CRI Template

Introduction

I’ve been asked to prepare a course template based on the concepts of CRI (Criterion Referenced Instruction). As you’ll quickly realize, KnowPlace is already applying most of these concepts in its courses, such as the ADDIE model.
The goal of this template is not to retrain the trainers, but to standardize the Look and Feel from this point forward. Another important goal is to help develop a marketing position for KnowPlace. CRI is an internationally recognizable standard that’s already well documented and researched.
In developing this template I’ll avoid referencing the psychological theory behind CRI, and refer often to the superb articles in the eLearning Guru newsletters .If anyone wants to delve deeper into the theory, a good starting point is the Theory into Practice database.

It’s already been discussed that when KnowPlace Instructional Designers become proficient at applying this template and the other concepts of the CRI model, a course will be developed to train trainers in CRI and Rapid Prototyping. A few consultants currently offer a course for $2600USD ($4000 AUD) over 10 days as blended learning.

Introduction

I’ve been asked to prepare a course template based on the concepts of CRI (Criterion Referenced Instruction). As you’ll quickly realize, KnowPlace is already applying most of these concepts in its courses, such as the ADDIE model.
The goal of this template is not to retrain the trainers, but to standardize the Look and Feel from this point forward. Another important goal is to help develop a marketing position for KnowPlace. CRI is an internationally recognizable standard that’s already well documented and researched.
In developing this template I’ll avoid referencing the psychological theory behind CRI, and refer often to the superb articles in the eLearning Guru newsletters .If anyone wants to delve deeper into the theory, a good starting point is the Theory into Practice database.

It’s already been discussed that when KnowPlace Instructional Designers become proficient at applying this template and the other concepts of the CRI model, a course will be developed to train trainers in CRI and Rapid Prototyping. A few consultants currently offer a course for $2600USD ($4000 AUD) over 10 days as blended learning.

Another goal of this template is not to become too systematic. That has been a common criticism of the ADDIE model. Some of the course design elements will need to be common to all courses to establish the KnowPlace Look and Feel. Other than those elements, the course designer has pretty much free reign to implement their own style in the course.
The purpose of this Template is to provide a recognizable structure to guide the design on any topic to be quickly prepared, while maintaining high professional standards.
It’s worth mentioning here that the medium – Moodle – adjusts the application of the Template. The same course, based on the same Template, may be a very different learning experience in Elluminate!, for example.

Debate

I’m offering this Template as a starting point for a debate that I hope will be ongoing, sincere, and active. The more we question and hold each other to the standards, the quicker and more completely we will all understand the concepts.

The ADDIE Model (quoted from Kevin Kruse newsletter)

The ADDIE Model

There are more than 100 different ISD models, but almost all are based on the generic "ADDIE" model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as illustrated in the figure below. Each step has an outcome that feeds the subsequent step.

Analysis --> Design --> Development --> Implementation --> Evaluation

During analysis, the designer develops a clear understanding of the "gaps" between the desired outcomes or behaviors, and the audience's existing knowledge and skills. The design phase documents specific learning objectives, assessment instruments, exercises, and content. The actual creation of learning materials is completed in the development phase. During implementation, these materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.

I imagine that all the ID’s at KnowPlace are familiar with this model. One point that needs to be mentioned is that applying this model is iterative. IOW, an overall plan is developed, then the same ADDIE model is applied to each module or step.

The Course Syllabus is a contract between the instructor and the learner. It defines the overall strategy of presenting the course content.
The major topics of a Syllabus should be presented twice in a Moodle environment. Once, in the Course Description listing which is yet to be developed; and again on the Homepage of the course.

For example, in the CSS course that I’m developing I would state that the learner will be able to:

• Describe the elements of an HTML page


• Style text


• Modify link effects, lists, and navigation


• Style margins, borders, and padding


• Modify positioning, floats, and z-index


• Design CSS layouts


• Understand how CSS relates to new technology

The strategy being applied here defines:

• the course prerequisites: an understanding of an HTML document and HTML tags


• CSS core material


• The future of CSS


• Compatibility issues across platforms and browsers

Either of these representations can be used for the Homepage of the course or the Course Description, or both.
Each of the topics listed is again expanded in the same manner to guide the learner to understand how the material is related.

The Prerequisites, for example, will include a formative assessment of the learner’s familiarity with HTML tags; and a reference to one or more Resources to reinforce that familiarity. (In this case, an Open Source program that lists HTML tags into a text document; another Open Source WYSIWYG webpage editor.)
As you can see, the Syllabus conforms to the Principles of CRI below.
The CSS course is a simple example since it’s a technology topic that largely builds on other knowledge.

