Convert ppt to effective e learning

www.eLearningGuild.com

Convert PowerPoint Training to Effective e-Learning through

Authoring Guide

Maria Leggett, Textron Inc.

811

April 14-17, 2008 Orlando, FL

Page 1Session 811 – Convert PowerPoint Training to Effective e-Learning through Authoring Guide – Maria Leggett, Textron Inc.

Company Confidential 1

Convert to Effective e-Learning through Authoring

Guide

Maria Leggett

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Why Use PowerPoint for eLearning Development?

Discussion

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• Software tool that almost everyone has

• Easy to use; short learning curve

• Works well in specific business environments and conditions

• Shorter development times

• Many companies already have content in some kind of PowerPoint presentation

• Novice ID and SMEs can help in conversion with the latest PowerPoint to e-Learning tools.

Why Use PowerPoint?



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Why doesn’t PowerPoint work well when converted to

e-Learning?

Discussion

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• Too much text on the slide – little interaction –eReading!

• Formatting doesn’t work for e-Learning

– Colors

– Backgrounds

– Graphics

– Text

• Different layouts within PowerPoint presentation – no consistency!

Possible Reasons

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PowerPoint is an easy and convenient tool for live presentations. It was NOT intended to be a tool for building courses.

Bottom Line



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The Good, the Bad, & the UGLY

The Good, the Bad & the UGLY

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Example 1

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Example 2



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Example 3

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Example 4

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Example 5



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Example 6

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What should be standardized in order to expedite development and create

effective training?

Discussion

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• Provide writing and instructional guidance for your subject matter experts.

• Helps establish standards in writing style and grammar – especially key when multiple SMEs are involved in a development project.

• Useful for learning and development group to maintain standards and consistency.

Demo 1: Authoring Guide

Handout: AGC08-811-Leggett-A.doc



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• Engage your participants – include activities and interactions at least every 4 to 5 slides.

• Use scenarios or stories to evoke emotion with your participants and help them relate the content to their own experiences.

Interactivity

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• Establish set font, colors, and layout for the presentation.

• Can be used to guide SMEs with the instructional design of their content.

• Place prompts in the presentation for objectives, step-by-step examples, scenarios/stories and questions.

Demo 2: PowerPoint Design Template

Handout: AGC08-811-Leggett-B.ppt

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Click the Paint Bucket >Choose Fill Effects

Color Gradient Settings



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• Turn off the snap to option under Grid and Guides on the Draw menu.

• Use the TAB key to cycle through the objects on the slide to select the desired object.

Align Graphics on the Slide

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• Use the Order menu on the Draw menu to move items to the front or back.

• Use the Align or Distribute menu to align objects.

TIP!Click one item and hold the SHIFTkey and to select other objects to align multiple objects.

Ordering Objects

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Demo 3: Design Guide

• Provide instructions for SMEs for using the PowerPoint template.

• Guide is a take-away and reference document for SMEs and other users.

Handout: AGC08-811-Leggett-C.doc



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Demo 4: Photoshop Graphic Template

• Provide a consistent look and feel for graphics.

• Quickly create graphics and build a graphics library using layers in Photoshop.

• Reuse graphics for other projects.

Handout: AGC08-811-Leggett-D.psd

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• Avoid clipart

• Use good stock photos

– www.photos.com

– www.istockphotos.com

– www.corbis.com

– www.jupiterimages.com

• Avoid sensory overload with too many graphics, animations or transitions.

Graphics

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Demo 5: Audio Guide

• Help SMEs and other voice over talent use effective techniques for recording audio.

• Use audio scripts.

• Slide text should reinforce the audio narration not repeat it.

Handout: AGC08-811-Leggett-E.doc



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Demo 6: Wrap-Up Checklist

• Confirm that SMEs have used proper steps to develop, design content.

• Verify that items haven’t been missed or skipped.

• Provide sign-off by the SME for the content.

