Effective Presentations for
Non-Trainers (Mock-up)
Competencies Satisfied
#2. Use cycles of reasoning as tools for problem solving (Reflective Practice): This project is tied directly to a recognized business problem. There is a need for presentation skills within the business, and there was a need for a course that better addressed the learners’ requirements. I used my analysis of the learners’ needs to design the content of the course, and used my understanding of the organization’s need to develop the medium for the course (there is a push towards more blended learning to maximize classroom time and use trainers more efficiently). The use of the Justin character will help engage the learner, using storytelling to encourage problem based learning and similar to the use of an online coach as described by Ruth Colvin Clark and Richard E. Mayer.
#3. Promote collaboration, partnerships, and relationships for full inclusion with stakeholders, clients, subject matter experts, team members, etc. (Reflective Practice): This course is designed to make full use of technology, practical application and face-to-face learning, thereby fulfilling this responsibility. The decision to use a wide range of tools is based on both instructional need (as described by the front end analysis) and a practical need (company initiative to drive eLearning) – a reality in many instructional designers’ lives. However, I feel that I based my design not on what the stakeholders think would be “cool”, rather on sound instructional design practices.
#4. Be a lifelong learner and professional (Reflective Practice): Part of this competency lies in the ability to be open to new tools, technologies and theories and make a final decision as to which answer is the best for the project. The use of a storytelling model was new to me, but I felt it was the best way to help the learner through the process of creating and delivering a presentation. It is a lot of material to cover, and by personalizing the story I felt it would enhance the learning experience. I had never tried this approach before and the initial reactions were positive - for both the effectiveness AND the novelty of the presentation.
#9 / #5. Design learning and performance products and resources that reflect an understanding of the diversity of learners and groups of learners (Design and Development) AND Conduct a learning or instructional analysis (Planning and Analysis): My audience is somewhat controlled, however, I tried to accommodate all learning styles and age groups when designing this course. Learners are asked to read and listen (50% of all that is seen and heard is retained!), just listen, just read, participate in learning interactions, and to make practical application of the tools given to them in the course (95% of information is retained when learners must see, hear AND do). The course takes into account inexperienced employees who don’t understand business at all, as well as professionals who find themselves in a situation where they will need to present and want to polish their skills. By blending online learning and instructor-led training, I hope to be successful with all learning types.
#11 / #8. Evaluate effectiveness of programs, products, or practices (Evaluation and Assessment) AND Apply various theories/strategies and current research, and consider local needs and constraints to design activities and experiences for learning (Design and Development): During the design of this course I performed both a formative and summative analysis to drive the content. This course also utilizes several types of assessments within the course itself – embedded assessments of multiple choice, drag and drop, etc.; and a final “assessment” of the presentation itself. If the participant is able to deliver an effective presentation, the course is a success. For further discussion, see the design docs for this project by clicking here.
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