities under appropriate course headings and to integrate specific theory and knowledge with practical applications. The course and curriculum objectives and matching assessments are created through the ability charts, and the instruction is developed, implemented and assessed accordingly. Benefits to this outreach to the business community include: allowing colleges and universities to learn the current and future needs of business and industry; allowing the experts to learn that even though they represent different businesses and organizations, they have common needs and standards; showing that such learning is not unique and can be done through collaboration with the education community; and providing a setting where the needs of educators and experts can be clarified and refined. This model has been developed and validated in different settings over several years. Towson University has successfully used this model nine times in less than two years to reached out to the business community for assistance in designing major new degree and certificate programs and redesigning existing curricula. More detailed information on this method can be obtained by contacting Dr. Gloria Holland (gholland@towson.edu) and by referring to the Performance Improvement article (Business Experts and College Faculty Collaborate to Design Instruction) July 1997. (Vol. 36/No 6). Washington, DC: International Society for Performance Improvement.
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