Handout: AGC08-811-Leggett-F.doc

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Maria Leggett

[email protected]

Contact Information

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Authoring Guide

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Table of Contents Introduction ....................................................................................................3 Writing Style ...................................................................................................3

Abbreviations................................................................................................3 Acronyms.....................................................................................................3 Apostrophe...................................................................................................4 Capitalization................................................................................................4 Colon...........................................................................................................5 Grammar/Usage............................................................................................6 Lowercase Words ..........................................................................................7 Terminology .................................................................................................7 Use of Numbers ............................................................................................8 Bold Text......................................................................................................8 Italic Text.....................................................................................................8 Punctuation ..................................................................................................8

Commas....................................................................................................9 Apostrophes...............................................................................................9 Bulleted Lists .............................................................................................9 Objectives .................................................................................................9

Spelling......................................................................................................10 Online Resources.........................................................................................11

Instructional Strategies...................................................................................12 Writing Learning Objectives ..........................................................................12 MEASURABLE ACTION VERBS .......................................................................13 KNOWLEDGE ..............................................................................................13

ACTION...................................................................................................13 ATTITUDE................................................................................................13 ANALYSIS................................................................................................13

Stimulate Recall ..........................................................................................14 Maximizing Understanding and Retention .......................................................14 Ways to Make Learning Visual.......................................................................14 Building Interest in the Training ....................................................................14 Writing Strategies........................................................................................15

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Introduction This guide covers both writing and instructional strategies for developing your content. In writing text for presentations, it is important to keep it short. Avoid excessive text by using short sentences and keeping content relative to the topic. This will help keep your students’ interest throughout the course. To ensure that the writing helps instead of hinders students, practice the KISS formula. Keep It Simple and Straightforward. Designing a successful online course is more than a simple conversion of materials to a Web-ready format. It requires a set of structures, technique, and methods that will ensure a smooth process of development and delivery. This guide will provide you with effective instructional methods to utilize in both in constructing your course content.

Writing Style Keep it simple. Avoid run-on sentences. When your sentence starts to get

long and confusing, consider creating a new sentence.

Avoid dense paragraphs. Use bulleted lists, charts, tables, and illustrations where appropriate.

Use the present tense – it keeps things shorter.

Address the user. Use personal pronouns – for example, “you”.

Abbreviations An abbreviation is a shortened form of a word.

Generally, avoid abbreviations in technical writing.

Define an abbreviation in its first use.

Do not abbreviate the names of states unless used with zip codes in addresses.

Write out Latin abbreviations in text. Refer to the following table:

Instead of… Use… e.g. For example i.e. That is

Acronyms An acronym consists of the initial letters of a name or a series of words.

In using acronyms, define the full word the first time used, followed by the acronym in parenthesis. After initial introduction of the full definition, the

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acronym can be used instead. Example: Textron Six Sigma (TSS). Once introduced, the acronym may be used alone. Capitalize the first letter of each word used in an acronym. Note: For Textron Six Sigma modules, each module is considered a stand-alone unit of training. Therefore, terminology should be introduced in the full word (acronym) standard for every module.

Using the articles “a” or “an” before an acronym depends on its pronunciation.

If the initial sound is a vowel sound, use “an”; if a consonant sound, use “a.”

Do not use apostrophes to indicate plurals with acronyms.

Do not use periods in acronyms. Example: PCs not PC’s or P.C.s

Apostrophe Use an apostrophe to indicate possession.

Although an apostrophe is also used to indicate a contraction (for example, don’t), avoid using contractions in formal writing.

“It’s” is only used to indicate a contraction of it is. “Its” is the proper way

to indicate possession.

Capitalization Use capitalization consistently and in accordance with your intended meaning. Capitalizing a word can often change the meaning of the word especially in technical writing where capitalizing a word can denote a specific system feature or functionality.

