Page 53 - Computer Based Training OUM

 However, you have some capabilities not available in print
media such as animation, sound, and zoom effects
 Animation is another feature that can be used to present

processes that involve equipment or other elements that
can be graphically illustrated in multimedia

 Allow the learner to control the rate of presentation of
information by using a series of static displays or, if using

animation, allow learners to control presentation rate
between state changes. In addition, use audio to describe

stages, especially in complex visual displays such as animations
 Simulations can also be used to illustrate processes. In a

simulation the learner interacts with a program that
emulates the real process and learns about it in an

interactive way
9. Practice Methods for Processes

 Practice should be designed to match the learning objective
at the application rather than the remember level

 The key to the design of process exercises for employees
involved in problem solving is to collect realistic case
studies of common malfunctions, customer questions, and

so forth that can be converted into practice exercises
10. Evaluating Learning of Process Knowledge

 First, consider your instructional objective. If the major
objective is to perform a task and the process information is

provided as background information, you need not write a
learning objective or provide practice or evaluate learning

 However, if the process knowledge is critical to task
performance or is the major intended outcome of the lesson,

evaluation is needed
 Use formats similar to the practice exercises you have designed