The document outlines the instructional design process for developing a training course. It discusses the key purposes of instructional design which are to identify learning outcomes, guide content development, and establish an evaluation method. It then describes the 5 stages of instructional design: 1) define instructional goals, 2) conduct an instructional analysis, 3) identify learner characteristics, 4) develop performance objectives, and 5) assemble instructional materials. An example of creating a checkers training course is provided to illustrate how the process is applied.
89 once you’ve written your outcomes and objectives and plamakdul
This document discusses planning instruction for an entire course. It recommends first creating a long-range plan that maps out the topics and assessments for each week over the full semester. The content can then be broken into logical modules with assessments at the end of each module. The document provides an example of a course divided into 4 modules, each aligned to steps in the design thinking process and ending with a quiz or project. It stresses the importance of selecting reading materials and assignments that align with the course objectives and assessments.
Here are the key events in the stanza:
- The soldier is introduced as a 'simple soldier boy'
- He grinned at life in empty joy, suggesting he found happiness even though it was superficial
- He slept soundly through the lonesome dark
- He whistled early with the lark
This shows he was keeping cheerful despite the difficult conditions, finding simple pleasures like whistling.
Q: How does this analysis help your understanding of the poem?
A:
Marking against the learning objective
provides formative feedback.
LO: To understand how Sassoon shows the depression of the soldier in ‘Suicide in the Trenches’.
The document provides a template for developing an instructor-led training guide. It includes sections for the course overview, organization, goals and outcomes, hosting activities, instructor responsibilities, student requirements, agenda, and lesson plans. The template instructs users to replace text in red with course-specific information, update the table of contents, and delete all template instructions from the final guide. It also recommends formatting the instructor notes using PowerPoint's "Send to Word" feature to create slides with space below for notes.
Sample Lesson Plan Template - Start with a CLEAR LANGUAGE LEARNING OBJECTIVE. This format is similar to the 3 or 4 P's: Prime, Present, Practice, Produce or Perform.
This document provides an overview of planning for a university course. It discusses the importance of developing learning objectives and outcomes, and distinguishing between different levels of learning based on Bloom's taxonomy. It also compares content-centered and student-centered models of course planning, noting that the latter focuses on what students should be able to do upon completing the course rather than just covering content. The document provides examples of writing measurable learning outcomes and evaluating textbooks. It stresses the importance of planning instruction by dividing a course into manageable pieces and integrating various assessment elements.
In the context of supporting civil society organisations working in the field of the democratic transition in Tunisia, Democracy Reporting International, in partnership with inProgress, produced a practical guide covering the techniques and training of adults. Members of civil society organisations are often requested to give trainings, provide knowledge, or strengthen competencies in various fields. These fields include, among others, civics, electoral observation, and legal reforms, including those linked to the setting up of a new Tunisian Constitution.
Teaching others new aptitudes, methods, or procedures requires that the trainer to be aware of different parameters in order to ensure the best learning methodology. Identifying learning needs beforehand, determining the training objective, or managing the audience are some of the essential elements that must be taken into account.
Therefore, this guide emphasizes the elements on which learning efficacy and teaching competencies depend. It enables trainers to use learning principles intended for adults and to acquire a guiding pedagogy and interactive methods in line with active communication principles, while creating a positive environment to optimise the learning process.
Collaborating with inProgress, DRI has provided this practical guide to accompany the trainers through all the steps of the training process, from conception to setting up and follow-up of trainings.
This manual has been developed on the basis of three Training of Trainers courses, which were conducted in Tunis, Tunisia between October 2013 and January 2014.
The document provides information about structuring a training process, including developing learning objectives and lesson plans. It includes an example lesson plan for a course on basic instruction skills for new trainers. The lesson plan covers developing learning objectives, explaining the components and structure of an effective lesson plan, and different training techniques. It aims to help participants understand how to develop well-structured training programs and teach them effectively.
The document outlines Robert Gagne's 9 steps for instructional design and provides an example lesson plan applying the steps. The 9 steps are: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior learning, 4) presenting stimulus, 5) providing guidance, 6) eliciting performance, 7) giving feedback, 8) assessing performance, and 9) enhancing retention and transfer. The example lesson teaches 2nd graders how to create diagrams using Kidspiration software by guiding them through each step of Gagne's instructional model.
89 once you’ve written your outcomes and objectives and plamakdul
This document discusses planning instruction for an entire course. It recommends first creating a long-range plan that maps out the topics and assessments for each week over the full semester. The content can then be broken into logical modules with assessments at the end of each module. The document provides an example of a course divided into 4 modules, each aligned to steps in the design thinking process and ending with a quiz or project. It stresses the importance of selecting reading materials and assignments that align with the course objectives and assessments.
Here are the key events in the stanza:
- The soldier is introduced as a 'simple soldier boy'
- He grinned at life in empty joy, suggesting he found happiness even though it was superficial
- He slept soundly through the lonesome dark
- He whistled early with the lark
This shows he was keeping cheerful despite the difficult conditions, finding simple pleasures like whistling.
Q: How does this analysis help your understanding of the poem?
A:
Marking against the learning objective
provides formative feedback.
LO: To understand how Sassoon shows the depression of the soldier in ‘Suicide in the Trenches’.
The document provides a template for developing an instructor-led training guide. It includes sections for the course overview, organization, goals and outcomes, hosting activities, instructor responsibilities, student requirements, agenda, and lesson plans. The template instructs users to replace text in red with course-specific information, update the table of contents, and delete all template instructions from the final guide. It also recommends formatting the instructor notes using PowerPoint's "Send to Word" feature to create slides with space below for notes.
Sample Lesson Plan Template - Start with a CLEAR LANGUAGE LEARNING OBJECTIVE. This format is similar to the 3 or 4 P's: Prime, Present, Practice, Produce or Perform.
This document provides an overview of planning for a university course. It discusses the importance of developing learning objectives and outcomes, and distinguishing between different levels of learning based on Bloom's taxonomy. It also compares content-centered and student-centered models of course planning, noting that the latter focuses on what students should be able to do upon completing the course rather than just covering content. The document provides examples of writing measurable learning outcomes and evaluating textbooks. It stresses the importance of planning instruction by dividing a course into manageable pieces and integrating various assessment elements.
In the context of supporting civil society organisations working in the field of the democratic transition in Tunisia, Democracy Reporting International, in partnership with inProgress, produced a practical guide covering the techniques and training of adults. Members of civil society organisations are often requested to give trainings, provide knowledge, or strengthen competencies in various fields. These fields include, among others, civics, electoral observation, and legal reforms, including those linked to the setting up of a new Tunisian Constitution.
Teaching others new aptitudes, methods, or procedures requires that the trainer to be aware of different parameters in order to ensure the best learning methodology. Identifying learning needs beforehand, determining the training objective, or managing the audience are some of the essential elements that must be taken into account.
Therefore, this guide emphasizes the elements on which learning efficacy and teaching competencies depend. It enables trainers to use learning principles intended for adults and to acquire a guiding pedagogy and interactive methods in line with active communication principles, while creating a positive environment to optimise the learning process.
Collaborating with inProgress, DRI has provided this practical guide to accompany the trainers through all the steps of the training process, from conception to setting up and follow-up of trainings.
This manual has been developed on the basis of three Training of Trainers courses, which were conducted in Tunis, Tunisia between October 2013 and January 2014.