Use all caps only for acronyms. Example: GRIS, GDS

Capitalize the first letter of the following:

The first word in a sentence

Each principle word in a title or heading Screen/field names

Names of job aids, study guides, references

Bulleted list items

The words Building, Room, Figure, Table or similar words when used with a

number.

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Proper nouns, such as names of people, places and things

Trade names and manufacturers’ names

Each word in an official job department or organizational unit name Names of nationalities and languages

Points of the compass when referring to a region

Each word in official job titles and functional titles if used immediately before

a person’s name. E.g. Textron Chairman and Chief Executive Officer Lewis B. Campbell

Note: Short articles, conjunctions, and prepositions are not principal words in titles and should be lowercase.

after as for into or under among at from of over with an but if on than and by in onto the

Capitalize the first letter of longer prepositions, such as between, during and without.

Colon Use a colon to indicate a series in a sentence. Place a single space after the colon and before the beginning of a series. Example: The Six Sigma DMAIC methodology consists of five phases: Define, Measure, Analyze, Improve and control. Use a colon at the end of a complete introductory sentence preceding a list. Be careful to avoid placing a colon after a verb. Avoid: The Six Sigma DMAIC methodology includes:

Define Measure Analyze Improve Control

Do not use a colon to separate a preposition and its object or a verb and its object as seen in the incorrect example above. Correct: The Six Sigma DMAIC methodology includes the following:

Define Measure Analyze Improve Control

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Grammar/Usage When you have two independent clauses (i.e., two subjects and two verbs) consider these two options.

Separate them by a coordinating conjunction. Example: Learners may choose to take lessons in any order, or they can mix them up.

Create two sentences. Example: Learners may choose to take lessons in order. They can also mix them up.

Use present tense where possible. Avoid future tense.

Do: When you click the icon, the window displays. Avoid: When you click the icon, the window will display. Do: We use Global Data Standards. Avoid: We will use Global Data Standards.

Use active verbs (e.g., "request") instead of passive verbs (e.g., "are requested").

Use the "who does it" test. If the user doesn't do it (implied "you"), then say who does.

Do: BPCS validates the item number and enters the item description. Avoid: The item number is validated and the description is entered.

Make sure a possessive pronoun or subject agrees with its antecedent.

Do: The user (sing.) reads his/her (sing.) email. Do: Users (plural) read their (plural) email. Avoid: The user (sing.) reads their (plural) email.

Don’t confuse its (possessive pronoun) and it’s (contraction for “it is”).

Example: It's a shame that the chick fell out of its nest. Use parallel structure, especially in bulleted lists.

Example: This lesson teaches you about: Using icons Displaying lists Entering data

Avoid: This lesson teaches you about: Icon usage Displaying lists Data entry

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Lowercase Words Use lowercase for the following:

Unofficial job titles in text

Incomplete or unofficial names of documents or forms

Generic system or hardware names in technical writing

Chemical element names Examples: word processing program; I saw the president.

Terminology Be consistent in the use of terminology.

Avoid jargon and slang whenever possible. When special terms or abbreviations are used, identify their meaning at first usage.

Always use “Textron University”. Do not abbreviate Textron University as TU,

TXTU or Textron U.

Avoid hyphenating words like “online,” and “pulldown” when used as adjectives. Examples: online tutorial, pulldown menu NOTE: Textron does not have a standard for e-learning but this spelling is the most common.

Watch for these confusing abbreviations: "e.g.," ("for example") and "i.e.," ("in other words"). Example: In case of a hurricane, clear the decks (i.e., go to your room). When the weather is agreeable, there are activities for everyone (e.g., swimming, bowling, shuffle board).

Use the following terminology related to the training: Use appropriate media references: (e.g., CBT, Instructor-led Online Help, WBT)

Use nouns for lesson and module titles. Example: Value Stream Mapping or Process Maps

Refer to the audience in a general context as students (not learners).

When referring to the readers, use you.

