Analysis
- Audience: Who is the target audience of the proposed training?
- Current roles: What are the members of this target audience currently doing in their roles?
- Knowledge gaps: What gaps exist between what these individuals can do and what they need to know to successfully perform their roles?
- Outcome: Will training help bridge this gap?
ADULTS LEARN BEST WHEN |
ALIGNING ADULT LEARNING NEEDS WITH APPROPRIATE METHODS |
They feel valued and respected for the experience and perspectives they bring to the learning situation. |
Identify participants' experiences and interests through various engaging activities. |
The training program is active rather than passive. |
Actively engage participants in their learning process through discussions and various activities. |
The training program actually meets their needs. |
Identify the participants' needs; develop training concepts and learning objectives in accordance with these identified needs. |
They take responsibility for their own learning. |
Ensure that the content of the training material and skills are directly relevant to the participants' experience, so they are motivated to learn. |
Their learning is self-directed and meaningful to them. |
Involve participants in addressing the content and skills that will be covered during the training. |
Their learning experience is focused on ideas, feelings, and actions. |
Use multiple teaching methods that target knowledge, work attitude, and skills. |
The new material relates to what the participants already know. |
Use teaching methods that enable participants to identify this interconnection and integrate it into the new material. |
A learning environment that is conducive to learning |
Take measures to ensure that the physical and social environment (training space) is safe, comfortable, and pleasant. |
The learning is applied immediately. |
Provide participants with opportunities to apply the new information and skills they have learned. |
The learning is reinforced. |
Use teaching methods that allow participants to practice new skills and receive immediate, reinforcing feedback. |
The learning occurs in small groups. |
Use teaching methods that encourage participants to explore feelings, attitudes, and skills with other learners. |
The trainer values the participants' contributions as both learners and teachers. |
Encourage participants to share their experiences and knowledge with other training participants. |
It is also important to know that people learn differently. There are usually four modes of learning, and people may use one mode or even switch between them depending on the course topic:
- Doer: Likes to actively participate in the learning process, wants to know how they will apply the learning in practice, and prefers information presented clearly and concisely.
- Sensitive: People-oriented, expressive, focuses on feelings and emotions, and thrives in an open learning environment.
- Thinker: Relies on logic and reason, enjoys sharing ideas and concepts, analyzes and evaluates, and likes to work independently.
- Observer: Likes to watch and listen, tends to be reserved; needs time before starting to participate and learns successfully through observation and discovery.
Design
There are five main components of designing educational content:
- Learning Outcomes: What will participants be able to do as a result of completing the training?
- Learning Materials: What materials need to be developed and what will they include?
- Trainers and Subject Matter Experts: Who will facilitate the learning and serve as content experts in reviewing the materials?
- Teaching Methods: What methods will be used to ensure participants achieve the learning objectives and effectively learn the content?
- Training Format: In what form will the training be conducted?
There are four main steps to any instructional design process:
Step 1: Outline the entire curriculum before delving into details. Think about the big picture:
- What is the main goal of the training?
- What is it trying to achieve?
WRITE the goal or objective statement. This should be a broad general statement, such as: "Participants will understand the importance of disaster risk reduction alongside preparedness and response measures."
Step 2: Consider the overall scope of the training. List the main topics or sections of the training:
- What kind of knowledge do you want participants to acquire?
At this level, statements will be fairly broad, relating to areas that cover the entire subject.
Step 3: The next step is to determine specifics. Brainstorm and make a list. Write precise statements detailing what participants will actually do:
- What specific, detailed knowledge, information, or skills do you expect from the training participants?
- What overarching questions need to be included and prioritized?
Step 4: Think about how participants can demonstrate the skills they have acquired after the training.
Development
Developing educational content involves writing materials, creating training exercises, and working with content experts and trainers. This is the most labor-intensive stage of the training. As we progress through the development stage, we need to ensure that the training materials and exercises align with the learning outcomes defined in the design stage and are based on the needs assessment. All subsequent training stages should reflect these outcomes.
Curriculum and Material Development Typically Includes:
A. Reference and Descriptive Information
- Basis of the Curriculum: Explanation of why it was developed.
- Target Audience: Who the curriculum is designed for.
- Additional Relevant Information: Clarifies the material and supports its use in other contexts.
