Using Qualtrics for Online Trainings
1 like1,498 views
The document outlines the use of Qualtrics for online training, focusing on its features and functionalities that facilitate educational experiences, including policy compliance, mass-scale, and customized trainings. It discusses key instructional design elements necessary for effective training development and explores the integration of Qualtrics with other information systems for improved record-keeping and data integrity. Additionally, the document highlights various affordances of Qualtrics, such as flexible scripting, multimedia integration, and accessibility features, which enhance the training process.
![Learning objectives
■ Review the features and functionalities in Qualtrics that enable its use in online
trainings (“automated” in these cases)
– Think of a software tool as its functionalities, not only its main designed
intended usage (e.g. Qualtrics not only as a research suite but an online
training platform)
– Consider the “integrations” between Qualtrics and student information systems
and human resources information systems which enables accurate and large-
scale record-keeping
■ Explore some important instructional design elements in online trainings [including
for (1) policy compliance, (2) mass-scale trainings, and (3) customized trainings]
3](https://image.slidesharecdn.com/usingqualtricsforonlinetrainings-160130212408/85/Using-Qualtrics-for-Online-Trainings-3-320.jpg)
![Additional “hidden” question types
■ Timing questions [the amount of time a respondent spent on a particular question,
such as a question in which there was an iframed (inline framed) simulation or
game…or in which there was a video]
■ Meta information questions (web browser type, browser version, operating system,
screen resolution, Flash version, Java support, user agent)
20](https://image.slidesharecdn.com/usingqualtricsforonlinetrainings-160130212408/85/Using-Qualtrics-for-Online-Trainings-20-320.jpg)
![Security features
■ By invitation only (closed survey
offerings by email, by navigating to
a training from a designated
webpage / URL)
■ Password protection (using Text
Entry question type)
■ Hiding public surveys from spiders /
web crawlers
– The prevention of automated
“Indexing” for web findability
■ Enabling context-based memory for
users (“Save and Continue”),
enabling stopping and re-starting
■ Ability to turn off IP (Internet
Protocol) address collection, ability
to fully Anonymizing Responses
[even from the researcher(s)]
– Irrecoverable anonymization
vs. single-blind approaches
and researcher maintenance
of confidentiality and
protection of data
29](https://image.slidesharecdn.com/usingqualtricsforonlinetrainings-160130212408/85/Using-Qualtrics-for-Online-Trainings-29-320.jpg)
![Some wants re: Qualtrics
■ Built-in features that enable broad use of Qualtrics for online trainings
– Machine learning analytics
– More sophisticated item analysis (for learning)
– More sophisticated scoring rules
■ Easier packaging and sequencing of trainings
■ Higher thresholds (numbers of participants) for survey delivery without super user
access
■ A branch of an online community focused on using Qualtrics as a teaching and learning
platform [without the full functionality of a learning management system (LMS) but more
features than a microblog or wiki site]
■ A way to conduct full transfer and / or sharing of panels to other collaborator accounts
76](https://image.slidesharecdn.com/usingqualtricsforonlinetrainings-160130212408/85/Using-Qualtrics-for-Online-Trainings-76-320.jpg)
Using Qualtrics for Online Trainings
- 1. USING QUALTRICS FOR ONLINE TRAININGS Shalin Hai-Jew
- 2. 2
- 3. Learning objectives ■ Review the features and functionalities in Qualtrics that enable its use in online trainings (“automated” in these cases) – Think of a software tool as its functionalities, not only its main designed intended usage (e.g. Qualtrics not only as a research suite but an online training platform) – Consider the “integrations” between Qualtrics and student information systems and human resources information systems which enables accurate and large- scale record-keeping ■ Explore some important instructional design elements in online trainings [including for (1) policy compliance, (2) mass-scale trainings, and (3) customized trainings] 3
- 4. Learning objectives (cont.) ■ Review some core elements of online trainings – Reflect on some real-world considerations when building an online training on Qualtrics ■ Propose some additional features to Qualtrics to enhance this targeted usage 4
