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Writing for Learning         1             Debbie Richards             Creative Interactive Ideas             debbie@cre8i...
Instructor-Led Training           2                          6/11/2012
Instructor-Led Training (ILT)                                               3   The practice of training and learning mat...
Instructor-Led Training (ILT)                             4 The instructor may be knowledgeable and  experienced in the l...
Designing ILT                           5 CONTEXT: The training will happen in a classroom setting (virtual or physical) ...
PowerPoint Presentation                           6 A PowerPoint presentation with the key learning  points of the traini...
PowerPoint Presentation                           7 Welcome note Training objectives Training agenda Key learning poin...
Facilitators Guide                             8 The facilitator’s guide is designed for the  trainer/instructor who deli...
Facilitators Guide                           9A facilitator’s guide typically has: Training overview Training objectives...
10   6/11/2012
Participants Handbook                           11 The participants handbook is used by the learners  during the training...
Participants Handbook                           12A participants handbook typically has: Training objectives Training ag...
Web-based Training        13                     6/11/2012
Web-based Training (WBT)                                              14  Any method or process that enables anyone to   ...
https://www.eff.org/deeplinks/2010/03/eff-posts-documents-detailing-law-enforcement                                       ...
16   6/11/2012
17   6/11/2012
ADDIE Model     18              6/11/2012
Adult Learning                            19 Explain why the course is important to their    particular job   Have clear...
Development Team                           20 Project Manager Instructional Designer Writer and/or copy editor Media D...
ADDIE Model     21              6/11/2012
Analysis                           22Instructional Designer interacts with the client andgathers the requirements for the ...
Design                          23After getting all required information, theInstructional Designer documents this informa...
Development                          24 The Instructional Designer interacts with the SME  and creates a prototype of the...
Development                             25 After the Storyboard has been approved by the reviewers  and client, the graph...
Implementation - ILT                              26 A procedure for training the facilitators and the learners  is devel...
Implementation - WBT                           27 In the implementation stage, the course is delivered  to the learners....
Evaluation                            28 In the evaluation stage, feedback on the course is  taken from the learners. It...
Tips 29       6/11/2012
Write for Your Audience                          30Before you write anything, consider: Who is your audience? What are t...
Standards                              31 Branding elements Screen colors and elements (such as borders and  buttons) T...
Learning Objectives and Goals                                 32 Objectives: what you can see learners do as a result of ...
Learning Objectives                              33Learning objectives indicate what someone will be able to do,know, or u...
Objective Examples                          34Topic: Communication Explain four basic principles of communication  (verba...
Learning Objects                           35The idea of learning objects is to create media contentthat is: Interoperabl...
Content                          36 Include only the information necessary to meet the  objectives Focus on "just enough...
Resources   37            6/11/2012
http://styleguide.yahoo.com/writing                                  38   6/11/2012
Resources – Instructional Design                           39 http://www.instructionaldesign.org/index.html http://www.n...
Resources - Writing                          40 http://www.techrepublic.com/article/tips-for-  writing-effective-training...
Learning Samples                         41 http://blog.cathy-moore.com/resources/elearning-  samples/ http://elearninge...
Companies/Organizations                          42 http://www.astd.org/ http://www.elearningguild.com/ http://www.clom...
Books                             43 Better Than Bullet Points: Creating Engaging e-Learning    with PowerPoint   Conque...
