Instructional Design

    Target Audience
    • Selected trainers who need to make significant changes to existing training or develop brand new courses for their clients.
    • Managers with direct responsibility for training programs and administrators with indirect responsibility for training may also find this course useful.
    Prerequisites
    Participants for this course should have completed Business Edge® Training of Trainers (ToT): Facilitation Skills or equivalent.
    Course Objectives
    Upon completion of this course, you should be able to:
    • Describe the tasks and role of an instructional designer
    • Describe the seven key elements of systematic instructional design
    • Develop a comprehensive learner profile
    • Identify implications of the learner profile for your design
    • Write clear objectives to be achieved by the learner
    • Prepare motivational statements that will stimulate the learner’s interest in your training content
    • Select and sequence content effectively
    • Develop appropriate slides and handouts to support training content
    • Develop activities to check learner’s understanding of the training content
    • Determine workplace applications which will help the learner transfer and apply the training content
    • Insert orientation devices to help your learners navigate the training
    • Develop effective course introductions and conclusions
    • Apply the seven key elements to plan and develop training materials
    • Analyze and evaluate instructional design quality of training
    • Exchange design views and methods
    Methodology

    Classroom-based courseThe workshop uses an interactive methodology in order to engage participants actively in the learning process. During the course, your trainer will act as both instructor and facilitator, using a variety of learning methods to help you and your fellow participants share experiences and learn through participation in activities such as group discussions, case studies, role-playing, and games. At the same time, you will be guided to apply skills learned to an actual course design project of your choosing.

    Distance-learning courseThe distance learning version of this course uses interactive methodology designed to optimize learning flexibility for individuals while keeping them “on track” in their studies. The training comprises two main components.
    • Self-paced learning: This will include opportunities such as: watching brief videos, completing learning activities, using the instructional design reference manual (provided with the course), consulting or researching web resources, and participating in forum discussions with other training colleagues. These materials will be made available exclusively to training participants on the World Bank e-Institute website.
    • Scheduled webinars: These weekly webinars provide an opportunity to interact with your trainer and fellow training participants through a variety of interesting activities as well as times devoted to Q&A. Some of the self-paced activities from the prior week will also be reviewed during the webinar. The webinars will be delivered via the WebEx platform to each participant’s own computer.

    During the training, your trainer will act as both instructor and facilitator, employing a variety of learning methods to help you and your fellow participants share experiences and learn by doing. At the same time, you will be guided to apply skills learned to an actual course design project of your choosing.

    Accreditation
    This course is mandatory for those who are pursuing accreditation as a Accredited Business Edge® Designer.
    Content
    • Introduction to the course
    • What is instructional design?
      • A model for instructional design
      • Tasks and role of the instructional designer
      • To buy or to build?
    • Step One: Defining the target learner
      • Adult learning characteristics
      • Profiling your learner
      • Learning style implications for designers
    • Step Two: Setting learning objectives
      • What is a well-written learning objective?
      • Kinds of objectives (learning domains)
      • Advantages and disadvantages of behavioral objectives
    • Step Three: Motivating learners
      • Four motivational factors: ARCS
      • How to get your learners’ attention
      • Six ways to stimulate learner interest
      • Other motivational techniques
    • Step Four: Organizing content
      • The importance of content organization
      • What content? How to select content for training
      • How to sequence content: Inductive, deductive and other approaches
      • Developing interesting slides and handouts
    • Step Five: Developing activities
      • The practice cycle and its three factors
      • Keeping activities REAL
      • Specific types of practice activities: Q&A; brainstorming; case studies; role play; games and simulations
      • Giving clear directions
    • Step Six: Applying to the workplace
      • Why workplace application is so important
      • Impact of the manager, trainer and trainee in the transfer of training
      • Training transfer techniques
    • Step Seven: Keeping your learners oriented
      • Linking and summarizing sessions
      • Workshop introductions and conclusions
    • Steps after design and development: Piloting, evaluating and revising
    • Documenting your design
      • Planning document
      • Trainer’s Manual
    • Closing remarks
    Course Duration

    Classroom-based course duration

    4 – 5 days (depending on number of participants attending). A follow-up one-hour “clinic” may also be offered for those interested. 


    Distance-learning course duration

    40 hours over 8 weeks


    Each week participants engage in self-paced learning activities (either individually or with colleagues); they also attend a weekly webinar of approximately 1.5 hours in length. The training requires a commitment of approximately 5 hours per week (for both self-paced activities and scheduled webinars) or 40 hours in total. Depending on the nature of the participant’s chosen course design application, this may vary.


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