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Use of Numbers Write out numbers as words in the text when numbers are less than 10.

Example: Two hunters stayed in the forest while the other 10 crossed the savanna.

Hyphenate numbers above 10 if you need to spell them out. Do not use commas to separate words that are part of one number. Example: Forty-seven, eight-one, ninety-nine

Example: Two thousand three hundred four-six (i.e. 2,346) Always spell out a number if it begins a sentence. Example: Thirty-three people ate dinner.

Bold Text Use bold face type for:

Headings for topics Headings for tables Headings (captions) on graphics Any important item that needs to be emphasized

Avoid overusing bold type. If you use bold too frequently, the phrases in bold will compete with one another for the student’s attention. They’ll end up paying attention to nothing.

Italic Text Only use italic in these instances:

To indicate the titles of published works, such as books, albums, TV shows and movies. NOTE: Use quotation marks for periodical articles or reference materials.

To indicate words from other languages that have not been incorporated into English

NOTE: Bold is better than italic to catch the reader’s attention. Research has shown that italic type is actually harder to read than regular type. The text may become lost on the page.

Punctuation Apply the following standards in your use of punctuation.

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Commas Use commas to separate items in a series. A comma should not be used before the conjunction “and/or”, unless additional conjunctions are needed.

Example: “We love turnips, endive and tomatoes.” Example: “We love turnips and tomatoes, apples and pears, and cheddar and Swiss cheeses.”

Use a comma before the conjunction in a series of phrases.

Example: “We went to the mall to buy shoes, to the grocery to pick up steaks, and to the dry cleaner to pick up my suit.”

Commas can be used before prepositions (e.g. “but”, “then” and “so”), but should not appear after these words.

Example: Then they rode through the palace gates, but that didn’t save them from the bandits.

Apostrophes Use an apostrophe to indicate possession. Use just an “s” to indicate plurals of abbreviations. Do not use “’s”. Example: “User IDs” not “User ID's.” Use just an “s” to indicate years. Example: the 1970s, not 1970’s. DO: “music of the ‘60s” DON’T: “music of the ‘60’s”

Bulleted Lists Use a bulleted list for a non-sequential list of items. (Use a numbered list for a list that follows a definite sequence.) Use the following standards when creating bulleted lists.

At the end of this lesson, you will be able to: Create a spaghetti diagram Explain the purpose of the fishbone

Use punctuation at the end of a bulleted item, only when it is a complete sentence. Use parallel sentence structure. Avoid using commas or the words "or" or "and" at the end of bulleted items.

Objectives Use parallel wording for objectives Use no more than five objectives (if possible – shorter is better)

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Spelling Advise, advice Advice (n.) - counsel, guidance

Advise (v.) - to offer advice Example: I advise you to follow these standards. Her advice was strictly followed.

Affect, effect Affect (v.) - to influence, to change Effect (v.) - to bring about, accomplish Effect (n.) - a result Example: The young hoped his plea would affect his teacher enough to effect a better grade on his report card, which could have a lasting effect on his ability to get into college.

Complement, compliment Complement (n. or v.) – denotes completeness or the process of supplementing something Compliment (n. or v.) – denotes praise Example: The woman received many compliments on her hat, which complemented her dress.

Although, while While implies time. Only use the word when you mean to imply a time sequence. Otherwise, use although. Example: “While students are working on their projects, they also should meet with their Black Belt Mentor.”

Easy and other value words Avoid describing topics as simple, easy, or clear. Although these words may sound like they will pacify nervous readers, some readers may find the topics or activities difficult or unclear. Readers, who find something to be difficult, after being told it should be easy, are discouraged.

Its, it’s Only use the apostrophe for the contraction of “it is”. For the possessive form of its, do not use an apostrophe.

She, he, they To avoid sounding sexist, use the third person plural – use they instead of he or she.

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User Use students instead of users.

