Computer-Based Training (CBT) requires several skills. First, one must know the advantages and disadvantages of utilizing CBT. Next, one must know what is required to design an effective CBT program. Third, one must have the hands-on skills of developing a CBT program. This workshop covers all three skills.
This is a true "hands-on" workshop with active student participation throughout. Training content is introduced the first day and by the last day students will have developed, tested and critiqued a working module of tutorial CAI.
You will gain the ability to: select computers (or not) as the appropriate delivery medium for a specific body of content; judiciously select the combination of hardware components and authoring software, and actually design and develop the training effectively. These benefits will lead to better training and more effective use of training resources within the organization.
Participants will gain the ability to be able to:
- Design and develop job-related programs on a computer
- Determine whether computers are the best delivery medium for the skills to be taught
- Distinguish between various types of authoring software and selecting the package that meets your needs
- Use CST "benchmarks" to recognize quality CBT programs
- Compare advantages and disadvantages of CST for a given training situation
- Identify the variables which can make CST development too time-consuming and costly
- Cope with content changes
WHO SHOULD ATTEND
Any trainer or course developer who is interested in the use of computers in training.
This course has no prerequisite.
You will receive a course binder containing a copy of the presentation slides.
WHAT YOU WILL LEARN
The ABC's of Computer-Based Training
- This early section of the workshop establishes a common ground of terms and concepts regarding CBT which will be used for the next 3 days. A personal computing system is discussed, component by component, with regard to what is needed for training support and delivery. Finally, authoring software options are discussed including authoring languages, programming languages and authoring systems.
Course Design for the Computer
- A 10-step instructional design process for CAI is proposed, beginning with the creation of classroom learning objectives which closely match actual job performance. Participants are presented with a case study of a problem solvable by training and asked to write a learning objective for it. Participants will work with this scenario, ultimately developing a module of tutorial CAI to teach it.
Creating Teaching Sections
- Participants will work through a short module of a tutorial CAI on a computer and through analysis and discussion, establish the do's and don'ts of screen design.
Creating Teaching Flow
- Branching strategies will be introduced with some practical design considerations given for basic branching, remedial loops, multitrack and hyper approaches.
- A workable storyboard format will be discussed and participants will create a series of teaching sections on paper for this unit of instruction.
- Finally, participants will enter their lessons on a personal computer using an authoring language. Editing will be done until the lessons run without error.
Screen Enhancements and Graphics
- Participants will discuss the use and misuse of commonly available screen enhancements. Necessary considerations and the advantages of adding graphics to a lesson will be explored.
- A 4-step process for individually testing each lesson will be discussed.
Lesson Critique and Summary
- In what many students have described as the most valuable part of the workshop, completed lessons are projected on a large screen for the entire class to critique and discuss. Through student comments and suggestions, good design techniques are reinforced.