Protect Your PC from Viruses with the McAfee VirusScan! ©2004 SupraSite(tm) all rights reserved.		Welcome to SuprasiteTM Methodology Introduction Analysis Design Development Project Management Design The Design session addresses the tasks described in the Training Guidelines that are typically performed in the second phase of the instructional design process. At this point, the initial outline of the course has been developed and incorporated into the project proposal; the proposal and partnership agreement have been signed; resources assigned; and the detailed design effort can begin. As with the Analysis workshop, the activities guide participants through the tasks to produce the necessary deliverables that meet the Training Guidelines. Session Purpose and Goals This session is designed to: ·        Familiarize participants with the Design Phase process, guidelines and tools/templates. ·        Demonstrate through activities that the guidelines and tools can help enhance productivity, establish consistency, and improve the quality of the education programs the participants (or their teams) create.   Participants’ Goals ·        Ask participants to complete their goals for this session. Welcome Learning Styles Intro Music: Herb Alpert and the Tijuana Brass playing Tijuana Taxi. (Optional) Activity Purpose This activity is designed to raise participants’ awareness of the many learning styles and preferences people may have. Procedure ·        Set up the Learning Style Target Board at the front of the class. ·        As participants enter the room, ask them to select a shape of their choice. ·        Direct them to pin their shape in the area that most closely corresponds to their learning style. ·        Their learning style should match what they indicated on their Getting to Know You Form. ·        After everyone has completed this activity, draw their attention back to the board.  ·        Note how many different shapes and colors there are on the board.  Each one is unique. ·        Note how they fall in different areas according to the learning style chosen. ·        Make the point that when they are designing instructional materials, they too will have to take into account the diversity within their own students. Materials ·        Learning style target board ·        Learning style shapes Transition ·        Review where they “are” on the Training Guidelines Process Map. Briefing Session Overview Activity Purpose This portion presents the session goals and scope. It is also a quick recap of what has been learned (about both the Training Guidelines and the client situation) and accomplished thus far. And, it is an orientation to the Design Phase tasks and related Training Guidelines. Procedure ·        Discussion of goals. ·        Ask participants to share their goals (as indicated on page C-1 in their guides). ·        Review the stated goals, which are also on the first page of this session. ·        Address differences as necessary. ·        Recap of Analysis Phase ·        Ask participants to turn to page C-3 in their participant guides. ·        Briefly review what was learned in the Analysis session. “What do we know so far?” We know that: (Use the space below to jot down key points, if necessary.) ·        Scope ·        Direct participants’ attention to the Design Section of Process Map on the wall. ·        FYI… ·        Explain that the Design phase has been divided into two separate sets of tasks. ·        This was done to simplify and expedite the design process. This organization enables some activities to proceed in parallel (if sufficient resources are available). ·        Introduce the steps associated with the content design tasks. Transition ·        Ask the participants to take a quick look at the first task: Verify Course Goals and Objectives and turn to page C-4 in their participant guides. Task: Verify Course Goals and Objectives Overview Activity Purpose This short activity emphasizes the need to be aware of changing business direction/needs, resulting organizational changes that may occur, and the potential impact these changes can have on a project. Procedure ·        Ask participants to turn to page C-4 in their participant guides and answer the questions. ·        As you discuss their responses, refer to the following information: ·        Explain that as business processes and organizations change rapidly, it is very possible that the information gathered and conclusions reached during Analysis may need to be modified, especially if some time has elapsed between phases. ·        Emphasize the importance of making sure that the terms and specifications detailed in the proposal and partnership agreement are still valid. This task is described on pages 2-2 and 2-3 of the Training Guidelines. Transition ·        Since all of the documents developed in Analysis are still valid, you can proceed to the next task, Conduct a Job and Tasks Analysis. ·        Point out that the work they’ve already done to define the job and identify the tasks will provide essential input to this next task. ·        Also mention that they may not always need to perform a Job and Task Analysis. Performing these activities depends largely on the scope and complexity of the topic for which the training will be developed. Task: Conduct a Job and Task Analysis Task Overview  Activity Purpose This is an orientation to the steps for performing a  job analysis and a task analysis. At the conclusion of the following activities, they should be able to explain the value of these analyses… especially to clients who may not share the same point of view. Procedure ·        Ask participants to turn to page C-5 in their participant guides. ·        Introduce the next set of activities. ·        Building on the information they gathered for the Job Profile, they will further define the job’s tasks and steps.  ·        Explain that the deliverables (outputs) of this task are the foundation pieces for the course. ·        They are key inputs to the learning objectives, course organization, content sequence and instructional strategies. ·        Emphasize the importance of being able to explain to a client how valuable the information learned in a job and task analysis may be – not only to the success of the project – but to the overall performance of the client’s employees. ·        Ask participants to explain what (they think) a job analysis and task analysis are. ·        Before you begin the steps and associated activities, become familiar with the definitions and explanations in the Training Guidelines. Transition ·        Move directly to Step A, Conduct a Job Analysis. Step A: Conduct a Job Analysis Discussion and Group Think Tank Activity Purpose This activity enables participants to practice their investigative skills as they perform a job analysis. It provides the opportunity for them to produce deliverables according to the Training Guidelines. Procedure ·        Ask participants to turn to page C-6 in their participant guides. ·        Begin by asking participants to share their experiences conducting job analyses by answering the following questions in their guides. ·        Do they typically perform a job analysis? ·        If not, how do  they “get around” the need? ·        What constraints have they had to consider? ·        Discuss the advantages of performing a job analysis and the risks associated with not doing one. (You can record these on charts.) ·        Ask them to identify the factors that might mitigate the need to conduct a job analysis. ·        Explain that in some situations the job profile performed in Analysis Phase will suffice. ·        Explain the current situation as it pertains to the Game Show Producer curriculum. ·        Participants have already identified the major job functions, skills and knowledge that a Game Show Producer should have.  (Job Profile) ·        Now, they need to take the Job Profile to the next level of detail. But, they only need to do this for one major function of a Game Show Producer’s job – coordination of prizes. ·        Explain the activity. ·        Explain that they’ll review the partially completed Job Analysis template on pages C-8 and C-9 in their participant guides.  This template reflects information found on pages 2-4 and 2-5. ·        Organize the class into small groups. ·        Direct each group to refer to their completed Job Profiles. ·        Ask them to complete the knowledge, skills section for each major task and activity. complete the template for the assigned function, and be prepared to share it with the class. ·        Present a completed Job Analysis overhead and discuss. Clarify questions and concerns as needed. Materials ·        Completed Job Profiles (paper) ·        Job Analysis Template Overhead Deliverables ·        Completed Job Analysis Transition ·        Point out the importance of confirming their results before they proceed. Emphasize that an education program development effort needs to be a responsibility shared by the Training organization and the client (as per the Partnership Agreement). ·        Explain that once they’ve completed and verified the job analysis, they are ready to tackle the task analysis. Insert Job Analysis Template - page 1 Step B: Conduct Task Analysis Play Music: Syncopated Clock (Optional) Scavenger Hunt Activity Purpose This is a fun activity designed to encourage participants to think carefully about the process/steps required to complete a task for a job, sequence the steps, and prioritize the tasks. Procedure ·        Be sure you have posted the fabulous prize cards before starting this activity. ·        Direct participant’s attention to page C-10 and to the blank Task Analysis template on the following pages of their participant guides. ·        Introduce the activity. ·        Each task in a job can be broken down into component steps. ·        Explain that you have selected one of a Game Show Producer’s tasks, and they are to determine the steps. ·        But, they will have a head start! ·        Explain the game – Part 1. ·        This is a (2) team activity. ·        Located in an adjacent room (or area) or posted around the classroom are “fabulous prize cards.” ·        A step is listed on each card.  ·        It is their job to collect as many cards (i.e., steps) as possible. ·        They CANNOT share the cards with the other team. ·        Divide participants into two teams and start the game.  ·        Explain the game – Part 2. ·        At the conclusion of the scavenger hunt, the teams sequence the step cards as quickly as possible. ·        They are to record the steps on the Task Analysis Template. ·        They may brainstorm and try to fill in all the blanks on the template. ·        When both teams have completed the activity, explain that they will now pool their resources and complete the template. ·        Ask the teams to share their answers as you reveal the steps of the completed template on the overhead. ·        Discuss the remaining pieces of information to be defined on the task analysis template. ·        Explain that the “Method” is a lower level analysis of the associated steps. Whereas the steps identify what to do, the method describes how to do each step. ·        Be sure to point out that this level of analysis may not be necessary for all major tasks or steps. ·        By reviewing the sample template, discuss what would typically be “Other Info.” ·        Discuss the priority of each task/step. ·        Distribute completed Task Analysis Templates. ·        Before concluding, determine who won! Materials ·        Set of cards containing task analysis steps ·        Completed Task Analysis template (overhead) ·        Completed Task Analysis templates (handouts) Deliverables ·        Completed Task Analysis TRansition ·        What’s next? Review where we are. ·        Ask what circumstances might influence whether a job and task analysis could or should be skipped. Insert Task Analysis Template - page 1 Task: Define Learning Objectives Writing Objectives Activity Purpose While it is assumed that the participants have had experience developing objectives for courses, this activity familiarizes them with the specific Training Guidelines. Participants will practice writing a TPO and associated EOs for a selected job function/task. Procedure ·        Ask participants to turn to page C-21 in their participant guides. ·        Briefly review appropriate pages for Guidelines, TPOs, EOs, Writing Objectives. ·        Discuss the terminology.  ·        Learning objectives ·        TPO ·        EO ·        Using the same function and tasks detailed in the Job and Task Analyses, direct each group to develop TPOs and EOs for one of the major tasks. ·        Assign one of the Major Tasks A - D to each group. ·        They are to present these to the class for general review and discussion.  ·        Encourage participants to refer to page 2-11 in the Training Guidelines for the Checklist. Deliverables ·        TPOs and EOs Transition ·        With the foundation poured, it’s time to begin building our frame. Task: Develop Course Framework Task Overview Activity Purpose This overview provides the focus for the next several activities. It underscores the importance of organization and planning to achieve the desired results as efficiently as possible. Procedure ·        Ask participants to turn to page C-22 in their participant guides. ·        Introduce this task by asking participants to define their concept of ‘framework.’ ·        Lead them to identify the need to plan and organize work before beginning course development. ·        Next, introduce the three steps of this task: Sequence the Content Incorporate Learning Objectives Create Overviews Transition ·        Introduce the first step, being sure to point out that there are alternative approaches to organizing a course, but the one presented here is proven. ·        As with all the Guidelines, they need to evaluate each situation and apply the Guidelines appropriately. Always consider course objectives, scope, complexity, client requirements, and logistics. Step A: Sequence the Content Build A Graphic Sequence Chart Activity Purpose Working collaboratively, participants gain experience organizing content into a course framework according to the Guidelines. This activity illustrates that the Guidelines allow flexibility and creativity. Procedure ·        Ask participants to turn to page C-23 in their participant guides. ·        Begin by discussing how the Guidelines can be applied consistently when course content and goals vary widely, why they should be applied, and caveats. ·        Emphasize that the guidelines do not impose a specific sequencing/organization approach, but are intended to ensure that a logical, thoughtful method is implemented. ·        Explain that they are going to sequence the content for the new Game Show Producer course using the Task Analysis and any other samples/deliverables as the content source. ·        Distribute post-its. ·        Guide each group to organize the course in a graphical manner. ·        Write the major tasks and/or steps on the post-its. ·        Organize them on a large paper or background. ·        Encourage the use of various shapes (arrows, dashed lines) as connectors between the course components. Materials ·        Different sizes and colors of post-its ·        Markers ·        Completed example of graphical course sequence chart (optional) Deliverables ·        Graphical course framework Transition ·        Explain that with a framework in place, they can insert the TPOs and EOs they have previously written. Step B: Incorporate the Learning Objectives Add the Learning Objectives Activity Purpose Participants have the opportunity to use the Design Guidelines as they incorporate learning objectives into a course framework. This activity also illustrates that guidelines support flexibility and creativity. Procedure ·        Ask participants to turn to page C-24 in their participant guides. ·        Explain that now they will insert the learning objectives into the course framework. ·        Guide each group to write their learning objectives on the post-its provided, and place them on their chart. ·        Post these “course sequence/organization charts” around the room. ·        Ask each group to