Training materials...

some experiences

Training of trainers course Agroforestry for improved land use and livelihood systems in southeast Asia 8-20 March 1999, Chiang Mai, Thailand

The training cycle

RESEARCH DIAGNOSIS IDENTIFICATION OF TRAINING NEEDS

EVALUATION

Training materials
IMPLEMENTATION TRAINING ACTION TRAINING OBJECTIVES

TRAINING PLAN

Identification
TRAINING NEEDS
CURRICULUM DEVELOPMENT

SUPPORTING TRAINING MATERIALS

EXISTING MATERIALS: evaluate adapt USE NEW MATERIALS: produce test/evaluate

Types 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 materials

Generate interest with audience Support teaching Facilitate communication

Role of training materials

Provide guidance:
trainer/teacher learner

Illustrate Gain time Self-learning Future reference

Selecting 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 materials

Sight Sound Touch Taste Smell

How people learn

Selecting training materials

BEST
REAL EXPERIENCES
CONTRIVED EXPERIENCES DEMONSTRATIONS

EXHIBITS
VIDEO/TV/FILM PICTURES WRITING SPEECH

TIME

WORST

Selecting training materials

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

Characteristics good materials

Developed for a specific purpose Developed for a well-defined audience (educational level, experience, knowledge existing/desired) Clear teaching/learning objectives Technically correct Enhanced through instructional components Logically/systematically presented Attractive Evaluated & tested

EXERCISE 1- 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 materials
Knowledge base Content Instructional component(s) Training materials

Instructional components
Introduction Curriculum planning Instructional planning Resources Teaching Learner application Learner evaluation

EXERCISE 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 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

Example
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 objectives

Sample tasks Study skills Analysis skills Synthesis skills General applications

EXERCISE 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 models

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

Written 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 format Print/reproduction quality (DTP)

Research on illustrations
Stimulate learner interest Help reader learn Simple line drawings more effective than photographs B&W pictures reproduce better than colour Sequence can show motion Captions should clarify and reinforce message

Audio-visuals
Overhead transparencies (most [mis]used) Slides (text/pictures) White/black board - flipcharts Video/film Photos, posters, drawings, models, objects

Audio-visuals - tips
A means, not an end in itself Supports, does not replace (complements written materials) Quality:
Simplicity Readability/visibility Technically correct Consistent

Quantity

Evaluating training materials

Why evaluate? Who evaluates? What to evaluate?
Content Format

How to evaluate?

Evaluation - content
Target audience - level & utilization Reading level Correctness of content (current, accurate) Instructional components Essential information vs elaborations Well-organized, logical Well illustrated (quantity, quality) Without propaganda or bias

Evaluation - format
Equipment & infrastructure requirements Quality, wear & tear, practical Ease of use (instructional components) Overall attractivenesss

some tools

EXERCISE 4 - EVALUATION
Take the extensionists 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