welcome to training materials development
DESCRIPTION
Welcome to Training Materials Development. Nov 20, 2013. Learning Objectives. Upon completion of this lesson, participants will be able to: Create consistent, professional looking educational materials Identify common document elements and best practices for Section 508 & Accessibility - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/1.jpg)
Nov 20, 2013
Welcome to Training Materials Development
![Page 2: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/2.jpg)
Learning Objectives
Upon completion of this lesson, participants will be able to:
– Create consistent, professional looking educational materials – Identify common document elements and best practices for
Section 508 & Accessibility– Identify next steps to create style guide templates for
creating learning objects – Use configuration management to uniquely identify and
manage versions of training materials
2
![Page 3: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/3.jpg)
How We’ll Do This Session
• Part I: Review ADDIE Model• Part II: Organization of Material• Part III: Writing Guidelines• Part IV: Section 508 & Accessibility• Part V: Document Control
3
![Page 4: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/4.jpg)
Part I – Recall the ADDIE Model
IMPLEMENT
ANALYSIS
DESIGN
DEVELOP
4
![Page 5: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/5.jpg)
ANALYSIS
THIS PHASE INVOLVES:• Assessing training goals• Conducting a needs analysis• Identifying the knowledge gap• Conducting an audience analysis• Developing learning objectives
KEY DELIVERABLES:• Training plan• Training needs analysis
5
![Page 6: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/6.jpg)
DESIGN
THIS PHASE INVOLVES:• Identifying design strategy• Selecting appropriate delivery method• Outline structure & duration• Establishing evaluation method• Establishing storyboard concept
KEY DELIVERABLES:• High level design document• Storyboards
6
![Page 7: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/7.jpg)
DEVELOP
THIS PHASE INVOLVES:• Creating the prototype• Developing training materials• Completing a tabletop review• Running a training pilot
KEY DELIVERABLES:• Course materials• Guides/Job aids• Assessment instruments• Course schedule
7
![Page 8: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/8.jpg)
IMPLEMENT
THIS PHASE INVOLVES:• Printing & preparing training material• Trainer preparation• Notifying & register students• Launching the course
KEY DELIVERABLES:• Participant assessments• Feedback forms• Attendance forms
8
![Page 9: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/9.jpg)
EVALUATE
THIS PHASE INVOLVES:• Collect training evaluation data• Reviewing training effectiveness• Assessing overall performance• Reporting performance results
KEY DELIVERABLES:• Training evaluation report• Program evaluation report
Evaluation should be an ongoing process throughout all the phases of the ADDIE model.
9
![Page 10: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/10.jpg)
10
Design(Materials)
Implement(Materials)
Develop(Materials)
Analysis(Materials)
Evaluation
Lesson plansLesson guidesPowerPoints
Student guides
![Page 11: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/11.jpg)
Lesson plans *Adapt contentfor prototype
DevelopprototypeCounselor manual
Facilitator guide
Motivational interviewing
Createprototype
Develop Graphic approach
PowerPoints
Create/Develop Graphics
- Text content- Narrative content- Graphics - Exercises- Videos- Activities
![Page 12: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/12.jpg)
Why Use Style Guidelines?
• Provides uniformity across course materials• Applies lessons learned and best practices
across different mediums• Increases course development efficiency
12
![Page 13: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/13.jpg)
Part II – Organization of Material
13
![Page 14: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/14.jpg)
Objectives Drive the Content
• Objectives are the foundation for the structure of training materials– Outline your materials– Separate course content into logical teaching units
(major categories of information)– Material should cover learning objectives
14
![Page 15: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/15.jpg)
15
Use Templates to Provide Consistent Structure• Clear, concise and measurable learning objectives for the
course and for each module • Relevant content, visuals and practice exercises • A course introduction that lets the learner know, “What’s in it
for me?”• Two or three modules, each with an introduction and summary • Practice questions or activities within each module • A summative assessment to gauge comprehension of every
learning objective • A logical sequence of modules that builds on existing
knowledge or content introduced in the course
![Page 16: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/16.jpg)
Lesson Plans
• Lessons cover specific topics• Learning objectives identified for each topic • Identify graphics, exercises, assessments• Order of topics should flow logically • Chunk material into manageable portions• Visual display of information is important
16
![Page 17: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/17.jpg)
17
Example Lesson Plan Template
![Page 18: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/18.jpg)
18
Suggested Training Material Structure• Introduce topic and learning objectives• Present content• Summarize content• Review content with questions or activities• Test learner’s understanding with assessment
or knowledge check
![Page 19: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/19.jpg)
Example Course Content Outline
19
![Page 20: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/20.jpg)
Instructor Guide Components
20
![Page 21: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/21.jpg)
Participant Guide Components
21
![Page 22: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/22.jpg)
Training Style Guide
• Be sure to add your corporate logo to help establish your brand
• Consistent headings and subheadings• Same colors, fonts, and spacing throughout• Paragraphs not more than 3 to 5 sentences long• Support elements– Graphics, exercises, activities, assessments, user
instructions, etc.– Adequate white space on page – don’t crowd
22
![Page 23: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/23.jpg)
Colors
• Keep colors to 2 or 3 and keep them complimentary
• Don’t let color distract the learner from message
• Use colors for headings as a visual cue for learner … but don’t forget about Section 508 & Accessibility (more to come later)
23
![Page 24: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/24.jpg)
Visual Aids
• Use when a visual explanation gets the point across more effectively than text
• Use to reinforce message, clarify points, etc.• Add impact and interest to a presentation• May increase retention level for visual learners • Use charts and graphs to support the
presentation of numerical information
24
![Page 25: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/25.jpg)
Part III - Writing GuidelinesRemember these?
