SEMINAR DEVELOPMENT GUIDEBOOK - SAE Internationaltraining.sae.org/seminarsinfo/instructorzone/instructorguidebook.pdf · DEVELOPMENT GUIDEBOOK Instructor Resources . ... Using a model

SEMINAR

DEVELOPMENT

GUIDEBOOK

Instructor Resources

Table of Contents

Adult Learning ............................................................................................................................................... 1

Designing the Course ..................................................................................................................................... 8

Creating a Course Overview ........................................................................................................................ 14

Writing Learning Objectives ....................................................................................................................... 17

Creating Course Content ............................................................................................................................ 21

Delivering the Course .................................................................................................................................. 25

Evaluating the Course ................................................................................................................................. 31

Web Resources/ Bibliography .................................................................................................................... 36

1

Module: Adult Learning

Introduction:

Introduction:

Part of being an effective instructor involves understanding how adults learn best. This section of

Adult Learning explores ways to:

Appeal to

Interest

Motivate your participants

Information:

Considerable research has been done on adult learning (pioneered by Malcolm Knowles)

From this research, four key principles emerge

The four key principles are:

Readiness

Experience

Autonomy

Application

The information in this module describes the principles and actions you can take in the

classroom to apply these principles.

Action:

Plan your course around adult learning principles and incorporate recommended actions.

Take a close look at what research indicates adults like and dislike in classroom settings.

Use learner retention strategies to maximize course effectiveness

Facts About Adult Learners:

Average limited attention span for classroom- based instruction: 20-40 minutes

During this period, the average adult learner will absorb roughly 1/3 of what is said with a

maximum of seven concepts

Research on adult learning indicates that participants learn better, and retain information better

when they:

Are actively involved in the class

Participate in a variety of activities

Are not subject to cognitive or information overload

2


Participant Energy Level Chart

Last 30 to 60 minutes before lunch

is difficult:

Low blood sugar

Hunger pangs

Anticipating lunch

End of the day is difficult:

Mental fatigue

Challenging day

Possible time zone change

Some possible actions to counter

dips in hourly energy:

Change activity

Take a short break

Do an energizer activity

The period right after lunch can be high energy if attendees participate

in interactive activities – otherwise energy may be low.

* General shape is the same whether you start at 8:00, 8:30, or 9:00 am.

While there are differences from person to person, there are average curves.

3


Adult Learning Principles – Action Recommendations

Readiness Experience Autonomy Application

Adults are ready & willing to learn what you have to offer… Appeal to “readiness.”

Adults like to relate content to their own experiences.

Adults like to participate actively in learning. They like to make their own decisions about information.

Adults want to see immediate application of learning to their jobs. They want to “do” something now.

Action Action Action Action Focus on

participant needs – answer the question “what’s in it for me?”

Solving a problem?

Avoiding a problem?

Providing opportunities for personal or professional growth?

Acknowledge experience learners possess

Don’t aim too high or too low with information

Use familiar vocabulary

Draw from participant experiences

Demonstrate sympathy for past problems

Create lots of opportunities for exercises, simulations, games, and hands-on learning

Build in opportunities for participant suggestions, solutions

Reinforce innovate ideas

Point out how to apply concepts on the job

Provide opportunities to practice

Ensure learning can transfer to the job

Create jobs aids or handouts that refresh learning later

4


Adult Learning Styles

Introduction:

Any given audience is comprised of participants who learn in different ways.

Appealing to participant perceptual learning styles can ensure your message reaches each

learner.

While you may not have the luxury of assessing learning styles for each individual you can:

Ensure all learning styles are addresses

Enhance individual and group understanding by appealing to all styles

Information:

Participants are generally grouped by learning styles:

Visual

Auditory

Kinesthetic

While we have elements of all these styles in our learning behavior, one style is usually

dominant.

Please note that the visual style is the predominant in most groups. However, by not paying

attention to the other learning styles, you run the risk of “losing” 1/3 of the group.

The following pages describe major participant learning styles by preference and need

Action:

Incorporate what each participant learning style “needs” throughout the course.

