Course Design Steps

Now that we have covered the Analysis portion, we can get to the fun stuff: Design. Developing a course, in my mind, outlines the course content, builds the framework for the course, and gives the course it's shape. This is opposed to material development, which outlines the delivery methods used for the course material. What we will get to in another post.

Topic Layout
This section should be fairly simple if you have already built it into the task analysis portion. You need to plan each course module to be independent in it's delivery, and yet build upon a previously set foundation. Why? Because the reality with workplace learners, particularly adult learners, is that they have already gathered a specific basis of knowledge through experience. The problem is, poorly designed training modules can insult these learners and turn them off to any new concept that may augment their previously acquired experience. This is the heart of Andragogy, as opposed to pedagogy which is basicaly the same, but focuses more on delivering content instead of including the adult learner in the learning process.

Once you have your outline, start building your content lectures. Why so soon when you don't know how the content will be delivered? Because you need to have content first. I start with lectures because it's Auditory, and that's how I learn best. If you are a Visual learner, you can start with Powerpoint slides. Tactile learners can start with a series of projects that best outline how each topic will be handled. How ever you find it easiest to create the content, go for it. But keep in mind that you will be augmenting any learning material with addiional learning method content once you start the design stage.

Instructor Guide
The Instructor Guide is the outline that you will be following while teaching. Some like to have it outlined on 3x5 cards, some like to have the complete written lecture. Here is where you start to think about who will be teaching. I like to write out the lecture completely, much as you would expect from a text book, so that anyone with a reasonable amount off knowledge can both use it as a reference and teach the course. The guide method is entirely up to you, depending on who you expect will be teaching.

The Learner
I began with the outline that let's you choose how your content will be delivered. I specifically said that you could choose your delivery method you like best as long as you have some delivery material and have an idea of what will be taught. That's great! Now it's time to work in other learning methods.

There are three main learning methods that are best utilized: Visual, Auditory, and Tactile learners. let's look at each one in more detail:

Visual Learners
Visual learners like to be able to see it in action. They learn best from visual aids, representations, and pictorial or video representations of data. Often considered artistic, they focus on visually appealing materials. This means just using pictures and video isn't enough. You need to be sure that the display is clearly shown, that the layout is well created, and that you can work well with the display. Luckily, any slide show program can help in this department.

Auditory Learners
Auditory is often misunderstood as hearing and listening only. That's not true, as auditory learners are also able to assimilate written instructions very well. Often the auditory learner will take a book and learn how to do something through the book alone. Anyone that has gone through preparing for an exam without springing for the training class, and succeeded, would most likely be an auditory learner. Focus on written take-aways for these learners, as they will refer to the material long after your lecture has been forgotten.

Tactile Learners
Tactile learners require hands-on experience. In the past I have had trouble trying to appeal to this group of learners as most corporate training programs squeeze the time out of projects. If you can do so, always work a tactile project into the learning environment. It not only appeals to tactile learners, but also gives an excellent self-evaluation method for all learners there. Make sure you have the tools available, and if you don't try to get the test environment as close to the real experience as possible.

Testing
Yes, now you can start looking at testing. As mentioned before, testing needs to be as close to the real life experience as possible to be effective, though other methods have been utilized in the past. If you have any limitations here, you may want to look at virtual representations so as to minimize risk to your current system. But also look at alternatives that may be ideal for assessment in comphrension, and not just skill.

Instructor Dictated Learning
Lectures, reading material, and demonstrations are pretty much one way, as they only dictate material to the learner. But it's also the most common method of training, allowing for swift deployment of your modules. If you are worried about speed over complete comprehension, these methods are perhaps for you.

Instructor and Learner Directed learning
There are a number of ways to involve the learner in the learning process, which mostly focuses on discussons that are lead by the instructor. The topic is presented, the learners are given time to research, and then come together to discuss what they have found. Some of my favorite high school teachers employed this method while teaching their classes. Why is it so important? Because the learner is given the illusion of direction in the course material. I say illusion because the topics are already dictated, and the discussion is generally initiated by the instructor by setting a position.

Learner Directed Learning
Learner directed learning is a bit more complex, more focused, and a lot more complicated for apprehensive instructors. In this method the learner dictates the topic that is discussed, and is often augmented by the instructor if any points have been missed. That's the important part, as the augmentation makes sure all skills and knowledge requirements have been met. Here the learner can be the instructor, using their own presentation. They can also participate in role playing scenarios, or even gathering their own data through experiments.

While most trainers are a little apprehensive with this method (if anyone can do it, why pay a trainer so much?), it's important to understand that delivery and development are two completely different skill sets. Anyone can honestly deliver material (not necessarily well), but not everyone can develop the material that needs to be delivered. So job security should not be an excuse for excluding this method of learning.