25
“Vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts.”
– William Strunk Jr., Elements of Style
![Page 26: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/26.jpg)
General Guidelines for Training Materials
26
• Use active voice– Donna is throwing the ball at Tony now.
(good example) – The ball was thrown by Donna at Tony.
(bad example)• Use familiar words, avoid jargon and
contractions
![Page 27: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/27.jpg)
General Guidelines for Training Materials (continued)
27
• Make it relevant• Use a sans serif font, size no smaller than 12• Avoid ALL CAPS (learners perceive this as you
screaming at them)• Use appropriate spacing• Include page numbers
![Page 28: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/28.jpg)
Reading Level in Word documents
28
Language that is appropriate to audience skill and knowledge level, Word, Use – file -> options
![Page 29: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/29.jpg)
Acronyms and Abbreviations
• Acronyms– when introduced for the first time, write out full name of
the entity, followed by acronym in parentheses– do not include spaces or periods
• Abbreviations – when using titles before and after names (e.g., Mr., Mrs.,
Ph D)– when acronym for a corporation, institution or country is
more familiar than the full name (e.g., USA, IBM, FBI) – for mathematical measurements (e.g., lb., kg.)
29
![Page 30: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/30.jpg)
Bulleted and Numbered Lists• Arrange lists and tasks that are easy to scan and
understand• Provide an introductory heading to start each bulleted list• Be consistent with punctuation• Use numbered bullets where sequence is important• Capitalize first letter of first word of a list item, a list box
item, check box labels, and radio button labels• Maintain parallel construction in a bullet list (e.g., start all
bulleted items with a verb)• There must be a least two items to make a bullet list
30
![Page 31: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/31.jpg)
Numbers, Dates, Time
• Use figures to express numbers 10 and above, all numbers in mathematical functions, dates, ages, time, money, and numbers as part of a series
• Spell out numbers nine and below unless they represent a precise measurement (e.g., 8.2578)
• Spell out any number that begins a sentence, title, or heading
• Write out dates in full (e.g., July 4, 1776) • Use colon to separate hours and minutes (e.g., 9:00
a.m.)
31
![Page 32: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/32.jpg)
PART IV: Section 508 & Accessibility
• Section 508 (http://www.section508.gov/)– 508 compliance is the law that provides minimum
standards• Accessibility– Accessible documents are structured documents– Logically organized– Can be read and navigated by Assistive Technology– Exported to other applications with minimal
adjustment to maintain accessibility
32
![Page 33: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/33.jpg)
Common Elements
• Be mindful of color contrast• No Flashing/flickering or animated elements• Images and/or non-text elements have
alternative text descriptions• Charts and graphs have either an alternative text
description or provide a description in the text immediately adjacent to the chart/graph
• Hyperlinks are active and use the fully qualified URL (e.g., http://www.nlm.nih.gov)
33
![Page 34: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/34.jpg)
Word
• Recall the font size (not smaller than 12 pt)• Document structure– Table of Contents
• Topics, Subtopics, Page Numbers– Format and styling
• Use styles (Heading 1, 2, 3, Normal, etc.) and formatting toolbar
• Descriptive alternative text for images and graphics• Tables created using the Insert Table tool• Do not use text boxes
34
![Page 35: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/35.jpg)
Excel
• Data tables identify row and column headers• Data cells in tables are associated with row
and column headers• No merged or split cells in tables• All tables read from left to right and top to
bottom• Ensure tables spanning multiple pages have
headings that repeat on each page
35
![Page 36: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/36.jpg)
PowerPoint
• PowerPoint file can be made 508 compliant by saving it as a Word document
• Select the Outline Only option to save only the text from the slides
36
![Page 37: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/37.jpg)
PDFs
37
• Document should be properly tagged, language specified, have a logical reading order, and Table of Contents/bookmarks functioning correctly
• Comment and Markup items removed & Accessibility Tags applied
• Full Accessibility report run• Use Acrobat Reader “Read Out Loud” function
![Page 38: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/38.jpg)
Part V: Document Control
38
![Page 39: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/39.jpg)
Suggested Guidelines
• Shared document repository (e.g., SharePoint)• Version control – assign a version number for
each revision to training materials• During training material development, include
the word “Draft”; once finalized, remove “Draft”
39
![Page 40: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/40.jpg)
Suggested Guidelines (continued)
• Revision history – include revision number, date, change request, author, reviewer, description of change
• Consistent header and footer– Elements should identify document (e.g., date,
filename, revision number)• Document file name generally limited to 20-30
characters
40
![Page 41: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/41.jpg)
Review
41
• Part I: Review ADDIE Model• Part II: Organization of Material• Part III: Writing Guidelines• Part IV: Section 508 & Accessibility• Part V: Document Control
![Page 42: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/42.jpg)
What’s Next
• Review existing NLM materials?• Review FEMA Style Guide or other examples –
is something like this needed for NLM?
42
![Page 43: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/43.jpg)
43
FEMA Style Guide
![Page 44: Welcome to Training Materials Development](https://reader035.vdocument.in/reader035/viewer/2022062310/568166a7550346895dda9a1f/html5/thumbnails/44.jpg)
Next Session
• Dec 4 – 10:30-12:00– Lesson 7
44