Here’s another example of my favorite topic – “knowing” vs “using” information.
Refer to revised bloom's
taxonomy. It talks about six levels of performance. Level 2 maps to
“knowledge”, whereas level 3 maps to the “application” of information.
Match the features of
following software modules with their names.
used to manage connectivity within a building
manage all POUs from a central location
Is used to manage
connectivity within a building
Is required to run all PIM modules
Your customer has
three buildings in a campus environment. One of the buildings houses a formal
data center, and the other buildings simply use telecommunication rooms for
patching. They want to document their connectivity throughout the data center
and the enterprise from a central location. Which module will you offer them?
While option 1 helps
learners know the features, option 2 helps learners understand the customer
requirement and provide a solution accordingly. Besides, option 2 requires
learners to know the information too.
Which option will you use?
start with an example. A review round of the assessment questions hosted on the
LMS is going on.
Client: Kunal, tell me one thing…what does this option “All of
the above” mean?
Kunal: Steve, we can use this option when all the options or
answers are correct.
Client: Yes Kunal, I understand that. But what should I do
when it is the first option is “All of
happened to be a real-life scenario in one of the organizations I worked in
why should we avoid the use of “All of the above” option in knowledge checks
and assessment questions?
take another example.
- A duck
- All of the above
to start with, each option has 25% chances of being correct. But, a giveaway
option like “a duck” definitely is not the correct answer. So, it automatically
makes the option “All of the above” incorrect as well. This leaves two options,
with each having 50% chance of being correct.
that a bit too much to test the knowledge of the learners?
we should always avoid the use of the options such as “All of the above” and
“None of the above”.
- Once hosted on the
LMS, the options may be randomized. Makes you look like a fool if these options
do not remain the last in the list J
- If one of the
options is a giveaway, it leaves the probability of the remaining options being
correct…HIGH! That’s not how we want to test the learners, right?
We all make mistakes.
I made some too. Reflecting on those mistakes has helped me correct them in the
Here are some
mistakes that resulted in completely ineffective training programs:
1. Ignoring the big picture: It's
important to consider the actual learning environment in which the training
will be deployed. "The customer did not share the details" is the
common excuse we hear. There's always an opportunity to ask, except that it has
to be done at the right time, which is usually the beginning of the project.
2. Letting SME(s) guide the development:
SMEs are content experts, but "we" are instructional designers.
Orienting SMEs in the right way is our responsibility.
3. Implementing everything that the
customer says: Sure, the customer is paying for the training. But, it's our
responsibility to make it effective. Most customers are not instructional
designers. Educating them in the right way helps achieve a win-win situation.
4. Leaving the design to
media/construction teams to implement: Support teams are there to support
us, but "we" are the owners. No matter how detailed instructions we
write, we need to get involved in the entire life cycle to get our vision
translated to the final product.
5. Adding complexities to make it
"different": In an effort make our courses different or provide
something new, we often end up making things complicated. We add elements to UI
to make it look "different", and the same elements make it difficult
for the learner to navigate. We add unwanted features to make the instructional
strategy different, and the same features make comprehension difficult. Keep it
Simple. That's the key.