Since, because Since implies time. Only use the word when you mean to imply a time sequence. Otherwise, use because.

Which, that “That” introduces information directly-related to the subject to complete a sentence or thought. “Which” introduces an additional thought or additional information that is not essential to the reader or the focus of the sentence. Example: “The book, which is known as the Six Sigma Bible, is a great resource.”

Web Capitalize the W.

Web site Web site should be written as two separate words with the S in site being lowercase.

The Net Capitalize T and N - synonymous with the Internet.

setup, set up One word if a noun, two words if used as verb.

hard drive Spelled as two words

Online Resources Online Citation Machine http://citationmachine-east.net/ Enter in information and it will properly format your citation in either MLA or APA. Chicago Manual of Style http://www.chicagomanualofstyle.org/cmosfaq.html Associate Press Style Reference http://www.utexas.edu/coc/journalism/SOURCE/journal_links/AP_style.html

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Instructional Strategies

Writing Learning Objectives

Objectives have two distinguishable elements:

1. Condition: Under what conditions do you want the learner to be able to do

it? ”At the end of this lesson you will be able to…”

The first element of the sentence clearly describes the circumstance under

which the task will be performed.

2. Action: What should the learner be able to do?

”… compile lists of 20 types of tools …”

The second element is where you want to focus because it tells the student

what skills, knowledge, actions, and/or attitudes they will learn. You should

always begin with an action verb that is as specific and observable as

possible.

When you start developing your objectives, you will have the tendency to use

verbs such as “understand” or “learn”. These are vague verbs and you should

never use them in your objectives. Instead, use action verbs that are

measurable and specific. They will help an objective be stated clearly enough that

two different instructors would be able to assess students using the same criteria

and get the same results. Refer to the chart below for appropriate action verbs

when writing your objectives.

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Type MEASURABLE ACTION VERBS

KNOWLEDGE These verbs refer to learning information (facts, definitions, concepts, etc.) and developing thinking and learning abilities.

• recognize

• analyze

• describe

• plan

• label

• apply

• evaluate

• categorize

• calculate

• interpret

• name

• explain

• list

• predict

• judge • report

• assess

• relate

• review

• define

• adjust • order

• select

• state

ACTION

These verbs refer to performing an activity and carrying out actions. They clearly describe the action you want your learners to perform.

• measure

• perform

• develop

• construct

• apply

• use

• arrange

• demonstrate

• illustrate

• practice

• solve

• locate

• identify • participate

• employ

• sketch

• repeat

• move • select

• adjust

ATTITUDE

This objective refers to the learning of new attitudes or beliefs.

• agree

• avoid

• support

• participate

• cooperate

• praise

• offer • join

• help

ANALYSIS Separates whole into parts until relationships among elements is clear.

• classify

• differentiate

• experiment

• distinguish

• analyze

• calculate

• compare

• contrast

• relate

• examine • debate

• criticize

• diagram

• question

• relate

• appraise

• test

• translate

• interpret

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Stimulate Recall Before presenting new information to students, attempt to associate the material with prior knowledge that the students might have on the topic. It's easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge. Moreover, by identifying similarities and differences between existing knowledge and the knowledge to be-learned, students more quickly grasp relevant information.

A simple way to stimulate recall is to:

Build upon an understanding of previously introduced concepts Use a lot of examples Use analogies or stories about your personal experiences

Maximizing Understanding and Retention Headlines. Reduce the major points in the training material to key words

that act as verbal subheadings, bullet points, or memory aids. Examples and analogies. Provide real-life illustrations of the ideas in the

lecture and, if possible, create a comparison between your material and the knowledge and experience that the students already have.

Visual backup. Use charts, brief handouts, and demonstrations that enable

students to see as well as hear what you are saying.

Ways to Make Learning Visual Diagrams, charts, maps, or pictures Stories Demonstration Examples or real work or events

Building Interest in the Training Lead-off story or interesting visual. Provide a relevant anecdote, story,

cartoon, quotation, or graphic that captures the audience’s attention. Initial case problem. Present a problem around which the training will be

structured.