- 6. Online trainings… ■ are educational experiences designed to promote workplace awareness, skills, attitudes, and behaviors ■ are deliverable through web-based platforms to desktop computers, laptops, and mobile devices (“automated” in these cases) ■ include formative and summative assessments ■ are recorded in terms of learners and their performance (ungraded, pass/fail, numerical score, or others) ■ may include an attestation of commitment to certain attitudes, behaviors, or actions (“I attest..”) 6
- 7. Useful “soup to nuts” conceptualization of the online training experience 1. Identification of learners for particular trainings 2. Registration of learners into the correct tracks 3. Delivery of training 4. Assignments 5. Assessments 6. Record-keeping and verifiability (data integrity) 7. Training refreshers 8. On-demand trainings 9. Training updates 10. Digital file redundancy and protection of a “pristine master” 7
- 8. 1. Online policy compliance trainings as a “use case” ■ Online policy compliance trainings… – must accommodate both new hires as well as continuing workers who are experiencing skills decay (those who need refreshers) – must accommodate updates based on new standards set by the regulatory agencies ■ These may be in the form of single digital learning objects (DLOs) and short courses ■ These may be longer learning sequences, with multiple elements and sequences 8
- 9. Online policy compliance training from the employer view ■ Employers… – must ensure the accuracy, availability, and consistency of the respective trainings – must ensure that the online trainings are accessible (Section 508); do not contravene intellectual property laws; do not infringe on privacy rights, and otherwise are legal – must maintain accurate records showing who took what training when ■ In work places, there are usually pre- and post-training assessments to test for the efficacy of trainings (in the short term, mid-term, and long-term) 9
- 10. 2. Online mass scale trainings as a “use case” ■ Online mass scale trainings… – must be widely accessible to a variety of distributed contexts and on a variety of technological platforms – may be on any variety of topics 10
- 11. 3. Customized online trainings as a “use case” ■ Customized online trainings… – must be customizable with various pieces and parts based on learner needs 11
- 13. 13
- 14. A partial list of affordances ■ Open and distributed development teams ■ Registration and sign-up ■ Flexible scripting (and tactical uses of automations) ■ Assessment building and threshold setting ■ Additional “hidden” questions ■ Panels ■ Multimedia integration ■ Information system integrations ■ Accessibility features ■ Templating ■ Design features ■ Security features ■ Third-party tool integrations ■ Broad distribution ■ Data collection ■ Data extraction ■ Data analysis ■ Libraries ■ Data archival 14
- 15. Open and distributed development teams ■ “Collaborate” capability to enable virtual collaboration – Authentication through e-mail verified invitations – Ability to control collaborators’ levels of access (edit, view results, activate/deactivate, copy, and distribute) 15
- 16. Registration and sign-up ■ Enablements to create sign-up forms for trainings ■ Ability to channel respective learners to different learning sequences through branching – By professional role(s) and requirements – By profile – By performance – By selection / choice 16
- 17. Flexible scripting ■ Variety of question types ■ Branching logic – Respondent’s answer to a question – Embedded data – Specific device type used – Defined quota – GeoIP location ■ Piped text {a} (for respondent answer re-use, customized address of participants by name, and other customizations) ■ Panel triggers (auto-populated panels based on answers given, technologies used, performance achieved / scores, and others) ■ Email triggers (auto-generated emails on particular conditionals being met) 17
- 18. Flexible scripting (cont.) ■ Display logic (controlling for user ability to see particular answers based on conditionals) ■ Loop-and-merge to enable additional data capture based on user responses to particular questions (also “carry forward”) ■ Quotas to limit the number of responses to a question or a survey ■ Default answers (pre-set answers) to multiple-choice questions ■ Closed panel invitations (by verified email) and unique links for survey access ■ Custom messaging ■ Custom conclusions ■ Coding to track social media platforms (as sources of responses for open access elicitations) 18
