1. 1 Developing Materials Instructor: Paul Clothier An Infopeople Workshop 2004

2. 2 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.

3. 3 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

4. 4 A Materials Development Process What is the Purpose of the Materials? Who is the Audience? What Type of Materials are Needed? Collate Content Outline, Chunk and Sequence Create Exercises Create Job Aids Add Meaningful Graphics Spice Up Materials Flesh Out Materials Review Requirements Review Final Review Use Materials Evaluate Materials

5. 5 What different purposes do training materials serve?

6. 6 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

7. 7 Targeting your Audience

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

9. 9 What is their predominant learning style? Auditory, Visual, Written, Kinesthetic? How do they approach new information Are they Dynamic-Active or Passive- Reflective learners? Style and Preference

10. 10 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 Experience

11. 11 Outlining, Chunking and Sequencing

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

13. 13 #1 Outlining Written Exercise

14. 14 Chunking Chunk content by concept, idea or task One concept, idea or task per page, screen or graphic Chunk content early in the process Idea …….. Idea …….. Concept …….. Concept …….. concept …….. concept …….. Idea …….. Idea …….. Idea IDEA Concept Idea concept Idea IDEA Concept Idea concept 

15. 15 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

16. 16 #2 Chunking Written Exercise

17. 17 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

18. 18 Choosing Types of Training Materials

19. 19 Determining the Type of Material Usage  WorkbookManualHandoutJob AidSelf-paced Used throughout instruction Reference Sole training tool Self paced study Used from beginning to end Start and stop use Updated periodically

20. 20 #3 Purpose of Materials Checklist Written Exercise

21. 21 Before Creating Content Does the content already exist? From other workshops In a book Online Pre-existing manual Can you reuse any content?

22. 22 Using Templates Don ’ t reinvent the wheel - use standard templates.

23. 23 Highlight Vital Information Use bullets, bold type, and large type to highlight vital information.

24. 24 Help Learners Organize Information Use flowcharts, tables, lists, graphics, charts, schematics, and models to help learners organize information.

25. 25 Use Icons and Symbols Use icons or symbols to help learners spot key points and references quickly.

26. 26 Use Graphics to Support Text Use graphics, photos, and icons to clarify text and to break up large amounts of text.

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

28. 28 Content Considerations Handout- Training Content Consideration List

29. 29 #4 Content Considerations Written Exercise

30. 30 Simplicity and Clarity

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

32. 32 #5 Concepts vs Procedures Written Exercise

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

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

35. 35 Don ’ t explain what they ’ ll see - show it … Use Screenshots 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 

36. 36 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 Manual Design

37. 37 Create a Format Convention

38. 38 Using White Space 

39. 39 Using White Space Margins Line Spacing Space around Graphics

40. 40 Choose File > Save As Type in myFile Click OK 1. Word 2. Excel 3. PowerPoint Bullets or Numbering? 1. Choose File > Save As 2. Type in myFile 3. Click OK  Word  Excel  PowerPoint  

41. 41 Make content easy to find and refer to … Number pages and sections Number pages, graphics, and tables Provide a table of contents or index Referencing Information Fig. 2 An Entity Section 1 10

42. 42 Creating Exercises

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

44. 44 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 Types of Exercises

45. 45 1. Click on File > Open 2. Select abc.doc from the list of files 3. Go to the end of the document by pressing 1. Open the Word document abc 2. Move to the end of the document by using a shortcut key Thinking vs Following Steps Where possible exercises should be designed to challenge the learner to think or recall. A B

46. 46 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 Other Exercises

47. 47 #6 Designing an Exercise Written Exercise

48. 48 The Appropriate Use of Graphics “ What is the use of a book, ” thought Alice, “ without pictures. ” Lewis Carroll

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

50. 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.

51. 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

52. 52 Good Diagram

53. Poor Diagram

54. 54 #7 Designing a Diagram Written Exercise

55. 55 Adding Interest to Materials

56. 56 “ What is the use of a book, ” thought Alice, “ without pictures. ” Lewis Carroll Quotations

57. 57 Cartoons and Humor

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

59. 59 Jeopardy Quiz