Illuminating activities. Throughout the presentation, intersperse brief activities that illuminate the points you are making.

Student review. Review the contents of the material periodically through the training such as giving students a self-scoring review test.

Test question. Ask a question so students will begin to think about the topic

and will be motivated to listen.

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Writing Strategies

1. Audience

Make sure that your content focuses on and addresses the appropriate

audience. To be effective, text must be written with the audience in mind

and language must address the appropriate audience.

2. Objective

When you write the content for each topic, you should always make sure

that the content reflects and is clearly related to the specific objective.

You should consider including only information that will enable the

students to accomplish the objective.

3. Length

Always present the content in small chunks. It is much easier for

students to incrementally complete content that is divided into small

chunks. Additionally, write short sentences with simple wording that get

to the point.

4. Variety

Provide a variety of formats keeps the students interested, helps clarify

the presented material, and is the best predictor for students’ success.

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PowerPoint Design Template

The Design Guide consists of a PowerPoint template file called AGC08-811-Leggett-B.ppt This template has been designed to quickly begin creating presentation materials for courses in PowerPoint using the company color scheme and graphic templates.

Template Design The AGC08-811-Leggett-B.ppt contains the course template slides. This PowerPoint presentation provides the structure and graphics for building instructional presentation course materials. Use the slides and graphics as needed and delete the rest. Replace the text and graphic placeholders with your content.

Colors The colors in the PPT template are the company primary colors as well as secondary complementary colors.

Secondary Colors Primary Colors

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Gradient Fill Options

To add depth to an object, use the gradient settings. Select the Paint Bucket on the Drawing toolbar and choose Fill Effects.

Fonts

The font family for the presentation is Verdana. Title: Size 32 bold Subtitle: Size 24 bold Bullet 1: Size 22 bold Sub-Bullet 1: Size 20 bold Sub-Bullet 2: Size 18 bold

Template Organization The slides in the template are grouped by function. The first set of slides is the instructional design templates that should be used for every course. For graphics and visuals, the table and chart section has examples of different charts and tables that can be used to visually display information. When highlighting specific details or concepts, the information box templates can be used to create call out important information.

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Instructional Design Templates Course Title The course title slide identifies the course. Replace the title placeholder with the official name of the course. The course subtitle placeholder is used to elaborate on the title. The subtitle should not be more than 3 lines.

Course Objectives The course objectives slide tells learners in detail what will be covered during this course and what they will learn. Objectives should be written as SMART objectives beginning with action verbs. -------------------------------------- By the end of this course you will be able to: Describe the different

business units in order to explain their impact to the Enterprise

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Topic title If the course covers several topics, the title slide can be used to mark the start of a section with the topic title. Keep the topic title short and use a subtitle if need to elaborate on the title. Note: If the actual content of the topic is only a few slides, a topic title slide may not be necessary.

Quote Use the quote slide to include any quote that relate to the course material. Include the speaker and date if available. Quotes are a great way to generate discussion around the topic.

Question and Answer Slides Questions are another way to generate discussion and get students thinking about a topic or concept. The answer slide can be displayed after the question slide or be available in the Appendix so as not to easily give away the answer.

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Checklist Template Use this template when you have a list of items to cover. Each item comes in one at a time with the animation scheme and can be set to timed sequence or mouse advance.

Tool/Concept Introduction This introduction slide is used to give a high-level overview of a particular tool or concept that is important to the topic and is something students must remember. Use the important box to highlight particular information about the tool or concept. Include a relevant graphic to visually show learners what the tool/concept looks like. The visual is further detailed out in the Tool/Concept Overview slide.