Ultimately the decision of learning methods is completely up to you. The best learning environment will employ each of these methods in various degrees of implementation. Find what is best for you, and go for it!

Next we will have the development stage, which focuses on the learning material development. This will include visual, auditory, and tactile learning environments, and how they can work together. Stay tuned!

Linux Certifications Revisited: RedHat or Novell?

A while ago I posted a listing for Linux certifications that I was looking into, along with a conclusion that all certifications would be benefitual. The next step is choosing an affiliation.

If one is to become a reputable Linux training center, one must build up relationships with the various training organizations out there. This means working with organizations like the Linux Professional Institute, CompTIA, Red Hat, and Novell. But each have their own requirements, making it necessary to timetable the process of becoming a training center very carefully.

In this discussion, I want to look at both Red Hat requirements, and Novell requirements. Both are very exact in what they require, but different in how they deploy their educational material, and therefore their partner programs.

Red Hat
Red Hat is probably alone in the certification program, in that they are not affiliated with any professional testing center for their testing. Instead, they provide it to the training center directly, along with their training materials. Normally that would raise some red flags in my book, but as they are Red Hat, it makes sense. They are also associated with Sun Microsystems (from what I can tell online), as well as IBM, which adds to their credibility. They also have very stringent requirements for their training facilities. Here is what they say in their Certified Training Partners website:
"About Red Hat Certified Training Partners

Delivering and administering the Red Hat Certified Engineer Program entails a great deal of responsibility.

That's why Red Hat, Inc., is very selective in deciding which organizations to authorize as Red Hat Certified Training Partners.

We select only leading training organizations with a strong background in UNIX or other POSIX compatible OS technology, networking, and Internet technologies. Red Hat Certified Training Partners must be committed to quality and integrity, while at the same time being effective at sales and marketing. They must have a reliable delivery capability, so that Red Hat's programs are made available as widely as possible while insuring quality."

Now, I can justify each of these claims, as it is important to keep control of training when dealing with a brand. That name is linked directly to the company, even if they are not directly employed by the company. I remember, while in charge of the training email queue for eBay, how many people complained about non-eBay sanctioned training. Quality control for anything representing the brand is important.

That being said, it requires a contact from Red Hat to explain what a "strong background" is, or why sales and marketing is so important. As of this writing, I have not received a reply as to what level is required to meet the expectations. But, in all fairness, I don't expect a reply within a couple of hours. ^_^

From what I can see initially, there isn't a requirement for the Instructor, other than they should obviously be certified in the course they provide. Instructor requirements are a touchy subject for me, as I feel there is a fine path that needs to be tread in this area.

Every instructor is not the same as the other. Many are just techs that have been asked to teach a course. As anyone who has taken such a course know, a Subject Matter Expert (SME) does not mean a Trainer. Just because you know something about what you are teaching, doesn't mean that you can teach that subject. There are requirements that need to be met, such as understanding the learning style of your students and adapting to those styles. As a trainer, you also need to be able to gauge the understanding of the learners, and organize the subject to suit their experience. It also helps to be able to build upon their experience level in order to help them best retain the information.

Also, it's important to recognize the instructor's abilities and accomplishments. Just because you may not know what they can do, doesn't mean they can't teach. A healthy skepticism is one thing, but to ignore it completely can cause the death of your program within a facility. Recognizing accomplishments, such as technical training certifications or educational degrees, should be considered as important as their technical certifications. While it may not be a guarantee of training ability, if someone has a MAEd or an EdD, chances are they know a little bit about teaching.

Okay, my little tirade is over, now on to the discussion. Red Hat doesn't include any instructor requirements that are easily seen online, so I am awaiting a response from them as to what specifically is available.

Novell
Novell has been getting a lot of bigotted press from the Linux community lately because of their recent deal with Microsoft. Regardless, they have one of the most comprehensive certification programs out there, second only to Red Hat. They also have a very well organized certification program.

The training center is basically the same as with the Linux Professional Institute program. Basic lab requirements, as well as someone that has a clue about teaching. CLP Instructors with educational backgrounds are respected for that, and therefore only need to receive a certification in the subject they are going to teach. They also need to work for a certified training center.

What I really like about Novell is the division between Commercial and Educational facilities. No other organization that I am aware of provides educational training options as well as commercial training options. Generally the Commercial is developed first, while the education facility needs to conform in some fashion.

So, in my research that I have performed, I found that though the Linux community may be a little upset with Novell right now, it's actually easier to be a Training Center for Novell than it is for Red Hat. That opinion may change as I get more information from Red Hat, but as it stands Novell has the lead.