5


Perceptual Learning Styles

Course Delivery Idea Checklist

Lecture (Traditional) Prepared oral delivery Guided note taking Assessments

Case Study, Game, Simulation

Partial description of case- have participants work to determine solution

A game that covers part of the topic Opportunities for role playing or simulations of real-life events

Demonstration Use of props or cutaways Video or multi- media viewing Internet connected demonstration Computer-based demonstration

- Calculations - Software

Direct Observation Field trips Observation assignments Modeling (watching instructor conduct exercise then imitating)

Peer- assisted Brainstorming Analysis Techniques Discussions Small group interactions

Participant - led Web and library exploration Online learning Independent study

Visual Auditory Kinesthetic

Learn by seeing 70% of most groups

Learn by listening 20% of most groups

Learn by doing 10% of most groups

Preference: See instructor See visuals

Preference: Listen to verbal

instructions Learn in sequence

Preference: Touch or manipulate

objects Movement like games,

simulations

Need: Visual reinforcement View spatial objects like

graphs or charts

Need: Clear explanations Talking through problems

or issues

Need: Multiple, short breaks Taking notes Hands- on activities

6


Learner Retention

Introduction:

It is important to develop instructional material that not only engages the learner, but is

designed to enhance learner retention.

Information:

Using learner retention strategies can help:

Speed up learning

Make it stick more powerfully and learning

Reduce time and energy for both teaching and learning

Cognitive strategies like those researched by West, Farmer and Wolf (1991) assist learners to

retain more of the learning and apply it in their workplaces.

The following pages provide information on some learner retention strategies geared to assist

your participants in retaining and applying information.

Action:

Use a variety of these strategies in planning your course

Make sure they are used liberally throughout all activities

7


Learning Retention Strategies

Using these strategies greatly assists in learner retention.

Clustering (also known as chunking)

Arranging information in groups for easier perception, understanding, retention and recall

Spatial Visual displays of information that lay out a large number of elements (e.g. charts, graphs, pie charts, etc.)

Advance Organizers Short introductory packages that set expectations or build a vision. Sets up the “big picture” of the course

Image Rich Comparisons

Analogies, metaphors, examples, case studies etc., that bridge what learners know with the new learning

Repetition Activities that assist learners to rehearse and practice content in organized ways

Memory Aids Groups of easy-to – remember sequences, or job-aids that learners can take back to the workplace

What SAE Adult Learners Dislike

Long lectures or other methods without breaks

Lack of variety of instruction methods Passive courses Too much theory Too much history

Formal, instructor- dominated courses No applications of learning to current job Uncomfortable surroundings (physical or

psychological) Overuse of personal “war” stories

What SAE Adult Learners Like

For Content Cutting edge information, new trends & future concepts Content matching the published description Handouts matching the instruction content (same as slides & in the same

order) Glossary of terms & acronyms

For Application Combinations of theory & practical (emphasis on the practical) Real world applications and examples Hands-on demonstration, materials (e.g., parts displays, test equipment)

In the Classroom Opportunities to ask questions Clear, concise answers to questions Encouragement to participate Even pace- not rushed Adequate time to cover all material

8

Module: Designing the Course

Contents:

Introduction

Consider the target audience

Course design outline and course development structure

Course content design map

Example worksheet

Example lesson development worksheet

Begin Process

Course Design Outline

Course Development

Structure

Course Design

Outline

Overview

Learning Objectives

Content

Evaluation

Delivery

9


Introduction

Introduction:

Course design is key to a successful teaching endeavor. Participants appreciate and learn better

when provided with a well-designed content and application-rich experience.

Information:

Using a model to develop and plan your course can help facilitate design and provide a

framework from which to develop additional courses. SAE provides a five-step model for your

use.

Action:

Consider your target audience, then structure your seminar using the elements in the five-step

model

Use the information provided and write out your learning objectives

Map out the course using the “Course Content Design Map” in this section

There are some additional tools for creating seminars/ courses in this module as well.

Please note that the model recommended by SAE is not content-centered, but learner-centered.