share their charts, explaining how they are organized and why that approach was selected. ·        Emphasize that there is no single right way to sequence. The key point is to ensure that the approach is in concert with the Guidelines and that it is “valid” for the course topic(s) and content. Materials ·        TPOs and EOs  for a particular unit ·        Graphical course sequence charts Deliverables ·        Graphical course framework with learning objectives Transition ·        Review what they have accomplished and what the next step is… writing overviews for the course and its component modules. Step C: Create Overviews Discussion Activity Purpose This activity enables the participants to review existing overviews and become familiar with the associated Guidelines. Procedure ·        Discuss overviews with class. Transition ·        With the ‘nuts and bolts’ in place, they can now address their energies to the instructional strategies. ·        They know what they need to teach and what the expected outcomes are (objectives), so they need to determine how they will present the information to ensure that the participants (the would-be Game Show Producers) can achieve the objectives. ·        This is the single most critical activity in designing learning programs. Task: Specify Instructional Strategies Task Overview Activity Purpose This is a brief orientation to this task and its associated steps. Procedure ·        Introduce this task. by asking participants to turn to page C-26 in their participant guides and to jot down their response to the question. ·        Discuss their responses to the question. ·        Write participants’ responses on the board or chart. ·        Their responses should address the following requirements of good, economical design: ·        Ensuring the instructional strategies … ·        enable the course goals and objectives to be met ·        are the most effective for presenting the topics and content ·        are appropriate for the audience; are engaging and creative ·        Saving time by identifying problems, changes, etc. early on in the process ·        Providing sufficient detail to guide course development tasks ·        Identify the steps of this task, and allow a few minutes for participants to review the information in the guide: A.     Review the content types ·        Determine how participants will apply or use what they learn ·        Describe the instructional strategies ·        Select the media Transition ·        Explain that they will be addressing all of the steps concurrently in the next two activities. Task: Specify Instructional Strategies Survey Activity Purpose By responding to a series of questions centered around the four steps of this task, participants will use the Guidelines to analyze the content and select the most effective instructional strategies and media. This activity and the next one are paired – the output of this one becomes the input for the next. Procedure ·        Ask participants to turn to page C-27 in their participant guides. ·        Distribute the survey, which contains specific questions about the type of media or instructional strategies each participant would recommend for a particular type of content.  ·        Emphasize that these surveys are for discussion purposes only. ·        There are no right or wrong answers; the focus is on finding out popular opinions. ·        Remind them that they can (and should) refer to the Guidelines. ·        Direct participants to indicate their first choice with a number 1. ·        Although it is not required - If they have a second choice mark it with a number 2. Materials ·        Surveys Deliverables ·        Completed surveys Transition ·        Segue to a 15 minute break. Piques their interest by giving them a hint of what is to follow… a very fun game!!! Insert Instructional Survey - page 1 Insert Instructional Master Chart - page 1 BREAK 15 minutes During  the break, tally the responses to the survey, and set up the Family Feud answer board to reflect these answers. Be sure to set up the answer board with the top three answers (in order) covered up by front blank cover boards. This setup continues for the remaining questions. Task: Specify Instructional Strategies Play Music: Family Feud Theme / Bluegrass (Optional) Family Feud - Team activity Activity Purpose In this activity, participants share the results of the surveys, and examine the rationale for their decisions. Specifically, these joint activities focus on the guidelines for defining instructional strategies. In addition, they provide the opportunity for participants to become more familiar with available instructional strategies and media options. Procedure ·        Ask the participants to open their participant guides to page C-28. ·        Divide the class into two teams.  Ask the teams to come up with fun names (for their teams). ·        Direct the teams to line up on opposite sides of the room (as in the Family Feud game).  ·        Explain the rules of the game… it is played just like the TV show.  ·        The first player from each team comes up to take a turn.  ·        As the facilitator/host, you will ask one of the survey questions that the participants completed before the break. ·        The first one to ‘buzz’ in gets to answer the question. ·        If the answer given is one of the ones on the answer board, then the play continues with their own team. ·        If the answer is not one of the answers, the play goes to the opposite team. ·        The team playing tries to guess the remaining answers until all three are uncovered. (Until the top ‘survey says” answer is revealed) ·        If they guess wrong answers more than three times the play goes to the other team to steal the points. ·        When your reveal the top ‘survey says’ answer, be sure to repeat the question, identify (for example) the content type and the best instructional strategies or media types for this content type.  Tie to Training Guidelines. Materials ·        Large Answer Board with place to keep score ·        Multiple boards with Instructional Strategies and Media Types written on them ·        Blank cover-up boards ·        Family Feud Music (Bluegrass) Transition ·        Explain that with the instructional strategies specified and media selected, they need to determine what assessment strategies to use. Task: Specify Assessment Strategies Test Time Activity Purpose In this activity, participants become familiar with different assessment strategies and the guidelines for applying them. They will be able to recognize that the assessment strategies they use should vary with (i.e., be matched to) different learning situations. Procedure ·        Ask participants to turn to page C-29 in their participant guides. ·        Ask the participants to share types of assessments (and content type) they have used. ·        Discuss what worked for them and what was problematic. ·        Introduce this activity by explaining that it’s “test time” to check how well they have learned the Guidelines to this point. ·        Explain only that you’ll be taking part in two different types of assessments. ·        Divide the class into two groups. ·        Select a person from each group to be an observer  and explain their role. ·        Take note of participants’ comments and reactions to the assessment. ·        Observe non-verbal cues. ·        Ask group 1 to go to an adjacent room. ·        Give directions to group 1: ·        Complete the written test on page C-31. ·        Explain that it is based on the Guidelines already covered in the workshop. ·        Point out that the test contains various types of questions – true/false, fill in the blank, multiple choice, essay.  ·        The observer should notify you when group 1 is done. ·        Give directions to group 2: ·        Explain that they are going to play a game using the same questions as those on the test. ·        Each person takes a turn rolling the dice and choosing either one of the numbers rolled. ·        The number they select is to correspond to the question that person is to answer. ·        Continue play around the group until all the numbers have been rolled and all the questions have been answered. ·        If two numbers that have already been answered are rolled, the play goes on to the next person. ·        Ask group 1 to return to the class. ·        Debrief: ·        Ask the observers to share what they saw and heard. ·        Encourage participants to share their reactions to the type of assessment they took. ·        Conclude this activity by discussing the key points: ·        Emphasize the importance of specifying the appropriate type of assessment. ·        There is typically more than one type of assessment for a given content type. ·        As instructional designers, they need to be sure to vary assessment techniques. ·        In many situations, they can use more than one type of assessment to achieve the same learning purpose. Materials ·        Written test ·        Question booklet with sample questions Deliverables ·        Completed tests Transition ·        Explain that, since specifying assessment types is an essential task in designing courses, clearly describing the assessment strategies (for the instructional developer) is critical.  ·        They will now look at an Course Blueprint. Written Test True/False 1.         ____    You should always verify course goals and objectives before designing a course. 2.         ____    You can prepare a partnership agreement in lieu of a proposal. Essay 3.         Explain the value of conducting a Needs Assessment. Multiple Choice (check off the correct answer) 4.         One of the better ways to teach a process you could use:             ____    rule statements             ____    roles play             ____    simulations             ____    visualizations Fill In the Blank 5.         A.        At the end of a course, participants should be able to complete the                                                        ____________________________ objectives.             B.         The skills and knowledge necessary to achieve those objectives (in A.) are        described                     in __________________________ objectives. Matching 6.         Match the media in each list with the correct cost effectiveness.             Print                 $$$                                          Overheads                    $$$             Video               $$                                           Simulations                   $$             Computers         $                                            Audio                             $ Written Test - Answers True/False 1.         __T__  You should always verify course goals and objectives before designing a course. 2.         __F__  You can prepare a partnership agreement in lieu of a proposal. Essay 3.         