caBIG Training Boot Camp

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caBIG Training Boot Camp Developing Training
Materials Presented by Jamie Keller kellerjam_at_mail
.nih.gov
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Work Flow Develop Training Material Outline(s)
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Objectives

• Utilize Developer Documentation, Audience
  Analysis, Use Cases and additional information to
  begin creating a training outline
• Create a training outline
• Prepare training objectives
• Identify Learning Styles

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Developing Training Materials 3 Step Process

• Compiling existing materials
• Creating the Training Content
• Developing the Training Material(s)

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Step 1 Compiling Existing Materials

• Developer Documentation
• Use Cases
• Audience Analysis
• Existing Training Materials

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Step 2 Creating the Training Content

• Training Objective
• Training Outline

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Step 2 Creating the Training Content Keep in
Mind - Learning and Memory (all pun intended)

• Psychologist name George Miller studied memory
  and concluded
• short-term memory could only hold 5-9 chunks of
  information (seven plus or minus two)
• A chunk could refer to digits, words, chess
  positions, or people's faces.
• The concept of chunking and the limited capacity
  of short term memory became a basic element of
  all subsequent theories of memory. Breakdown
  concepts down into smaller chunks

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Step 2 Creating the Training Content
Considerations in Preparing Training Content

• It is important to answer the following set of
  questions as it relates to the creation of
  training content
• Who
• Audience Analysis
• What
• Includes understanding what you are training and
  follows the Overall training mission
• When
• In the life cycle of the application when do the
  users get trained?
• Where
• Is this a classroom, on-line, in a conference
  room
• Why
• Why would a participant want to know how to do
  something typically why establishes context
• How
• Shows users how to accomplish certain tasks and
  is a large factor in creating an outline

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Step 2 Creating the Training Content Say What?
Preparing the Training Purpose

• Writing the training purpose helps structure the
  entire goal of training. It is reference point in
  which to return thus answering the questionwhat
  are we doing/learning
• The Training Purpose should be the overall goal
  of the training program
• The Training Purpose should be unique to the
  project, should identify the audience and the
  materials to be developed
• Example The training objective for this session
  is to demonstrate the functionality of Terra
  Headlamps to new users. Training will be
  informal and in person. A one page training
  slick will be created

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Step 2 Creating the Training Content Preparing
an Outline

• Start by asking a series of Why questions
• Asking Why also establishes context
• Establishes motivation
• Some learners my want to know why to do a task
  before learning how to do the task to determine
  if they want to learn the concept
• Why am I logging in
• Why do I need to know how to navigate
• Follow up the why questions with how to
  questions
• Generally people attend training because they
  need to know how to do something
• How do I log in
• How do I navigate
• Both types of questions become an outline

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Step 2 Creating the Training Content Why Create
an Outline?

• Aids in the process of creating training
  materials
• Helps you organize your ideas
• Presents your material in a logical form
• Shows the relationships among ideas
• Constructs an ordered overview of your
  presentation

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Step 2 Creating the Training Content How do I
create a Training Outline

• Determine the purpose of your Training
• Determine the audience
• The audience analysis is essential in the
  development of training
• Determine the overall training objective
• For instance this training will provide users
  with a general understanding of .
• If use cases exist, read the use cases
• Ask How?
• Appendices and Table of contents in Developer
  Documentation can be valuable resources

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Step 2 Creating the Training Content Writing
Objectives

• Using SMART objectives Specific, Measurable,
  Attainable, Relevant, Testable objectives are
  important to the success of any training program
  especially ones designed for adult learners.
  Some examples are
• Cover, Demonstrate, Describe, Distinguish,
  Prepare, Use
• Question is the word Familiarize a SMART
  objective? Why or why not

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Step 3 Develop Training Content

• Utilize Outline
• Training Purpose
• Real world examples
• caBIG Templates

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Learning Styles

• Visual
• Auditory
• Kinesthetic

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Visual Learners

• learn through seeing...                    .
• These learners need to see the instructors body
  language and facial expression to fully
  understand the content of a lesson.
• They tend to prefer sitting at the front of the
  classroom to avoid visual obstructions (e.g.
  people's heads).
• They may think in pictures and learn best from
  visual displays including diagrams, illustrated
  text books, overhead transparencies, videos,
  flipcharts and hand-outs. 
• During a lecture or classroom discussion, visual
  learners often prefer to take detailed notes to
  absorb the information.

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Auditory Learners

• learn through listening...
• These learners learn best through verbal
  lectures, discussions, talking things through and
  listening to what others have to say.
• Auditory learners interpret the underlying
  meanings of speech through listening to tone of
  voice, pitch, speed and other nuances.
• Written information may have little meaning until
  it is heard.
• These learners often benefit from reading text
  aloud and using a tape recorder.

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Kinesthetic Learners

• Learn by doing
• These learners learn best through a hands-on
  approach, actively exploring the physical world
  around them.
• They may find it hard to sit still for long
  periods and may become distracted by their need
  for activity and exploration.

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Session Review

• Utilize Developer Documentation, Audience
  Analysis, Use Cases and additional information to
  begin creating a training outline
• Create a training outline
• Prepare training objectives
• Identify Learning Styles

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Additional Resources

• Miller, G.A. (1956). The magical number seven,
  plus or minus two Some limits on our capacity
  for processing information. Psychological Review,
  63, 81-97. Available at http//www.well.com/user
  /smalin/miller.html
• World Wide Web
• Carter McNamara, MBA, PhD(1999). Complete
  Guidelines to Design Your Training
  PlanAvailable at http//www.managementhelp.org/t
  rng_dev/gen_plan.htm
• Training Working Group

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Questions