Page 204 - Making Instruction Work

chap 16 3/11/97 5:10 PM Page 190

190 making instruction work

1. Locate someone who is willing to work through the
module. (We will refer to this person as the “tester.”)

2. Write out your instructions to that person. Explain that
this is a test of the instruction rather than of the person,
and that you are looking for ways to improve the mod-
ule. Explain that he or she should make a mark on any
part of the material that is difficult or that is a turnoff, or
that is bothersome for any other reason. If the material is
being presented by a computer or other device, or by an
instructor, ask students to make notes (on the pad you
provide) of their comments as they go.

3. Let the person read the instructions, and answer any
questions that might arise.

4. Give him or her the materials, show where things are
located (if appropriate), and then back away.

5. Sit in the corner and do not interfere with the tryout.
Don’t do anything that might be distracting, such as
practice your golf swing or tap your pencil. Do not offer
information when you see that the tester is in trouble.
Instead, make a note on your pad.

6. If you are asked a question, answer it and then make a
note of it. Always make a note about the reason for your
interventions. These notes will tell you what you will
need to do to smooth out the instruction. If the tester
turns to you and asks a question, one of my colleagues
suggests saying,“Do what you think the module is telling
you to do,” and then noting what he/she does.

7. When the tryout is over, listen to the comments of the
tester. You can always ignore the suggestions if you
choose; you cannot ignore suggestions you don’t have.