3. Instructor-Led Training (ILT)
3
The practice of training and learning material
between an instructor and learners, either
individuals or groups.
Training materials created include:
Instructor Student Detailed Lesson Plan Quick Sample Exercise PPT slides
Guide Training Reference Exercise Workbook
Manual Guides Files
6/11/2012
4. Instructor-Led Training (ILT)
4
The instructor may be knowledgeable and
experienced in the learning material, but can also be
used more for their facilitation skills and ability to
deliver material to learners.
An instructor/trainer might deliver the training in a :
Physical classroom or
Virtual classroom
6/11/2012
5. Designing ILT
5
CONTEXT: The training will happen in a
classroom setting (virtual or physical) and a live
instructor will interact with the learners.
TARGET AUDIENCE: You are designing training
material for both the Instructor and
the Learners.
6/11/2012
6. PowerPoint Presentation
6
A PowerPoint presentation with the key learning
points of the training program is designed for the
trainer/instructor.
The trainer/instructor speaks/interacts with the
learners keeping the power point presentation in
focus.
The power point presentation is never self-contained
or comprehensive and the trainer/instructor fills the
gap.
6/11/2012
7. PowerPoint Presentation
7
Welcome note
Training objectives
Training agenda
Key learning points in each Lesson/Topic
Activity/assessment details
Summary
Next steps
6/11/2012
8. Facilitator's Guide
8
The facilitator’s guide is designed for the
trainer/instructor who delivers the training program
to the learners.
This guide has all the information that is essential for
a trainer/instructor to effectively conduct the
training program.
The facilitator’s guide is designed with reference to
the PowerPoint presentation created for the
training program.
6/11/2012
9. Facilitator's Guide
9
A facilitator’s guide typically has:
Training overview
Training objectives
Training agenda
Tips on how to prepare to deliver the training
List of training materials to keep handy
Briefing on training contents/activities
6/11/2012
11. Participants Handbook
11
The participants handbook is used by the learners
during the training program.
The instructor usually circulates printed handbooks
to the learners before starting the training program.
Learners use the handbook for reference during the
training program.
6/11/2012
12. Participants Handbook
12
A participants handbook typically has:
Training objectives
Training agenda
Dos and Don'ts
Key learning points
Instructions on how to take the activities
Provision to jot down notes, write answers etc.
6/11/2012
14. Web-based Training (WBT)
14
Any method or process that enables anyone to
create, deliver and track training using an online
system.
Also referred to as eLearning.
Training materials created include:
Course Storyboard Voiceover Script Quick Quiz Questions Scenarios/Si PPT slides
Outline Reference mulations
Guides
6/11/2012
19. Adult Learning
19
Explain why the course is important to their
particular job
Have clear and detailed goals
Link the course to the learner’s prior work
experience
Actively involve the learner in the course
Show the learners the benefits of the course –
example: stay on top of the competition, prepare
themselves for advancement
6/11/2012
20. Development Team
20
Project Manager
Instructional Designer
Writer and/or copy editor
Media Development Specialist
Graphic Artist
Voiceover Talent
Videographer
Subject Matter Expert (SME)
Courseware designer/developer
Course Reviewers
6/11/2012
22. Analysis
22
Instructional Designer interacts with the client and
gathers the requirements for the course. This helps the
Instructional Designer decipher the learning gap and
the training needs.
Why does the client need the course?
Do they have any classroom training program in
place? If so what are the pitfalls of the current
training program?
How will the course help the learners in their jobs?
6/11/2012
23. Design
23
After getting all required information, the
Instructional Designer documents this information in
the Analysis and Design document.
The content outline and the proposed strategy/theme,
the kind of interactivities that will be used for the
course is also mentioned in the Analysis and
Design document.
6/11/2012
24. Development
24
The Instructional Designer interacts with the SME
and creates a prototype of the course called
the Storyboard. The Storyboard is most often done
in MS Word or PowerPoint.
In the Storyboard, the Instructional Designer lays
out the whole course slide by slide. Each slide in a
Storyboard has text, images, animations, or
interactivities.
The Instructional Designer adds notes to the
programmers to explain to him/her the kind of
image/animation/ interactivity required.
6/11/2012
25. Development
25
After the Storyboard has been approved by the reviewers
and client, the graphic designers take charge.
The Instructional Designer closely interacts with the
graphic designers to make sure that what has been
visualized is implemented right.
After the course is developed, the Instructional Designer
does a thorough testing to check if all is working fine.
The testing stage is crucial because the Instructional
Designer needs to check for many things such as
language, consistence, clarity, functionalities etc.
6/11/2012
26. Implementation - ILT
26
A procedure for training the facilitators and the learners
is developed.
The facilitators' training should cover the course
curriculum, learning outcomes, method of delivery, and
testing procedures.
Preparation of the learners include training them on new
tools (software or hardware), student registration.
This is also the phase where the project manager ensures
that the books, hands on equipment, tools, CD-ROMs
and software are in place, and that the learning
application or Web site is functional.
6/11/2012
27. Implementation - WBT
27
In the implementation stage, the course is delivered
to the learners.
This stage includes setting up the course in the LMS
and other related activities.
6/11/2012
28. Evaluation
28
In the evaluation stage, feedback on the course is
taken from the learners.
It is also determined if the course was effective.
6/11/2012
30. Write for Your Audience
30
Before you write anything, consider:
Who is your audience?
What are they looking for in the content?
What do they know about the topic/issue?
What are their reasons for reading this text/page?
6/11/2012
31. Standards
31
Branding elements
Screen colors and elements (such as borders and
buttons)
Text styles and colors
Caption styles and colors
Image types – and sizes
6/11/2012
32. Learning Objectives and Goals
32
Objectives: what you can see learners do as a result
of taking the course
Ask learners to complete an interaction where they apply the
appropriate techniques to several different scenarios
Goals: what you want to teach the learners during
the course
Familiarize learners with different management techniques
6/11/2012
33. Learning Objectives
33
Learning objectives indicate what someone will be able to do,
know, or understand as a result of the training experience.
A complete objective will contain a:
Task – What must the learner perform (one behavior,
one verb)?
Condition – How will it be performed?
Standard – How well must it be performed?
6/11/2012
34. Objective Examples
34
Topic: Communication
Explain four basic principles of communication
(verbal and non-verbal) and active, empathetic,
listening
Outline four barriers and bridges to
communication
List at least four ways communication skills which
encourage staff involvement will help create a
positive work environment
6/11/2012
35. Learning Objects
35
The idea of learning objects is to create media content
that is:
Interoperable - can "plug-and-play" with any
system or delivery tool
Reusable - can be used or adapted for use in
multiple learning events
Accessible - can be stored a way that allows for
easy searchability
Manageable - can be tracked and updated over
time
6/11/2012
36. Content
36
Include only the information necessary to meet the
objectives
Focus on "just enough" rather than "just in case"
6/11/2012
43. Books
43
Better Than Bullet Points: Creating Engaging e-Learning
with PowerPoint
Conquering the Content: A Step-by-Step Guide to Online
Course Design
e-Learning and the Science of Instruction: Proven
Guidelines for Consumers and Designers of Multimedia
Learning
ISD From the Ground Up: A No-Nonsense Approach to
Instructional Design
Design For How People Learn (Voices That Matter)
What Every Manager Should Know About Training: An
Insider's Guide to Getting Your Money's Worth From
Training
6/11/2012