The document provides information about structuring a training process, including developing learning objectives and lesson plans. It includes an example lesson plan for a course on basic instruction skills for new trainers. The lesson plan covers developing learning objectives, explaining the components and structure of an effective lesson plan, and different training techniques. It aims to help participants understand how to develop well-structured training programs and teach them effectively.
The document outlines Robert Gagne's 9 steps for instructional design and provides an example lesson plan applying the steps. The 9 steps are: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior learning, 4) presenting stimulus, 5) providing guidance, 6) eliciting performance, 7) giving feedback, 8) assessing performance, and 9) enhancing retention and transfer. The example lesson teaches 2nd graders how to create diagrams using Kidspiration software by guiding them through each step of Gagne's instructional model.
The planning process must obviously start with the identification of training need which will lead to the definition of target population and topic.
The Aims and Objectives of the training session must then be carefully thought out. These will help identify suitable teaching methods and lesson structure.
This document provides guidance on developing effective training materials. It recommends first selecting the information for the program by identifying learning goals, the intended audience, and relevant job responsibilities. Then construct the materials by including handouts, stating goals clearly, using a table of contents, and incorporating visuals. Finally, assess the training by giving quizzes, collecting feedback, observing operations, and making oneself available for comments. The document stresses keeping materials concise, focused on the goals and audience, and incorporating interaction and visual elements.
The document summarizes a professional development session for teachers on integrating technology into instruction. It includes discussions on developing lesson plans, choosing assessments, and selecting learning activities and instructional strategies. Teachers worked in groups to design demonstrations of learning and shared examples of using technology like Google Earth, BrainPop, and SMART notebooks. The goal was to help teachers think about using technology to engage students and support higher-order thinking skills.
The document provides guidance on how to conduct effective training sessions. It discusses setting training goals and objectives. It recommends using an organizing framework like PowerPoint presentations, along with additional materials. The document then gives tips for effectively presenting with PowerPoint, including using examples and encouraging participation. It also discusses how to create an active learning environment using techniques like brainstorming, case studies, demonstrations, and roleplaying. Finally, it emphasizes the importance of understanding the training materials, audience, and selecting an appropriate training room setup.
Ev682 planning to teach and facilitate learning wb 29.9.14MikeHayler
This document provides guidance on effective lesson planning. It discusses key elements that should be included in a lesson plan such as learning objectives, activities, assessment strategies, and evaluation. The document also includes a sample lesson plan template that breaks the plan down into sections like context, objectives, activities, assessment, and evaluation. Overall, the document emphasizes that thorough planning is important for facilitating successful learning, selecting appropriate teaching strategies, and reflecting on areas for improvement.
The document provides guidance on planning a training session by outlining the key elements that should be included. It discusses assessing needs, setting learning objectives and outcomes, selecting learning experiences and materials, implementing engaging training, providing feedback, and evaluating the training. Elements like objectives, structure, activities, resources, and assessment should be included in a training plan. Formative and summative evaluation allows training to be improved and effectiveness to be measured.
This document provides an instructor's guide for a workshop on engineering effective teams. The workshop uses a 13-minute instructional video and supplemental materials to teach undergraduate engineers strategies for successful group projects. These strategies include forming effective teams, creating goals and agendas, conducting check-ins, communicating well, handling conflicts, and developing shared understanding. The guide outlines a 55-minute facilitation plan that introduces an engineering project, shows the video, discusses key points and has teams complete a quiz, sets goals, and reviews templates for contracts, agendas, and conflict resolution.
This presentation contains training techniques that are used by MMM Training Solutions in our train the trainer program. The trainer skills that are used dictate the effectiveness of any train the trainer courses.
The document discusses the qualities and skills of an effective trainer. It states that trainers should use language and a style of speech that is appropriate for their audience. They should have a comprehensive understanding of the subject, be willing to continually learn and update their skills, and have experience doing the job they are training. An effective trainer understands different learning styles, facilitates improvement, and helps both new and experienced trainees learn. They serve as a role model, have strong communication and listening skills, and enjoy helping others grow.
Chapter 10: Self Study Training on Objectives Team Web Africa
At this stage we should have collected a
considerable amount of information
about the target group and their training needs.
Now we can look at the development of objectives and detailed session content.
Learning targetsand i can statements power pointmkelley1212
Learning targets frame lessons from the student's point of view and help students understand the purpose and importance of learning specific concepts. Unlike objectives which guide instruction, learning targets are written in a way that is understandable to students, often using "I CAN..." statements to describe what students will know and be able to do. Educators must break down standards into clear learning targets so that students and teachers can identify what is being taught and assess progress towards mastery. The targets should build upon one another and address the key knowledge, reasoning, skills, and products needed to meet the overall standard.
The document describes several training packages for developing training skills. It provides information on the Train the Trainer program which is a 23 hour program covering topics like communication skills, audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Individual training packages are also described on topics like audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Each package provides trainer notes, presentations, plans and materials to help participants learn objectives for each topic. Prices range from $54 to $196 depending on the length and content of the training package.
The training manual provides guidance for a 10-day Training of Trainers (ToT) program with the objectives of building the capacity of participants to develop, organize, and facilitate training courses for Dhaka Mass Transit Company Ltd. The ToT covers topics such as training needs assessment, adult learning principles, communication skills, training methods, and evaluation techniques through participatory learning methods. The manual includes detailed lesson plans, materials, and schedules to equip participants with the skills and knowledge to become trainers for DMTCL.
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
Target groups are the grounds of people we are aiming our training at – the people we want to train.
Always begin your training planning by identifying who you are going to train
To emphasize this point consider the following situations;
Imagine you are asked to conduct a training session on the “conducting a hazard analysis” for the groups given below?
The experience and ability of individual and groups will be different and these differences need to be accurately identified so that planning and the choice of training methods can closely match the learner’s needs.
This document outlines a lesson plan for teaching 6th grade English language arts concepts using the ADDIE instructional design model. The lesson focuses on identifying subjects and predicates in sentences. It will be conducted as a blended learning lesson using an online blog and PowerPoint presentation. Students will work independently on computers to learn about sentence structure, complete an exercise identifying subjects and predicates, and submit their work via email to be assessed. The lesson plan walks through each step of the ADDIE model - analyze, design, develop, implement, and evaluate - providing details about standards, objectives, content, assessment, and evaluating the effectiveness of the lesson.
This document provides an overview and agenda for a "Train the Trainer" course. The course aims to help participants become effective teachers using adult learning principles. It covers fundamental teaching techniques, communication skills, engaging learners, leading activities, and classroom management. The 3-day agenda includes introductions, teaching techniques from experienced trainers, discussions of adult learning theory, activities to practice skills, and a wrap-up session. Participants are asked to identify a personal learning objective to focus their participation.
This document discusses training and teaching. It defines training as a planned effort to modify knowledge, skills, and attitudes to achieve effective performance. Teaching involves giving knowledge, while training focuses on sharing knowledge and active participation. The document also discusses learning styles, including activist, reflector, theorist, and pragmatist learners. Finally, it outlines different types of trainers, including the teacher, relationship builder, drone, and movie star, categorized by their orientation and audience involvement.
