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Introduction | |
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Welcome | |
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Structure of the book | |
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What is 'learning'... and 'training'? | |
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The benefits of good design | |
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Focus on designing a real course | |
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The training design project | |
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Identify your stakeholders | |
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Project dashboard | |
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The initial planning meeting | |
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Designing for global diversity | |
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The DESIGN process | |
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DESIGNing for global corporate diversity | |
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Why diversity is important | |
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Accessibility for trainer-led courses | |
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Accessibility for web-based materials | |
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The employer's 'two tick' commitment | |
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Formal learning needs analysis | |
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The importance of learning needs analysis | |
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Who will you consult? | |
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Learning needs checklist | |
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Data collection techniques | |
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Practical examples | |
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Now focus on your course | |
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Team-based needs analysis | |
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Introduction | |
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Functional competences | |
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Core competences | |
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Critical work processes | |
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What do you propose? | |
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Training may not be the solution | |
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Define the overall course 'envelope' | |
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Internal or external designers? | |
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Write your proposal | |
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Sunflower analysis | |
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The impact of learning styles | |
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How people learn | |
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Climb the learning ladder | |
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The impact of learning styles | |
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Fight the filters | |
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So what does this mean for me? | |
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Go with the flow | |
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Process map the flow | |
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Learning methodologies | |
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Four ways to communicate | |
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Timing the course outline | |
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'Sign off' by the project sponsor | |
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The STAR design model | |
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Follow the STAR | |
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'S' is for stimulate interest | |
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'T' is for transfer ideas or concepts | |
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Techniques for transferring ideas or concepts | |
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'A' is for apply the learning | |
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Techniques for applying the learning | |
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'R' is for review what's changed | |
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Designing more complex activities | |
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Designing workshop sessions | |
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Reversed workshop sessions | |
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Team-based projects | |
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Role play or skill practices | |
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Using actors | |
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Designing each session in detail | |
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Comply with company standards or policies | |
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The session plan | |
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Timings | |
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Session title | |
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Objectives | |
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Learning methods | |
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Administration and logistics | |
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A real example | |
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'Diet' session plan | |
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Sponsor 'sign off' | |
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Designing course materials | |
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What might you need? | |
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Harmonize with company standards | |
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Sources for course content | |
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Displaying text effectively | |
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Delegate name cards or badges | |
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Workbooks for trainer-led courses | |
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Delegate handouts | |
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Exercise briefing notes | |
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Feedback sheets | |
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Course peripherals | |
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Using audio | |
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Why use audio? | |
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Some examples | |
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Slightly different uses | |
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Equipment needs | |
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Designing visual aids | |
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Why use visual aids? | |
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What visual aids can we use? | |
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Basic design principles | |
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Flipcharts | |
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Overhead transparencies | |
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Computer graphics | |
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Potential pitfalls | |
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Plan your visuals | |
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Designing e-learning | |
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Why e-learning? | |
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Managing the project | |
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The electronic learning system | |
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Using quizzes | |
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The course flow chart | |
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Building individual screens | |
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Creating the storyboards | |
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The trainer-led course | |
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The delegate workbook | |
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Train the trainers | |
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Write a Trainer's Guide | |
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Train the trainers | |
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Trainer-led courses for blended learning | |
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Select and manage the venue | |
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Draft the venue specification | |
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Manage the venue | |
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Pilot the course | |
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Plan the pilot | |
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Pilots for blended learning | |
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Deliver the pilot | |
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Evaluate the pilot | |
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Sponsor 'sign off' | |
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