Week 1: Real World Instructional Design

The two real-world instructional design examples found were the McDonald’s Kiosk Menu and Kiss Gel Stick-On Nails. Instructional design examples in the real world are very unassuming. People interact with them daily and are not fully aware that is what they are experiencing. Now with more awareness of engaging with daily activity this way, it is certain that the list of real-world examples will grow.

A trivial plus for McDonald’s enthusiasts: kiosks make it much easier to order an enormously embarrassing spread of food.  ~Hollis Johnson

Typically, customers either choose to go through the drive-thru or they choose to park, go inside, and order at the registers. Both options have the employees serving the customer. However, select McDonald’s locations now have the kiosk option. This option is inside the fast food restaurant placed right after the entry way. McDonald’s states that the kiosk improves wait time and improves accuracy (Johnson 2018).

The goal of the kiosk instructions is to teach people how to digitally order their menu items and successfully check out on their own. The effectiveness of this process is effective for people who are digitally savvy, especially those who are use to paying with their Apple Pay. According to Johnson, the amount of orders taken at the kiosk was far more the the orders taken at the counter. What about for the digitally challenged customers? McDonald’s has been proactive and placed employees around the kiosk to facilitate and teach the customers how the process works.

The learning at the kiosk is self-explanatory. The customer is asked if they are dining in or carrying out. From there, the menu is broken up into submenus. The linear process of ordering is much like it is in the drive through, except that customers have far more control over customization and preferences.

Three things learned include paying with the Apple Watch! Setting it up was a little unnerving, but using it to pay quickly and get in and out in half of the time of the counter customers was worth it. Another lesson is that the employees have no teaching or instructional design background. Those customers that flew through the process with flying colors were still asked by employees if they were in need of assistance. Lastly,  McDonald’s definitely put some thought into the design and instruction of their kiosk machines. It has an easy-on-the-eyes design, large and simple fonts, and is not overwhelming with buttons and options.

McDonald's Kiosk

The next real world instructional design was slightly different in nature and a bit more personal. As I checked my son in for his last oncology appointment, I complimented the receptionist’s nails. She proceeded to instruct me on what type of nail they were, where to buy them,  how to apply them and how to take them off. She offered some tips, as well. Her teaching was well-meaning and her goal was to convince me to try the product. To say that the information she gave me overloaded my brain is an understatement. Her instruction was not as effective as the McDonald’s kiosk because there was no flow or structure. The information was just thrown to me while trying to retain as much as possible in such a short time.

In their article, Putting Students on a Path to Learning, Clark, Kirschner and Sweller state that problem solving is more effective than studying a worked example. (Clark, Kirschner, Sweller, 2018). However, it is noted that studying a worked example reduces cognitive load. (Clark et al., 2018). From what I studied of her nails as I listened to her verbal instruction, what she was teaching me proved to be correct since her nails looked they came from a  salon. However, as a visual and  kinesthetic learner, I went home after some much needed reflection time and searched YouTube for some how-to videos. Then, I took the next step and purchased a set. In hindsight, it seems as if I have followed the ADDIE framework in this instance with the exception of the evaluation step (Bichelmeyer 2005). I have yet to begin the application process due to time, however, applying the knowledge I have gained will make failures less likely.

One thing I have learned is that I do not have full faith in false nails or the glue provided despite being shown that it can work well. My fear makes me hesitant to try it and reminds me that our students and teachers might feel the same with teachers and content.

Another lesson for me is to refrain from information overload when teaching in any setting. Learners need time to reflect, gather feedback, and possibly seek out supplemental information on their own before coming to their own conclusions.

Last, I have learned that there must be much thought put into instructional design. Instructional goals cannot be thrown together in hopes that the outcome is favorable. There must be intentional conversations, evaluations, and implementations.

Johnson, H. 2018. We ordered from McDonald’s new kiosks to see if they’re better than real cashiers — and the winner is surprising. Business Insider. Available at:  http://www.businessinsider.com/mcdonalds-kiosk-vs-cashiers-photos-2018-3. Accessed June 7, 2018.
Clark R, Kirschner P, Sweller J. Putting Students on the Path to Learning. 2018. Available at: https://www.aft.org/sites/default/files/periodicals/Clark.pdf. Accessed June 7, 2018.
Bichelmeyer, B. 2005. “The ADDIE Model” – A Metaphor for the Lack of Clarity in the field of IDT. [online] Courseweb.unt.edu. Available at: http://courseweb.unt.edu/AOP_collaborative/readings/5210/Week1/bichelmeyer_b_2004.pdf. Accessed June 7,  2018.

 

 

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