Appendix 2

Learning and design criteria

For preparing content

1. Focus attention
2. Follow a teaching plan but allow for use of different paths
3. Clearly state objectives and expectations
4. Provide a logical flow of material, with links to what precedes and follows
5. Identify particular knowledge / skill needed for the task at hand and link to the resources where these can be obtained
6. Provide short, concise explanations to accompany learning by examples
   • Do not provide all the information. Let the student learn it by guiding them in the right direction
7. Enable learning to be done in clearly defined increments, maximum of 30 minutes each
8. Provide immediate opportunities to practice each newly acquired skill / knowledge
9. Show how skills build on each other and how they can be used in other contexts
10. Support retention and application in the workplace

For Web page design

1. Focus attention, both to screen and to content
2. Vary the presentation but maintain sufficient continuity for the learner to follow the material
3. Keep learner informed of his/her location in the overall scheme. Provide connection between sections - conclusions and what to expect next
4. Provide opportunities for feedback and questions
5. Provide opportunities to share common work place/learning experiences
6. Provide for communication with instructor
7. Provide opportunities for learners to contribute
8. Provide access to printable document/s to support/supplement online learning
9. Provide a pretest option to recognize (informally) prior learning and provide support for learner to select appropriate or preferred learning direction
10. Provide support to multiple learning modalities - see, listen, do
11. Include Welcome/Introduction page
12. Provide page (or links to) learning resources, e.g. how to learn effectively in a online environment
13. Include access to help, suggestions
14. Each unit or page will contain the following:
    The sequencing can vary, depending on the needs of the training and the product
    • Introduction, including objectives, expectations, estimated time for completion and prerequisites
    • Explanation
    • Example
    • Try it out
      Point learners to practice activities in work environment - opportunities to immediately apply what is learned
    • Review / Assessment
    • Links to resources / help
    • Information on future / related learning
    • Links to resources for knowledge maintenance
    • Conclusion
    • Next step

Other instructional design principles to consider

• Include interactivity - learner-computer; learner-instructor; learner-learner
• Create knowledge, not deliver information
• Instruction is measured in terms of reception, not delivery
• Most learners can only deal with nine or fewer elements at the same time