This document outlines the backward design instructional design principle. It involves 3 key steps: 1) identifying the desired results and learning objectives students should achieve, 2) determining acceptable evidence that students have achieved the objectives through assessments, and 3) planning the learning experiences and instruction to help students achieve the objectives and pass the assessments. The process is meant to start with the end goal in mind and work backwards to design the course.
This document outlines the backward design instructional design principle. It involves 3 key steps: 1) identifying the desired results and learning objectives students should achieve, 2) determining acceptable evidence that students have achieved the objectives through assessments, and 3) planning the learning experiences and instruction to help students achieve the objectives and pass the assessments. The process is meant to start with the end goal in mind and work backwards to design the instructional content and activities.
The planning process must obviously start with the identification of training need which will lead to the definition of target population and topic.
The Aims and Objectives of the training session must then be carefully thought out. These will help identify suitable teaching methods and lesson structure.
This document provides guidance on developing effective training materials. It recommends first selecting the information for the program by identifying learning goals, the intended audience, and relevant job responsibilities. Then construct the materials by including handouts, stating goals clearly, using a table of contents, and incorporating visuals. Finally, assess the training by giving quizzes, collecting feedback, observing operations, and making oneself available for comments. The document stresses keeping materials concise, focused on the goals and audience, and incorporating interaction and visual elements.
The document summarizes a professional development session for teachers on integrating technology into instruction. It includes discussions on developing lesson plans, choosing assessments, and selecting learning activities and instructional strategies. Teachers worked in groups to design demonstrations of learning and shared examples of using technology like Google Earth, BrainPop, and SMART notebooks. The goal was to help teachers think about using technology to engage students and support higher-order thinking skills.
The document provides guidance on how to conduct effective training sessions. It discusses setting training goals and objectives. It recommends using an organizing framework like PowerPoint presentations, along with additional materials. The document then gives tips for effectively presenting with PowerPoint, including using examples and encouraging participation. It also discusses how to create an active learning environment using techniques like brainstorming, case studies, demonstrations, and roleplaying. Finally, it emphasizes the importance of understanding the training materials, audience, and selecting an appropriate training room setup.
Ev682 planning to teach and facilitate learning wb 29.9.14MikeHayler
This document provides guidance on effective lesson planning. It discusses key elements that should be included in a lesson plan such as learning objectives, activities, assessment strategies, and evaluation. The document also includes a sample lesson plan template that breaks the plan down into sections like context, objectives, activities, assessment, and evaluation. Overall, the document emphasizes that thorough planning is important for facilitating successful learning, selecting appropriate teaching strategies, and reflecting on areas for improvement.
The document provides guidance on planning a training session by outlining the key elements that should be included. It discusses assessing needs, setting learning objectives and outcomes, selecting learning experiences and materials, implementing engaging training, providing feedback, and evaluating the training. Elements like objectives, structure, activities, resources, and assessment should be included in a training plan. Formative and summative evaluation allows training to be improved and effectiveness to be measured.
This document provides an instructor's guide for a workshop on engineering effective teams. The workshop uses a 13-minute instructional video and supplemental materials to teach undergraduate engineers strategies for successful group projects. These strategies include forming effective teams, creating goals and agendas, conducting check-ins, communicating well, handling conflicts, and developing shared understanding. The guide outlines a 55-minute facilitation plan that introduces an engineering project, shows the video, discusses key points and has teams complete a quiz, sets goals, and reviews templates for contracts, agendas, and conflict resolution.
This presentation contains training techniques that are used by MMM Training Solutions in our train the trainer program. The trainer skills that are used dictate the effectiveness of any train the trainer courses.
The document discusses the qualities and skills of an effective trainer. It states that trainers should use language and a style of speech that is appropriate for their audience. They should have a comprehensive understanding of the subject, be willing to continually learn and update their skills, and have experience doing the job they are training. An effective trainer understands different learning styles, facilitates improvement, and helps both new and experienced trainees learn. They serve as a role model, have strong communication and listening skills, and enjoy helping others grow.
Chapter 10: Self Study Training on Objectives Team Web Africa
At this stage we should have collected a
considerable amount of information
about the target group and their training needs.
Now we can look at the development of objectives and detailed session content.
Learning targetsand i can statements power pointmkelley1212
Learning targets frame lessons from the student's point of view and help students understand the purpose and importance of learning specific concepts. Unlike objectives which guide instruction, learning targets are written in a way that is understandable to students, often using "I CAN..." statements to describe what students will know and be able to do. Educators must break down standards into clear learning targets so that students and teachers can identify what is being taught and assess progress towards mastery. The targets should build upon one another and address the key knowledge, reasoning, skills, and products needed to meet the overall standard.
The document describes several training packages for developing training skills. It provides information on the Train the Trainer program which is a 23 hour program covering topics like communication skills, audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Individual training packages are also described on topics like audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Each package provides trainer notes, presentations, plans and materials to help participants learn objectives for each topic. Prices range from $54 to $196 depending on the length and content of the training package.
The training manual provides guidance for a 10-day Training of Trainers (ToT) program with the objectives of building the capacity of participants to develop, organize, and facilitate training courses for Dhaka Mass Transit Company Ltd. The ToT covers topics such as training needs assessment, adult learning principles, communication skills, training methods, and evaluation techniques through participatory learning methods. The manual includes detailed lesson plans, materials, and schedules to equip participants with the skills and knowledge to become trainers for DMTCL.
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
Target groups are the grounds of people we are aiming our training at – the people we want to train.
Always begin your training planning by identifying who you are going to train
To emphasize this point consider the following situations;
Imagine you are asked to conduct a training session on the “conducting a hazard analysis” for the groups given below?
The experience and ability of individual and groups will be different and these differences need to be accurately identified so that planning and the choice of training methods can closely match the learner’s needs.
This document outlines a lesson plan for teaching 6th grade English language arts concepts using the ADDIE instructional design model. The lesson focuses on identifying subjects and predicates in sentences. It will be conducted as a blended learning lesson using an online blog and PowerPoint presentation. Students will work independently on computers to learn about sentence structure, complete an exercise identifying subjects and predicates, and submit their work via email to be assessed. The lesson plan walks through each step of the ADDIE model - analyze, design, develop, implement, and evaluate - providing details about standards, objectives, content, assessment, and evaluating the effectiveness of the lesson.
This document provides an overview and agenda for a "Train the Trainer" course. The course aims to help participants become effective teachers using adult learning principles. It covers fundamental teaching techniques, communication skills, engaging learners, leading activities, and classroom management. The 3-day agenda includes introductions, teaching techniques from experienced trainers, discussions of adult learning theory, activities to practice skills, and a wrap-up session. Participants are asked to identify a personal learning objective to focus their participation.
This document discusses training and teaching. It defines training as a planned effort to modify knowledge, skills, and attitudes to achieve effective performance. Teaching involves giving knowledge, while training focuses on sharing knowledge and active participation. The document also discusses learning styles, including activist, reflector, theorist, and pragmatist learners. Finally, it outlines different types of trainers, including the teacher, relationship builder, drone, and movie star, categorized by their orientation and audience involvement.
This document outlines the backward design instructional design principle. It involves 3 key steps: 1) identifying the desired results and learning objectives students should achieve, 2) determining acceptable evidence that students have achieved the objectives through assessments, and 3) planning the learning experiences and instruction to help students achieve the objectives and pass the assessments. The process is meant to start with the end goal in mind and work backwards to design the course.
