Select instructional methods

method. The method selected will have a direct impact on both the quality of the training system and its cost-effectiveness. The method should be based on the instructional concept and the course and lesson strategies. The instructional concept is established for the entire platform, organization, or weapon system. The instructional concept defines the schoolhouse and field training throughout the life of the system. Course strategies implement the instructional concept. Lesson strategies are specific applications of the strategies, often designed to provide training relevant to the operational job setting.

7.9.1 Instructional method. The instructional method is a component of the instructional strategy. It is the process used to deliver the training content and to provide guidance for

students to retain the knowledge and skills imparted. Once the instructional developer or design team has designed the training activities, use the information to select the best training method(s) to achieve the LO. There are many instructional methods that can be selected. Some options are outlined as follows:

a. Presentation methods include:

(1) Lecture. A formal or semiformal oral presentation of information by a single individual; facts, concepts, problems, relationships, rules, or principles presented orally either directly (as by classroom instructor) or indirectly (as by

audio/videotape or film).

(2) Demonstration. Presentation or portrayal of a sequence of events to show a procedure, technique, or operation. A demonstration frequently combines an oral explanation with the operation or handling of systems equipment or material. May be presented directly (as by a classroom instructor) or indirectly (as by video and film).

(3) Exhibit. A visual or print display used to present information; for example, actual equipment, models, mockups, graphic materials, displays, chalkboard, or projected images.

(4) Indirect discourse. Verbal interaction among two or more individuals which is heard by the student; may be a dramatization, such as role playing, or a dialogue between panel members, or a teaching interview (a question and answer session between instructor and visiting expert).

(5) Assigned reading. Printed materials such as books, periodicals, manuals, or handouts. Reading may be course-assigned or instructor assignments. b. Student interaction methods include:

(1) Questioning. An instructor and/or courseware controlled interactive process used to emphasize a point, stimulate thinking, keep students alert, check understanding, or review material. Questioning may be direct, as by a classroom instructor, or may be designed into a film, computer based, or television presentation.

(2) Programmed questioning. An instructor and/or courseware controlled interactive process used to systematically demand a sequence of appropriate student responses; may be used directly (as by an instructor in a classroom) or indirectly (as by

programmed booklets or computers).

(3) Student questioning. The provision by which students are given the opportunity to search for information, as by questioning a classroom instructor, tutor, coach, or an appropriately programmed computer.

(4) Seminar. A peer-controlled group interactive process in which task or LO related information and experience are evoked from the students. Questions may be used to evoke student contributions, but the seminar is distinguished from questioning. (5) Discussion. An instructor-controlled interactive process of sharing information and

experiences related to achieving a LO. c. Knowledge application methods include:

(1) Performance. Student interactions with things, data, or persons, as is necessary to attain LOs; includes all forms of simulation (e.g., games and interaction with hardware simulators, etc.) and interaction with actual equipment or job materials (e.g., forms, etc.). Performance may be supervised by classroom instructor, tutor, coach, or peer to provide needed feedback.

(2) Case study. A carefully designed description of a problem situation, written specifically to provoke systematic analysis and discussion.

7.9.2 Selection considerations. There are several factors that should be considered when selecting the appropriate instructional method. These factors can be categorized into three major areas 1) constraints, 2) cost-efficiency, and 3) training considerations. Within these three

categories the following constraints should be considered: a. Constraints include:

(1) Geographical spread of target audience. If the target audience is widely spread it may not be feasible to bring students to a central location for training. In this case, classroom training may not be the appropriate training method. Consider other instructional settings and media such as ADL, OJT, self-study, etc.

(2) Availability of students. If there will be an insufficient flow of students due to lack of travel funds, number of students to be trained, or other reasons, it is not likely that formal classroom training is appropriate. Also, student schedules may prevent group meetings. Again, a better method may be OJT or self-study. Consider using IMI or ADL if there are large numbers of students to be trained over a long period. (3) Availability of instructors. If instructors are not available, consider other media

such as self-study or ADL.

(4) Availability of facilities and equipment. If there is a lack of adequate facilities and equipment to handle the student flow, consider OJT, self-study, ICW, ADL, and others.

(5) Development time. Instructional media such as IMI require considerable

development time. If development time is limited or only a few students are to be trained, consider other training methods such as self-study, OJT, and others.

(6) ADL considerations include availability of funds for bandwidth, number of students to participate, student equipment, time differential (if course is to be group-paced), firewall issues.

b. Cost-efficiency considerations include:

(1) Student throughput requirements. Expensive delivery systems such as IMI may be justified if the student throughput is large and the training is required over a long period or that is the only way to meet student schedule constraints.

(2) Content stability. If the training content requires frequent updates or revisions, IMI is less suitable than classroom, OJT, or self-study.

(3) Amount of practice required. If a lot of practice is required, consider IMI as an instructional media since practice time is limited only by the availability of the student and the equipment. In the classroom or OJT, an instructor is required, which is costly.

(4) A ROI analysis should be performed to include considerations of factors such as student time, instructor time, facilitator time, curriculum development and maintenance costs, infrastructure support costs, and the impact on readiness. Alternate methods may reduce student time in class, Temporary Duty (TDY) costs, and development/maintenance of courseware.

c. Training considerations include:

(1) Task criticality. If task performance is critical it would be reasonable to consider formal classroom training or OJT. Self-study would be a questionable training method for a critical task.

(2) Learning difficulty. An area where special interest should be placed is on a task that is difficult to learn.

(3) Training fidelity. If the training fidelity requirement is high, select a training method that uses or represents the actual equipment to train the process or procedures.

(4) Interaction level. If the learning process requires a great deal of interaction, OJT is probably the best since it is highly interactive. If the group size is small, classroom training can provide moderate interaction. Self-study may not be a good choice if the learning process requires high interactivity. Interactivity may be higher in a distributed learning environment rather than a traditional classroom.

7.10 Select instructional media. Although selection of training methods and media is