- 19. Assessment building and threshold setting ■ Use of “scoring” feature to enable application of points to questions and totaling ■ Ability to set threshold conditionals for learners ■ Ability to capture names, emails, and such, about individuals who meet certain score criteria in order to channel them to particular panels (which may then be contacted for other learning sequences, assessment re-takes, awarding of certificates, and so on) ■ Ability to randomize answers ■ Ability to create branches of different questions for subsets of respondents who respond a particular way to a particular question 19
- 20. Additional “hidden” question types ■ Timing questions [the amount of time a respondent spent on a particular question, such as a question in which there was an iframed (inline framed) simulation or game…or in which there was a video] ■ Meta information questions (web browser type, browser version, operating system, screen resolution, Flash version, Java support, user agent) 20
- 21. Panels ■ May be populated with emails, from databases, surveys, and other sources (including manual ones) ■ May be populated in an automated way based on answers to particular questions, technology used, geographical location, performance on an assessment, or some other criterion or criteria – May be used to send emails to particular subsets of respondents to a particular training 21
- 22. Multimedia integration ■ Ability to seamlessly integrate links, imagery, audio, video (including through direct embed text linking), and other elements ■ File upload questions (ability to capture feedback in the form of uploaded files) ■ Ability to launch a live poll (with near real-time feedback) on a website 22
- 23. Information system integrations ■ Qualtrics has an application programming interface (API) which enables data exchange (but requires developer and system administrator skill set to connect the data flows) – May be linked to student information systems (on campus) – May be linked to human resources information systems (on campus) – May be linked to other databases ■ Requires administrative decision-making to actualize the connectivity 23
- 24. Information system integrations(cont.) ■ Enables fast and accurate recording of achieved trainings without “humans in the loop” – Enables legal standards for asserting that trainings were delivered – Enables broad-scale summary data about provision of training – Enables granular levels of drilling down to individual levels of performance (single records) 24
- 25. Accessibility features ■ Ability to check the accessibility of a survey (Advanced Options) – Some questions because of their technological structure are inherently inaccessible since they cannot be made coherent by a screen reader ■ Mobile accessibility features – Visual Preview capability to demo a small screen view – Mobile skinning for design – Intuitive builds such as stacking related images vertically vs. horizontally ■ Ability to add alt-texting (alternate text annotation metadata) to imagery used in a training or survey 25
- 26. Templating About Templates ■ Elements of an online training may be built into a training template – Templates may be used and re-used to help structure online trainings – Templates ensure that trainings are uniform and as comprehensive as possible ■ Templates, like project stylebooks (aka “projects of work”), are generally designed in a group-based consensual way based on the needs of the project and the varied expertise of the development team members – Templates require a coherent look-and-feel skinning as part of the template design 26
- 27. Templating (cont.) Templating in Qualtrics ■ Ability to create templates (reusable forms or patterns) as “blocks” or full “surveys”…and templates may be archived in the Library, from which it may be copied out for use – Captures the sequencing and scripting as well – “Panels” (reached by “panel triggers”) do not transfer though and will need to be re-created in each new instance of a template-based training 27
- 28. Design features ■ Ability to create unique and unified look-and-feel (with various skins and customized logo editing) – Some themes will disable some tools ■ Enables minimized designs for mobile – Need to stack correctly-sized images vertically instead of horizontally – Need to stack tables vertically instead of horizontally – Need to size images properly for initial viewing but with sufficient resolution for increased detail with enlargement or zooming in 28
- 29. Security features ■ By invitation only (closed survey offerings by email, by navigating to a training from a designated webpage / URL) ■ Password protection (using Text Entry question type) ■ Hiding public surveys from spiders / web crawlers – The prevention of automated “Indexing” for web findability ■ Enabling context-based memory for users (“Save and Continue”), enabling stopping and re-starting ■ Ability to turn off IP (Internet Protocol) address collection, ability to fully Anonymizing Responses [even from the researcher(s)] – Irrecoverable anonymization vs. single-blind approaches and researcher maintenance of confidentiality and protection of data 29
