Practical Application

Synthesis Essay

Scenario Context

I have been hired by the United States Army to serve as an instructional designer advisor in conjunction with the Army Medical Command (MEDCOM) to help facilitate increased total force knowledge on the effects of the Pfizer-BioNTech, Moderna, and Johnson & Johnson COVID-19 vaccines. According to a recent article I read from Faith, S. (2021), “over a third of the members of the U.S. Military are declining the COVID-19 vaccine, a phenomenon that many politicians and senior military leaders find deeply concerning.” Within those numbers across the Department of Defense, the United States Army according to a recent article in the military times written by Meyers, M. (2021), stated the current vaccination rate of its service members at “25 percent across the active, Reserve, and National Guard components.”

The Army has approached me with serving as part of a panel, as the instructional designer advisor, to create a microlearning and mobile learning course that helps provide increased knowledge and attitudes regarding the benefits of receiving any of the three available COVID-19 vaccinations. I will help analyze the possible causes and solutions for current vaccination hesitancy, design and develop microlearning courses that are available through the Army Training Management System and mobile learning platforms, implement the newly designed knowledge-based courses, and evaluate the instruction effectiveness over the next year within the Army enterprise.

IDD&E Approach

The ability to close the knowledge and attitude gap for the Army will be critical. To accomplish this, I will utilize an instructional systems design approach that will align with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. By using the ADDIE model as a foundation to close this performance gap, it will allow me to create an efficient and effective strategy.

Analysis

The analysis phase of this project will start with a detailed front-end analysis (FEA). Within the FEA a needs assessment will be conducted to determine if there is a need, and why the problem warrants a solution. In addition, we will determine whose problem it is and its size. The FEA will help provide the team with a systematic study of the problem and help to incorporate data from a variety of sources. This will help the team in making effective decisions for the instructional design process. I will always remember one of my instructors Doctor Koszalka, T. (2020) that often said, “instruction is purposeful…its purpose is to facilitate learning therefore, instruction should be purposefully designed.” This FEA will aim to ensure the instruction created closes the required knowledge and attitudes gap the Army needs.

To facilitate a FEA that meets the needs of the Army, the right model selection is critical. The model selected for this performance problem is Gilbert’s Behavior Engineering Model (BEM). Gilbert's BEM is based on understanding the human’s performance technology and the systems they are associated with. In this model, the behaviors that people exhibit are primarily attributed to the influences on those people . Therefore, if you want to change a person’s behavior, you must change the influences that affect them. This model closely shares values and model characteristics with the classic theory of Behaviorism by Ian Pavlov. BEM foundation represents and depicts six factors that look to close the human performance gap for both individuals and groups. The following briefly outlines the six areas as it pertains to the scenario’s performance problem.

In addition to the Gilbert’s BEM , I will use a variety of FEA tools and instrumentation methods. These methods will include extant data analysis, surveys, interviews, formal observations, and subject matter analysis. All of these tools will help to achieve the desired performance (optimals), current performance (actuals), causes, feelings, and solutions.

Design & Development

The use of blooms taxonomy will help drive the learning goals and objectives for the microlearning and mobile learning courses. The current problem and knowledge gap will require an increased understanding within blooms taxonomy and the goals and objectives need to be carefully aligned. I will build learning objectives using the Audience (A), Behavior (B), Condition (C), and Degree of Mastery (D) method. This method will ensure the objectives are specific, measurable, achievable, and relevant to the current and desired performance. The goals within the instructional design will be broad but provide clarity of what is to be learned by the students. Both the goals and objectives will be nested to ensure a good foundation is set for the designed instruction.

The microlearning and mobile learning courses will outline the exact same instruction, but the mobile learning will meet the requested clients need of accessibility for the soldier. The design of my instruction will have heavy influence from the Gerlach & Ely Model as a foundation. All the instruction will take place online through the Army Training Management System and its pre-existing mobile application. This instruction will include 11 modules in total as seen below.

The design of the instruction will ensure accessibility and applicability in a sequence that looks to change both the attitude towards vaccinations and increases the knowledge of all three types of vaccinations

Development & Implementation

The implementation of instruction will involve important change and decision making to continually improve the instructional design throughout the process. To assist with the implementation of these learning courses, I will use the stages of Everett Roger’s Implementation Model as a foundation. As seen in the below figure it contains five stages and applies to the performance knowledge and attitudes gap discovered in the needs assessment. Implementation of this instruction will include a small pilot of students and heavy involvement from the Army Staff assigned to this project.

Evertt Roger's Implementation Model

Knowledge- During this, validation will occur that the material contained within the course is useful to its intended audience. I will provide the client with an information sheet on the course content and a select panel of test students with introduction into course material.

Persuasion- I will begin to discuss and decide whether the course seeks the information and ideas that the client seeks to obtain from the designed courses. A determination can be made between the client and me on whether the course meets the needs and feelings about the course.

Decision- Numerous tests will be performed on the overall design of the course and modules. A complete pilot test on running the course as designed through the design and development phase will be performed. I will be present for full implementation to ensure the learning management system, user interface, course content, and complete diagnostic execution work as intended. This method will help in leading to either rejection or acceptance of the course and modules as designed.

Use- I will include multiple iterations of application to select units across the Army organization. The design and development of the course will be tested, and the course of instruction will start its adoption into the total force. These selected units will expand over time in a long-term process and small changes through the evaluation phase will be implemented to improve the overall course execution.

Confirmation- I will ensure the client is satisfied with the course performance to meet the desired knowledge and attitudes gap. Confirmation will be made that the course is accessible, easy to use, cost effective, and aims at the desired performance. Continued support will be offered after implantation by the team and outcomes assessed..