Focus on the needs of the learner by using clear learning objectives

Specify activities that will lead the learner to attain the objectives

Include an evaluation mechanism and feedback loop

Add your content

Please also note that instructors are expected to:

Develop attendee learning materials (SAE will reproduce learning manuals – handouts)

and deliver to the class

Recommend any text, software etc., associated with the course

Develop a course learning assessment

There are modules corresponding to each of the steps in the model. Please review all modules

prior to developing content.

*Please note: The terms seminar and course are used interchangeably throughout the

Guidebook

10


Consider the Target Audience*

Audience analysis is the first step and a mission critical aspect of designing courses

Assess the audience and develop your content to benefit your audience

o What is the audience make-up (level of experience, specific types of engineers, industries in

which they work, level of job, job title, etc.)?

o Are they knowledgeable about the topic?

o Why do they need this information?

o How will this information help them in their jobs/ lives?

o If given this information… what can or will they do with it?

Designing a course requires a strong outline or blueprint prior to developing content. SAE provides the

outline below to assist with course development. This model is illustrated in all modules relating to

course development.

This model also corresponds with the “Seminar Proposal Guidelines.”

Adult Learning Principles: All steps in the above model require adherence to adult learning principles. This

information can be found under Module: Adult learning.


Course Development

Structure

Overview

Learning Objectives

Content

Evaluation

Delivery

Brief overall course description

Expected learner outcomes

Content, blended with interactive activities and exercises

Site preparation and teaching

Course evaluation by (1) participant evaluation, (2) instructor self-evaluation and (3) learning assessment administration and review

11


Please note that instructors are expected to:

Develop attendee materials for learning manuals (SAE will reproduce)

Recommend any text, software etc. associated with the course

Develop the course learning assessment

Course Start

Agenda

Course Close

Course Summary

Administer Learning

Assessment

Administer Participant Evaluation

Provide Related

Resources

Lesson 1, 2…

Lesson Learning Objectives

Content

Interactive Activities

Summary

Title

“Housekeeping”

Course Learning Objectives

12


Example Worksheet*

Course Title: ____________________________________________________

Target Audience: _________________________________________________

Time Allotted: ___________________________________________________

*Can be used in a variety of ways, including working through one learning objective at a time

Course Overview:

Learning Objectives:

Content:

Interactive Activities:

Evaluation & Feedback:

13


Example Lesson Development Worksheet*

Topic: ______________________________________________________________

Audience Needs: _____________________________________________________

Total Time Allotted: ___________________________________________________

Objectives: __________________________________________________________

Topic Detail Resources Method Time

*Can be used for individual lessons within the seminar

14

Module: Creating a Course Overview

Contents:

Introduction

Create a course overview

Course overview example


Course Development

Structure

Course Design

Outline

Overview

Learning Objectives

Content

Evaluation

Delivery

15


Introduction

Introduction:

The course overview is a brief summary (one or two short paragraphs) of the course and is used

as the introduction in SAE’s promotional brochures. It should immediately grab the reader’s

attention and entice someone to attend the seminar.

Information:

To Create a Course Overview:

Write a brief summary of your proposed course incorporating the following items:

Explain why someone should attend

Briefly tell them what they will learn

Identify common problems/issues that are currently high priority in the industry that

you will address

Identify cutting-edge knowledge or future trends related to your course

Identify software or textbooks that are used in the course

Action:

Create a course overview for your course (and also for your Seminar Proposal).

16


Course Overview Example

Introduction to Brake Control Systems: ABS, TCS, and ESC

Once reserved for high-end luxury vehicles, electronic brake control systems are quickly

becoming standard equipment on even the most inexpensive cars and trucks. Today, nearly

every new vehicle benefits from the optimized braking, enhanced acceleration, or improved

stability that these systems provide. This comprehensive seminar introduces participants to the

system-level design considerations, vehicle interface requirements, and inevitable performance

compromises that must be addressed when implementing these technologies.

The seminar begins by defining the tire-road interface and analyzing fundamental vehicle

dynamics. Following an in-depth study of system electronics, hydraulic hardware, and sensor

requirements, the participants learn about the control strategies employed by anti-lock brakes

(ABS), dynamic rear proportioning (DRP), traction control (TCS), and electronic stability control

(ESC) with strong emphasis placed on vehicle dynamic response. The seminar concludes with a

study of unique applications, industry trends, and a look forward to advanced brake control

system integration. Over 500 pages of detailed course notes and illustrations are provided for

on-the-job reference.

