Introduction to Instructional design

The Incorporation of Instructional Design in determining a National Occupational Skills Standard

by Ling Siew Woei Center of Innovative Education, Faculty of Creative Multimedia Multimedia University 63100 Cyberjaya Selangor Malaysia [email protected] Dr. Wan Mohd. Fauzy Center for Instructional Technology & Multimedia Universiti Sains Malaysia 11800 Minden Penang Malaysia [email protected]

Abstract Instructional Design (ID), originated from the Systems Approach of training, was developed by the military during World War II. Due to its ability to provide a systematic guidance in designing and developing an instructional or training course, it has been adopted in the field of education. With Malaysia‟s Vision 2020 of transformation from Industrial age to the Information Age, educational sectors are preparing students to become knowledge and skilled workers to fulfill the needs of the industries in Information Technology and Multimedia field. To ensure that these workers are well equipped with the proper attitude, skills and knowledge, the National Vocational Training Council (NVTC) has applied the ID process to determine the requirements of this field. An ID model known as the National Occupational Skills Standard (NOSS) has been applied in a development approach called DACUM (Developing A Curriculum) to determine the tasks required for a skilled worker. This paper reflects on the importance of ID as a guide in identifying and developing Instructional Analysis for industries by taking an example from the NOSS development.

Introduction

From the experience in the last two decades, of all the economic miracles of the countries that have been poor in terms of 'natural resources', it is blindingly clear that the most important resource of any nation must be talents, skills, creativity and will of its people. What we have between our than what we have below our feet and around us. Our people is our ultimate resource. Without a doubt, in the 1990s and beyond, Malaysia must give the fullest emphasis possible to the development of this ultimate resource. --- VISION 2020 --YAB Dato' Seri Dr. Mahathir Mohammad, Prime Minister of Malaysia

How should an organization or training institutions determine the competencies expected of a skilled worker? What instructional content should a curriculum comprises of? How would the skilled workers be evaluated? This paper was written based on the authors experience gained from the “Multimedia Artist/Designer Task Analysis” workshop organized by National Vocational Training Council (NVTC) on 5-10 June 2000. This paper is divided into two sections. The first section presents the instructional design models in general. The second section discusses how NVTC determine the component of skills required for a Multimedia Artist/Designer certification, specifically for vocational students. We will further elaborate how National Occupational Skills Standard (NOSS) was used to gauge the level of competence acquired by knowledge and skilled workers for Information and Multimedia field through Task Analysis process.

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What is Instructional Design? At the heart of every good educational practice is an effective instructional design principle.

Every instructional design model aims to guide a content designer in

developing instruction, provide a structure to ensure one has considered all aspects of the instructional environment and maintained the focus of the desired learning outcomes. This includes making informed decisions about what comprises as instructional content, what is to be taught, how the content is to be sequenced and synthesized, and learned within the instructional environment. The selection, sequencing, and synthesis of the instructional content takes into account the nature of the content or skills that are to be taught and the content offering takes into account the requirements from industries. Instructional design is “a systematic way of designing, carrying out and evaluating the total process of learning and teaching, in terms of specific objectives based on research in human learning and communication and employing a combination of human and non-human resources to bring about effective instruction." (Instructional Technology, 1970, pp. 21-22). It is usually visually presented in form of a model to display the principles and relationships of how instruction is to be developed and designed. Some of the existing and established instructional design models were created Dick and Carey, Jerrold Kemp, Hannifan and Peck Knirk and Gustafson Gerlach and Ely Rapid Prototyping (Braxton, 2000). Each model emphasize various aspects of the process with its own unique variations. Generally, all Instructional Design models contain the elements for Analyze, Design, Develop, Implement and Evaluation which usually leads to the final blueprints for designing and developing effective instruction. Diagram 1 presents an instructional design model known as the ADDIE model.

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Diagram 1: ADDIE Model

What is NOSS? NOSS is an abbreviation for National Occupational Skills Standard. „It is defined as a specification of the competencies expected of a skilled worker who is gainfully employed in Malaysia for an occupational area and level (MLVK, 1997). The NOSS component hierarchy begins from Occupational Analysis, Job Analysis until Task Analysis as depicted in diagram 2.