Evaluation

Formative Evaluation:

This evaluation process will be fluid throughout the implementation process and will inform change throughout the project life cycle. It will aim to find the strengths and weaknesses of the designed course of instruction and help to revise the designed instruction if necessary, to increase its overall efficiency and effectiveness. Data will be collected about the designed instruction through a variety of techniques including:

Leader Expert Reviews
Small Soldier Group Evaluations
Field Tests of the Army Training Network and Mobile application materials
Individual one on one soldier user reviews

Summative Evaluation:

The summative evaluation will look to ensure the instruction met the desired objectives and the soldiers benefited from the training. A deep look into the overall effectiveness of the course will be considered. To do this the Donald Kirkpatrick’s Four-Level Training Evaluation Model will be used as a foundation.

This model will allow effective analyzation and evaluation of the results for the instructional course within the Army Training Management System. The method analysis for this model application will include a variety of tools to collect data and information. Methods such as user interviews, online surveys, expert reviews, learner questionnaires, case studies, and focus groups will help drive the data needed to validate the designed course met its intended goals and objectives.

Instructional Designer Competencies Importance

1. 1 [Enhance communication skills]-

Communication is important in both this project and my current profession. The ability to communicate effectively throughout this project will be key to its success. The writing of goals objectives to visually and graphically designing the course content will be needed. I have 26 years of experience in all forms of communication: verbal, written, etc... and I am confident that my experience in communication will lead to success within this project.

2.5 [Describe required content/ prerequisites]-

Within this scenario the ability to identify the content analysis and match the course goals and objectives is vital to setting the proper foundation. To meet the clients’ objectives careful attention must be applied to setting the right foundation. With many years in the Army and experience serving as the senior enlisted advisor to the commander and the individual with the most experience in the unit, I play a vital role in understanding what content and perquisites are required to close the knowledge, skills, and attitudes gap of entire units. This problem aims at improving the knowledge and skills of soldiers and I have spent my life in their shoes. I know what it takes to design effective instruction at the soldier level and feel confident in my abilities to ensure the course.

3.9 [Pilot test, critique, and/or finalize learning instructional, assessment, evaluation, and implementation plans, activities & materials]-

This scenario will require a streamlined and focused pilot testing within the implementation phase. This will help provide the necessary feedback to course improvement before it is implemented into the total force for the Army. This is a key piece of this instructional design and I have experience in this with not only the American Army, but with multiple other foreign Armies. I have vast experience with testing, critiquing, and finalizing future professional school systems for both our Army and multiple foreign countries. I feel my expertise within this instructional design competency will prove valuable to the overall final deliverable to the client.

5.2 [Manage Collaborative relationships-]-

Within this scenario and project, there are numerous players involved in its success. This project will require a team of people from curriculum developers, program evaluation specialists, videographers, graphic artists, project managers and Army staff that will be vital to the success instructional of the design process. I have over 26 years of experience working with a building teams of various levels. The experience I bring to the table in team building and managing complex team member relationships will lead to successfully applying this instructional designer competency to the project.

Reflection

This assignment for the reflection essay provided me with an opportunity to showcase a brief synopsis of what I have learned within this program. It provided me with the opportunity to take a scenario and apply the tools and knowledge of the systematic instructional design process within a possible real-world scenario. I was able to work through method application of the entire ADDIE process and practically apply just a few of the valuable tools available to an instructional designer. In addition to visualizing and applying various tools and techniques to create instruction that met the client's needs, I was also able to identify key instructional designer competencies that I feel will be critical to the client’s project success. I was able to reflect on these competencies and evaluate my experience and knowledge gained in both this program and my ability to apply them to this scenario.

Although this is just a surface example due to project constraints, it helps showcase a brief glance at all the knowledge and information learned within the Syracuse IDD&E program. I have much more to learn before I am an instructional designer expert, but as you can see from this scenario, the program has provided me with a solid foundation for my future as an instructional designer. As I move into my role as instructor for the Sergeants Major Academy, I know the vast experience and knowledge I have gained within this program will prove invaluable as I look to help the Army in its future instructional design goals and objectives.

References

Eichler, B., McDonald, J. K., Eichler, McDonald, McDonald, J. K., & West, R. E. (1970, January 1). Implementation and Instructional Design. Design for Learning. https://edtechbooks.org/id/implementation_and_i.

Faith, S. (2021, May 11). A Disturbing Number of U.S. Troops are Declining the COVID-19 Vaccine; Here's Why • The Havok Journal. The Havok Journal. https://havokjournal.com/culture/military/a-disturbing-number-of-u-s-troops-are-declining-the-covid-19-vaccine-heres-why/.

Gerlach, V.S., & Ely, D.P. (1980). Teaching & Media: A Systematic Approach (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall Incorporated.

Gilbert, T. F. (1978). Human competence: Engineering worthy performance. New York: McGraw-Hill

Gilbert, T. F. (2007). Human competence: Engineering worthy performance. San Francisco, CA: Pfeiffer.

Koszalka, T. A. (2020). Instructional Design and Development 1 Unit 6 Design. Retrieved November 10, 2020, from https://s3.amazonaws.com/blackboard.learn.

Kurt, S. (2018, September 06). Kirkpatrick model: Four levels of Learning evaluation. Retrieved April 01, 2021, from https://educationaltechnology.net/kirkpatrick-model-four-levels-learning-evaluation/

Myers, M. (2021, February 17). About a third of troops have turned down the COVID-19 vaccine. Military Times. https://www.militarytimes.com/news/your-military/2021/02/17/about-a-third-of-troops-have-turned-down-the-covid-19-vaccine/.