17

Module: Writing Learning Objectives

Contents:

Introduction

Create learning objectives

o Sample learning objectives

Step-by-step model

Action verbs to assist in writing learning objectives


Course Development

Structure

Course Design

Outline

Overview

Learning Objectives

Content

Evaluation

Delivery

18


Introduction

Introduction:

A learning objective is a description of a performance you want learners to be able to exhibit

before you consider them competent (Mager).

It describes the result of the instruction, rather than the process of instruction. Learning

objectives are important because they provide:

A basis for content, method and materials selection

An evaluation method (e.g., met or did not meet objective)

A means of organizing attendee efforts to meet the objectives

Information:

It describes the result of the instruction, rather than the process of instruction. Learning

objectives are important because they provide:

A basis for content, method and materials selection

An evaluation method (e.g., met or did not meet objective)

A means of organizing attendee efforts to meet the objectives

Action:

Read this module on “Writing learning objectives” and craft learning objectives for your seminar.

To create learning objectives:

Write learning objectives by telling the learners what they will be able to do at course

conclusion…

See following pages for a step-by-step process to:

– write learning objectives

– use action verbs for writing objectives

See Module: Evaluating the course to link objectives to learning assessments

19


Sample learning objectives:

By attending this seminar, you will be able to:

Analyze brake system design parameters and their vehicle performance effects

Evaluate the compromises between stability steerability, and stopping distance

Specify fundamental ABS performance attributes

Tell participants what they will be able to do at course conclusion . . .

Step 1 Define what the successful participant is able to do as a result of taking your course. Use action verbs to develop learning objectives.

Step 2 State your learning objectives (examples): By attending this course you will be able to:

a) State the 4 steps of _______ b) Apply the principles of _____ c) Integrate ___ with ____ d) ____ ____ ____

Step 3 Make sure your objectives are verifiable, and then teach the stated objects

Step 4 Evaluate whether students are able to do a)- d) as a result of taking your course

Participant Participant Course

Is not able to: ___ Is able to: ___

20


Tell participants what they will be able to do at course conclusion . . .

Typical Action Verbs Used to Write Learning Objectives*

Knowledge cite, label, name, reproduce, define, list, quote, pronounce, identify, match, recite, state

Comprehension alter, discover, manage, relate, change, explain, rephrase, substitute, convert, give examples, represent, summarize, depict, give main idea, restate, translate, describe, illustrate, vary, interpret, paraphrase

Application apply, discover, manage, relate, classify, employ, predict, show, compute, evidence, prepare, solve, demonstrate, manifest, present, utilize, direct

Analysis ascertain, diagnose, distinguish, outline, analyze, diagram, divide, point out, associate, differentiate, reduce, conclude, discriminate, find, separate, designate, dissect, infer, determine

Synthesis combine, devise, originate, revise, compile, expand, plan, rewrite, compose, extend, pose, synthesize, conceive, generalize, propose, theorize, create, integrate, project, write, design, invent, rearrange, modify

Evaluation appraise, conclude, critique, judge, assess, contrast, deduce, weigh, compare, criticize, evaluate

* Adapted from Bloom’s Taxonomy of Educational Objectives

21

Module: Creating Course Content

Content:

Introduction

Step-by-step – create course content

Sample course content

Course delivery idea checklist (also in Module: Designing the course)

Step-by-step – create interactive course activities (also in Module: Designing the course)


Course Development

Structure

Course Design

Outline

Overview

Learning Objectives

Content

Evaluation

Delivery

22


Introduction

Introduction:

While content is the substance of any course, knowledge of the target audience and type of

course delivery is pivotal in successful knowledge transfer and learner retention.

Information:

Course Content sections include:

Course content

Direct links to learning objectives

Traditional course delivery strategies

Interactive course activities

SAE requests a bulleted outline inclusive of:

Actual course content

Course interactive activities

Day designation (e.g., Day One, Day Two etc.)