- Resources Supporting the Content: Includes quotes, web links, prototype materials, tools, and guides.
- Copyright and Contact Information: Ensures proper usage and attribution.
B. Guidelines on How to Use the Curriculum
- Guide on Using Adult Learning Principles: Ensures the curriculum is aligned with effective adult learning strategies.
- Specific Tips for Improving Learning: Practical advice to enhance the learning experience.
- Report on Outcomes and Competencies: Details the expected results and competencies participants should achieve.
- Suggestions for Adapting the Curriculum: Adapting instructional materials for different target audiences or contexts.
C. Course Planning Forms and Checklists
- Material Specifications: Detailed information on the required materials.
- Module Overview with Key Information: Summarizes each module and highlights key points.
- Content and Sequence Recommendations: Example course plans or agendas with suggested timings.
D. Workshop Organization Guide to Meet the Needs of Participants and the Program
- Thematic Materials and Questions: Helps instructors gather needs assessment data to determine what participants want to learn and the skills they want to develop.
- Materials May Include: (Surveys or Questions: To collect information from potential participants and/or their supervisors before the training starts; Questionnaires: Collected at the beginning of the training; Suggested Questions: For trainers to ask at the start of the training; Exercises: To help participants think about their own learning goals; Pre-tests or Activities: To determine what participants already know or what they want to learn)
- Suggestions for Revising the Training: To better meet the group's needs.
- Optional Sessions: When appropriate.
E. SMART Learning Objectives
- Specific: Objectives should pinpoint specific knowledge, skills, or abilities that participants should demonstrate.
- Measurable: Objectives should be measurable through observation, testing, problem-solving exercises, or other assessment methods to determine if participants have achieved the expected learning outcome.
- Achievable and Realistic: Objectives should describe realistic expectations of knowledge, attitudes, or behaviors that align with the learning conditions.
- Relevant: Objectives should align with the broader goals of the training and the needs of the participants.
- Time-bound: Objectives should be achievable within a specified timeframe.
F. Clear and Comprehensive Course Content
- Course Overview: Includes content, learning activities, directions, and timelines.
- Active Learning Exercises: Role plays, group discussions, case studies, brainstorming, and skill practice to help participants clarify, ask questions, apply, and reinforce the knowledge gained.
- Participant Handouts and Other Course Materials: Easily understandable for participants.
- Accurate and Relevant Technical Content: Ensures the information is precise and applicable.
- Organized Content: Information flows from simple to complex for better comprehension.
G. Integrated Plan / Assessment Tools
- Methodology and Tools for Evaluating Training and Participant Progress
- Assessment Tools Should Measure: (Process: To obtain feedback on the course experience (e.g., usefulness and quality of content, usefulness of the instructor and applicable experience, adequacy of handouts, etc.); Outcome: To measure immediate changes in participants' knowledge, attitude, or behavior based on the impact of the training session or course (e.g., pre- and post-training questionnaires or tests, open-ended questions, interviews, exercises); Impact: To measure long-term learning outcomes (e.g., guidelines for conducting follow-up training).
