I have been tasked with designing a four chapter elearning course for training retail account managers. The course will eventually be uploaded to an LMS but initially will be administered in a classroom setting with a live instructor.
They want the presentation to be somewhat fun with ways the attendees can interact with the course content - the learners will NOT be following along on a PC. The course will be projected on a large screen. The online version would be used for reference and for future new hires.
My questions for the community:
1. Are there any special considerations or things I should avoid?
2. Has anyone used third party PPT plugin apps such as YawnBusters with Articulate?
Any thoughts, ideas or advice would be much appreciated. Thanks!
Our national department has been doing something similar this year. When designing the course, they have the content applicable to all learners and before any exercise there is always a slide that says "how are you completing this course: as an individual, with a partner or in a group?" It's set up with branching so you follow the same content, but the exercise instructions are modified depending on how you're taking the course.
If it's an individual, it moves to the next slide.
If pairs, it jumps ahead in the deck and the exercise language becomes customized to pairs, (with your partner, review the exercise on the screen, then practice xxx).
If in a group, it jumps ahead further in the deck, then asks the person leading to download the facilitator guide. The guide walks them through what to say during the exercises. If the exercise involves a quiz question, the facilitator notes say something like, 'ask for a volunteer to provide 1 answer, then ask a different volunteer to provide an answer.'
For the group session, it does require a facilitator to log in ahead of time, download the Facilitator Guide, Participant Guide and any handouts. On the documentation side, when a group session is held, we have someone go into our LMS and give attendees credit based on the sign in roster for the class session.
The initial participant feedback I received on a course following the same format was positive - they also liked the option that when they finished the class, they could go back and log in as an individual to review the course content again. The downside was some people didn't like having to select how they were taking the course each time there was an exercise.
The other option was to create the slide deck for an individual learner, duplicate the slides and modify for pairs, then duplicate and modify the slides for groups. It would have tripled the number of slides, but required less branching (ie: if taking as an individual, you only see slides 1 - 10, in pairs, 11 - 20, as a group 21 - 30).
Regarding activities, You could create them so they matched what was on the screen. For example, if it's a word search puzzle on the screen, the in class version could be a paper handout that the facilitator copies ahead of time and brings to the session, if it's pairs, it's an attachment they print and work on, etc.
2 Replies
Our national department has been doing something similar this year. When designing the course, they have the content applicable to all learners and before any exercise there is always a slide that says "how are you completing this course: as an individual, with a partner or in a group?" It's set up with branching so you follow the same content, but the exercise instructions are modified depending on how you're taking the course.
For the group session, it does require a facilitator to log in ahead of time, download the Facilitator Guide, Participant Guide and any handouts. On the documentation side, when a group session is held, we have someone go into our LMS and give attendees credit based on the sign in roster for the class session.
The initial participant feedback I received on a course following the same format was positive - they also liked the option that when they finished the class, they could go back and log in as an individual to review the course content again. The downside was some people didn't like having to select how they were taking the course each time there was an exercise.
The other option was to create the slide deck for an individual learner, duplicate the slides and modify for pairs, then duplicate and modify the slides for groups. It would have tripled the number of slides, but required less branching (ie: if taking as an individual, you only see slides 1 - 10, in pairs, 11 - 20, as a group 21 - 30).
Regarding activities, You could create them so they matched what was on the screen. For example, if it's a word search puzzle on the screen, the in class version could be a paper handout that the facilitator copies ahead of time and brings to the session, if it's pairs, it's an attachment they print and work on, etc.
Wow, I love this idea, using the branching to meet the needs of multiple delivery channels in one package. Thanks!
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