Estimated length (in minutes or hours) included on course outline for each section

Action:

Use the step-by-step model for creating course content

Use the Course Delivery Idea Checklist to select delivery strategies

Use step-by-step model to include interactive course activities

23


Create Course Content

Begin by following the step-by-step model for creating course content

Step 1 List the main topics and subtopics that must be taught to reach instructional goals.

Step 2 Make sure all topics link directly to the established learning objectives (what the participant will be able to “do” as a result of attending the course)

Step 3 Develop teaching notes or a detailed outline for each topic and sub-topic. This is “what” you will teach. Use:

a) Examples b) Case Studies c) Demonstrations

Develop discussion points Place reminders to ask if there are questions Highlight areas of emphasis

Step 4 Record times for each topic and subtopic (6.5 teaching hours/day). Build in time for discussion and questions as appropriate

24


Sample Course Content

Sample Course Content (excerpt):

DAY ONE

Tire-Road Interface Characteristics (45 min.)

o Defining slip

o Longitudinal mu-slip relationship

o Longitudinal vs. lateral slip capacity

o The friction circle

Hydraulic Break System Overview (1.5 hrs.)

o What do braking systems do?

o How does each component contribute?

o What are the underlying fundamental relationships?

o How does this apply to brake control systems?

Stability, Steerability, Stopping Distance (45 min.)

o Define stability, steerability, stopping distance

o Illustrate with mu-slip curves

o Illustrate with friction circle

Interactive Course Activities:

Give participants things to do. Make these interesting and don’t bore them.

Step 1 Determine which activities may enhance learning in your class

Step 2 Collect work related experiences that can be used to design activities

Step 3 Design interactive activities: a) Provide a problem that requires a calculator or a computer to solve b) Use a flipchart and ask the class questions c) Divide the class into small groups for discussions or work on a

specific problem d) Provide an opportunity for sharing information and experiences e) Develop a question and answer activity or game f) Discuss a case study g) Create a simulation

Step 4 Tie all the activities to how they apply to the participants’ experience and work

25

Module: Delivering the Course

Content:

Introduction

On-site checklist

“Bookend” the course

Creating ice breakers and discussion starters

Watching for signs of information overload

Presentation delivery tips


Course Development

Structure

Course Design

Outline

Overview

Learning Objectives

Content

Evaluation

Delivery

26


Introduction

Introduction:

The course presentation, or delivery is the final “performance” following all other preparation

and planning steps.

Excellent preparation and planning combined with sound delivery strategy selection and

logistical planning are only the precursors to the actual course delivery.

Information:

There are many excellent courses and resources on good presentation skills (see bibliography for

examples)

This module provides some of the most common tips on making good instructional

presentations. The most important aspects of the actual delivery are:

Excellent planning

Content and application rich learner-centered structure

A passion for the topic that is communicated to the audience

Action:

Read and follow the Presentation Tips for an outstanding final performance that is clear, accurate, and

animated.

Please not that SAE requires:

6.5 instruction hours

2, fifteen (15) minute breaks

One hour lunch break (total 8-hour day)

Please make sure participants return to class promptly following lunch and breaks.

27


Check the room and develop policies for your course.

On-Site Checklist

Room Confirm room is set up as requested Check that Internet or electrical connections are working Set up or confirm parts or model cutaways are displayed Find level of lighting that works best

Equipment Ensure all audio-visual equipment is set, working, and ready to use

Load any special software; make sure it is ready to use

“Housekeeping” Know where the restrooms are Plan break and lunch times Announce cell phone policy Other _____

28


Bookend the Course

Opening Course Material Closing

Create a strong opening Make a terrific first

impression Use icebreaker exercises Encourage questions Take care of

“housekeeping” matters

Review learning objectives for each lesson

Use discussion starters Teach course content Implement interactive

course activities and exercises

Summarize each lesson

Create a strong closing Recap the major points Administer learning

assessment Administer course

evaluations

Tell them what

you are going to

tell them

Tell them

Tell them

what you told

them

29


Creating Ice-Breakers and Discussion Starters

Begin each class with an Icebreaker exercise, and initiate discussion starters throughout the

course. These exercises serve to help the group transition into the learning environment, or

think of something positive they learned. Here are some ideas:

Opening:

Have everyone provide his/ her:

