learning rather than on straight delivery of
content. This requires continual feedback.
Students practice new skills and get immediate feedback about their performance. Both
students and instructors are actively engaged.
Instructional designers spend a good deal
of time developing application- and problem-based activities so that students can try out
their new learning. ;ey also build in time for
students to get feedback about how well they
are doing. Both practice and feedback are essential for learning. In-depth content explanations
spring from questions and issues that arise during student practice.
to make two sets of slides: First, a set with all
the detail, for use as lecture notes and handouts; and second, an edited-down projection
set containing just the key words and ideas.
;is forces the instructor to discuss the information on the slide rather than simply read it
to the audience.
;e bo;om line is this: Practice makes perfect. If you want your students to be able to perform correctly on the job, they need the time
to practice and learn from their mistakes. We
want their failures to happen in the classroom,
not on the job.
SMEs usually do a good job including
graphics, photographs and illustrations on PP
slides. However, they tend to crowd in a lot
of distracting motion and fade-in features ;
what so;ware designers call “dancing baloney.”
Keep the graphics simple: Research shows that
too many bells and whistles can detract from
learning.
;e Development Phase
In addition to developing course manuals
and preparing in-class activities, the development phase is when the PowerPoint (PP) is
produced. Because PP is so widely used, here
are a few tips for making the best use of it.
7. Create In-Class Practice Activities.
Course developers create case studies, scenar-io- or problem-based exercises, troubleshooting examples and hands-on labs ; all designed
to let learners practice new skills. Each activity
has its own feedback sheet with answers and
the correct process for arriving at each answer.
;is is especially important where the process
is complex.
6. Create Concise Slides. When slides
and transparencies were widely used, course
developers used a rule-of-thumb that said
no more than eight to 10 words should be
included on any one slide. ;at’s because
learners can read faster than a presenter can
talk, so they read the whole slide while the
instructor may still be discussing the ;rst point.
;erefore, course developers design PP slides
that allow the learner to view only one main
point at a time. ;at main point is stated in
10 words or less. An e;ective way to build a
PP slide is to add one concise line at a time, in
logical sequence.
Course developers also tend to provide
multitudes of examples at all di;culty levels.
;e rule of thumb is that examples are preferable to explanations. SMEs tend to think about
how they will explain content, whereas course
developers use examples as the backdrop for
explanations. Typically, when a student fails to
understand an idea, an example with explanation is more likely to clarify the issue than an
explanation alone.
;e Implementation Phase
8. Implement the Course in Four Parts:
set-up, presentation, practice and evaluation.
Set-up: Be sure that name tags are used
every day. Call students by name.
SMEs o;en include as much information
as will ;t on each slide. ;ere appear to be two
reasons for this. First, PP provides a set of notes
for the instructor to use during the presentation. In e;ect, the PP becomes an instructor
manual. Remember, though, the learners
o;en read the slide while the instructor is on
the ;rst idea and then miss what the instructor is saying! Second, the instructor wants to
give students a full set of notes ; and students
want those notes, too. A good strategy to meet
these needs without overloading each slide is
Presentation: Some key things to remember:
;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;be able to do
a;er passing the course, not what you are going
to cover.
;; Paraphrase the information on the PP
slides, don’t read it. Remember that students
can read faster than you can talk.
;;;;;; examples instead of explanations
or use explanations in conjunction with
examples.
;;;;;;;;;;;;;;;;;;;;;o; when you are not
actively referring to something on the PP. ;at
;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;; Use examples instead of explanations— or let the xplanation arise from problem-solving activities.
directs the learners’ a;ention back to what you
are saying.
Practice: When running short on time,
omit your explanations but never omit the
opportunity for students to use their skills and
receive feedback. Student practice is when
learning occurs.
;; ;;; ;;; ;;;;; ;;;;; ;;;;;; ;;;;;;;;; ;;;; ;;;;;
try again.
Evaluation: Give the test and the course
evaluation survey. Remember, when giving a
test, do not provide help or cues to the students. ;is is a test-run for the students to see if
they have the skills and knowledge to perform
on the job.
;e Evaluation Phase
;e point of evaluation is to ;nd out how
e;ective the course is and to improve it. Evaluation instruments include the course evalu-tion/student feedback sheet and tests. Feedback sheets elicit students’ reactions to the
course: Was the instructor knowledgeable?
Were the course materials easy to follow? Was
the training environment conducive to learning? Tests are used to determine whether or
not the students met the learning objectives.
Tests help answer the question: Can the students perform the skills and tasks necessary for
on-the-job performance? ST
