I could have illuminated the entire
What if I explored thin-slicing and then applied it to the ID ( instructional design) process?
Just Google thin-slicing and you’ll find that this method has been applied to numerous computer programming languages on anything from debugging to database designs. So, why couldn’t it be applied to the ID (instructional design) process.
So with pencil in hand and a huge piece of paper I started my exploration and application of thin-slicing to the ID process. Since thin-slicing is the “automated, accelerated unconscious method of information gathering” (Gladwell, Malcolm; 2005) I decided to try it on the initial examination of a new ID project. Many times we are given pages and pages of content to be transformed into online classes or training. The linear format of the traditional face-to-face instructional method can be an ID nightmare. But, if you thin slice the content and develop a skeleton concept map of the key topics found within the content, you’ve already cut your time in half. Then, take the next thin-slicing step by fleshing out each of the concepts with only the facts while aligning the goals and objectives for the class. Once the concept skeleton has some muscle to it, you are ready to thin slice the online delivery specs by exploring the mode of delivery (hypermedia, multimedia … etc.), the user interface, navigational system, title, module headings and subheadings. Are you getting the hang of this now….incredible! At this point you have a skeleton concept map with the facts under each concept along with the goals, objectives and the basic online delivery specs.
It is now time to design the project module by module (concept by concept) with ID theory based instruction, knowledge objects and assessments. Did I stop here? No, I thin-sliced all the audio, video, animations, and visual enhancements needed in each module.
The visual tool or concept map developed provided me with a quick reference project tool where the client was able to see the relationship between concepts, activities, multimedia, video, assessments and objectives. It was interesting to see how quickly the “loose concepts” or “course fillers” surfaced since a connection to the goals or course objectives could not be identified.
As with every new adventure there are some bumps in the road, they are:
- You must be able to quickly identify the real concepts within the pages of content given to you.
- You must have a strong foundation in ID theories, online learning modes and methods.
- You must have a strong working relationship with your SME (special material expert) who will identify, explain and flesh out any concepts not mapped within the thin-slicing.
- You must allocate uninterrupted time to the initial thin-slicing since it is very difficult to start, stop, start and map when your cognitive mapping is interrupted.
Have fun thin-slicing your next ID project.
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