Name

Company affiliation

Reason for being in the course

Course Material:

Ask participants to name some information they learned from the class that surprised

them, or

Ask participants to offer how they can apply some of the information learned

Closing:

Ask participants to share which part of the course was most beneficial for them, or was

most valuable for them

Ask participants to share one piece of information that they will apply in their work

environment

Administer and review the learning assessment with the participants

Watching for Signs of Information Overload:

Watch audience body language for signs of overload:

Actions to counter information overload or alter attention span:

Glazed looks Impatience Obvious inattentive body language Daydreaming Clock watching Asking for a break Not keeping pace with the

presentation

Stop and ask a question Start an exercise Use the flipchart or whiteboard Encourage a group discussion Take a break (even if you did not plan

it then)

Use the participant energy level chart in the Module: Adult learning to help plan the course delivery.

30


Presentation Delivery Tips

Dress with business or business casual attire

o Business attire: suit and tie

o Business casual attire:

Dress slacks or khakis with collared shirt

No jeans, sweat suits, sneakers, or t-shirts

Maintain good audience eye contact

Use active verbs (analyze, calculate, differentiate, design, formulate, etc.)

Use positive body language to emphasize your points

Make good use of pauses to ensure the participants absorb your message

Practice and use voice intonation and pitch to emphasize main points

Emphasize your main points, comprehensively cover all concepts

Never just read the presentation or the PowerPoint slides

Stick within the allotted time

Practice and rehearse for smooth transitions and delivery

31

Module: Evaluating the Course

Content:

Introduction

IACET Guidelines

Creating and administering Learning Assessments

Course evaluation

Administering participant evaluations

Sample participant evaluation

Using participant evaluations

Taking the instructor self-evaluation


Course Development

Structure

Course Design

Outline

Overview

Learning Objectives

Content

Evaluation

Delivery

32


Introduction

Introduction:

Evaluation and feedback are key to both continuous course and instructor quality.

Information:

Evaluation is a critical component of all SAE Professional Development courses. SAE evaluates

courses and instructors according to:

International Association of Continuing Education & Training (IACET) guidelines and

requirements

Feedback from SAE participant course evaluations

The following pages provide information on:

IACET course requirements

o Assessment of learning outcomes

o Evaluation of each learning event/ seminar

Administering and using learning assessments

Administering and using participant evaluations

Completing the instructor self-evaluation

Action:

Read the IACET requirements and create your course learning assessment:

Administer and review participant evaluations

Take the instructor self-evaluation

Continuously improve your course based upon the received feedback

Information on the following pages will assist you in the development and administration of SAE

evaluation tools.

33


IACET Guidelines

SAE is certified by the International Association of Continuing Education & Training (IACET) to

grant IACET CEUs (Continuing Education Units).

IACET guidelines must be followed to maintain certification.

IACET requirements include:

1. Assessment of learning outcomes

2. Evaluation of each learning event/seminar

In order to comply with IACET guidelines, SAE instructors are required to develop learning assessment “tests”.

These “tests” are to be administered close to course conclusion. The following page provides a step-by-step model for creating learning assessments.

Creating and Administering Learning Assessments:

Step 1 Create a 10-15 question multiple choice or true/false assessment. Include assessment with your handout/learning manual on its due date (8 weeks prior to the seminar start date for new seminars). SAE staff will include the assessment at the back of your handout/learning manual.

Step 2 Administer the assessment at (or toward) the end of class

Step 3 Review the assessment: a) Review correct responses with the class b) Obtain an indication of correct answers by a show of hands,

discussion, or other interactive methods c) Attendees should keep their assessment as real-time

feedback and a record of learning

Step 4 Refine course structure and content as appropriate based on attendee learning

34


Course Evaluation

The SAE participant evaluation* is designed to:

Rate overall class

Rate seminar content

Rate instructor skills

Ask open-ended questions for class improvement

Administering Participant Evaluations

Step 1 Hand out SAE course evaluations at class conclusion Review instructions for completing the OMR (optical mark reader) evaluation form with the attendees to ensure accurate results