- 30. Security features (cont.) ■ Prevention of “ballot box stuffing” – Tamper-proofing responses based on IP tracking ■ CAPTCHAs (Completely Automated Public Turing test to tell Computers and Humans Apart) to protect against automated ‘bot responses (a common way that people try to “stack the deck” for online surveys) – Human-readable CAPTCHAs ■ Survey expiration by date or quota completion or other conditional ■ Ability to control visibility of questions and answers based on user-provided information and / or user-provided behavior (question display logic) 30
- 31. Third-party tool integrations ■ Google Translate for automated slide-by-slide translation – Ability to re-upload corrected non-English slides – Highly advisable to have a native speaker review all machine translations for accuracy and to make necessary corrections 31
- 32. Broad distribution ■ Easy pilot-testing features with both back-end data analytics and direct elicitation of responses from participants ■ Ability to reach a broad range of respondents – Ability to access for-pay respondents to surveys 32
- 33. Data collection ■ Wide range of possible question types and resulting information ■ Fast automated reports of learner activities ■ Easy download of quantitative, mixed methods, and qualitative data for analytics 33
- 34. Data extraction ■ Data extraction in varying readable formats (Word, PowerPoint, Excel, and PDF) to enable analysis through other tools ■ Subgroup data extraction (based on demographic data or answers to particular questions) ■ Formatted summary report (with built-in tables) 34
- 35. Data analysis ■ Ability to recode values at any point in the data collection process ■ Built-in item analysis of the assessment ■ Built-in “Reporting / Survey Statistics” feature for analysis of overall interactions of learners with the training ■ Built-in cross-tabulation analysis of special types of responses (variables) 35
- 36. Libraries User libraries ■ Ability to store (and retrieve) user- created questions, blocks, and surveys ■ Ability to create own training templates for re-use ■ Ability to access shared resources in shared libraries in Qualtrics Qualtrics libraries ■ Ability to access Qualtrics’ survey templates for reworking and re-use 36
- 37. Data archival Offline ■ Ability to download a survey (.qsf file) and its related information (.csv) for reconstitution online later ■ Ability to download auto-created reports (for fast data skimming) ■ Ability to download data tables related to each question (optimal way to extract data for analytics) Online ■ May keep survey with linked data in the active “My Surveys” area 37
- 38. Main Qualtrics affordances for the three “use case” types raised 1. Policy compliance training features: Easy updatability, easy performance recording with API integrations to connect to databases, information integrity features 2. Mass-scale training features: Easy delivery with URL (uniform resource locator) and open-access setting; easy delivery with closed-access setting; efficient data collection; some built-in data analytics features 3. Customized training features: Ability to use performance in a prior training or assessment to surface particular learning sequences (with scripting capabilities); other customizations ( with piped text {a} ) 38
- 39. FROM AN INSTRUCTIONAL DESIGN POINT-OF-VIEW 39
- 40. Seven general instructional design focuses 1. Legal requirements 2. Pedagogy / andragogy 3. Digital content creation 4. Assignments 5. Assessments 6. Technologies 7. Pilot-testing and revision 40
- 41. Design: 1. Legal requirements “Authorizing” Regulatory Agency and Related Regulation ■ Who is the “authorizing” regulatory agency, and what are its main responsibilities and areas of concerns? (if relevant) ■ What is the regulation and / or policy under which the training is being created? (if relevant) ■ What outcomes does the regulatory agency want to see? (if relevant) 41
- 42. Design: 1. Legal requirements (cont.) Intellectual Property ■ Who owns copyright to the digital contents (imagery, articles, slideshows, videos, simulations, games, and other elements)? – If copyright is able to be located to an owner (not orphaned works), is it possible to practically acquire copyright releases to enable use of the respective works? ■ Is there proper documentation of such rights releases to the team? – If the contents are available through a Creative Commons licensure, does the source actually have the rights to release the contents under CC licensure? (Are there other potential owners based on a web search and Tin Eye check?) – Is it possible to link / embed text to digital contents (if the source is sufficiently stable)? 42