There are unwritten goals too in any course presented by KnowPlace. I suppose the best way to describe them is to say KnowPlace seeks to enthuse and empower learners about the topic.

The Principles of CRI

1. Instructional objectives are derived from job performance and reflect the competencies (knowledge/skills) that need to be learned.
2. Students study and practice only those skills not yet mastered to the level required by the objectives.
3. Students are given opportunities to practice each objective and obtain feedback about the quality of their performance.
4. Students should receive repeated practice in skills that are used often or are difficult to learn.
5. Students are free to sequence their own instruction within the constraints imposed by the pre-requisites and progress is controlled by their own competence (mastery of objectives).

Design and Presentation As you can see, we’ve already begun to design the course. Presentation is largely a matter of style and skills. The Analysis phase is incorporated into the development of the Syllabus for this short technology course. Other courses won’t be so easily laid out.
Still, the learner can take the course in sequence, or use the material as reference. If the learner jumps ahead of their skills, the instructor/mentor intercede to accomplish the goals spelled out in the Syllabus.
Depending on the Assessment goals, the learner’s course product may be saved and recorded. Assessment goals partially define the Development phase, too. For example, if the course were being designed to satisfy the requirements of the Australian DEST, mapping the course product and testing to national Performance Criteria would be required, along with some means of asserting the learner had been informed of any OSH (Occupational Safety and Health) requirements.

In the Design and Development phases, I’d like to suggest that the course designer form a team from those who may have a different range of skills. Graphics and animations are powerful tools to illustrate concepts.

Implementation Once the Design and Presentation decisions are made, implementing the course becomes a matter of deciding which elements of the platform are best suited for each topic.
For example, my initial conception of the CSS course was to form 6 or more learners into teams of three, based on the formative assessments of their HTML skills. I intended to let the more skilled learners mentor the others. Then as a class project, each team would produce a new design for the Zen Garden (– or some other HTML document --) and submit it.
Since enrolments are down, I will have to implement the course to be delivered to one or two learners at a time; and still accommodate my initial conception.

Moodle is not a particularly amenable platform for modular presentation of a technology such as CSS. It has too many options, really. However, since the Design decisions are straightforward, it’s really just a matter of organizing the learners’ steps through the material and, ironically, avoiding the use of too many of Moodle’s capabilities.

The most important Evaluation is simply: Is the learner satisfied that the course and instructor accomplished the goals of the Syllabus?
Is the learner confident that they have mastered the concepts presented?

The second most important evaluation is professional scrutiny.
What do the other instructors at KnowPlace say about the Design and Implementation of the course?
Is it up to the standards of KnowPlace?
Further, do other instructors – with KnowPlace or in the elearning community – seek to imitate the design and/or implementation?

Evaluation techniques depend on the purpose of the evaluation. Is it possible to test specific topics? Is the testing designed to be academic? – or vocational? In either case, does the Evaluation satisfy the requirements of the purpose?

Finally

I’ve purposefully left a lot of open questions in this first draft of the Template. It is not my place to dictate a structure. What I have tried to do is to open up the discussion to allow others with more experience or special skills room.

--Paul

Another goal of this template is not to become too systematic. That has been a common criticism of the ADDIE model. Some of the course design elements will need to be common to all courses to establish the KnowPlace Look and Feel. Other than those elements, the course designer has pretty much free reign to implement their own style in the course.
The purpose of this Template is to provide a recognizable structure to guide the design on any topic to be quickly prepared, while maintaining high professional standards.
It’s worth mentioning here that the medium – Moodle – adjusts the application of the Template. The same course, based on the same Template, may be a very different learning experience in Elluminate!, for example.

Debate

I’m offering this Template as a starting point for a debate that I hope will be ongoing, sincere, and active. The more we question and hold each other to the standards, the quicker and more completely we will all understand the concepts.

The ADDIE Model (quoted from Kevin Kruse newsletter)

The ADDIE Model

There are more than 100 different ISD models, but almost all are based on the generic "ADDIE" model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as illustrated in the figure below. Each step has an outcome that feeds the subsequent step.

Analysis --> Design --> Development --> Implementation --> Evaluation

During analysis, the designer develops a clear understanding of the "gaps" between the desired outcomes or behaviors, and the audience's existing knowledge and skills. The design phase documents specific learning objectives, assessment instruments, exercises, and content. The actual creation of learning materials is completed in the development phase. During implementation, these materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.