This document outlines the backward design instructional design principle. It involves 3 key steps: 1) identifying the desired results and learning objectives students should achieve, 2) determining acceptable evidence that students have achieved the objectives through assessments, and 3) planning the learning experiences and instruction to help students achieve the objectives and pass the assessments. The process is meant to start with the end goal in mind and work backwards to design the instructional content and activities.
The SLO design process has three components: goal statement development, identification of targeted content standards, and creation of an SLO blueprint. During the design phase, teachers work collaboratively to plan their SLO by developing a goal statement, choosing applicable standards, and outlining the types of performance measures that will be used. This planning establishes the foundation for the SLO by focusing on what will be measured, why specific standards are important, and how performance will be assessed.
The document provides guidance on developing Student Learning Objectives (SLOs) through a three-step process of design, build, and review. It focuses on the design step, which involves planning the SLO by creating a goal statement, identifying targeted content standards, and developing a blueprint. Teachers work collaboratively to write a goal statement that articulates the "big idea" of the targeted standards in terms of what will be measured, why it is important, and how it impacts student learning. They also select the specific standards that will be used to create performance measures by reviewing the goal statement, standards, and "big ideas" within the content area. The design process establishes the foundation for the SLO by having teachers analyze needs
This document discusses concepts related to designing training programs. It begins by defining training and development as activities aimed at transferring or modifying knowledge, skills, and attitudes through learning experiences. When designing training programs, the objectives must be considered as well as learner readiness, learning principles, and trainer characteristics. The document then outlines an 8-step process for designing training programs, including defining the purpose and audience, determining participant needs, setting goals and objectives, outlining content, developing activities, preparing evaluations, and planning for follow-up. Finally, it discusses design theories like elaboration theory and Gagne and Briggs theory that can be applied when choosing training methods.
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABADKarin Faust
This document discusses the importance of numbering systems and sectioning units in course development. It explains that numbering systems provide a consistent way to represent numbers and allow for arithmetic operations. Sectioning units clearly organizes the content and establishes a logical flow and progression for students. The document recommends numbering each unit and including an introduction, objectives, lessons, and assessment sections to structure the material for students. Providing this framework helps students understand what is expected and supports their learning of the concepts.
The document discusses the process of designing training programs. It outlines 8 key steps: [1] Define the purpose and audience; [2] Determine participants' needs; [3] Define goals and objectives; [4] Outline content; [5] Develop activities; [6] Prepare a written design; [7] Create evaluation forms; [8] Plan follow-up. The design process involves analyzing needs, designing content and structure, developing materials, implementing the program, and evaluating effectiveness. The overall goal is to create effective training that meets learners' needs and achieves the objectives.
The document provides guidance on developing training materials using the ADDIE model, which includes 5 phases: Analysis, Design, Development, Implementation, and Evaluation. It outlines the key steps and considerations for each phase of the process. In the Analysis phase, needs are identified through audience analysis, content analysis, and goal and objective setting. The Design phase involves defining learning activities, assessments, and media. The Development phase is when the actual training materials like presentations, guides, and eLearning are produced. Implementation is when the instruction is delivered and feedback is obtained. Finally, Evaluation assesses the results.
This document outlines the 8 stages of the Dick and Carey Instructional Design Model for converting face-to-face training modules to a blended learning environment. The stages include: identifying instructional goals; conducting an instructional analysis; analyzing learners and contexts; writing performance objectives; developing assessment instruments; developing an instructional strategy; developing and selecting instructional materials; and designing a formative evaluation. Following this systematic process will help ensure a successful blended learning system by considering the key components of learners, objectives, content, delivery methods, and the learning environment.
1. Why is learning task analysis important How to do learning tas.docxjackiewalcutt
1. Why is learning task analysis important? How to do learning task analysis? What can the outcomes of the learning task analysis help us in instructional design? The importance of a learning task analysis
Task analysis for instructional design is an important process for it entails the analysis and articulation of the kind of learning that an instructor expects of his learners and thus he or she gets the professional command on how to perform his or her instructions. Precisely, learning task analysis helps the tutor or the instructional designer to: set right the instructional goals and objectives, break down the tasks so that the student can understand them better, establish and select the most appropriate instructional goals and objectives as well as setting the priority right for the tasks’ sequence. The instructional designer is also able to establish right the instructional activities and strategies to foster effective learning, select the appropriate learner and media environments.
How to carry out learning task analysis
In order for an instructor to carry out effective learning task analysis procedure, he ought to understand the rule of the game by having the requirements at his or her fingertips. Generally, a typical learning analysis can be performed as follows: the designer has to classify tasks in accordance to learning outcomes, generate an appropriate and an optimal task list, select the tasks, decompose them and organize them in an appropriate order.
The importance of the outcomes of the learning task analysis in instructional design
The outcomes of the learning task analysis, serve as the end point for self-evaluation by the designer based on the learners’ performance. This way, the design learns on the strength or weaknesses of the instruction; which in turn act as a future reference.
How do you know when you have gone deep enough in your subordinate task analysis?
From the authors Dick, Carey, and Carey (2009), the designer is able to establish whether he or she had done an in-depth subordinate task analysis by reflecting on the outcome of the learning skills as indicated by the learner’s capability. Good performance is indicative of a thorough such process. In addition to this, knowing if I have gone deep enough in my subordinate task analysis can also is assessed from how properly I carry out the procedural analysis, cluster analysis, analysis techniques for attitude goals, analysis techniques for combination domains, and entry skill. This has to be done comprehensively.
Reference
Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design of Instruction (7th ed.). Upper Saddle River, NJ: Pearson.
1. Why is the learning task analysis important?
In any instructional design, the learning task analysis is a critical step. It entails the breakdown of the learning instruction by the instructional designer and allows the designer to completely dissect each learning goal into steps which helps determine exactly what ne ...
The document discusses the components of an effective lesson plan, including objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It describes each component in detail and provides examples. The key aspects of a strong lesson are clear objectives, engaging instructional methods, monitoring of student understanding, and assessment of learning outcomes.
ITC:41 - Using Backward Design to Build Better Courses.pptxStan Skrabut, Ed.D.
This document discusses using backward design to develop more effective courses. It describes backward design as starting with defining learning objectives and desired results, then designing assessments to determine if objectives are met, and finally creating instructional materials and activities to help students achieve the objectives. The document outlines the three stages of backward design - identifying desired results, determining acceptable evidence of learning through assessments, and designing learning experiences and instruction. It recommends using backward design to focus on student learning and understanding, prevent unnecessary content, and help identify appropriate resources to meet objectives.
The document outlines the ADDIE model for developing an on-the-job training program. The 5 phases of the ADDIE model are: 1) Analyze the training needs, objectives, and resources; 2) Design the training program outline and materials; 3) Develop the full training materials and instructions; 4) Implement the training by instructing employees; 5) Evaluate the training effectiveness and employees' mastery of the material. The document provides details on activities and considerations for each phase of the ADDIE model in developing and delivering a successful on-the-job training program.
The document provides guidance on designing effective e-learning courses, outlining key considerations such as identifying learners, stating clear objectives, designing appropriate content and assessments, ensuring interactivity and ease of navigation, and conducting evaluations. It discusses factors like content, media, feedback, and technical implementation, and emphasizes the importance of instructional design principles for developing high-quality online learning experiences. The goal is to help instructional designers create engaging and effective e-learning courses that maximize learning for target audiences.