- 43. Design: 1. Legal requirements (cont.) Privacy Protections ■ If original images, audio recordings, video recordings, and such are used, were there correct media releases signed? ■ Were the media releases properly acquired? (No minors. No coercion. No excessive promise of rewards.) ■ Does the team have the records? ■ Are there any other possible sense of “trespass” on others’ rights? 43
- 44. Design: 1. Legal requirements (cont.) Legal Publication ■ Is any part of the messaging potentially libelous? ■ Is any part of the messaging potentially defamatory? 44
- 45. Design: 1. Legal requirements (cont.) Accessibility ■ Is the online learning fully accessible? – Are all images modified with properly informative alt-text (readable by screen readers)? – Are all audio files transcribed (optimally with timed text)? – Are all video files transcribed (optimally with timed text or closed captioning)? – Are all data tables properly structured? – Is color used in an accessible way? (augmented by text descriptors) – Are digital files all in universal product formats (to be as transcodable as possible)? – Are text documents tagged in hierarchical formats? – Is the English simple and clear? – Are automations and sequenced actions under user control? 45
- 46. Design: 1. Legal requirements (cont.) Data Handling ■ Have the learners been notified of what data will be collected, stored, accessed, and handled? ■ Will only the necessary data be collected? ■ Will the learner data be stored, accessed, and handled in a way that protects the learners? 46
- 47. Design: 2. Pedagogy Practice of Teaching ■ What are the main purposes of the training? ■ What are the main learning objectives? ■ Who are the learners? ■ How may the diverse learners’ needs be met? ■ What may be assumed about what the learners know already? (Bayesian knowledge tracing) – If they may have mistaken information, how may that be addressed? If there are challenging attitudes towards the training topic, how may that be addressed? 47
- 48. Design: 2. Pedagogy(cont.) Practice of Teaching (cont.) ■ What are the most difficult concepts / practices / attitudes in the training? How may these best be mitigated? ■ How should assignments be created that are real-world, practicable, and memorable? ■ How may “negative learning” and misconceptions be avoided in the training? (How will trainers know that negative learning is happening in the training and information collection process?) ■ What “cognitive scaffolding” may be employed (either statically or dynamically)? – For novices (those new to the topic)? For amateurs (those who do not plan to go farther in the field)? For experts (those highly trained in the field but still needing to maintain certification)? 48
- 49. Design: 2. Pedagogy (cont.) Practice of Teaching (cont.) ■ Culturally, what messages might be off-putting and offensive (and therefore to-be- avoided)? What messages and rationales might be appealing (and therefore to-be- used)? ■ What is an optimal way to sequence the learning? Optimal ways to sequence? Linear? Non-linear sequencing? – What important points should be reinforced? How? ■ What informational graphics may be employed? Maps? Visuals? Audio? Video? Games? ■ What do the learners need to know to successfully apply the information from the training? 49
- 50. Design: 2. Pedagogy(cont.) Practice of Teaching (cont.) ■ How will they use the information in decision-making in real life? ■ What teaching / training design may be most effective in reaching these learners? What technologies might be most effective? Why? (What are all the practical options?) ■ What learning techniques might be most effective? ■ What level of language should be applied? ■ If the training is offered in multiple languages, which other languages should be used? How will the correctness of that language be checked? 50
- 51. Design: 2. Pedagogy(cont.) Practice of Teaching (cont.) ■ How should the assessments be designed to best test for knowledge, attitudes, and skills? ■ How much presence should the trainer have in the training and in what form(s)? Imagery, statements, audio, video? Live interactions? ■ Is there a social learning component to the training? If so, how may that be set up? How should negative learning (introduced by untrained co-learners) be addressed / corrected? ■ How will trainers “surveil” and critique their training to ensure that it is functioning properly and serving the needs of the learners (and other stakeholders)? ■ How often will the training be updated? What criteria will be applied to the choice to update or not? 51
