SPECIFY OUTCOMES

As evidence for the challenge, “Specify and sequence the anticipated learning and performance outcomes,” I am submitting the design document for leadership training created for managers of creative teams. The flow map, performance objectives, and instructional strategy alignment sections in this document provide specific sequencing of learning and performance outcomes for this learning event. This artifact illustrates that I carefully considered how to most appropriately order the instructional sequences to optimize learning outcomes. 

Certain skills require foundational skills, and if this is not a consideration during the design phase, it is likely that the instruction will not achieve the learning goals. For this reason, designers need to intentionally sequence instructional strategies that align with the appropriate strategies. This will ensure that learners have a strong basis to understand increasingly complex concepts and skills. In the case of this learning event, which aims to teach managers feedback strategies based on a framework called pliable guidance, it was important that they first understand the purpose of feedback and its impact on relationships before introducing the new framework. It gave them context to understand the reason for using this specific method. This also set the learners up for success by exposing them to examples and allowing them to apply their knowledge with scenarios before trying it themselves during the feedback simulation. The flow chart on page three provides a breakdown of the skills and subskills needed to get through the entire training. Furthermore, pages 9-10 list these steps along with the learning objects, followed by intentional clustering on pages 13-16 that provide detailed descriptions of instructional strategies used to achieve the learning outcomes. 

Inexperienced designers and educators often mistakenly believe that providing learners with information will result in learning. This is incorrect, however. For instruction to result in learning, it is imperative to understand the taxonomy of thinking skills required to access more complex concepts. This is like a roadmap and must be carefully planned to achieve the desired performance outcomes. It is important to ensure that every sequence has a purpose that drives learning outcomes, even if it takes more time or means trimming away unnecessary parts. It is at the front of my mind as I continue designing learning experiences, and often, I have to consciously ask myself how this element connects to the next and, ultimately, how it connects to the end goal. This usually means some revision or editing. 

This design document proves that I intentionally sequence learning and performance outcomes to strategically execute instructional goals. This design document was incredibly thorough, but it was key to understanding the role sequencing plays in the design process. As I work on my current eLearning module in Storyline, I have been thinking about the best way to order the concepts and even how this module would fall within a larger curriculum. I hope to develop those modules once I complete this one to see how it builds into more complex topics.