This document summarizes a secondary science seminar. It outlines the session objectives, which include analyzing course goals and assessments, describing connections between planning and alignment, and solving obstacles to student achievement. The seminar leader reviews professional values, group norms, and course requirements. Participants analyze course goals and competencies, assessments that demonstrate mastery, and effective unit planning. They discuss maintaining a focus on student achievement and share challenges and solutions from their classrooms.
Understanding by Design offers a framework called "Backward Design" for course planning that starts with defining learning goals and desired results, then planning assessments to measure student understanding, and finally developing teaching methods. The process has three phases - identifying desired results by establishing learning goals and prioritizing content; determining acceptable evidence such as a variety of assessment types that match the learning goals; and planning learning experiences and instructional strategies to help students achieve the goals. Backward Design focuses planning on the desired results of teaching rather than just content coverage.
The document provides guidance on creating an effective lesson plan by outlining key sections such as goals, objectives, materials, procedures, and reasons for using a teaching plan. It suggests that a lesson plan should begin by establishing goals and objectives, identify required materials and prerequisites, and provide a detailed step-by-step procedure including an introduction, main activity, and conclusion to draw ideas together and reinforce learning. The document stresses the importance of structuring a logical sequence of learning and anticipating potential issues to promote effective teaching.
Similar to Precise Instructional Design Guide (20)
Taxonomy and Terminology: The Crossroad of Controlled VocabularyContent Rules, Inc.
Many people are confused about taxonomy and terminology. And with good reason. Both taxonomy and terminology use words – often the same words. They are both ways of controlling your vocabulary. However, taxonomy and terminology are used for different purposes. In this presentation, we define taxonomy and terminology. We examine how they are different and where they intersect. We also cover some best practices for managing them both.
Taking Your Content to Global Proportinos - Global Website Best PracticesContent Rules, Inc.
This half-day workshop looks at the good, the bad, and the ugly of global websites. Along the way, we discuss best practices, see some stellar examples, and analyze some disasters.
Personas are person-driven stereotypes that we use to create personalized content. However, personas are specific to a culture. If your company sells to a global marketplace, creating personas for every target customer, in every culture, in every language does not scale. This presentation presents Hofstede's cultural dimensions as an alternative framework for creating culture-specific content for the global marketplace.
Got words? I bet you do. This presentation covers managing your terminology - your source terminology, to be specific. It discusses why terminology management is important, what happens if you don't care, the benefits in translation if you do, and how to go about managing your source terminology.
The document discusses the challenges of managing global content and provides recommendations for addressing those challenges. It recommends understanding goals, analyzing the content lifecycle, auditing content to identify gaps, and assessing tools, infrastructure, global readiness, and workflow in order to lower translation costs, improve quality, reduce maintenance costs, speed time to market, and ensure brand consistency internationally.
Your Brain on XML: Structured Content and Operational EfficiencyContent Rules, Inc.
If your brain was on XML, it would be organized. You'd be able to access any memory, conversation, and so on. You'd be able to find memories because they'd be semantically tagged.
But alas, only content can be on XML. In this presentation, we talk about how structured content effects operational efficiency and what you can do to your content to make using it more efficient.
WikiProject Medicine: Breaking Down Barriers to Save LivesContent Rules, Inc.
Imagine a world in which every single person is given free access to the sum of all medical knowledge. In their own language. That's what we're doing.
UCSF Medical School, WikiMedia Foundation, and Translators without Borders have teamed to make this vision a reality.
But, it takes more than interested people doing good things for the world. It also takes technology to provide the infrastructure and mechanisms to make this happen.
This presentation describes the efforts of hundreds of people and the technologies they are using to overcome various barriers that we face in order to save lives throughout the world.
Are you translating your content? Are you looking for ways to make your translations better, cheaper, and faster? Look no further. What you need is global-ready content.
It's a fact. If you fix your source content one time, prior to translation, your translations will be more accurate. They will also be less expensive. And your in-country reviewers will need to iterate with each translator far fewer times.
This presentation introduces Content Rules and describes our global readiness service and why you should care.
Security Design Considerations Module 3 - Training SampleContent Rules, Inc.
This module provides an overview of network security design considerations and configurations for the Sentriant CE150 device. It describes the vulnerabilities companies face and factors to consider in security solution design, such as performance, user transparency, and compliance. The module also outlines basic Sentriant CE150 network designs for non-router and router environments, including redundancy options, and provides worksheets to gather required configuration information.
Preparing the Sentriant CE150 for Operation Module 7 - - Training SampleContent Rules, Inc.
This module provides instructions on preparing the Sentriant CE150 for operation by configuring its local and remote ports. It discusses resolving Layer 2 MAC addresses using ARP versus a gateway on the local port. It also explains configuring the remote port for IKE negotiation within the same subnet versus over a routed network using a default gateway.
The document discusses a company that focuses on its people, culture, and technology. It emphasizes being a global leader in cloud services and data storage, with over 2000 employees. The company values innovation, teamwork, and a positive culture that allows it to achieve results and be a great place to work.
The document discusses best practices for writing in International English to facilitate localization for global markets. It defines International English as a writing style that emphasizes comprehension and cultural neutrality. Some key guidelines covered include using a natural voice, simplifying language, choosing words carefully to reduce complexity, and respecting other cultures. The goal is to write clearly and directly to aid translation and ensure content can be localized cost-effectively worldwide.
P03 swisher val_developing a global content strategy_swisherContent Rules, Inc.
If you want to deliver the right information to the right people, at the right time, in the right format and language, you must start with a content strategy. Attend this full-day workshop to learn how to get started. We will teach attendees the seven components of global content strategy, how to conduct a content inventory and content audit, and we will share a useful mix of global content strategy best practices. Attendees will break off into groups and participate in real-world, hands-on exercises including working on actual website content. They’ll participate in an online global website content inventory and audit (using a web-based tool) and share their recommendations with the group.
Content Rules is a professional services firm that provides content strategy, creation, and global readiness services. They have 12 full-time employees and a network of over 2,000 consultants. For content strategy, they perform content audits, modeling, taxonomy development and globalization planning. They create marketing, technical and training materials. They also ensure content is optimized for translation by evaluating readability, style and reuse potential using tools. Their presentation covers developing a global content strategy by locating all company content, creating a catalog of it, standardizing translation memory usage and understanding various content localization methods.
Everyone's talking about global content strategy these days. But few actually show you how to do it. In this presentation, you learn about the seven components of a global content strategy.
Using Language to Change the World - Translators Without BordersContent Rules, Inc.
Knowledge is power. It saves lives, lifts people out of poverty, ensures better health and nutrition, creates and maintains economies.
Access to information is critical. Language barriers cost lives. Aid groups working in crisis-situations face a mission-critical challenge in disseminating knowledge in the language of those that who need it.
Translators Without Borders is a humanitarian non-profit. Our mission is to promote the transfer of knowledge from one language to another by creating and managing a community of NGOs who need translations and professional, vetted translators who volunteer their time to help.
This document provides an overview of the Android platform and Android Studio development environment. It describes the key components of the Android software stack including the Linux kernel, libraries, Dalvik virtual machine, and application framework. It also outlines the tasks for an introductory lab exercise in Android Studio, which include navigating the interface, using UI tools, connecting devices, debugging, and testing. The goal is for students to get familiarized with the basic capabilities and tools in Android Studio for developing Android apps.
