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Developing Material

When good content is matched with an appropriate design, even
the most complex documents become appealing, credible, and
easy to read. In fact, studies have shown that using the right
design elements can have a positive impact on how well readers
understand the material.
Curriculum and material development usually include the following:
A. Background and descriptive information.
1. Basis of the curricula why it was developed!
". #arget audience
$. %ther relevant information explaining the material and supporting
its use in a di&erent setting
'. (esources supporting the content, e.g. citations, web lin)s,
prototype materials, tools, and guidelines!
*. Copyright and contact information
B. Directions on how to use the curricula.
1. +uidance on using adult learning principles
". ,peci-c tips to improve learning
$. %utcome and competency statements
'. ,uggestions on adapting the curricula and supporting
materials for a di&erent target audience or for a di&erent
context
C. Course planning forms and checklists.
1. .aterials, e/uipment, and facility speci-cations
". 0nit or module overviews with )ey messages
$. ,cope and se/uence guidelines, e.g. sample course outline
or agenda with timeframe!
D. Guidance on tailoring each particular workshop so it matches
the needs or wants of participants, or fts a program’s needs.
1. #opic1speci-c materials and /uestions to help trainers
gather needs assessment data that helps determine what
participants want or need to learn2 and what s)ills they wish
or need to develop
". .aterials may include:
3 4uestionnaires or discussion /uestions for gathering
information from potential participants and5or their
supervisors before the training
3 4uestionnaires to be collected at the beginning of a training
session
3 ,uggested /uestions that trainers can as) at the beginning
of the training
3 6xercises that help participants thin) about their own
learning ob7ectives
3 8re1tests or activities to determine what participants
already )now2 or what they want to learn
$. ,uggestions for revising the training so it better addresses
the needs of the group
'. %ptional sessions, when relevant
. !pecifc, measura"le, and realistic learning o"#ectives.
1. 9earning ob7ectives explaining what participants should
)now or be able to do as a result of the training or learning
activity.
". %b7ectives should be speci-c. #hey should state speci-c
)nowledge, attitudes, or s)ills that a participant should be
able to demonstrate.
$. %b7ectives should be measurable. It should be possible by observation,
testing, problem1solving exercises, or some other
means of evaluation to determine whether participants have
achieved the anticipated learning ob7ective.
'. %b7ectives should be achievable and realistic. 9earning
ob7ectives describe expectations of )nowledge, attitude, or
behavior change that are realistic given the instruction conditions
e.g. training time and si:e of the group!.
$. Clear and complete course content.
1. Course outline including content, learning activities, directions,
and timeframes
". 6asily understandable presentation notes with support materials
for each session e.g. 8ower8oint, overheads, participant
wor)sheets, and handouts!
$. Include important teaching points for the trainer to introduce,
discuss, or address
'. ;ctive learning exercises e.g. role plays, group discussions,
case studies, brainstorming, and s)ills practice! providing
opportunities for participants to clarify, /uestion, apply, and
consolidate new )nowledge
*. 8articipant handouts and other course material easily understood
by participants
<. ;ccurate and appropriate technical content
=. %rdered content with information moving from basic to
speciali:ed, and from simple to complex
>. ,uggestions for presenting the material
?. 8articipant opportunities for building on what they@ve previously
9earned
G.%ntegrated evaluation plan&tools.
1. .ethodology and tools for assessing participants@ learning
and progress, i.e. evaluation!
". 6valuation instruments! should measure:
' (rocess 1 to get immediate feedbac) about the wor)shop
experience, e.g. content usefulness and /uality2 trainer5
facilitator@s helpfulness and applicable experience2
ade/uacy of the handouts or other materials, facilities,
wor)shop registration5preparation, etc.!
' )utcome 1 to measure participants@ immediate changes in
)nowledge, attitude, or behavior based upon exposure to
the training session or course, e.g., pre1 and post1training
/uestionnaires or tests, open1ended /uestions, interviews,
exercises!
' %mpact 1 to measure longer1term training outcomes,
e.g. guidelines for conducting follow1up interviews,
site1visit procedures, and suggestions of mar)ers for
measuring longer1term outcomes!
$. 6valuation /uestions lin)ed to speci-c learning ob7ectives.
'. 8articipants@ suggestions on improving future wor)shops of
this type
*. #rainer5facilitator self1evaluation form.
<. %bserver form for giving feedbac) to trainer5facilitator.
%nce we have developed a course document@s basic content, the
publication development process generally proceeds in two stages:
=. #he draft stageAall design team members have input on
all aspects of the pro7ect: 8lanning, Content Bevelopment,
Braft 9ayout and a 8reliminary (eview.
>. #he fnal stageAthe -nal layout incorporates the -nal text
and images2 the materials are sent to the printer: Cinal 9ayout,
Cinal (eview, 8rinting, and ;fter 8rinting