- 52. Design: 2. Andragogy Adult Learning ■ How may respect of the adult learners be conveyed? ■ What are the grounds for the credibility of the training organization and the trainer(s)? – How is the credibility of the trainer and training organization conveyed? ■ How may the learners’ differing motivations for learning be harnessed? How are adult learners’ practical needs being met by the training? ■ How may the training be designed to compete for learner attention (which is assumed to be in short supply)? – How may learners be engaged and attentive during the training? – How are expectations for learner instant gratification met? ■ How may the training convey learner responsibility and agency (and internal locus of control)? 52
- 53. Design: 2. Andragogy (cont.) Adult Learning (cont.) ■ How may the training be delivered in the most effective way possible? – The most focused and briefest way possible? ■ How may learning preferences be accommodated (with multimodal design and delivery)? ■ What sequence(s) of learning is most effective for the learning? ■ Given people’s strengths in visual processing, how may that be tapped with informative imagery (photos, diagrams, timelines, etc.) and video? ■ Given how people process information—based on research in human attention, perception, cognition, memory, and learning—how may the online training be best offered? – Empirically, based on pilot testing, what works and what doesn’t? 53
- 54. Design: 2. Andragogy(cont.) Adult Learning (cont.) ■ How may human cognitive biases be adjusted for? ■ What are the best ways to ensure transferability of the learning to the respective learners’ differing contexts? – How can that transferability of awareness, learning, and decision-making be observed and recorded? ■ What are ways to ensure that the new learning actually “takes” and may be applied effectively over longer time horizons? 54
- 55. Design: 3. Digital content creation Training Scope ■ What is the scope of the training? What contents should be covered? ■ How does the training interrelate with other trainings? What is covered in other trainings, and how can learners segue between the various other trainings? Sourcing ■ Where can the expertise be acquired? ■ What extant learning contents are there? – What needs to be developed and from which respected source information? What source citation methods should be used? – Are there free and open-source contents released by Creative Commons licensure or released in the public domain? 55
- 56. Design: 3. Digital content creation(cont.) Project Stylebook ■ What is the delivery system for the training? What are the features of this technology system? What are its requirements for effective delivery? ■ What types of digital learning objects and other (digital and analog) deliverables will be created in the learning (based on pedagogical reasoning and within the limits of the budget and deadlines)? – Slideshows, articles, photo albums, serious games, scenarios, podcasts, video, and others ■ What is the look-and-feel of the training? What is the language? How is the training styled? What are points of consistency that have to be followed? What are cultural considerations in the styling? 56
- 57. Design: 3. Digital content creation(cont.) Project Stylebook (cont.) ■ What standards need to be applied to each of the different types of digital learning objects? How will the dev team know that this threshold has been met? ■ What metadata (information about information) should be included with the digital learning contents? ■ What accessibility mitigations will need to be applied? ■ What technological standards need to be met by the various individual digital objects? The digital learning objects? The learning sequences? 57
- 58. Design: 4. Assignments ■ What work may be assigned to the learners that would enhance their understandings? – Which may be required? Which may be optional? What are the differences between required and optional assignments in online trainings? ■ How will this assigned work be monitored, if possible? If not, how will learners acquire accurate feedback on their assignment performance? – How can negative learning / misconceptions be headed off? ■ How may assignments be designed to be practicable and reasonably priced for distributed learners? 58
- 59. Design: 4. Assignments (cont.) ■ Is it possible to create virtual assignments / scenarios / cases / experiences? – How may these be tracked for further insights to enhance the learning for the learners? The design for the trainers? ■ Are there social elements to the assignments? If so, how may these social elements be integrated into the work? 59