Thinking Strategically About Content Destined for Machine TranslationContent Rules, Inc.
Val Swisher is the founder and CEO of Content Rules, a professional services firm specializing in content strategy, creation, and quality. The presentation discusses how machine translation is becoming more widely used but relies on high quality source content. Poor or ambiguous content can train machine translation engines incorrectly, resulting in poor translations that require extensive post-editing. Pre-editing source content to make it more consistent, grammatically correct, and globally ready saves time and money compared to post-editing translations by reducing issues and improving quality.
Learn about how to get the most from your content by focusing on the efficient of your terminology. Terminology affects structured authoring, translation, and more. Find out the dirty little secret about corporate style guides. Learn what you need to do to maintain your brand without losing your mind.
It Starts With The Source - Source English Terminology in a Multi-Channel, Gl...Content Rules, Inc.
This presentation covers the effect of source content terminology on three distinct areas of a global content strategy:
- Structured authoring
- Translation
- Global Mobile
Industrial Tech SW: Category Renewal and CreationChristian Dahlen
Every industrial revolution has created a new set of categories and a new set of players.
Multiple new technologies have emerged, but Samsara and C3.ai are only two companies which have gone public so far.
Manufacturing startups constitute the largest pipeline share of unicorns and IPO candidates in the SF Bay Area, and software startups dominate in Germany.
Easily Verify Compliance and Security with Binance KYCAny kyc Account
Use our simple KYC verification guide to make sure your Binance account is safe and compliant. Discover the fundamentals, appreciate the significance of KYC, and trade on one of the biggest cryptocurrency exchanges with confidence.
The 10 Most Influential Leaders Guiding Corporate Evolution, 2024.pdfthesiliconleaders
In the recent edition, The 10 Most Influential Leaders Guiding Corporate Evolution, 2024, The Silicon Leaders magazine gladly features Dejan Štancer, President of the Global Chamber of Business Leaders (GCBL), along with other leaders.
How are Lilac French Bulldogs Beauty Charming the World and Capturing Hearts....Lacey Max
“After being the most listed dog breed in the United States for 31
years in a row, the Labrador Retriever has dropped to second place
in the American Kennel Club's annual survey of the country's most
popular canines. The French Bulldog is the new top dog in the
United States as of 2022. The stylish puppy has ascended the
rankings in rapid time despite having health concerns and limited
color choices.”
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
Storytelling is an incredibly valuable tool to share data and information. To get the most impact from stories there are a number of key ingredients. These are based on science and human nature. Using these elements in a story you can deliver information impactfully, ensure action and drive change.
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
Part 2 Deep Dive: Navigating the 2024 Slowdownjeffkluth1
Introduction
The global retail industry has weathered numerous storms, with the financial crisis of 2008 serving as a poignant reminder of the sector's resilience and adaptability. However, as we navigate the complex landscape of 2024, retailers face a unique set of challenges that demand innovative strategies and a fundamental shift in mindset. This white paper contrasts the impact of the 2008 recession on the retail sector with the current headwinds retailers are grappling with, while offering a comprehensive roadmap for success in this new paradigm.
How to Implement a Strategy: Transform Your Strategy with BSC Designer's Comp...Aleksey Savkin
The Strategy Implementation System offers a structured approach to translating stakeholder needs into actionable strategies using high-level and low-level scorecards. It involves stakeholder analysis, strategy decomposition, adoption of strategic frameworks like Balanced Scorecard or OKR, and alignment of goals, initiatives, and KPIs.
Key Components:
- Stakeholder Analysis
- Strategy Decomposition
- Adoption of Business Frameworks
- Goal Setting
- Initiatives and Action Plans
- KPIs and Performance Metrics
- Learning and Adaptation
- Alignment and Cascading of Scorecards
Benefits:
- Systematic strategy formulation and execution.
- Framework flexibility and automation.
- Enhanced alignment and strategic focus across the organization.
The APCO Geopolitical Radar - Q3 2024 The Global Operating Environment for Bu...APCO
The Radar reflects input from APCO’s teams located around the world. It distils a host of interconnected events and trends into insights to inform operational and strategic decisions. Issues covered in this edition include:
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka Result Satta Matka Guessing Satta Fix jodi Kalyan Final ank Satta Matka Dpbos Final ank Satta Matta Matka 143 Kalyan Matka Guessing Final Matka Final ank Today Matka 420 Satta Batta Satta 143 Kalyan Chart Main Bazar Chart vip Matka Guessing Dpboss 143 Guessing Kalyan night
HOW TO START UP A COMPANY A STEP-BY-STEP GUIDE.pdf46adnanshahzad
How to Start Up a Company: A Step-by-Step Guide Starting a company is an exciting adventure that combines creativity, strategy, and hard work. It can seem overwhelming at first, but with the right guidance, anyone can transform a great idea into a successful business. Let's dive into how to start up a company, from the initial spark of an idea to securing funding and launching your startup.
Introduction
Have you ever dreamed of turning your innovative idea into a thriving business? Starting a company involves numerous steps and decisions, but don't worry—we're here to help. Whether you're exploring how to start a startup company or wondering how to start up a small business, this guide will walk you through the process, step by step.
Discover timeless style with the 2022 Vintage Roman Numerals Men's Ring. Crafted from premium stainless steel, this 6mm wide ring embodies elegance and durability. Perfect as a gift, it seamlessly blends classic Roman numeral detailing with modern sophistication, making it an ideal accessory for any occasion.
https://rb.gy/usj1a2
IMPACT Silver is a pure silver zinc producer with over $260 million in revenue since 2008 and a large 100% owned 210km Mexico land package - 2024 catalysts includes new 14% grade zinc Plomosas mine and 20,000m of fully funded exploration drilling.
Best practices for project execution and deliveryCLIVE MINCHIN
A select set of project management best practices to keep your project on-track, on-cost and aligned to scope. Many firms have don't have the necessary skills, diligence, methods and oversight of their projects; this leads to slippage, higher costs and longer timeframes. Often firms have a history of projects that simply failed to move the needle. These best practices will help your firm avoid these pitfalls but they require fortitude to apply.
