Training materials...Training materials...

… some experiences

Training of trainers courseAgroforestry for improved land use and livelihood systemsin southeast Asia

8-20 March 1999, Chiang Mai, Thailand

The training cycleThe training cycle

TRAININGPLAN

EVALUATION

TRAININGOBJECTIVES

IDENTIFICATIONOF

TRAINING NEEDS

RESEARCHDIAGNOSIS

IMPLEMENTATIONTRAINING ACTION

Training materials

IdentificationIdentification

TRAINING NEEDS

CURRICULUM DEVELOPMENT

SUPPORTING TRAINING MATERIALS

EXISTING MATERIALS:• evaluate• adapt

NEW MATERIALS:• produce• test/evaluate

USE

Types of training materialsTypes of training materials

Written - printed materials Textbooks, manuals, lecture notes, …

Audio/Visual materials Projected (slides, film, video, transparencies,

…) Not projected (drawings, models, objects…)

Information technology Distant learning Internet/WWW

Purpose of training materialsPurpose of training materials

Generate interest with audienceSupport teachingFacilitate communication

Role of training materialsRole of training materials

Provide guidance: trainer/teacher learner

IllustrateGain timeSelf-learningFuture reference

Selecting training materialsSelecting training materials

Some experiences: Use of ‘available’ materials Content determines instruction Materials are not field tested Little time and effort in selection Little knowledge about materials

selection

Selecting training materialsSelecting training materials

SightSoundTouchTasteSmell

How people learn

Selecting training materialsSelecting training materials

REAL EXPERIENCES

CONTRIVED EXPERIENCES

DEMONSTRATIONS

EXHIBITS

VIDEO/TV/FILM

PICTURES

WRITING

SPEECH

BESTBEST

WORSTWORST

TIMETIME

Selecting training materialsSelecting training materials

Think about: audience (size, level) infrastructure required equipment required technicality cost

Characteristics ‘good’ materialsCharacteristics ‘good’ materials

Developed for a specific purposeDeveloped for a well-defined audience

(educational level, experience, knowledge - existing/desired)

Clear teaching/learning objectivesTechnically correctEnhanced through ‘instructional components’Logically/systematically presentedAttractiveEvaluated & tested

EXERCISEEXERCISE 1- IDENTIFICATION1- IDENTIFICATION

Working groups: (universities, extension, research, technical colleges)

Look at the ‘content’ (presentations and materials) of this training course

Propose the development of a training material for a ‘national course’

Specify: title, format, audience

Training materialsTraining materials

+ =

Knowledge base

Content Instructionalcomponent(s)

Trainingmaterials

Instructional componentsInstructional components

IntroductionCurriculum planningInstructional planningResourcesTeachingLearner applicationLearner evaluation

EXERCISE 2 - COMPONENTSEXERCISE 2 - COMPONENTS

Take the example of the training material your group has proposed

Consider the list of ‘instructional components’ in the handout

Indicate which ones will be necessary for your training material

Rank the 10 most important ones in order of priority

Instructional objectivesInstructional objectives

Performance: what the learner will be able to do; outcome

Conditions: under which the performance is expected to occur

Criterion: quality or level of performance that will be considered acceptable

ExampleExample‘Understand the importance of

experimental data management’Better:

To define data management in the context of agroforestry research

To list and explain three main important reasons for proper data management

To list and describe the main steps in the data management process

To recognize data management problems in an experiment

Verbs - behavioral objectivesVerbs - behavioral objectives

Sample tasksStudy skillsAnalysis skillsSynthesis skillsGeneral applications

EXERCISE 3 - OBJECTIVESEXERCISE 3 - OBJECTIVES

Take the example of the training material proposed by your group

Look at the list of ‘behavioral verbs’ in the handout

Develop general/specific objective(s) for this material

Some production modelsSome production models

Important steps in all models: Needs identification List desired criteria Content Resource persons Review Services Testing/evaluation Production/distribution

Written materials - some tipsWritten materials - some tips

Correct content (peer review/proof reading)Flow (logical/systematic)Uniform style (editor)Text not too dense (Keep It Short & Simple)Illustrations (quality/quantity/type)Practical formatPrint/reproduction quality (DTP)Think of a new edition

Research on illustrationsResearch on illustrations

Stimulate learner interestHelp reader learnSimple line drawings more effective than

photographsB&W pictures reproduce better than colourSequence can show motionCaptions should clarify and reinforce

message

Audio-visualsAudio-visuals

Overhead transparencies (most [mis]used)

Slides (text/pictures)White/black board - flipcharts Video/filmPhotos, posters, drawings, models,

objects

Audio-visuals - tipsAudio-visuals - tips

A means, not an end in itselfSupports, does not replace

(complements written materials)Quality:

Simplicity Readability/visibility Technically correct Consistent

Quantity

Evaluating training materialsEvaluating training materials

Why evaluate?Who evaluates?What to evaluate?

Content Format

How to evaluate?

Evaluation - contentEvaluation - content

Target audience - level & utilizationReading levelCorrectness of content (current,

accurate)Instructional componentsEssential information vs elaborationsWell-organized, logicalWell illustrated (quantity, quality)Without propaganda or bias

Evaluation - formatEvaluation - format

Equipment & infrastructure requirementsQuality, wear & tear, practicalEase of use (instructional components)Overall attractivenesss

… some tools

EXERCISE 4 - EVALUATIONEXERCISE 4 - EVALUATION

Take the extensionist’s guideline entitled Imperata management for smallholders, or

alternatively, any other available training material

Use one, or several, of the tools in the handouts to evaluate this material