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Module Development Process

This document outlines the steps to develop a training module for beginners. It discusses coordination which involves pre-training planning and checklists. A needs assessment is conducted to identify the target audience, their current roles, any knowledge gaps, and desired outcomes. The design process includes defining learning outcomes, materials, trainers, training methods, and logistics. Materials are then developed along with presentations and exercises. Evaluation forms are used to provide feedback on the effectiveness of the training.

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JENGVENTUS
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38 views24 pages

Module Development Process

This document outlines the steps to develop a training module for beginners. It discusses coordination which involves pre-training planning and checklists. A needs assessment is conducted to identify the target audience, their current roles, any knowledge gaps, and desired outcomes. The design process includes defining learning outcomes, materials, trainers, training methods, and logistics. Materials are then developed along with presentations and exercises. Evaluation forms are used to provide feedback on the effectiveness of the training.

Uploaded by

JENGVENTUS
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Building Training Course for Beginners

Module
Development
Ms. Jennifer Ventus
Module Development
• Coordination • Development
• Pre-Training Plan • Developing Material
• Checklist • Developing Presentations
• Needs Assessment • Delivery
• Assessing Needs • Training Methods
• Adult Learners • Effective Communication Skills
• Design • Evaluation
• Course Design Process • Forms of Evaluation
• Learning Outcomes • Process Evaluation
Coordination
Coordination: Pre-Training Plan
• Training Calendar
• Training Requests
• Identifying roles
and responsibilities
Coordination: Training Checklist
Needs Assessment
Needs Assessment: Four Central Questions
• AUDIENCE. Who is the target audience for a proposed training?
• CURRENT ROLES. What do they presently do in their roles?
• KNOWLEDGE GAPS. Gaps between What they know how to do, and
what they need to know to carry out their roles successfully?
• OUTCOME. Will training help fill this gap?
Needs Assessment: Key Tasks
• Determine the target population
• Determine participants needs
• Interview participants
• Conduct Survey
• Draw from similar past experience
• Understand the participants’ characteristics Decision-makers
• Cultural background
• Experience Many responsibilities
• Education
Self-directed learners
Impatient
Needs Assessment: Key Tasks
Design
Design: Primary Components
• LEARNING OUTCOMES. What will participants be able to do as a
result of completing the training?
• TRAINING MATERIALS. What materials need to be developed and
what will the materials include?
• TRAINERS AND CONTENT EXPERTS. Who will facilitate the training
and act as content experts to review materials?
• TRAINING METHODS. What methods will be used to meet the learning
objectives and contents most effectively?
• LOGISTICS. Where and when will the training take place? Who will be
invited and how will they be notified? Etc.
Creating Learning Outcomes
Bloom’s Taxonomy
Design: Design Process
Step 1: WRITE a goal or aim statement
• What is the major aim of the training?
• What is it trying to achieve?
Example
Participants will be able to understand the importance of disaster risk
reduction along side preparedness and response.
Design: Design Process
Step 2: CONSIDER the overall scope of training
• What are the major topics or sections of the training?
• What do participants wants to learn?
Example
It is anticipated that participants who successfully complete the training
will be able to:
1. Develop a better understanding of preparedness, response and recovery as
integral to disaster risk reduction.
2. Introduce and discuss the already put in place mechanisms for reducing
disaster losses and risk management, focused on their region.
Design: Design Process
Step 3: IDENTIFY specific statements detailing what the participants
will actually be doing.
• What specific, detailed knowledge, information, or skills do we
expect participants to learn from the training?
Example
It is anticipated that participants who successfully complete the training
will be able to:
1. Acquire the conceptual basis to appreciate the complexities of vulnerability,
risk and disaster risk management
2. Identify strategies for building a disaster risk management
Design: Design Process
Step 4: THINK about how participants can demonstrate their learning
• Exactly what they should be able to do.
• Generate a list for how participants can demonstrate what, how
much, and how well they have learned.
Development
Development
Developing training involves
writing materials, creating
learning, exercises, and
working with content
experts and trainers.
audience

Adult
Learners TNA
roles

Needs
Learning
Assessment
Outcome
Gaps

Training Pre-training
Methods MODULE Plan
DEVELOPMENT

Design
Training Coordination
Material Schedule Training
Calendar
Learning
Outcome
SME’s
Checklist
MY MIND MAP
Finish… for now.

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