Page 23 - Computer Based Training OUM

 Better learning environments
 Reference guides
13. Naturally it will take more time to develop structured student notes

than to prepare a deck of slides. You will have to consider the cost-
benefit of detailed notes in your instructional setting by evaluating

your course development resources, the criticality of the skills to be
trained, the longevity of your content across time and across learners,

and the performance value of having written documentation
14. Slides and Workbooks During the Class:

 Format slides to emphasize correspondence between the slides and
the workbook

 Incorporate key visuals or text phrases in the workbook into the
slides

 Where the workbook includes a visual, reproduce that visual on the
slides

 Where there are no visuals, use key text phrases
 On some slides you may want to reproduce important examples

 On all slides, post the workbook page number to help participants
synchronize the workbook and slides

 In places where the workbook includes a practice exercise, the slide
might simply display the word PRACTICE and refer participants to

the correct page
15. Slides as Handouts

 Well-designed slides emphasize visuals and use minimal text
 include the slides in the workbook with content details

summarized above or below the slide
 A rigid format such as one slide per printed page will often be

too constraining and/or wasteful
16. Communication Guidelines for Asynchronous e-Learning

 Because the computer screen has different display properties
and capabilities than a printed page, it is recommended to use
visuals than on text

 Explain visuals with audio narration as the default option