- Assessment Questions Related to Specific Learning Objectives
- Participants' Suggestions for Improving Future Workshops of This Type
- Instructor Self-Assessment Form
- Observer Feedback Form for the Instructor
Implementation
There are numerous diverse teaching methods, each with its own advantages and disadvantages. When developing a course, a healthy combination of several methods is essential. This ensures variety, overcomes boredom, and energizes participants. However, the teaching methods must be carefully selected to match the goals and outcomes of each training session. Below is a brief summary to guide such selection:
METHOD |
ADVANTAGES |
POTENTIAL DISADVANTAGES |
COMMENTS |
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INFORMATIONAL |
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Lecture / Lecture-Forum (with question cards or Q&A session) |
Conveys a large amount of information; fast; an effective forum allows for more detailed exploration of the content |
The audience is largely passive |
The trainer must be an engaging speaker, able to limit themselves and adhere to time, and skilled in asking effective questions |
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Expert Panels / Group Forum |
Adds different perspectives to the content |
The audience is largely passive, except for the expanding expert panel; the expanding panel is not practical for audiences larger than 20 people. |
The leader must establish a firm set of ground rules and have the skills to enforce them. |
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Debates |
Provides different perspectives; thought-provoking |
The audience is mostly passive |
Same as for the expert panel |
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Presentation / Presentation with Listening Teams (participants are given a listening task before the presentation and ask the speaker questions afterward) Presentation with Response Group (a small group listens and forms a discussion group after the presentation) |
Keeps participants interested and engaged. Resources can be shared and opened. Learning can be observed. A lot of information; fast; new perspectives; a more organized Q&A format; the response panel can present. |
The learning element can be confusing or may be missing. Some participants may dominate the discussion. Time management is more challenging. The audience is mostly passive; the response group may not represent all audience perspectives. |
The trainer verbally presents new information to the group. The trainer must structure listening tasks with a clear purpose; must select lists for groups from typical audience representatives. |
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Group Discussion (on a given topic) / Discussion Groups (short, time-limited discussion on a given topic) |
Keeps participants interested and engaged. Resources can be identified and shared. Learning can be observed. Participants are active; allows hearing different perspectives; quieter individuals can express their views and ideas. |
The learning element can be confusing or may be missing. Some participants may dominate the discussion. Time management is more challenging. An inexperienced leader may not be able to use the format for set objectives. |
The trainer divides the large group into small groups; groups of 4-6 are most effective. The small group has a short time to discuss the topic or solve a problem. The trainer must be able to give clear instructions and keep the discussion on topic. The primary function is to decide when to end the discussion. |
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Brainstorming |
Can engage all participants in gathering a large amount of information. Ideas are generated quickly. Good for problem-solving; quick change of pace; breaks up the learning process; allows everyone to participate; validates the group's ideas. |
The problem must be clearly defined. Time management is more challenging. Questions need to be clearly formulated, and evaluation/discussion should follow; a somewhat overused method; requires careful coordination. |
For generating ideas and creative group thinking; all participants quickly present as many ideas as possible on a problem or question. Then the group organizes the list into categories for further discussion. Do not evaluate, criticize, omit, or discuss contributions until everything is recorded; write down the ideas in the participant's own words; use another person for recording if possible. |
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EVALUATIVE |
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Working Groups |
Sustained interaction allows quieter individuals to express their thoughts; activates participants. |
Time-consuming; requires a high degree of independence and group maturity. |
Keep groups small and diverse with sustained interaction and a clear goal. |
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BEHAVIORAL |
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Role-play / Mini-role-play |
Helps with memorization. Allows participants to practice new skills in a controlled environment. Participants are actively engaged. Observers can influence attitudes and behaviors. |
Requires time for preparation. Can be challenging to adapt to all situations. Adequate session time is needed to complete tasks and provide feedback. Requires group maturity and readiness; the trainer needs excellent facilitation skills. |
Participants role-play situations to solve problems similar to those they encounter in the workplace. The trainer needs skills and understanding - must assign roles, give directions, and create an atmosphere of trust. The trainer must understand how the activity can be threatening to some individuals; the ability to assist the group process and inquire about task completion is needed. Best used in a well-formed group. Can be structured to work in pairs, threes, and open discussion. |
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"Movie" (role-play with feedback "more __ or less __") |
Useful in rehearsing new skills, behaviors |
(Same as for role-play, intensive and time-consuming) |
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Simulation Games |
Intensive engagement; practices problem-solving and decision-making skills |
Competitive; requires game application and possibly a consultant to assist with coordination; time-consuming. |
Batch game requires leader's preparation time to study rules and instructions. |
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Practical examples / Mini-case studies (problem situations for small groups to analyze) Critical incident (a small part of a situation highlighting the most critical or dramatic moment) |
