Page 74 - Computer Based Training OUM

8. Organizing Instructive Lessons

 As a general rule, instructive lessons include an
introduction, a section that includes major concepts or

process topics identified as supporting knowledge

 If you have several knowledge topics, end the knowledge

section with a practice exercise

 Follow the knowledge section with the lesson-task steps or

guidelines, including a demonstration and practice

 End the outline with a brief summary

9. Outlines for Problem-Based Learning Lessons (PBL)

 PBL outlines begin with a definition of the major

components of the case

 To enable learners to complete their case assignments, the

lesson will typically include a trigger event, all of the case-
relevant data the learner would need, such as job

descriptions and data, feedback on case products, and
instructional and reference resources learners can use to
solve the case

10. Moving from Outline to Learner Materials
 The Introduction

 The lesson introduction is brief, but plays an important role in

orienting and motivating the learner
 An effective lesson introduction orients learners by explaining
why they are learning this particular information, in terms of

what they have just learned and what they are going to learn

 Knowledge Section
 The next section of the lesson should teach all major
concepts and processes identified in the task analysis

 Teaching the major knowledge items ahead of the major

lesson task will off load the mental work of trying to perform