ID Test

ID Test Duration: 2 Hours Marks: 100

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ID Test

1. Essay

Marks 15 Time: 20 minutes

Write an essay of not more than 300 words on Why I am suitable for this role.

2. Curriculum Design

Marks 20 Time: 30 minutes

Your e-learning organization has recently inducted a batch of campus recruits as Instructional Designers. These recruits need functional training on the basics of Instructional Design. They would also need to be evaluated on the concepts before they hit the production floor. Create a curriculum for the module on Writing Effective Objectives.
Sr. No
01

Session

Time

Behavioral Objectives

Learning Objective

Content Outline
Adult learning model ADDIE model

Mode/tools

Remarks

The Big Picture (Contextualization)

30 mts

At the end of this session, the learner will be able to: Describe the various stages in an eLearning experience Outline the ADDIE model

Describe the various stages in an eLearning experience Outline the ADDIE model

ILT PPT Workbook Flip chart/ Discussion /Scenario

02

Design Stage (the specific context)

30 mts

At the end of this session, the learner will be able to: Describe the activities involved in the design stage

Describe the activities involved in the design stage

ILT PPT slides Workbook Discussion /Scenario

03

Objectives your Honor! (Relevance/content)

45 mts

At the end of this session, the learner will be able to: Describe Bloom's six levels of learning & the behaviors specific to each level Distinguish between the various content types and describe their characteristics

Explain the importance of generating learning objectives Describe Bloom's six levels of learning Describe the five content categories

Blooms Taxonomy Content Types

ILT PPT slides Workbook Small team activity

04

Writing Objectives (Application/Satisfactio

30 mts

At the end of this session, the learner will be able to:

Distinguish between 'knowing and doing' Explain parallelism Generate /List action verbs for

Action verbs

ILT

Proprietary and Confidential 2009 Aptara, Inc. All rights reserved.

ID Test
n) Generate SMART learning objectives for a given topic each level of learning taxonomy Develop application level learning objectives for the specific learning task Parallelism Skill / behavioral vz PPT slides Workbook Small team activity

05

Test and feedback Generate SMART learning objectives for a given topic

Test paer Pen and paper test One to one feedback session

3. Team Leadership

Marks 30 Time: 30 minutes

You are leading a team of IDs working on multiple projects for an account. How would you resolve the following issues? 1. There are too many bugs on a critical project and you need to improve the quality quickly. 2. A team of good but less experienced IDs need to start interacting with the clients team and subject matter experts on a regular basis. However, they lack the confidence to communicate with them. 1. A profusion of bugs is indicative of the following: 1. Absence of pre-defined quality parameters or inadequate orientation of team members to these standards (Style sheet and GUI elements - Guidelines for usage of graphics, navigation and interactivity, approved screen types) 2. Inexperienced /untrained resources In view of the above, both preventive and corrective actions need to be taken as follows: 1. Preventive: create and run the team members through the style sheet, authoring tool, project specifics & standards, and GUI elements so that the number of bugs can be lowered at the production stage 1. Corrective: depending on the availability of resources and criticality of project , put together a 'large enough' and integrated quality team consisting of the following specialists:
Proprietary and Confidential 2009 Aptara, Inc. All rights reserved.

ID Test

a. language expert to fix grammar, punctuation issues b. Instructional Designer content mapping (unmet objectives, inadequate practice and test elements ) content structuring (chunking, labeling, flow, tone etc. c. SME to ensure content adequacy, content accuracy issues d. Graphics guy to fix screen types or templates bugs, images, audio and video screen elements like numbering/branding/IPR elements etc. e. Programmers to fix load-time an runtime issues, links, buttons, missing or incorrect navigational and interface elements etc.

2. Client and SME Communication invariably causes 'communication apprehension' among new comers, especially if the client happens to be from a different nationality. This prevents them from seeking clarifications and asking the questions that need to be asked for fear of annoying/antagonizing the clients /SMEs. Building confidence for effective client communication is a phased out process and this can be achieved through a simple three stage process: 1. Generic Training: a. A primer on assertiveness: a session on principles of assertive communication (what/why, & how aspects). The team members need to know that they are fulfilling the needs of the client and understanding/clarifying their needs accurately and confirming agreement is critical to the process of satisfying them b. Questioning Skills: The team members need to be taught the skill of questioning clients/SMEs to identify the need, objective, and application of a product being developed 2. Project Orientation: Team members need to be oriented to the project brief, specifics and standards and client profiles so that they know what they are walking into without hooking their toes in the carpet 3. Sit through sessions: Having the team sit through the client communication sessions and observe senior members assertively interacting with the clients/SMEs. They should be encouraged to introduce themselves, take notes, and gradually ask pertinent questions before they can be on their own with clients/SMEs.

Proprietary and Confidential 2009 Aptara, Inc. All rights reserved.

ID Test

4. High Level Design

Marks 35 Time: 40 minutes

All India Institute of Medical Sciences (AIIMS) requires a learning solution to teach post graduate students cardiac surgery. What solution would you propose to the client? Suggest the mode, media elements, and multiplicity of platforms for the target audience. Assumptions: The above scenario is not adequately filled out with client needs/ expectations / objectives, resource commitment, and existing technology as well as SME decided course structure .The scenario is giving the impression that the project is in the preliminary business consultation stage rather than a design stage. In view of the above, I am assuming the following: The course is offered online The content structure has been frozen in consultation with an approved SME No resource constraints exist

Recommendations Mode A course of such complexity and high risk enterprise (involving invasive surgical procedures ) requires and engages the entire gamut of web technologies including text, graphic, animation, audio/ video, virtual classroom, 3 D simulation, and real time interaction: As such the WBT mode is the best option. A CBT mode will require the content is produced and housed on client server which will make this project time strained. Architecture: The classical hierarchy or the guided discovery architecture is suitable. A guided discovery mode is ideal for online courses where links to learning objects available on the WWW are provided , reduces production costs, time and server architecture. Media: Obviously, this course needs extensive use of static graphic elements like diagrams of anatomical structures & processes, as well as dynamic elements like animation and 3D modeling to demonstrate functioning: while pre-recorded video lectures supported by mail and chat facilities are adequate for knowledge inputs , virtual classrooms and simulation with real time interaction with faculty/SME and peers via mail, chat, are necessary for skilling.. As such the media include: Graphics and Animation with Voice over Videos of anatomy and physiology Pre-recorded video lectures
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ID Test

Virtual classroom sessions and 3D simulation Realtime Interactivity elements: mail, chat, discussion forum, dashboard or open house technologies real-time interaction; briefcases for uploading assignments , and receiving faculty feedback and peer comments messenger for sharing resources etc.

Proprietary and Confidential 2009 Aptara, Inc. All rights reserved.