MTS Instructional Design Principles 3 — Questions and Answers
Question 1: According to cognitive load theory, 'germane cognitive load' refers to:
- Mental effort wasted on poor instructional design
- Load caused by the inherent complexity of the material
- Mental resources used to build and automate schemas (Correct answer)
- Overload produced by redundant visual and audio information
Correct answer: Mental resources used to build and automate schemas
Germane load is the productive mental effort learners invest in forming and automating new schemas in long-term memory.
Question 2: In the SAM (Successive Approximation Model), the design phase differs from ADDIE primarily because it:
- Requires full analysis before any design begins
- Uses rapid prototyping and iterative feedback cycles (Correct answer)
- Relies exclusively on subject matter expert input
- Eliminates formative evaluation entirely
Correct answer: Uses rapid prototyping and iterative feedback cycles
SAM is an agile alternative to ADDIE that emphasizes rapid prototyping, small iterations, and continuous stakeholder feedback.
Question 3: A Master Training Specialist is reviewing a lesson plan and notices objectives use the verb 'understand.' The BEST correction is to replace it with:
- Appreciate
- Know
- Demonstrate (Correct answer)
- Comprehend
Correct answer: Demonstrate
'Understand' is not measurable; 'demonstrate' is an observable, measurable action verb appropriate for a behavioral objective.
Question 4: Scaffolding in instructional design refers to:
- Organizing content in hierarchical task analyses
- Providing temporary support that is gradually removed as competence grows (Correct answer)
- Using advance organizers to preview upcoming content
- Designing branching scenarios for adaptive learning
Correct answer: Providing temporary support that is gradually removed as competence grows
Scaffolding involves offering guided support (hints, prompts, worked examples) and fading that support as learners become more capable.
Question 5: Which learning theory underpins the use of positive reinforcement, shaping, and behavioral objectives in training?
- Cognitivism
- Constructivism
- Connectivism
- Behaviorism (Correct answer)
Correct answer: Behaviorism
Behaviorism focuses on observable behavior, stimulus-response relationships, and reinforcement to shape learning outcomes.
Question 6: A formative evaluation conducted DURING course development is MOST useful for:
- Measuring return on investment after deployment
- Identifying design flaws before full-scale rollout (Correct answer)
- Certifying that learners have met performance standards
- Calculating the cost-benefit ratio of the training program
Correct answer: Identifying design flaws before full-scale rollout
Formative evaluation occurs during development to detect and correct problems while revisions are still cost-effective.
Question 7: The 'redundancy effect' in multimedia learning warns designers to avoid:
- Using both images and relevant on-screen text simultaneously
- Presenting identical information in both audio and on-screen text at the same time (Correct answer)
- Including worked examples before practice problems
- Splitting attention between a diagram and a separate instruction panel
Correct answer: Presenting identical information in both audio and on-screen text at the same time
The redundancy effect occurs when the same information is delivered in both spoken and written form simultaneously, overloading working memory.
MTS Instructional Design Principles 3
According to cognitive load theory, 'germane cognitive load' refers to: