Chapter
Outlines and Learning Objectives
The Four Ingredients of Instruction
Ingredient 1: The Content
Ingredient 2: The Learning Outcomes
Ingredient 3: The Instructional Methods
Ingredient 4: The Delivery Media
Which Instructional Media Are the Best?
Synchronous vs. Asynchronous e-Learning
Defining Your Media Blend
An Introduction to Structured Lesson Design
2 An Introduction to Structured Lesson Design
Lesson Structure for Workbooks Versus e-Learning
Communication Modes in Training
Communication Guidelines for Instructor-Led Training
Structured Notes and Learning
Advantages of Structured Notes
Tradeoffs to Structured Notes
Slides and Workbooks During the Class
Communication Guidelines for Asynchronous e-Learning
Educational Taxonomies and Instructional Methods
Educational Taxonomies and Technology
Gagne’s Conditions of Learning
Merrill’s Content-Performance Matrix
An Overview of the Content-Performance Matrix
How the Matrix Helps Develop Training
Instructional Methods Matched to Content Types
Section 2: How to Teach Facts, Concepts, Processes, Procedures, and Principles
3 How to Teach Procedures
Linear and Decision Procedures
Learning Procedures at the Remember and Application Levels
Writing Procedure Learning Objectives at the Application Level
Teaching Procedures in the Classroom
Formatting of Procedures in Manuals
Combining Action and Decision Tables
Demonstrations of Procedures
Teaching Procedures in e-Learning
Teaching Computer Procedures in e-Learning
Teaching Non-Computer Procedures in e-Learning
Practice Methods for Procedures
Design of Classroom Practice
Design of e-Learning Practice
Performance Support for Procedures
Evaluating Learning of Procedures
How to Teach Supporting Knowledge
Identifying Technical Concepts
Learning Concepts at the Remember and Application Levels
Writing Concept Learning Objectives at the Application Level
Teaching Concepts in the Classroom
Teaching Concepts in e-Learning
Practice Methods for Concepts
Design of Classroom Practice
Design of e-Learning Practice
Evaluating Learning of Concepts
What Is Factual Information?
Identifying Factual Information in Job Tasks
Learning Facts at the Remember Level
Writing Learning Objectives for Factual Information
Training Facts in the Classroom
Use Diagrams for Concrete Facts
Use Tables and Lists for Data
Use Statements for Associative Facts
Cueing the Reader with Unique Labels
Teaching Factual Information in e-Learning
Use Inductive Learning to Engage Learners with Facts
Practice Methods for Facts
Practice Facts When Practicing Related Content
Use a Reference-Based Training Model
Provide Drill and Practice to Automate Factual Information
Provide Mnemonic Support Aids
Evaluating Learning of Facts
How to Teach Process Content
Motivational and Instructional Value of Processes
Identifying the Processes in Your Training
Learning Processes at the Remember and Application Levels
Writing Process Learning Objectives at the Application Level
Teaching Processes in the Classroom
Layout of Process Content on Manual Pages
Teaching Processes in e-Learning
Using Animation and Narration of Processes in e-Learning
Process Simulations in e-Learning
Practice Methods for Processes
Design of e-Learning Practice
Practice Using Simulations
Evaluating Learning of Process Knowledge
How to Teach Principle-Based Tasks
7 How to Teach Principles
Knowledge Work and Principle-Based Tasks
Near- and Far-Transfer Training
Distinguishing Between Near- and Far-Transfer Training
Far-Transfer Training and Guidelines
Identifying Valid Guidelines
Drawing on External Research
Identifying Guidelines from Best Practices
Combine Research Approaches
Learning Principle-Based Tasks at the Remember and Application Levels
Writing Far-Transfer Learning Objectives at the Application Level
Supporting Learning Objectives
Training Far-Transfer Tasks: Overview
Training Far-Transfer Tasks
An Instructive Approach: State the Principle and Guidelines
An Inductive Approach: Derive the Principle and Guidelines from Examples
Develop Varied Context Worked Examples
Develop Varied Context Non-Examples
Analogies: A Key Information Display
Teaching Far-Transfer Tasks in the Classroom
Teaching Far-Transfer Tasks in e-Learning
Instructive Methods for e-Learning
Inductive Methods for e-Learning
Practice Methods for Far-Transfer Learning
Design of Classroom Practice
Project Assignments to Promote Transfer
Designing Computer Simulations for Practice of Principles
Blended Solutions: The Best of Both Worlds
Performance Support for Far-Transfer Tasks
Evaluating Learning of Principle-Based Tasks
Section 3: How to Organize Your Lessons and Exploite-Learning Features
8 Organizing Your Training Content
How to Define the Content of Your Training
Start with a Focus on the Job
1. Defining Job Functions
2. Defining Job Tasks Associated with Functions
3. Defining Steps or Guidelines Associated with Each Task
4. Defining Associated Supporting Knowledge
Types of Supporting Knowledge
Defining Steps, Guidelines, and Knowledge: Knowing Your Audience
From Job Analysis to Course and Lesson Outlines
Applying the Zoom Principle
The Common-Skills-First/Spiral Principles
Three Organizational Frameworks
Logical Prerequisite Sequences
Job-Centered Sequences vs. Knowledge-Centered
Problem-Based Learning (PBL)
A Sample Course Structure
Organizing Instructive Lessons
Outlines for Problem-Based Learning Lessons (PBL)
Moving from Outline to Learner Materials
Digital Versus Classroom Learning
Engaging Learners Through Screens
1. Build in Frequent Interactions
3. Provide Explanatory Feedback
Simulations and Games in e-Learning
Online Games and Learning
Pfeiffer Publications Guide
What will you find on pfeiffer.com?
Developing Technical Training
：A Structured Approach for Developing Classroom and Computer-based Instructional Materials
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