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Writing for training

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Writing for training

  1. 1. Writing for Learning 1 Debbie Richards Creative Interactive Ideas debbie@cre8iveii.com http://twitter.com/cre8iveii http://cre8iveii.blogspot.com/ http://cii-ftp.com/stc.zip 6/11/2012
  2. 2. Instructor-Led Training 2 6/11/2012
  3. 3. Instructor-Led Training (ILT) 3  The practice of training and learning material between an instructor and learners, either individuals or groups.  Training materials created include:Instructor Student Detailed Lesson Plan Quick Sample Exercise PPT slidesGuide Training Reference Exercise Workbook Manual Guides Files 6/11/2012
  4. 4. Instructor-Led Training (ILT) 4 The instructor may be knowledgeable and experienced in the learning material, but can also be used more for their facilitation skills and ability to deliver material to learners. An instructor/trainer might deliver the training in a :  Physical classroom or  Virtual classroom 6/11/2012
  5. 5. Designing ILT 5 CONTEXT: The training will happen in a classroom setting (virtual or physical) and a live instructor will interact with the learners. TARGET AUDIENCE: You are designing training material for both the Instructor and the Learners. 6/11/2012
  6. 6. PowerPoint Presentation 6 A PowerPoint presentation with the key learning points of the training program is designed for the trainer/instructor. The trainer/instructor speaks/interacts with the learners keeping the power point presentation in focus. The power point presentation is never self-contained or comprehensive and the trainer/instructor fills the gap. 6/11/2012
  7. 7. PowerPoint Presentation 7 Welcome note Training objectives Training agenda Key learning points in each Lesson/Topic Activity/assessment details Summary Next steps 6/11/2012
  8. 8. Facilitators Guide 8 The facilitator’s guide is designed for the trainer/instructor who delivers the training program to the learners. This guide has all the information that is essential for a trainer/instructor to effectively conduct the training program. The facilitator’s guide is designed with reference to the PowerPoint presentation created for the training program. 6/11/2012
  9. 9. Facilitators Guide 9A facilitator’s guide typically has: Training overview Training objectives Training agenda Tips on how to prepare to deliver the training List of training materials to keep handy Briefing on training contents/activities 6/11/2012
  10. 10. 10 6/11/2012
  11. 11. Participants Handbook 11 The participants handbook is used by the learners during the training program. The instructor usually circulates printed handbooks to the learners before starting the training program. Learners use the handbook for reference during the training program. 6/11/2012
  12. 12. Participants Handbook 12A participants handbook typically has: Training objectives Training agenda Dos and Donts Key learning points Instructions on how to take the activities Provision to jot down notes, write answers etc. 6/11/2012
  13. 13. Web-based Training 13 6/11/2012
  14. 14. Web-based Training (WBT) 14  Any method or process that enables anyone to create, deliver and track training using an online system.  Also referred to as eLearning.  Training materials created include:Course Storyboard Voiceover Script Quick Quiz Questions Scenarios/Si PPT slidesOutline Reference mulations Guides 6/11/2012
  15. 15. https://www.eff.org/deeplinks/2010/03/eff-posts-documents-detailing-law-enforcement 15 6/11/2012
  16. 16. 16 6/11/2012
  17. 17. 17 6/11/2012
  18. 18. ADDIE Model 18 6/11/2012
  19. 19. Adult Learning 19 Explain why the course is important to their particular job Have clear and detailed goals Link the course to the learner’s prior work experience Actively involve the learner in the course Show the learners the benefits of the course – example: stay on top of the competition, prepare themselves for advancement 6/11/2012
  20. 20. Development Team 20 Project Manager Instructional Designer Writer and/or copy editor Media Development Specialist  Graphic Artist  Voiceover Talent  Videographer Subject Matter Expert (SME) Courseware designer/developer Course Reviewers 6/11/2012
  21. 21. ADDIE Model 21 6/11/2012
  22. 22. Analysis 22Instructional Designer interacts with the client andgathers the requirements for the course. This helps theInstructional Designer decipher the learning gap andthe training needs. Why does the client need the course? Do they have any classroom training program in place? If so what are the pitfalls of the current training program? How will the course help the learners in their jobs? 6/11/2012
  23. 23. Design 23After getting all required information, theInstructional Designer documents this information inthe Analysis and Design document.The content outline and the proposed strategy/theme,the kind of interactivities that will be used for thecourse is also mentioned in the Analysis andDesign document. 6/11/2012
  24. 24. Development 24 The Instructional Designer interacts with the SME and creates a prototype of the course called the Storyboard. The Storyboard is most often done in MS Word or PowerPoint. In the Storyboard, the Instructional Designer lays out the whole course slide by slide. Each slide in a Storyboard has text, images, animations, or interactivities. The Instructional Designer adds notes to the programmers to explain to him/her the kind of image/animation/ interactivity required. 6/11/2012
