Page 37 - Computer Based Training OUM

 Write your concept objective at the application level by
using an action verb that involves a classification activity
7. Training Concepts

 When teaching concepts, you must always provide a
definition and examples of the concept. If possible, you

can also provide non-. examples and analogies
 A definition is a statement of the critical features

associated with a concept. Writing a good definition may
be more difficult than you realize, especially if you are so

familiar with the concept that you need to really think
about the key features

 An example is an instance of the concept. Once you have
presented the definition, you make it concrete by

presenting examples. If the concept is very simple, a
couple of examples might suffice

 A counter example is an instance of a closely related
concept that could be confused with the lesson concept

 An analogy is a representation that corresponds with a
concept in function or form, but which is otherwise
dissimilar. Analogies are typically drawn from a domain

different from that of the material being trained
 Analogies are efficient instructional techniques because

they allow you to relate an unfamiliar concept to something
the learner already knows, usually in a totally different

domain of knowledge
 The key to an effective analogy is to find something familiar to

your learners that accurately maps onto critical functions or
features of your target concept

8. Teaching Concepts in the Classroom
 For training manuals, use the structured writing style

introduced in Chapter 2
 Each section would be separated from the others by a line

or white space
 The goal in structured writing is to provide visible headings

and to separate distinct bodies of information