I imagine that all the ID’s at KnowPlace are familiar with this model. One point that needs to be mentioned is that applying this model is iterative. IOW, an overall plan is developed, then the same ADDIE model is applied to each module or step.

The Course Syllabus is a contract between the instructor and the learner. It defines the overall strategy of presenting the course content.
The major topics of a Syllabus should be presented twice in a Moodle environment. Once, in the Course Description listing which is yet to be developed; and again on the Homepage of the course.

For example, in the CSS course that I’m developing I would state that the learner will be able to:

• Describe the elements of an HTML page


• Style text


• Modify link effects, lists, and navigation


• Style margins, borders, and padding


• Modify positioning, floats, and z-index


• Design CSS layouts


• Understand how CSS relates to new technology

The strategy being applied here defines:

• the course prerequisites: an understanding of an HTML document and HTML tags


• CSS core material


• The future of CSS


• Compatibility issues across platforms and browsers

Either of these representations can be used for the Homepage of the course or the Course Description, or both.
Each of the topics listed is again expanded in the same manner to guide the learner to understand how the material is related.

The Prerequisites, for example, will include a formative assessment of the learner’s familiarity with HTML tags; and a reference to one or more Resources to reinforce that familiarity. (In this case, an Open Source program that lists HTML tags into a text document; another Open Source WYSIWYG webpage editor.)
As you can see, the Syllabus conforms to the Principles of CRI below.
The CSS course is a simple example since it’s a technology topic that largely builds on other knowledge.

There are unwritten goals too in any course presented by KnowPlace. I suppose the best way to describe them is to say KnowPlace seeks to enthuse and empower learners about the topic.

The Principles of CRI

1. Instructional objectives are derived from job performance and reflect the competencies (knowledge/skills) that need to be learned.
2. Students study and practice only those skills not yet mastered to the level required by the objectives.
3. Students are given opportunities to practice each objective and obtain feedback about the quality of their performance.
4. Students should receive repeated practice in skills that are used often or are difficult to learn.
5. Students are free to sequence their own instruction within the constraints imposed by the pre-requisites and progress is controlled by their own competence (mastery of objectives).

Design and Presentation As you can see, we’ve already begun to design the course. Presentation is largely a matter of style and skills. The Analysis phase is incorporated into the development of the Syllabus for this short technology course. Other courses won’t be so easily laid out.
Still, the learner can take the course in sequence, or use the material as reference. If the learner jumps ahead of their skills, the instructor/mentor intercede to accomplish the goals spelled out in the Syllabus.
Depending on the Assessment goals, the learner’s course product may be saved and recorded. Assessment goals partially define the Development phase, too. For example, if the course were being designed to satisfy the requirements of the Australian DEST, mapping the course product and testing to national Performance Criteria would be required, along with some means of asserting the learner had been informed of any OSH (Occupational Safety and Health) requirements.

In the Design and Development phases, I’d like to suggest that the course designer form a team from those who may have a different range of skills. Graphics and animations are powerful tools to illustrate concepts.

Implementation Once the Design and Presentation decisions are made, implementing the course becomes a matter of deciding which elements of the platform are best suited for each topic.
For example, my initial conception of the CSS course was to form 6 or more learners into teams of three, based on the formative assessments of their HTML skills. I intended to let the more skilled learners mentor the others. Then as a class project, each team would produce a new design for the Zen Garden (– or some other HTML document --) and submit it.
Since enrolments are down, I will have to implement the course to be delivered to one or two learners at a time; and still accommodate my initial conception.

Moodle is not a particularly amenable platform for modular presentation of a technology such as CSS. It has too many options, really. However, since the Design decisions are straightforward, it’s really just a matter of organizing the learners’ steps through the material and, ironically, avoiding the use of too many of Moodle’s capabilities.

The most important Evaluation is simply: Is the learner satisfied that the course and instructor accomplished the goals of the Syllabus?
Is the learner confident that they have mastered the concepts presented?

The second most important evaluation is professional scrutiny.
What do the other instructors at KnowPlace say about the Design and Implementation of the course?
Is it up to the standards of KnowPlace?
Further, do other instructors – with KnowPlace or in the elearning community – seek to imitate the design and/or implementation?

Evaluation techniques depend on the purpose of the evaluation. Is it possible to test specific topics? Is the testing designed to be academic? – or vocational? In either case, does the Evaluation satisfy the requirements of the purpose?

Finally

I’ve purposefully left a lot of open questions in this first draft of the Template. It is not my place to dictate a structure. What I have tried to do is to open up the discussion to allow others with more experience or special skills room.

--Paul