1.
SUGGESTIONS for Training Package
Design & Development
Design & Development
The following major characteristics are required
The Education Perspective --
The following major characteristics are required
and will be applied to ensure the training
initiative will be results-oriented and effective:
‹ User-friendly
‹ Audience-focused
‹ Flow-based
‹ Simplistic
‹ Validated
Created on: July 28, 2004
‹ Validated
‹ Adult-oriented
BY: Michelle Buckland

2.
User-Friendly Content
(i.e. according to audiences level of
k l d / kill)
knowledge/skill)
‹ Knowledge - The learners to have the ability to
GOAL:
remember material previously.
‹ Comprehension – The learners to have the
ability to grasp the meaning of the material.
y g p g
‹ Application – The learners to have the ability to
use learned material in new, concrete
situations
situations.
‹ Analysis – The ability to break down material
into its components so that its organizational
t t b d t d
BY: Michelle Buckland
Created on: July 28, 2004
structure can be understood.

3.
Flow-based
GOAL:
‹ The content is to be consistent with the
agenda (i.e. a thorough structure).
BY: Michelle Buckland
Created on: July 28, 2004

4.
Simplistic
‹ The content/images are meant to
GOAL:
‹ The content/images are meant to
support your verbal presentation, not
take its place.
‹ Select only key words and phrases;
therefore use no more than 6 words
therefore, use no more than 6 words
per line, 6 lines per image, and can be
seen from 6 feet away.
BY: Michelle Buckland
Created on: July 28, 2004

5.
Validation …
‹
GOAL:
‹ Course Development Process
1. Determine skills needed.
2 Establish overall purpose of the course
2. Establish overall purpose of the course
(based on the skills needed).
3. Write the learning objectives (SMART –
S ifi M bl A hi bl R lt
Specific; Measurable; Achievable; Results-
based; Timebound).
4. Match the content to the learning
BY: Michelle Buckland
Created on: July 28, 2004
objectives.

6.
Validation (cont’d) …
‹ Synthesize The learners to have the ability to
GOAL:
‹ Synthesize – The learners to have the ability to
put parts together to form a new whole; or in
other words, put the context together to form a
d l
module.
‹ Evaluate – The learners to have the ability to
judge the value of the material for the given
purpose.
BY: Michelle Buckland
Created on: July 28, 2004

7.
Adult-oriented
Adult oriented
Teaching by Demonstration > “Hands-on” Skills as
the Expected Outcome
GOAL:
the Expected Outcome
1. Describe the desired outcome.
2. Stimulate a recall of relevant prerequisites.
3. Identify the steps.
4. Personalize the demonstration.
5. Devise opportunities for practice (e.g. activities,
exercises, etc.).
6. Make transfer of learning possible → real-life
application.
BY: Michelle Buckland
Created on: July 28, 2004
7. Appraise performance (e.g. tests, etc.).
8. Ensure retention.

8.
Adult-oriented …
Adult oriented …
GOAL:
Flexing Learning Styles > Helps to identify
Flexing Learning Styles > Helps to identify
a learner’s preference for certain learning
behavior
1. Converger – A learner that develops
theories, makes generalizations,
theories and/or draws conclusions
theories, and/or draws conclusions.
• Relatively unemotional
• Prefer to work with things rather than
BY: Michelle Buckland
Created on: July 28, 2004
g
people

9.
Adult-oriented …
Adult oriented …
Flexing Learning Styles (cont’d)
2. Diverger – A learner that prefers to
participate in an experience.
• Performs well in brainstorming
Performs well in brainstorming
sessions
• Interested in people
• Has the ability to view complex
• Has the ability to view complex
situations from many perspectives
BY: Michelle Buckland
Created on: July 28, 2004

10.
Adult-oriented …
Adult oriented …
Flexing Learning Styles (cont’d)
3. Assimilator – A learner that makes sense of
the experience (i.e. reflective observation).
• Consider it important for the theory to be
• Consider it important for the theory to be
logically sound
• Excel in the creation of the theoretical
d l
models
BY: Michelle Buckland
Created on: July 28, 2004

11.
Adult-oriented …
Adult oriented …
Flexing Learning Styles (cont’d)
4. Accommodator – A learner that implements
new action / experiments with new ways.
• Strength lies in doing things and getting
• Strength lies in doing things and getting
fully involved in new experiences
• Excels in situations calling for theory
li ti t ifi i t
application to specific circumstances
• Problems are approached in an intuitive,
trial-and-error manner
BY: Michelle Buckland
Created on: July 28, 2004

12.
Adult-oriented …
Adult oriented …
Inspiring Participation > Regulate the
GOAL:
Inspiring Participation > Regulate the
flow of all participants
1. Elicit and clarify the specific goals of the
individuals as well as the more general
purposes of the learning activities (i.e.
group-based)
group based).
BY: Michelle Buckland
Created on: July 28, 2004

13.
Adult-oriented …
Adult oriented …
Inspiring Participation (cont’d)
2. Ensure all learning activities are useful
and vary for all learners to participate
(e g problem-centered vs subject-
(e.g. problem centered vs. subject
oriented, immediate application, building
on previous experience, etc.).
BY: Michelle Buckland
Created on: July 28, 2004