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Tool/Concept Overview The tool overview slide is used in conjunction with the tool introduction slide to visually demonstrate steps or features of the tool/concept. Provide a graphic of the tool/concept with a drop-shadow background and use the blue information boxes and arrows to point and specific features. Use the light blue box with blue border to highlight an area. Use the blue text box to provide detail information and the arrow to point out the specific area. Animation details are provided on the slide template. Scenario/Example This slide is used to detail a scenario or example. This slide complements the tool/concept introduction and overview slides as an on-the-job example of a tool or concept to illustrate its use. Include relevant graphics to visualize the scenario/example.

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Step Template 1 This template is used to outline steps for a tool, process, or concept. This is a high-level overview of the steps. In-depth detail of each step is to be provided in the individual step slides.

Step Template 2 This step template is for step summaries that are shorter in length.

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Activity Template This template slide is for class activities. Specify instructions and time allotted for the activity. If there are additional files required, specify those in the blue box at the bottom. Delete this box if no additional files are required.

Tips and Lessons Learned Use this slide to summarize any tips, lesson learned or pitfalls relating to the course topic.

Summary Slide Summarize the module objectives again to recap the course material and review.

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Resources Use the resource slide to provide learners with additional information to continue learning about the course topic. Additional items to consider for resources: Job-aids Discussion forums Blogs Knowledge bases Webinars

To insert hyperlinks to Web sites:

1. Select the text you want as a link.

2. Select Insert > Hyperlink 3. Enter the Web address in

field. (Be sure to include the complete address starting with http://)

4. Click OK.

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Graphic Templates The following templates are graphic templates to visually present information.

Tables and Graphs

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Information Boxes

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Arrows and Lines

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Information Flow

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Animations Several slides and graphic have animations with them. These animations are set to either a timed sequenced or can be advanced with the mouse. In order to keep the consistency within the template and not to overwhelm people with many animation schemes, keep the animation styles to a minimum. Within this presentation, the animation styles are: Dissolve Fade in Faded zoom Boxed in Wipe Circle

Typically text and information boxes use the dissolve animation style. For information call-out boxes and arrows, the boxed in and wipe styles are used. When pointing out a specific area within a graphic such as a section of a survey, use the faded zoom.

Audio Recording Best Practices

Audio Script 1. Write a slide-by-slide script for the presentation. You have to deliver audio

that is polished and engaging in order to keep the attention of the audience. 2. Practice the script aloud. 3. Have someone listen to the recorded presentation or read the script aloud to

a colleague and have them provide feedback. Presenting Lists or Chunks of Information

1. When possible, announce what you are going to talk about before you talk about it. For example, “Now let’s take a closer look at the manufacturing industry.”

2. When possible, if about to list a number of items, announce first. For example, “There are three basic tools. They are: x, y, and z.”

3. If you are going to detail a list, first name them (see above). Then in next sentence, go into more detail.

4. Pause before each bullet, when listing things. 5. Begin a list by saying how many items is part of the list. When you get to the

last one, it is helpful to say “and the final item...” For example, “the accounting equation consists of three variables. The first variable is assets. The second variable is the liabilities. The final of the three variables in the accounting equation is stockholders’ equity.”

6. Try to keep lists to five items or less. Transitions and Summaries

1. Introduce a slide with a transition from previous section/slide For example. “So far we have discussed the basic tools of Six Sigma. Now let’s look at the Cause & Effect Diagram in more detail.”

2. Keep audio about 1-2 minutes per slide. 3. If you are mentioning a topic in brief that you will go into more detail later in

the topic overview, mention that fact. For example, “we will go into more detail about the Value Stream Map later in this lesson. For now let’s focus on the value streams.”

Pace, Tone and Phrasing

1. Speak slowly and clearly. 2. Pause at the end of each sentence. 3. If possible, stand. Your voice will carry further. 4. Smile while talking. You will sound friendlier. 5. Keep sentences shorter than you would in an personal face-to-face speaking

situation. Long sentences are harder to follow than short. 6. When possible, avoid contractions, (such as don’t couldn’t, I’m) – harder to

understand in audio clip than “do not, could not, I am.” 7. In your script, bold key words that you would naturally stress while speaking.

