This document provides guidance on developing educational materials to teach specific objectives. It recommends writing lab exercises to teach objectives, and lecture materials to prepare students for the labs. Lectures should cover necessary concepts and scaffolding, and explain the overall process and rationale. Instructions for labs should be detailed and include screen captures for clarity. Materials should be divided into modular units that take 1-2 hours each.

1. From Objectives to Materials
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2. Objectives
When you complete this presentation, you can perform the following tasks:
 Given objectives, write lab exercises to teach them
 Given objectives and lab exercises, write lecture materials to prepare
people to do the labs
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© 2013 IBM Corp.

3. Where were we? Objectives recap
 Top level objectives from curriculum design
 Intermediate objectives from task analysis
 Form:
x
• “Do x”
 How do we get to where
we know that students
can do x?
a
b
c
a1
a2
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© 2013 IBM Corp.

4. Making them do it
 One or more virtual machines
 Starting state similar to what they have on their system
 Detailed instructions
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IBM Software Group | Security Division
© 2013 IBM Corp.

5. The starting state
 Similar to the performance context
• The system the customer uses in real life
 Simplified
• No redundancy unless that is an objective
 Not production-ready
 Software already installed
• Unless installing it is an objective
 Instructions for creating the starting state go in the setup
guide
 Take a snapshot before starting the exercises
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IBM Software Group | Security Division
© 2013 IBM Corp.

6. Detailed instructions
 During class:
• The instructor may not be an expert on the product.
• One instructor, 12 students
 After class:
• They forgot 90% of what they learned.
• They need to refresh their memory.
 Write in the imperative:
Type object00 and then click OK.
 Include screen captures for clarity
 Put sanity checks in the instructions
 Instructions go in the student exercises
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IBM Software Group | Security Division
© 2013 IBM Corp.

7. Example
Instructions
Items to
click, select,
and type are
in bold.
Sanity
check
screen
capture
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IBM Software Group | Security Division
© 2013 IBM Corp.

8. Lectures
 Concepts that
Terminal objective
are necessary to
• Write classes
understand the
labs
Intermediate objective
 Mental
• Create lecture material in PowerPoint
scaffolding that
is required to
Lab exercise
understand those • Create a specific five slide presentation
concepts
 Overall process,
so students can
put the labs in
context
 Rationale, why
do we do it?
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Concept
• Slide
Scaffolding
• A slide is like what you’d write on a white board
IBM Software Group | Security Division
© 2013 IBM Corp.

9. Lecture materials
 Slides
• Shown by the instructor
• Main concepts
• Sentence fragments
 Notes
• Go in the Student Guide
• Written in FrameMaker
• Used to remember the material, after six months when they’ve forgotten most
of it
• Full sentences and paragraphs,
mostly third person:
After the user clicks OK, the browser
submits the web form to the server.
The server then creates ….
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IBM Software Group | Security Division
© 2013 IBM Corp.

10. What not to do
 Eyes glaze over lists
• If a list is over five items, nobody will remember it
 Wall of text slides
• We aren’t giving them vision tests
• The tl;dr effect
too long; didn’t read
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IBM Software Group | Security Division
© 2013 IBM Corp.

11. Dividing material into units
x
 Initial scaffolding
• Unit 1: Do a
• Unit 2: Do b
• Unit 3: Do c
a
b
c
 Give students a feeling of progress
 Allow for modular materials:
• Teach only what the customer cares about
 Ideally, a unit should take 1-2 hours
• Lecture
• Exercises
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IBM Software Group | Security Division
© 2013 IBM Corp.

12. Summary
Now that you have completed this presentation, you can perform the
following tasks:
 Given objectives, write lab exercises to teach them
 Given objectives and lab exercises, write lecture materials to prepare
people to do the labs
12
IBM Software Group | Security Division
© 2013 IBM Corp.