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