TTAC Project Site

Content Evaluation Phase One

Existing Workshop Content Evaluation
Summary of Results

Evaluation of existing workshops indicates that the developers have solid understanding of how to take material and prepare an effective presentation. The training developed to support their efforts in transitioning materials from a face-to-face to an online environment do not need to include basics of preparation such as the ADDIE model or Gagne's Events of Instruction. They already know these concepts and apply them effectively.

The focus of the training should be on specific guidelines to effectively transition materials from the face-to-face to the online delivery format. Some of this will involve guidelines on issues which are unique to the online environment.

Specific information uncovered about workshop content, goals and an overview of creating online content for the identified content and goal types follows.

Identify Type of Content

Content Type	Addressed	Comments
Fact Specific and unique data or instance	YES	There was some level of fact in all workshops evaluated.

Concept A category with multiple examples	YES	Some workshops use a case studies effectively.

Process A flow or events or activities	YES	Some workshops walk viewers through a process.

Procedure Task with step-by-step actions	NO	Not evident in workshop materials reviewed.

Principle Task performed by adapting guidelines	YES	All workshops evaluated provided guidelines for tasks or otherwise accomplishing goals which require a high level of cognitive processing.

Identify Type of Goals
Goal	Included	Comments
Inform Lessons that communicate information	YES	All evaluated workshops had a goal to communicate information.

Perform - Procedure Lessons that build procedural skills	NO	This was not a priority goal.

Perform - Principle Lessons that build principle-based skills	YES	Creators will benefit from guidelines on how to organize and link guidelines.

Associate Instructional Goals with Instructional Techniques
Technique Type (Goals)	Included	Comments
Receptive (Inform Goals) Include lots of information with limited practice opportunities	YES	Effective techniques for transmitting information need to be included in the training materials. The workshops evaluated incorporated come principles effectively. Since this is a primary type of information addresses, support should be provided in this area.

Directive (Perform-Procedure Goals) Require frequent responses from learners with immediate feedback	NO

Guided Discovery (Perform-Principle Goals) Provide job-realistic problems and supporting resources	YES	Most of the existing workshops include perform-principle goals. Guidelines and examples of addressing this type of goal online need to be included in the guidance provided.

Principles of e-Learning: Identify Application and Potential for Application
Principle	Included	Comments
Multimedia Principle Add relevant graphics when possible	YES	Not all included graphics will transfer well to the T/TAC environment. Need to encourage more use of graphics and provide support assuming beginner skill level.

Contiguity Principle Place corresponding words and graphics near each other	YES	Existing materials are good in this area. Creators understand this principle and apply it. In some cases, this is implemented easier in Power Point than the T/TAC Online environment. Discussed a template change will be incorporated to address this issue.

Modality Principle When feasible, use audio to take advantage of dual-channel processing	YES	Enhancements will be made to T/TAC Online capabilities to facilitate dual-channel delivery of content. Audio capability will be added to all content templates. None of the evaluated workshops used audio so this will be a new process which will need to be explained to developers.
Coherence Principle Adding interesting but unnecessary material can distract viewer	YES	Creators understand this principle. No distrating materials wre included.

Personalization Principle Use conversational style to engage computer in a social conversation with viewer	YES KEY AREA	This is one of the major areas creators will need to address to change content to an online format. Workshops all use primarily bullet-list format. We need to help developers find ways to incorporate what they would say in a workshop to support the content in the online environment.

Practice Opportunities for job-relevant practice	NO	Generally, content does not lend itself to repeated practice as a teaching method.

Examples Worked examples: step-by-step demonstrations of how to perform a task or solve a problem	YES/NO	This needs to be an area of focus for the content development training. Case studies can be very effective to focus viewer attention and relate concepts to real-world examples. Worked examples can also be very effective in setting relevant context for learning.

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