Developing Materials

Instructor: Paul Clothier An Infopeople Workshop 2004 1

This Workshop Is Brought to You By the Infopeople Project Infopeople is a federally-funded grant project supported by the California State Library. It provides a wide variety of training to California libraries. Infopeople workshops are offered around the state and are open registration on a first-come, first-served basis. For a complete list of workshops, and for other information about the Project, go to the Infopeople Web site at infopeople.org. 2

Outline Targeting your audience Outlining, chunking and sequencing Choosing types of training materials Simplicity and clarity Creating exercises The appropriate use graphics Adding interest to materials 3

A Materials Development Process

What is the Purpose of the Materials?

What Type of Materials are Needed?

Add Meaningful Graphics Flesh Out Materials Use Materials Evaluate Materials Create Exercises Who is the Audience?

Create Job Aids Collate Content Outline, Chunk and Sequence Spice Up Materials Final Review

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What different purposes do training materials serve?

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The Purpose of Training Materials To support instructor-led training  during and after class For self-study  hardcopy, online As a job aid  cheat-sheet, process steps 6

Targeting your Audience 7

Prerequisites Avoid developing material that should be a prerequisite If necessary provide a cheat-sheet or appendix for prerequisite reference material 8

Style and Preference What is their predominant learning style?

 Auditory, Visual, Written, Kinesthetic?

How do they approach new information  Are they Dynamic-Active or Passive Reflective learners?

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Experience Beginner   Provide very simple, clear, unambiguous instructions with graphics Materials should make no assumptions More Advanced   You often won ’ t need to detail every single step or keystroke - just provide basic ideas.

Materials can be less thorough as long as appropriate detailed references are available 10

Outlining, Chunking and Sequencing 11

Outlining Flesh out your content incrementally Review at each stage Objective Topics Main points Final content 12

Written Exercise #1 Outlining 13

Chunking

Idea IDEA Concept Idea concept Idea ……..

……..

……..

Concept ……..

……..

……..

Idea ……..

……..

……..

concept ……..

……..

……..

  Chunk content by concept, idea or task One concept, idea or task per page, screen or graphic Chunk content early in the process 14

Example - Intro to PowerPoint Topic: Slide Layout 

Main Point:

Using Graphics  Chunks:  - The value of a graphic  - Where to find graphics  - Two ways to insert a graphic  - How to resize a graphic  - Grouping graphic elements 15

Written Exercise #2 Chunking 16

Sequencing Cover the simplest first Ramp up the complexity Let the content build on previous sections Have someone review the sequence Sequence at the outlining stage 17

Choosing Types of Training Materials 18

Determining the Type of Material

Usage



Used throughout instruction Reference Sole training tool Self paced study Used from beginning to end Start and stop use Workbook Manual

     

Updated periodically



Handout

  

Job Aid Self-paced

     19

Written Exercise #3 Purpose of Materials Checklist 20

Before Creating Content Does the content already exist?

    From other workshops In a book Online Pre-existing manual Can you reuse any content?

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Using Templates Don ’ t reinvent the wheel - use standard templates.

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Highlight Vital Information Use bullets, bold type, and large type to highlight vital information.

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Help Learners Organize Information Use flowcharts, tables, lists, graphics, charts, schematics, and models to help learners organize information.

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Use Icons and Symbols Use icons or symbols to help learners spot key points and references quickly.

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Use Graphics to Support Text Use graphics, photos, and icons to clarify text and to break up large amounts of text.

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Quick References Ensure they are:     Simple Clear Sequenced Show main ideas/steps Consider:    Color-coding Laminating Placing online 27

Content Considerations Handout Training Content Consideration List 28

Written Exercise #4 Content Considerations 29

Simplicity and Clarity 30

Concepts vs Procedures Be sure to separate concepts from procedures Concepts must be understood for procedures to make sense 31

Written Exercise #5 Concepts vs Procedures 32

Showing Procedures Separate “ what they do ” from other content 33

Using Icons Whenever possible use screenshots of buttons and icons when referring to them. 34

Use Screenshots Don ’ t explain what they ’ ll see - show it … Choose Format > Paragraph and under the Indents and Spacing tab you will see a whole list of indentation and spacing options. On the right hand side of the dialog box you will see Special and a drop-down menu. Choose First Line from the drop down.

 Choose

First Line

 35

Manual Design Don ’ t make font sizes too small Use a consistent style and format Utilize headers and footers Use spiral bindings if possible Don ’ t print too many manuals 36

Create a Format Convention 37

Using White Space   38

Using White Space Margins Space around Graphics Line Spacing 39

Bullets or Numbering? Choose File > Save As Type in

myFile

Click OK  1.

2.

3.

Choose File > Save As Type in

myFile

Click OK  1.

2.

3.

Word Excel PowerPoint     Word Excel PowerPoint  40

Referencing Information Make content easy to find and refer to … Number pages and sections Number pages, graphics, and tables Provide a table of contents or index Fig. 2 An Entity

Section 1

10

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Creating Exercises 42

The Value of Exercises Allow learners to: Become involved Think independently Test skills or knowledge Build confidence Express creativity 43

Types of Exercises Exercises should reflect the tasks learners will be asked to perform … Skills training  Have them practice skills - hands-on Knowledge training  Test understanding - test recall Attitude training  Role playing and discussion 44

Thinking vs Following Steps Where possible exercises should be designed to challenge the learner to think or recall.

A 1.

2.

3.

Click on File > Open Select

abc.doc

from the list of files Go to the end of the document by pressing B 1.

2.

Open the Word document

abc

Move to the end of the document by using a shortcut key 45

Other Exercises Consider creating more advanced, “ bonus ” exercises     Emphasize thinking and problem solving Useful for a class that has a wide range of abilities Give them a challenge “ See if you can …” On-the-spot exercises 46

Written Exercise #6 Designing an Exercise 47

The Appropriate Use of Graphics “ What is the use of a book, ” thought Alice, “ without pictures.

”

Lewis Carroll

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The Value of Graphics Well designed graphics … Are easier to communicate process Reduce the explanatory text needed Help communicate concepts Simplify complexity Add interest

When to Include a Graphic When it clarifies or simplifies When you are explaining a process or how things work together When content is highly conceptual When a diagram would provide more information than simple text.

Creating Elegant Diagrams Keep it as simple as possible Keep it as clear as possible Have it be self-explanatory Use colors for a purpose Use arrows to show order, action, direction Include standard symbols/icons

Good Diagram 52

Poor Diagram

Written Exercise #7 Designing a Diagram 54

Adding Interest to Materials 55

Quotations “ What is the use of a book, ” thought Alice, “ without pictures.

”

Lewis Carroll

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Cartoons and Humor 57

shoulder hip Slideware Animation Understanding Your Body head hand – three digits torso leg foot 58

Jeopardy Quiz

Choice1 100 Choice 2 Choice 3 Choice 4

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