Explain the value of conducting a Needs Assessment.             The Needs Assessment confirms the findings and recommendations of previous templates and    reports.  They uncover more detail about the need by examining the performance requirements             and the target population’s current level of proficiency. Multiple Choice (check off the correct answer) 4.         One of the better ways to teach a process you could use:             ____    rule statements             ____    roles play             ____    simulations             _X__   visualizations Fill In the Blank 5.         A.        At the end of a course, participants should be able to complete the                                                        Terminal Performance objectives.             B.         The skills and knowledge necessary to achieve those objectives (in A.) are        described                     in Enabling objectives. Matching 6.         Match the media in each list with cost effectiveness.             Print                   $                                            Overheads                      $             Video               $$                                           Simulations                   $$$             Computers       $$$                                          Audio                           $$ Task: Build the Course Blueprint Discussion and Development Activity Purpose As an overview of the Course Blueprint, this activity introduces the participants to the components of the document and the associated guidelines. This activity also emphasizes the importance of defining assessment strategies within the Course Blueprint.  Participants will be able to review the Assessment Plan Template provided, and they will define assessment strategies. Procedure ·        Ask participants to turn to page C-32 in their participant guides Ask them to also look at the  Course Blueprint Template on the following pages. ·        Direct their attention to the blank Assessment Plan section at the end of the Template. ·        Ask the participants to form small groups and choose one of the major tasks. ·        Explain that they are to: ·        Form small groups and use the major tasks they wrote their objectives for from the MBEU course they’re designing. ·        Decide the content type(s) of the task and its related steps.  ·        Review the suggested strategies and choose one of them or brainstorm and identify their own unique assessment strategy. ·        Fill in the Assessment Plan. ·        When they’re finished, each group is to share the group’s decisions and recommendations with the class. ·        Provide feedback and guidance, being sure to refer to the Guidelines. ·        Review the Guidelines and discuss any issues or questions that arise. Materials ·        Course Blueprint template Deliverables ·        Course Blueprint and Assessment Plan Transition ·        The Course Blueprint document is the prerequisite for course development. ·        Introduce the next set of Design Phase tasks – designing the “courseware.” Courseware includes all guides and support materials. Course Blueprint Preface Overview Description paragraph would follow this heading using ‘Normal’ style text. Purpose Description paragraph would follow this heading using ‘Normal’ style text. Project Overview Project Background Description paragraph would follow this heading using ‘Normal’ style text. Problem Description Description paragraph would follow this heading using ‘Normal’ style text. Expected Outcomes Description paragraph would follow this heading using ‘Normal’ style text. Required Competencies/Levels of Proficiency Description paragraph would follow this heading using ‘Normal’ style text. Target Population Description Description paragraph would follow this heading using ‘Normal’ style text. Recommendations Description paragraph would follow this heading using ‘Normal’ style text. Considerations, Issues, Constraints Description paragraph would follow this heading using ‘Normal’ style text. Education Program Overview Description paragraph would follow this heading using ‘Normal’ style text. Approach Description paragraph would follow this heading using ‘Normal’ style text. High Level Organization and Sequence Description paragraph would follow this heading using ‘Normal’ style text.  ‘Normal Bullet’ points may follow. Overviews of Units and/or Modules Description paragraph would follow this heading using ‘Normal’ style text.  ‘Normal Bullet’ points may follow. Objectives Description paragraph would follow this heading using ‘Normal’ style text. Logistics Description paragraph would follow this heading using ‘Normal’ style text. Outline of Education Program See attached chart. Summary Description paragraph would follow this heading using ‘Normal’ style text. Insert Course Blueprint Educational Outline - page 1 Insert Assessment Plan - page 1 Task: Design Participant Guide Importance of Creating Good Visuals Activity Purpose This activity focuses on the visual presentation of course materials. It emphasizes the value of developing course materials that enhance and facilitate learning. Often course guides do not merely present content – they are learning tools in the classroom, transition support on the job, and reference documents. Procedure ·        Ask the participants to turn to page C-39 in their participant guides. ·        Distribute a set of course guide elements including text and graphics – typeset headings, body copy, pictures, icons, etc.  ·        Participants select the elements and design pages.    ·        When they have finished, participants post their finished samples.  ·        Guide a general discussion of  the finished examples. ·        Encourage participants to give layout and format tips. ·        Point out that these Guidelines can be applied effectively in a majority of situations. ·        Discuss with the class that is essential to… ·        Recognize when alternative approaches are appropriate. ·        Be flexible, creative, and “open.”  ·        Record their ideas (including opportunities/situations) on a board for reference during the discussion. ·        Discuss the adaptability of the Guidelines for different types of courses: ·        Technical skills and computer systems ·        Processes and procedures ·        Policies ·        Team building, management, facilitation, presentation, or leadership ·        It is very important that the participants recognize the need to be responsive to the type of material being presented, and to develop the participant guides accordingly. Materials ·        Graphic set of course guide elements Deliverables ·        Finished pages of pasted up design Transition ·        Explain that the participant guide and instructor guide are almost identical... with a few notable differences. Task: Design Instructor Guide Discussion Activity Purpose This activity links the participant and instructor guides, and demonstrates the value of the instructor guide to effective instruction. Procedure ·        Ask participants to turn to page C-40 in their participant guides. ·        Show examples of Instructor Guides including one for this workshop.  Point out the need to be responsive (and flexible) to the type of material being presented. ·        Engage the participants in discussion of the types of instructor guides they have seen and/or used. Use the following questions to guide the discussion. ·        Describe the guide layout. ·        Explain how you used the guide. ·        What was the value of the guide? ·        Do you feel the guide enhanced the training delivery and contributed to the overall effectiveness of the course? Materials ·        Examples of Instructor Guides Transition ·        Explain that there’s one more ‘piece’ in the courseware puzzle that needs to be designed – support materials. Task: Design Support Materials Discussion Activity Purpose It is essential to vary instructional support materials in order to capture the ‘audience,’ to maintain participants’ interest, to emphasize key points, to help simplify the complex, and to illustrate concepts. Using the workshop support materials, participants are made aware that… ·        A variety of materials is available to them ·        They need to make good use of what is available Procedure ·        Ask participants to turn to page C-41 in their participant guides. ·        Review the actual support materials that have been given to them so far in this workshop. ·        Discuss how they were used – to introduce, inform, illustrate, explain, etc. ·        Present ‘problems’ and ask participants to identify how they would use support materials to solve the problem. Materials ·        Workshop materials Transition ·        After you have made your recommendations for Instructional and Assessment Strategies, and designed your facilitator and participant guides, there is still the subject of actually evaluating what you have done. Evaluation Guidelines Evaluation Guidelines Overview Activity Purpose This is a high-level guided tour of these Guidelines. Procedure ·        Ask participants to turn to page C-42 in their participant guides. ·        Ask them to review the evaluation guidelines and answer the following questions. ·        Which types (also called levels) of evaluation are you familiar with? ·        Which type(s) do you typically use? For what types of training? ·        How have you used the results of evaluations? ·        Discuss responses. Transition ·        Move to wrap-up and closing. Closing Statements Facilitator Presentation Activity Purpose This wrap-up reviews the tasks and steps of the Design Phase. It links the outputs of the Analysis Phase with the Design Phase process. Before closing this phase, it is necessary to summarize the key points and to discuss any concerns or issues. It is especially important that the participants: ·        Recognize how the inputs and outputs of the workshop are integrated with the Training Guidelines. ·        Realize how the accompanying support pieces (i.e. templates) will facilitate use of the Training Guidelines. ·        Identify how that can use the Guidelines as a productivity tool. Procedure ·        Distribute Design Phase Maps. ·        Direct participants’ attention to the Design Phase Map. ·        Examine the  charts and forms at end of the section to review what has been discussed. ·        Review the outputs of the Analysis Phase. ·        Discuss the inputs to the Design Phase. ·        Review the outputs of the Design Phase. ·        Discuss the Guidelines as a productivity tool. ·        Discuss how the accompanying support pieces (i.e. templates) will facilitate use of the Training Guidelines. Materials ·        Design Process Map Transition ·        The next step along the path is to ‘flesh out’ (develop) the framework that has been laid out.
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