1. Purposes of the Instructional Design Process<br />The purpose of Instructional Design (ID) is to organize a discreet body of information so that it is easily assimilated and retained by a student audience. For any topic, a Subject Matter Expert (SME) may hold a vast quantity of information. Transferring that information to another person(s) is best executed when done in a well ordered fashion that follows proven best practices. <br />Instructional Design Best Practices are simple. Once the purposes of applying ID are understood, then following best practices is easy. As a course is assembled the designer should constantly ask themselves whether what they are doing aligns with at least one if not all of the following purposes.<br />The Three Instructional Design Purposes<br />To identify the outcomes of the instruction<br />This means to create a list of what a participant should be able to accomplish and what knowledge they should have after completing the course. A course about how to tie shoes would have the desired outcome of a student being able to tie shoes. Being able to recite the history of shoemaking would NOT be a likely or desired outcome of the course. Typically in ID for a corporate audience it is more important to identify what a student should be able to DO rather than what they should KNOW upon completing the course. So in the case of the course that teaches shoe tying, the ability to tie is the most important outcome.<br />To guide the developing of the instructional content (scope and sequence)<br />Unless it is organized, information by itself can be chaotic. Instructional design helps organize information that will support the desired course outcomes. Following ID principals will help you organize the information logically within reasonably sized units. Well designed courses follow a framework in which information builds upon itself in a volume and at a rate that is suitable for a given topic and audience.<br />To establish how instructional effectiveness will be evaluated.<br />Clearly the purpose of an instructional course is to help a student achieve desired course outcomes. It is important to evaluate whether a course is succeeding at supporting a student’s acquisition of the skills and knowledge necessary to achieve the specified outcomes. ID best practices facilitate such evaluations. Evaluation provides valuable feedback to the course designer, instructor and student regarding whether important information is being efficiently transferred and assimilated as a result of instruction.<br />Keeping these purposes in mind as you develop a course will assist you in making decisions about how to organize and present information. While you may feel confident that you can impart knowledge “off-the-cuff,” applying Instructional Design to your presentation will assure consistency in your presentation time after time. <br />Additionally, using ID best practices to design your course will ensure that you take the time to evaluate the information that you plan to impart. This process will ensure that you decide what is important to emphasize, dispense with the unnecessary, and evaluate the effectiveness of your delivery in meeting the goals you set out to achieve.<br /> <br />Stages of Instructional Design<br />Stage 1: Define instructional goals. <br />The first thing to do as you plan your course is to decide the goals of the whole course. A goal may be defined as a general statement of desired accomplishment. It does not specify exactly all of the components or steps or how each step will be achieved on the road to accomplishing the goal.<br />Even if you are thoroughly familiar with your subject matter and goals, going through this process will help you organize and refine your thoughts. The last thing you want is to be making these decisions in front of a class full of students.<br />Start with an overall goal. An overall goal might be something like:<br />Be able to play the game the game of checkers while following all the rules. <br />Sometimes a course might have more than one overall goal. An example might be something like:<br />Be able to install software at client locations<br />Be able to configure software to client specifications<br />Be careful to give ample thought to these goals. Do they cover the entirety of what you want the students to be able to do or know once the course is complete? If not revise them until they match the objectives you have in mind. Once you have established these goals you will use them in the course to repeatedly remind the students what you and they are setting out to accomplish. In the end you will use them to check-point your success. <br />Stage 2: Conduct an instructional analysis <br />Identify what learning steps will be involved in reaching each goal. This process includes several discreet steps as follows.<br />Task analysis: identify each step to achieving a goal and the skills needed in order to complete that step. Ask quot;
what are all of the things the student must be able to do to achieve the goal?quot;
Then list those things in the order that they will need to be executed. <br />Information processing analysis: identify the mental operations the learner needs to employ in performing the newly learned task. Ask: “what are all of the things the student must know to support the execution of the tasks identified in the task analysis?”<br /> <br />Stage 3: Identify entry behaviors/learner characteristics <br />Having determined which steps the learner must take to acquire the skills needed to accomplish the goals, it is now necessary to identify the knowledge and skill level that the learner possesses already. Generally this is called an audience analysis. It is important to think about what your student audience may or may not know about your topic. Although there may be pronounced differences from learner to learner in knowledge and skill levels, as much as possible the instruction must be targeted to the level of the learners' needs. This may not always be easily estimated. To allow an instructor to be responsive to these conditions on-the-fly you may want to provide topics that can be included or discarded so that an instructor can add remedial or advanced information should they determine that the audience is in need of that level of instruction.<br /> <br />Stage 4: Develop performance objectives. <br />At this stage, it is necessary to translate the needs and goals into objectives that are sufficiently specific to guide the instructor in teaching and the learner in learning. <br />Examine all the information that will need to be taught to obtain your instructional objectives and break that information into related parts. Identify and name an objective for each part. If your course goal is “Be able to play the game the game of checkers while following all the rules,” then your objectives might be:<br />Understand the checkers board<br />Understand the rules that govern the movement of pieces<br />Understand the rules that govern capturing pieces <br />Be able to identify the objectives of the game<br />Understand when a game is won<br />Often these objectives will become the headings for your course modules. <br />In addition, these objectives can form the blueprint for testing which you can use as a means of evaluating both the instruction and the learning that has occurred. <br />Stage 5: Assemble instructional material. <br />Once the course goals are established and you are confident that you have identified all the objectives necessary to meet your overall goal then you can begin to assemble the discreet bits of information you will need to impart to the students. <br />Precise Courses will be developed in the Precise Instructional Design PowerPoint Template. Each Course Module will list an objective as the Module heading. Then in abbreviated bullet points under each module you will list the supporting topic information for that objective. In the <br />speaker's notes on the template you will provide a detailed version of the bullet points that the instructor can use to elaborate on the information that the bullet point summarized. <br />For instance, for the module entitled “Understand the Checkers Board” the PowerPoint bullets might be:<br />Opposing squares opposite colors<br />Game starts with pieces in 1st two rows each end<br />Light colored pieces to light colored squares<br />Dark colored pieces to dark colored squares.<br />The speaker’s notes for the first bullets might be as follows:<br />Hold up and show a checkers board.<br />Point out the design of the squares and call attention the opposing colors<br />Speaker’s Notes for the second bullet might be<br />Continue to display the board <br />Point to the first two rows and explain that opposing game pieces are placed on squares in the first two rows<br />Have two students come to the front and place the game pieces in the “game begin” position then invite the other students to gather around and examine the board<br />It may seem that speaker’s notes in this level of detail provide too much information but most instructors appreciate a strong course roadmap and experienced instructors won’t hesitate to improvise if they think the material is too simple or complex. These speaker notes are especially important to Precise to ensure consistent training occurs by partner employees with varied training expertise and skills.<br />Largely, Precise courses will consist of lecture and demonstration. However, current educational theory and research support the use of methods that make students active learners (e.g., labs, small group discussion, simulations, etc.). To whatever extent possible you should try to think of class activities that actively engage the student as a participant in the instructional process. (Note how the speaker’s notes encourage the instructor to have students assemble the game pieces on the board.) <br />One of the simplest forms of this technique involves question and answer session or open discussion facilitated by the instructor. Look for ways to include these techniques in the design of your course and specify that the instructor employ them at times that you perceive they might be successful. Of course if you are aware that lab facilities or other hands-on type instructional options are available then by all-means inject them into your course design.<br />Additionally when designing the course give strong and careful consideration to adding illustrations, photos, charts, graphs, screen shots or even audio or video files to the instructional information pages in the PowerPoint presentation. However, when doing this, make sure that they are actually illustrative of a point of instruction. Always ask yourself “does this element illustrate the point I want to make?” If not don’t use it. <br />When adding graphic elements enter specific instructions to the instructor in the speaker’ notes regarding the explanation he should provide for the graphic as well as how it illustrates a particular point of information.