Step 2 Encourage all attendees to complete and submit their evaluation forms

Step 3 Give completed forms to designated staff

Copies of completed SAE course evaluations with numerical compilation will be mailed to

you following course completion

This compilation will show all instructor averages for comparison purposes

SAE expects scores of 4.0 and above in the rated sections and overall program quality

Using Participant Evaluations:

Actions for SAE Instructors:

Read all over individual evaluations, especially open-ended questions

Look for patterns in responses for continuous improvement opportunities or specific areas

of interest

Work with assigned SAE staff developer to make adjustments to class content, handout,

methodology and visuals

Review changes and compare with course description to ensure any changes are

accurately reflected in the:

o Overview

o Learning objectives

o Who should attend

o Prerequisites

o Seminar Content

35


Taking the Instructor Self-Evaluation

As a quality check, answer these questions:

Did you…

Establish rapport with the audience?

Review the course objectives?

Use appropriate teaching methods for the stated learning objectives?

Show enthusiasm and generate curiosity for the content?

Use teaching strategies that engaged participants in active learning?

Use a variety of instructional methods?

Instruct at a pace that allowed the participants to process the content?

Maintain a teaching pace that was appropriate for the majority of the audience?

Occasionally summarize the content, reemphasizing key points?

Provide feedback to participants and appropriately respond to questions from the

audience?

Were you…

Knowledgeable, using up-to-date content including appropriate citations?

Open to questions and discussions?

Genuinely interested in the needs and concerns of the audience?

* Used with permission, American Physical Therapy Association. This material is copyrighted and any further reproduction or distribution is

prohibited.

36

Web Resources/ Bibliography

Instructor Web Resources:

For tips on presentation design and delivery (also PowerPoint tips):

www.presentationpointers.com

For tips on presentation skills:

www.presentersuniversity.com

For tips on combining adult learning, productivity and activity:

www.learnativity.com

For tips on course design and delivery:

www.astd.org (American Society for Training & Development)

www.ispi.org (International Society for Performance Improvement)

For tips and updates on Microsoft PowerPoint:

www.microsoftofficeupdate.com

For tips and for obtaining and selecting freeware graphics, photographs and other visuals:

www.corbis.com

http://www.presentationpointers.com/

http://www.presentersuniversity.com/

http://www.learnativity.com/

http://www.astd.org/

http://www.ispi.org/

http://www.microsoftofficeupdate.com/

http://www.corbis.com/

37

Web Resources/ Bibliography

Annotated Bibliography

Carliner, Saul, Training Design Basics, ASTD, Alexandria, VA, 2004.

Designing Instruction Workshop, Friesen, Kaye and Associates, 1998.

Draves, William A., How to Teach Adults, Learning Resources Network, Manhattan, Kansas,

1997.

Hindle, Tim, Making Presentations, DK Publishing Inc., New York, 1998.

Knowles, Malcolm, Holton, Elwood F. III, Swanson, Richard A., The Adult Learner: The

Definitive Classic in Adult Education and Human Resource Development, Gulf Publishing

Co., Houston, TX, 1998.

Mager, Robert, F., Preparing Instructional Objectives, Lake Publishing Company, Belmont,

CA, 1984.

Mandel, Steve, Technical Presentation Skills, Thomson Course Technology, Boston, MA,

1994.

Robinson, Dana Gaines, Robinson, James C., Performance Consulting: Moving Beyond

Training, Berrett-Koehler Publishers, San Francisco, CA, 1996.

Rosania, Robert J., Presentation Basics, ASTD, Alexandria, VA, 2004.

Stolovich, Harold, D., Keeps, Erica J., Telling Ain’t Training ASTD, Alexandria, VA, 2002.

Van Daele, Carrie, A., 50 One-Minute Tips for Trainers, Thomson Course Technology,

Boston, MA, 1995.

www.astd.org

www.ispi.org

www.creativelearningcentre.com

www.e-learningguru.com

www.ericfacility.net (selected articles)

www.presentersuniversity.com

www.sae.org

http://www.astd.org/

http://www.ispi.org/

http://www.creativelearningcentre.com/

http://www.e-learningguru.com/

http://www.ericfacility.net/

http://www.presentersuniversity.com/

http://www.sae.org/

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