For example, “There are three basic tools.” 8. At the end of each clip, maintain your tone of voice, as opposed to your voice

dropping off or getting quiet. 9. Vary your tone of voice/intonation to impact your audience’s understanding of

the material and to make an emotional connection. 10. Good presentation audio is created by communicating energy, enthusiasm

and knowledge of the content.

Audio Recording Guide

Audio Script 1. Write a slide-by-slide script for the presentation. You have to deliver audio

that is polished and engaging in order to keep the attention of the audience. 2. Practice the script aloud. 3. Have someone listen to the recorded presentation or read the script aloud to

a colleague and have them provide feedback. Presenting Lists or Chunks of Information

1. When possible, announce what you are going to talk about before you talk about it. For example, “Now let’s take a closer look at the manufacturing industry.”

2. When possible, if about to list a number of items, announce first. For example, “There are three basic tools. They are: x, y, and z.”

3. If you are going to detail a list, first name them (see above). Then in next sentence, go into more detail.

4. Pause before each bullet, when listing things. 5. Begin a list by saying how many items is part of the list. When you get to the

last one, it is helpful to say “and the final item...” For example, “the accounting equation consists of three variables. The first variable is assets. The second variable is the liabilities. The final of the three variables in the accounting equation is stockholders’ equity.”

6. Try to keep lists to five items or less. Transitions and Summaries

1. Introduce a slide with a transition from previous section/slide For example. “So far we have discussed the basic tools of Six Sigma. Now let’s look at the Cause & Effect Diagram in more detail.”

2. Keep audio about 1-2 minutes per slide. 3. If you are mentioning a topic in brief that you will go into more detail later in

the topic overview, mention that fact. For example, “we will go into more detail about the Value Stream Map later in this lesson. For now let’s focus on the value streams.”

Pace, Tone and Phrasing

1. Speak slowly and clearly. 2. Pause at the end of each sentence. 3. If possible, stand. Your voice will carry further. 4. Smile while talking. You will sound friendlier. 5. Keep sentences shorter than you would in an personal face-to-face speaking

situation. Long sentences are harder to follow than short. 6. When possible, avoid contractions, (such as don’t couldn’t, I’m) – harder to

understand in audio clip than “do not, could not, I am.” 7. In your script, bold key words that you would naturally stress while speaking.

For example, “There are three basic tools.” 8. At the end of each clip, maintain your tone of voice, as opposed to your voice

dropping off or getting quiet. 9. Vary your tone of voice/intonation to impact your audience’s understanding of

the material and to make an emotional connection. 10. Good presentation audio is created by communicating energy, enthusiasm

and knowledge of the content.

Wrap-Up Checklist The Lesson

Does the lesson grab students and make them want to continue through the course? Y N

Is each lesson concise, focused, and well organized? Y N

Are the objectives of each lesson clearly stated? Y N

Does the lesson include a self-assessment quiz or assignment to help reinforce what

students learn in the lesson? Y N

Are paragraphs succinct, limited to a few sentences? Y N

Are graphics used for ideas that are best expressed visually? Y N

Is the content written at the learner’s language level? Y N

Do the graphics enhance, not detract from, the content? Y N

Objectives

Do all objectives for the course have assessment procedures? Y N

Do all assessments procedures relate to specific objectives? Y N

Has mastery for each objective been defined? Y N

Quiz Questions

Are the quiz questions clear and not ambiguous? Y N

Are the quiz questions grammatically correct? Y N

Is there a correct answer provided for each quiz question? Y N

Has ambiguity in the quiz question been avoided? Y N

Do all quiz questions relate to specific objectives? Y N

Module Corrections Please list slide numbers and corrections to be made in the table below. Slide # Change Description

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