- 60. Design: 5. Assessments ■ What types of assessments would be familiar to the individuals taking the training? ■ What formative assessments will be used? What summative assessments will be used? How will assessments reinforce the training? ■ How do assessments test for the following: – knowledge acquisition – attitude or attitude change or attitude maintenance – knowledge / skill / attitude – judgment and decision-making – long-term knowledge or skill or attitude kill retention – learner agency 60
- 61. Design: 5. Assessments (cont.) ■ How are the assessments designed not to create excess anxiety (which raises the cognitive load) for the test taker but still convey the seriousness of the assessment? ■ How is performance recorded? ■ How is feedback from the assessments returned to the learners? 61
- 62. Design: 6. Technologies ■ Which technologies will be used? Why? – Learning management systems, immersive virtual worlds – Wikis – Blogs, web logs – Content-sharing social media platforms – Authoring tools – Photo editing tools – Drawing tools – Audio editing tools – Video editing tools – Screen capture tool – Screen shot tool – Animation tools (occasionally) – Geographical mapping tools – Data analytics tools – Data visualization tools, and others 62
- 63. Design: 6. Technologies (cont.) ■ What “raw” files will be used? What “processed” files? What is the sequence of work, and how does that inform what files are used when? ■ How can the digital contents be “future proofed” as much as possible? How can files be stored in proper archival format to protect against future inaccessibility? (as when file formats go extinct) ■ How will Section 508 accessibility be ensured in the design and development? 63
- 64. Design: 7. Pilot-testing and revision ■ In an automated learning context, an online learning sequence has to be stand- alone, comprehensive, and understandable for a broad range of learners… ■ Beta (β) testing involves pilot testing with individuals who are outside the development team: – Which individuals may be tapped to pilot-test the training? How can such individuals be tapped close-in (as a convenience sample)? How can individuals be included from more distant contexts? – If the training will reach those who do not have English as a first language, would it be valuable to include people from those backgrounds? Will it be important for them to test on a different language version of the training? – Would it be valuable to include people with known accessibility challenges to test for accessibility? 64
- 65. Design: 7. Pilot-testing and revision (cont.) ■ What basic training assessment questions will be asked of the pilot testers? How will that information be practically collected? – What non-obvious or implicit testing will there be? How will that be handled? ■ What opinion-based testing will be used in this phase? How will such feedback be incorporated? ■ How will the suggestions be considered and then applied to revisions (to the training)? 65
- 66. SOME BASIC INSTRUCTIONAL DESIGN APPROACHES (and implied tenets) 66
- 67. Some basic instructional design approaches ■ Co-create a project stylebook as a team based on the project requirements and the expertise of each of the team members – “I will need images to be sent to me with these parameters…and this metadata…and these naming protocols…” – Create templates to capture requirements where possible. Update as needed. ■ Assess the learning context. Take an audit of available learning resources in public space. ■ Review specified requirements of the training. Conduct necessary research for the instructional design. ■ Design the learning in depth within the limits of the context (technologies, budget, time, and expertise). Vet the design in depth. Run this by the project PI(s). 67
- 68. Some basic instructional design approaches (cont.) ■ Pre-build the elements that will be used in the online training. – Photos, diagrams, illustrations, audio, video, slideshows, and others ■ Paper-prototype one of the learning objects (or learning object types). Critique. Revise the stylebook based on evolving insights. – It is much lower-cost to spend effort on design than on development and then have to change course. ■ Create the training in Qualtrics. Script the sequencing and learning paths. Script the behaviors of the respective segments. Add page breaks. Alt-text the imagery. Add timed text to audio and video files. Test the various behaviors on various browsers. Test the data capture and data downloading and data analytics. 68