<br />Typically 4-6 bullets per PowerPoint page will provide a reasonable degree of information and allow for pacing that is easy for the student to assimilate. It is important not to overwhelm the page (and the student) with information. As the instructor moves through the instructional material it should be paced in such a way that the student has a bit of time to digest information. It is far better to have too few bullet points or instructional elements per slide than it is to have too many.<br />As you create the pages of the PowerPoint consider using the software’s production features like builds, animations or slide transitions to add visual interest for the student. These “production values” can go a long way toward making a bland presentation seem more professional and interesting. However, if these features are utilized, then provided detailed cues to the instructor in the speaker’s notes for their use.<br />Stage 6: Plan and conduct formative evaluation. <br />Sometimes the plans that look so good on paper actually fail in practice. Formative evaluation, evaluation that occurs from feedback while the instruction is in progress, provides data for revising and improving the instructional materials. When possible, test instructional materials with one or a small group of students to determine how students use the materials, how much assistance they need, etc. Considering the teaching methods implemented and the course materials provided, are students learning what they should be? <br />Formative evaluations can be formal or informal. They may take the form of specific questions that the instructor asks as a module progresses. If you chose this method formulate questions and include them in the speaker’s notes advising the instructor when they should be asked and what the answers should be.<br />A more formal method for conducting these evaluations is to introduce short quiz questions into the instructional pages of the PowerPoint presentation. These questions would then be answered by all students in writing. Once completed the instructor would supply the answers to the class verbally and ask for discussion of any incorrect answers. Based on the instructor’s evaluation of the class’s success with the quiz, he would either revisit the significant instructional information or move forward to new topics. <br />If the quiz method is used then the Course Designer should provide answers to the quiz questions in the speaker’s notes.<br />Stage 7: Plan and conduct summative evaluation. <br />Summative evaluation, evaluation that occurs at the end of the instructional effort (unit, course, etc.), provides data on the effectiveness of the instructional effort as a whole. This evaluation can determine whether the whole instructional unit enabled the learner to achieve the goals that were established at the outset. Typically this type of evaluation takes the form of a written test. <br />Add the test questions to a test page on the PowerPoint Presentation and supply the answers to in the speaker’s notes. Determine whether or not you want the instructor to collect written answers or just discuss the correct answers once the students have completed the test.<br />Assembling the Course in the Precise ID PowerPoint Template<br />The tool you will use to actually assemble your course is the Precise Instructional Design PowerPoint Template. What follows is a roadmap for that template along with instructions regarding the information that should be included in the course PowerPoint presentation. <br />Introductions, Classroom Procedures, General Information<br />Each course should begin with some general information about prerequisites: Who the instructors are, who is attending, what will happen, when it will happen, behavior expectations, and important information about the classroom environment. The Precise Instructional Design (ID) Template provides detailed guidance regarding information to include.<br />You may be tempted to skip developing this part of the course. However, it is very important that students be free of as many distractions as possible when they are engaged in the true instructional portion of a course. Consider that participating in training is far from the daily routine of most students. They may have traveled some distance to participate and are in a different building, at a different company, among different people and maybe in a a different country or time zone. Once instruction begins students need to be free from concerns about when they will eat, contact their business associates or family and even whether they are in the right training. When these issues are addressed at the beginning of instruction students are far more likely to give the pertinent training material their full attention.<br />Introducing the Course<br />The course in general should be introduced. This is where the instructor will lay out the goals for the entire course. In this area you will detail the desired outcomes for the students taking the course. These will be the goals of the course. Almost always, course goals are characterized by activities or tasks the student will be able to accomplish after having taken the course. Naming and reiterating these goals throughout the course help the instructor and the student maintain focus for the duration of the class. They need to be well defined, specific, and complete. There may be only one goal or there may be several but keep in mind <br />when preparing this section of the course that these are to be high level and that the following instruction will break them down into digestible parts that will fit together to support the goals. <br />Developing the Instructional Modules<br />Once the course goals are introduced and explained then real instruction begins. Before you move to adding the instructional material to the ID PPT template you should complete the steps in the “Stages of Instructional Design” section on the previous pages of this document. This process will have allowed you to identify the objectives that support the overall course goals and to formulate the instructional units of information that will support them. You will enter the goals and then the instructional information into the ID PowerPoint along with elaborate notes for the instructor. <br />The bullets you enter in the Instructional Information sections of a module should be short and concise. They should constitute a “note” for the student that will remind them of the more complex information imparted by the instructor. In the speaker’s notes enter detailed information for the instructor that supports the idea presented in the bullet.<br />Instructional presentations work best when there is non-text visual information that supports the instructor’s lecture. As you develop the course information look for illustrations, photos, graphs, charts and screen shots that support the lecture and add them to the PowerPoint where appropriate. You might also suggest points at which the instructor might open the class for discussion or interject questions for the class to answer. <br />Additionally, depending on your ability with PowerPoint, use the software’s various production capabilities to add interest to the presentation with animations, slide transitions or even sound and video clips. If you do add these elements make sure to add cues for the instructor in the presenter’s notes.<br />Ideally you will include no more than 4 or 5 instructional elements per slide. Duplicate the instructional information slide as many times as needed to include all the instructional elements that you have designated that support the module objectives.<br />Module Testing<br />If you determine that a test for the information imparted in the module is valuable then use the slide to introduce and/or conduct the test. <br />Keep the following in mind as you develop the test questions or exercises: the purpose of the test is to evaluate whether the student has assimilated the information necessary to achieve the Module objective(s) and ultimately the Course goal(s). While you may include background or ancillary information in the instructive material, the sole purpose of the course is to equip the student to do something that they didn’t already know how to do. Therefore testing should be directed at discovering whether the module is leading the student to achieving that goal rather than attempting to push the student to retain all of the course information.<br />Reiterate Module Objective(s) and Course Goals(s)<br />The final slide of each module should reiterate the module objective(s) and revisit how the module objective(s) support the course goal(s).<br />Enter notes for the instructor providing detailed information about what was to have been accomplished in the module. Provide any talking points that support the significance of the objectives and goals which might now be better understood. Remind the instructor to encourage questions that might allow him to evaluate the success of the module and reveal any deficiencies that should lead him to revisit any of the information from the module. <br />Remind the instructor to conclude the module with the supplied conclusion once he is confident that any remedial instruction has been successfully completed.<br />Reiteration is a training best practice that allows the student to checkpoint whether each unit of training has been successful. While it may seem repetitive to the designer, it reinforces the specific training objectives to the student and provides them with the opportunity to raise questions if they feel that they have not assimilated sufficient knowledge to meet the course and module goals and objectives.<br />Repeat Module Development as Required<br />When going through the initial design stages you should have identified the number of modules necessary to support the course goals. Duplicate the module templates as many times as necessary to accommodate your modules. Modify the template to support any variations in the instructional material<br />Summarize the Course and Reiterate Course Goals<br />Once all the modules have been completed and the instructor is satisfied that the students have acquired knowledge sufficient to meet the Course Goals(s) then he should move to a discussion that summarizes the course and reiterates the Goals. <br />Course Summative Evaluation<br />Should the Course Designer decide one is necessary then this slide should be used to introduce and/or conduct a test that evaluates the student’s ability to execute the tasks outlined as the course goal(s). Again, test questions or exercises should be designed solely to evaluate the student’s ability to meet the goals and should not be a test of general knowledge of the course topics.<br />The results of such testing should be used by the instructor and the course designer to evaluate the effectiveness of the course and to spot any deficiencies in the instruction that might need improvement prior to the next session of the course.<br />If the Course Designer chooses not to include a Summative Evaluation in the form of a test then the instructor should distribute and then collect a course evaluation form (supplied) that allows the students to anonymously provide feedback regarding their impressions of the class and instructor and whether or not the class was effective in achieving the Course Goal(s).<br />###<br />