Centre's Training Courseware Development
The design and instruction of Centre's state of the art training programs.
In the design of instruction and training programs, Centre Law & Consulting employs instructional strategies that are well grounded in cognitive science and learning theory. We approach the development of training using the five-phase ADDIE model which includes:
- Analysis, which clarifies specific needs and sets audience performance standards;
- Design, which defines program learning objectives, teaching approaches and instructional strategies, course writing standards, styles, and conventions, outlines content, specifies media, and provides evaluation criteria (e.g., assessments, knowledge check questions, tests, and/or exercises/activities);
- Development, which includes the writing/authoring, production, quality control review, and testing of the training materials;
- Implementation, which covers the preparation and pilot testing of the training, if applicable; and
- Evaluation, which encompasses the verification and validation of the instruction (formative), and assessment of the training materials’ effectiveness (summative).
The ADDIE approach is a proven methodology that is both systematic and systemic: systematic in that it follows standard procedures; and systemic because it addresses the totality of the requirement taking into account internal and external variables.
When developing new courseware Centre Law & Consulting first ascertains if a needs assessment has been conducted. First, we conduct a comprehensive needs assessment to establish the purpose, audience, context, resources, constraints and types of content needed. This helps in establishing what level of training sophistication may be necessary. The Analysis phase of the ADDIE model takes into account many aspects that drive the instructional characteristics of the course. The Analysis phase, along with the needs assessment, is often understood as the Front End Analysis (FEA). There are many analyses within the FEA including an audience analysis (salient characteristics of the end user and other stakeholders), a context analysis (environment for which the training is being developed), a training resources and support analysis (constraints and limitations such as budget, technology, facilities and personnel resources) and a media analysis which will determine the level of sophistication and interactivity for the course to be developed.
In modifying existing courses and designing additional training, Centre’s course developers first work with the client to identify the purpose, audience, content and context. Based on this information Centre implements an instructional strategy that captures the learner’s attention, then engages the learner and conveys an experience that will enable the attainment of new knowledge and skills necessary for performance. Working out from this analysis, we follow a rapid prototyping model to design and develop the customized components of the course. In our experience, the customization effort focuses on custom content to address specific knowledge and/or skills, and custom scenarios, practical exercises, and case studies that are relevant to the learner and the learner’s environment, specific agency, and/or job specific. A vital part of this process is the inclusion of client review cycles. Providing time during the design and development cycle for the client to review and provide feedback allows the instructional design team to ensure the customized solution is aligned to the client’s goal and environment. In addition to regularly scheduled client review cycles, peers conduct reviews of each learning solution. The output of the client and peer reviews are incorporated into the next iteration of the learning solution.
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