Instructional Systems Design
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Encompasses Higher Education and Corporate Training for adults
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Most commonly follows the ADDIE and Dick and Carey design models, incorporating the theory and practices of andragogy
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Includes formal training (with specific goals, planning and evaluation) vs informal (casual, spontaneous)
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Corporations tend to focus on development and evaluation of skill competencies that apply to their workplace
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Higher Ed courses develop Performance Learning Outcomes such as Knowledge, Skill or Attitude (KSA)
Informal Professional Learning Teams and Formal OSHA Training for Teachers
As a public school teacher, I must belong to an informal Professional Learning Team, grouped according to content area or grade level. They involve: “active teacher participation...group self-direction...and systematic individual reflection on practice which is often structured by the group.” (Johnson & Scull, 1999)
The OSHA required Bloodborne Pathogens training for my school district is formal because it has specific information that must be taught to the whole organization. Every year, we watch the same painstaking PowerPoint with verbatim narration and a video of a nurse or custodian demonstrating each part.
This formal OSHA training does not align with the adult learners’ experience and readiness. New teachers may need demonstrations with guided practice provided by the nurse and teacher response team. Since I have had this training 16 times, I found a sample module from an online company and was able to click through the lesson quickly and get 100% on the first quiz.
While the individual staff complete this training in 1 hr or less, the person in charge at the school level completes additional hands-on training. “The theory behind our method is if your compliance officer built it, they will be able to maintain it going forward.” (Bloodborne Pathogen Training.com, 2019)
My pedagogy incorporates most of the andragogy principles, but sometimes I have to sacrifice some experiential learning due to standardized testing and district pacing requirements. This makes me want to add more pre-tests and differentiation with my own students who are older adolescents and young adults. I can see the benefit in helping each learner grow by getting exactly what they need. In reality, the logistics and time involved in planning/creating multiple activities per class is a deterrent.
References
Bloodborne Pathogen Training.com. (2019). Retrieved June 05, 2020, from https://www.bloodbornepathogentraining.com/
Johnson, N. J., & Scull, J. (1999). The Power of Professional Learning Teams. Improving Schools, 2(1), 34-43. doi:10.1177/136548029900200115