- 69. Some basic instructional design approaches (cont.) ■ Alpha-test (α) the training within-dev team for… – accuracy of facts in the content domain – clarity of imagery, language, and writing – technological functioning, for sequencing and learning paths, for scripted behaviors, for file formatting and parameters (and interactivity between technological systems) – accessibility (behavior with screen readers, etc.) – legality and rights releases – meeting defined learning objectives (based on authorizing documents and project PIs) for the broadest range of learners 69
- 70. Some basic instructional design approaches (cont.) ■ Beta-test (β) the training with members outside the team (preferably a small group ~ to the real-world learners for the training) for… – content clarity (in all modes: text, imagery, audio, video, and others) – optimal learner experiential sequence: priming for the topic -> cognitive scaffolding -> presentation of contents -> formative assessment -> practice -> summative assessment -> downloadables -> attestation -> completion – learning efficacy (various methods: observation, assessments, debriefing) ■ Based on the feedback, revise and / or version and / or re-version. 70
- 71. Some basic instructional design approaches (cont.) ■ Archive all raw files. Archive project documentation. Archive all processed files. ■ Go for the simple build. There will be plenty of complexity in the contents and in the learners. – Make sure that the principal investigator (PI) or faculty member or administrator who inherits the training is sufficiently comfortable with the technology to be able to manage it. ■ Back up the training with a master training. ■ Launch the online training. Continue to monitor the training for areas for improvement. Maintain intercommunications with the learners in the training. 71
- 72. GENERAL CORE COMPONENTS OF AN ONLINE TRAINING 72
- 73. General core components of an online training ■ Title ■ Overview of learning objectives ■ Overview of topics covered ■ Authorizing regulation or policy (if relevant) ■ Estimated length of training (time commitment) ■ Content (information): Text, images, stories, audio, and video (with source citations) ■ Decision-making and walk-throughs of real-world scenarios ■ Assignments (actionable) ■ Formative questions and answers ■ Summative assessment (with results to the learner) ■ Attestation ■ Feedback from learners about the training and assessment (for continuing improvement) 73
- 74. General core components of an online training (cont.) ■ Contact information of the training provider ■ Downloadables and takeaways – Checklists – Tip sheets – Posters ■ Learner notes (original, digitally captured) ■ Memory enhancers like mnemonics, images, and stories ■ Refresher contents (post-training) – Online sites – Scenarios – Decision walk-throughs ■ Encouragement to practice-practice- practice ■ Support and direction to continue learning (through other reputable sources) ■ Descriptive metadata (to help relate / tie current training to other trainings and training sequences) 74
- 75. SOME WANTS RE: QUALTRICS (for online training creation and delivery) …while I’m at it… :) 75
- 76. Some wants re: Qualtrics ■ Built-in features that enable broad use of Qualtrics for online trainings – Machine learning analytics – More sophisticated item analysis (for learning) – More sophisticated scoring rules ■ Easier packaging and sequencing of trainings ■ Higher thresholds (numbers of participants) for survey delivery without super user access ■ A branch of an online community focused on using Qualtrics as a teaching and learning platform [without the full functionality of a learning management system (LMS) but more features than a microblog or wiki site] ■ A way to conduct full transfer and / or sharing of panels to other collaborator accounts 76
- 77. Some wants re: Qualtrics(cont.) ■ A way to randomize questions (as a subset) from a select set of questions ■ A way to enable “email verification” of users to verify identity and related online training participation ■ A way to archive a training with its data online in Qualtrics (instead of taking up space in the active survey area, loaded surveys may be concluded and stored within a user’s Qualtrics Library) ■ A way to store accompanying private / protected files (such as copyright releases, media releases, proposals / statements of work, authorizing documents, raw files, and other backup data) with an online training for proxemics record-keeping ■ A set of designed training templates in the Qualtrics Library for broad customer use 77
- 78. 78 Conclusion and contact ■ Dr. Shalin Hai-Jew – Instructional Designer – iTAC, Kansas State University – 212 Hale – Farrell Library – shalin@k-state.edu – 785-532-5262 ■ The presenter has no formal tie to Qualtrics. ■ This slideshow was created as part of on-campus work.