Requires active participant involvement. Can simulate post-training performance required. Learning can be observed. Opportunity to apply new knowledge; requires judgment; good assessment tool; participants are active; chance to practice skills. |
The information should be accurate and up-to-date. Adequate session time is needed to complete the case. Participants may become overly engrossed in the case content. The thematic exploration should align with learners' needs and everyday issues. |
Participants receive information about a situation and are instructed to make a decision or solve a problem related to the situation. The trainer must have the knowledge and skills to "solve" the problem; may require developing custom research; compare approaches from multiple groups and reinforce the best solutions. |
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Demonstration / Demonstration with practice (by participants) |
Facilitates understanding and retention. Stimulates participants' interest. Can provide participants with a model to emulate. Allows for variable modeling of desired behavior/skills; can be active; suitable for learning simple skills. |
It should be accurate and relevant to participants. Written examples may require a long preparation time. Not all participants may have a clear view of the trainer's demonstrations. The method is more effective when participants are active; feedback should follow immediately after practice. |
Participants are shown the correct steps to complete a task or an example of a task done correctly. Requires the ability to model desired behavior; break down the procedure into simple steps; the possibility of providing feedback. |
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Skills Practice Lab (small groups of participants practice together). |
Different perspectives and feedback; participant is active; good for transforming information into skills. |
The group should have enough knowledge or practical information to train each other. |
To act as a resource for groups. |
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PLANNING |
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Group discussion with decision-making regarding a new action. Individual or group planning with reporting. |
Checks the maturity and needs of group members; group members best understand their workplace issues and needs; the group leaves the session with practical, constructive, and mutual goals; groups gain ideas from each other... |
It requires a mature group that can work independently and stay on track; time-consuming |
The leader acts as a facilitator once instructions are given |
Evaluation
Assessment of training effectiveness can be organized at three levels:
- Reaction - what participants thought and felt about the training (satisfaction, "smileys").
- Learning - resulting increase in knowledge and/or skills and change in attitude. This assessment occurs during training in the form of knowledge demonstration or a test.
- Behavior - transfer of knowledge, skills, and/or attitude from the classroom to the workplace (change in behavior at work related to the training program). This assessment is conducted 3-6 months after training, when the trainee is performing their job. The assessment usually takes place through observation by the immediate supervisor.
METHODS OF ASSESSMENT
An employee attending training sponsored by the Company must successfully pass all exams and demonstrate consistent positive performance. The training coordinator may request the employee's academic performance at any time for verification and further decision-making by the training consultant.
The methods used to assess candidates must be appropriate and consider factors such as language requirements and special needs. Oral questions can be used to check understanding of knowledge, but questions and answers must be recorded and signed by the candidate and assessor or mentor. The preferred method of assessing the candidate at the end of the course is multiple-choice questions. If necessary, each course will have pre- and post-testing. This offers several advantages:
- The instructor knows what initial information the candidates possess and, therefore, what knowledge gaps exist.
- There is evidence of development and improvement.
- The candidate can see how they have improved.
- The assessment of course effectiveness is more obvious.
Assessment of practical skills should be objective rather than subjective since the candidate must complete a practical task related to establishing company procedures. It is recommended to ask a series of oral questions and record the answers.
Recommended methods of knowledge, skills, and attitude transfer and assessment.
Knowledge, Skills, Attitudes |
Methods of Delivery |
How to apply in practice |
Assessment methods |
KNOWLEDGE |
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SKILLS |
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RELATIONSHIPS AND VALUES |
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Evaluation of training effectiveness is the final and most crucial stage in building a training system. The essence of this process is to objectively assess how the results obtained during training align with the organization's initial goals.
Various methods are used to evaluate training effectiveness. Some prefer a systematic approach, evaluating the entire set of factors influencing training. The most comprehensive method of evaluating training effectiveness is the Kirkpatrick model, which includes the assessment of the following aspects:
Level I - "Participant Reaction" - assessing participant satisfaction. This level aims to determine whether participants enjoyed the training.
Level II - "Learning" - evaluating objective learning outcomes. This assessment determines how participants' knowledge changed as a result of training and whether it changed at all.
Level III - "Application" - assessing behavior change. It identifies the extent to which participants apply the knowledge and skills gained in the workplace.
Level IV - "Results" - evaluating business results. This assessment is aimed at identifying changes in company performance indicators as a result of training.
Создание теста
Создание курса по собственной программе
Создание курса на основе стандартной программы Tecnical Education Academy
Какие стадии согласования для публикации учебного контента есть в Technical Education Academy?
Тесты и их виды
Как правильно создать презентацию?
Учебный дизайн (ID), также известный как дизайн учебных систем (ISD)
Что необходимо сделать, чтоб стать инструктором на образовательной платформе и как выбрать тему, по которой хотите написать свой первый курс?
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