  25. 25. Development 25 After the Storyboard has been approved by the reviewers and client, the graphic designers take charge. The Instructional Designer closely interacts with the graphic designers to make sure that what has been visualized is implemented right. After the course is developed, the Instructional Designer does a thorough testing to check if all is working fine. The testing stage is crucial because the Instructional Designer needs to check for many things such as language, consistence, clarity, functionalities etc. 6/11/2012
  26. 26. Implementation - ILT 26 A procedure for training the facilitators and the learners is developed. The facilitators training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), student registration. This is also the phase where the project manager ensures that the books, hands on equipment, tools, CD-ROMs and software are in place, and that the learning application or Web site is functional. 6/11/2012
  27. 27. Implementation - WBT 27 In the implementation stage, the course is delivered to the learners. This stage includes setting up the course in the LMS and other related activities. 6/11/2012
  28. 28. Evaluation 28 In the evaluation stage, feedback on the course is taken from the learners. It is also determined if the course was effective. 6/11/2012
  29. 29. Tips 29 6/11/2012
  30. 30. Write for Your Audience 30Before you write anything, consider: Who is your audience? What are they looking for in the content? What do they know about the topic/issue? What are their reasons for reading this text/page? 6/11/2012
  31. 31. Standards 31 Branding elements Screen colors and elements (such as borders and buttons) Text styles and colors Caption styles and colors Image types – and sizes 6/11/2012
  32. 32. Learning Objectives and Goals 32 Objectives: what you can see learners do as a result of taking the course  Ask learners to complete an interaction where they apply the appropriate techniques to several different scenarios Goals: what you want to teach the learners during the course  Familiarize learners with different management techniques 6/11/2012
  33. 33. Learning Objectives 33Learning objectives indicate what someone will be able to do,know, or understand as a result of the training experience.A complete objective will contain a:  Task – What must the learner perform (one behavior, one verb)?  Condition – How will it be performed?  Standard – How well must it be performed? 6/11/2012
  34. 34. Objective Examples 34Topic: Communication Explain four basic principles of communication (verbal and non-verbal) and active, empathetic, listening Outline four barriers and bridges to communication List at least four ways communication skills which encourage staff involvement will help create a positive work environment 6/11/2012
  35. 35. Learning Objects 35The idea of learning objects is to create media contentthat is: Interoperable - can "plug-and-play" with any system or delivery tool Reusable - can be used or adapted for use in multiple learning events Accessible - can be stored a way that allows for easy searchability Manageable - can be tracked and updated over time 6/11/2012
  36. 36. Content 36 Include only the information necessary to meet the objectives Focus on "just enough" rather than "just in case" 6/11/2012
  37. 37. Resources 37 6/11/2012
  38. 38. http://styleguide.yahoo.com/writing 38 6/11/2012
  39. 39. Resources – Instructional Design 39 http://www.instructionaldesign.org/index.html http://www.nwlink.com/~donclark/hrd/sat3.html http://www.instructionaldesigncentral.com/htm/IDC_i nstructionaldesignmodels.htm http://scorm.com/scorm-explained/business-of- scorm/scorm-versions/ http://classweb.gmu.edu/ndabbagh/Resources/IDKB/in struct_design.htm http://www.coun.uvic.ca/learning/exams/blooms- taxonomy.html http://www.studyingstyle.com/ 6/11/2012
  40. 40. Resources - Writing 40 http://www.techrepublic.com/article/tips-for- writing-effective-training-material-for- beginners/5077224 http://www.slideshare.net/nikkimk/how-to-write- documentation-training-materials-presentation http://managementhelp.org/training/systematic/gu idelines-to-design-training.htm 6/11/2012
  41. 41. Learning Samples 41 http://blog.cathy-moore.com/resources/elearning- samples/ http://elearningexamples.com/ http://minutebio.com/blog/free-e-learning/ 6/11/2012
  42. 42. Companies/Organizations 42 http://www.astd.org/ http://www.elearningguild.com/ http://www.clomedia.com/ http://www.aect.org/newsite/ http://www.corpu.com/ http://elearnmag.acm.org/index.cfm http://www.articulate.com/ 6/11/2012
  43. 43. Books 43 Better Than Bullet Points: Creating Engaging e-Learning with PowerPoint Conquering the Content: A Step-by-Step Guide to Online Course Design e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning ISD From the Ground Up: A No-Nonsense Approach to Instructional Design Design For How People Learn (Voices That Matter) What Every Manager Should Know About Training: An Insiders Guide to Getting Your Moneys Worth From Training 6/11/2012

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