Diagram 2: NOSS development model in determining competencies expected of a skilled worker

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The basis of the NOSS approach was derived from the training perspective and its curriculum was developed and based on the needs of the industrial sectors. Therefore, it takes a different approach when compared to the academic field which develops a curriculum based on the requirements of subject content. Table 1 illustrates the differences between educating and training while Table 2 lists the differences and similarities between the academics and NOSS training approaches toward curriculum design.

EDUCATION  Developing personality  Learning to be someone  Career-related  Concepts and rules  Learning why  Fixed costs: maximize results

TRAINING  Learning to do something  Developing specific skills  Job-related  Facts and procedures  Learning how  Fixed result: minimize costs

Table 1: Difference between education and training

Academic Subject approach Knowledge based Analysis of subject matter and disciplines Determining level and prerequisites Organize curriculum according to logic of the discipline Develop instruction What is to be learned How will it be learned What text/material What test/exam

Job based System approach Competency based Analysis of policies, labor market and occupation Analysis of job and tasks Organize curriculum according to way the job is done Develop instruction Who are the learners What learning objectives What learning strategies What resources needed How to evaluate

Table 2: Academic and NOSS training approaches towards curriculum design.

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In keeping pace with the industrial sector requirements for a skilled worker, NOSS has shifted the teaching and learning paradigm from conventional vocational programs to the competency-based vocational programs.

Diagram 3: A shift from Conventional to Competency-Based Vocational Programs

NOSS in action!

By setting the requirement for entry level attitude, skills and knowledge for a skilled worker as required by the industrial sectors, NVTC implemented the Task Analysis process to identify the requirements and expectations of a skilled worker and be able to perform the job tasks existing in the industries. Representatives from the industries, academicians, managers and directors were invited for the "Task AnalysisMultimedia Artist/Designer" workshop to identify the tasks, skills and knowledge required. The workshop was conducted based on a development approach known as Developing A Curriculum (DACUM, NVTC, 1997) (Refer to Appendix 2)

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Designing a curriculum is neither a simple nor an easy process. It requires thoughtful and detail considerations of what is task competency relative to the job requirements. Interested and invited participants were required within a week of intensive and focused group interaction to identify “what the vocational students should learn, how they learn and how do they know when they have learned?”. The outcome was a Task Profile document which consisted of: 

Performance Standards - to set the standards of attitude, skill and knowledge



Steps - to determine the step-by-step procedures to achieve a certain task



Enabling Requirements - to set the prerequisite or additional requirements necessary to complete a certain task



Tools, Equipment and Materials - to determine the equipment and materials required for the learning process

(Refer to Appendix 1) Discussion and arguments were raised throughout the workshop and all these resulted in the Task Profile document, which was developed, built upon a solid and sound framework.

“What next after NOSS?” (Salleh, 2000) One of the biggest criticism and apprehension from the representatives was that the NOSS process took too much time to develop. “By the time it is developed, the technology changes and the content needs to be changed as well”. A solution to this issue was the decision of developing a Learning Guide instead of Learning Module. (Refer to Appendix 3) The Learning Guide is a self-contained document in which it has modular flexibility to meet the challenge of to technological changes.

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Conclusion Currently, the products from the NOSS exercise has been applied to the training world, it encompass the training standard, curriculum, teaching/learning materials and resources including tools and equipment. It is also being applied in the field of employment for worker performance evaluation, job modifications, job descriptions, and career development. (NVTC, 1997). One of the major companies presently showing a keen interest with adopting the various NOSS developed in Malaysia is the Multimedia Development Center (MDC) at Cyberjaya. MDC is considering utilizing these NOSS as a benchmark for both determining the requirements of consulting international bodies and showcasing the competency level of local experts in Malaysia. It is important to take note that due to the influence of different environments, learning styles and learner characteristics, any recommended curriculum is unable to match perfectly with the expected learning outcomes. Ideally, any created curriculum should be tested in real life situations before implementation, as any mistake during the development may be amplified. However utilizing an Instructional design model may help reduce these mistakes and is essential for designing and developing good instruction. Due to the dynamic changes with Information Technology, Multimedia capabilities and content, it will be necessary to review the curriculum often or as when required. Instructional Design should be implemented and will then serve as the common guideline for designing and reviewing to ensure quality instruction.

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Acknowledgement: We would like to thank the following person and organizations for their valuable contributions to the country in leading a group of professionals on the development of the NOSS curriculum. 

Mr. Mohd. Salleh B. Hj. Buyong, Senior Training Coordinator,



NVTC (MLVK) [http://www.nvtc.gov.my/nvtc]



Human Resources Development Council [http://www.hrdnet.gov.my/]



Information Technology Training Center [http://www.ittc.utm.my]

We would also like to express our heartfelt gratitude for all the supports provided by individuals in making this paper possible.

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Reference:

Braxton, Sherri, Bronico, Kimberly, & Looms, Thelma. (1995). Instructional Design Methodologies And Techniques. Computer Science Department at The George

Washington

University

in

Washington,

D.C

Available

at:

http://www.seas.gwu.edu:80/student/sbraxton/ISD/id_models.html

Commission on Instructional Technology (1970). To Improve Learning: An Evaluation of Instructional Technology (Vol.1). New York: Bowker, Letter of submittal, pp.21-22.

National Vocational Training Council (MLVK) (1997). Adapted from the slide presentation. Buyong. M. Salleh. (2000). “Bengkel Pembangunan Skim Perantisan Teknologi Maklumat Multimedia Artist/Designer-Authoring” at Hotel City Bay View, Malacca, 19 -22 October 2000.

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Appendix 1: A sample page from the Multimedia Artist/Designer Task Profile Document

Duty No.

03

Task No. Level

03.02 L3

Perform Animation Production Process Task

Monitor Project Log Book

Performance Standard Monitor project logbook using tools such as computer and material logbook so that the multimedia resources/information and workflow can be recorded and can be used for future references.

Step

Enabling Requirements (Knowledge, Skill, Attitude, Safety)

Determine data/information to include in the project log book

Knowledge of: Project log book procedures Indexing format Indexing technique Coding technique Project log book information Understand project log book record system

Tools, Equipment, Materials Pen and pencil Project log book

Ability to: Read project log book format Create data index Create data code Determine animation files data (project file, output file)

Knowledge of: Location of file data storage Standard operational procedure Operating system application

PC System application Log book Animate files

Ability to: Handle file directory Prove file directory exist Prove data content Locate specify directory Perform data indexing

Knowledge of: Project file coding Output file coding Indexing of data (project file, output file) Coding format Indexing format Project log book procedure Project log book system Indexing technique Coding technique Filing system

PC System application Log book

Ability to: Create data code

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Create data index Prove data code Prove data index Identify animation file system Identify animation file format Identify animation file location Perform Monitor Project

Knowledge of: Number of graphic Type of resources Project log book system Project log book format Project log book procedure Ability to: Record data code Record data index Record data code Record data index Record information regarding the resource

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Appendix 2: NVTC Workshop Basic Ground for Job and Task Analysis Job Analysis

Task Analysis



Everyone participates equally.



Everyone participates equally.



Share ideas freely.



Share ideas freely.



One person speaks at a time.



Keep on track.



Keep on track.



Hitchhike on each other‟s ideas.



Hitchhike on each other‟s ideas.



Provide constructive suggestions, rather



Provide constructive suggestions, rather

than criticisms.

than criticisms.



Use references.



Consider all task statements carefully.



Have fun!



Do not use references.



Observers cannot participate.



Have fun!

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Appendix 3: Learning Package Learning Package Learning Guide *

* *

* * * * *

Learning Module Unit/module identification: Number Competency Unit/module title Introduction (propose) Performance standard/terminal performance objective Learning activities/experiences Knowledge test(s) Performance test (s) Special test(s) Special instructions Self contained

*

* *

* * * * *

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