What’s taught in the
100% Online Train-the-Trainer course

Module 1: INSTRUCTIONAL DESIGN THEORY AND METHODS

A. Students learn the Systematic Approach to Training model for creating instruction
B. How to write learning objectives and sequence training appropriately
C. How to use Instructor Guides

Module 2: ADULT LEARNING THEORY AND TECHNIQUES

A. Students study the three areas in which people learn: 
Head (cognitive learning) / Heart (Attitudinal learning) / Hands (Physical skills)
B. The definitions of words and terms commonly used in creating learning
C. Different ways in which classes can be held (Learner-focused or Instructor-focused)
and the pros and cons of each.
D. Explore adult motivations for learning
E. Differentiate between perceiving and processing information, and the different ways it’s done
F. The need to train in various methods for people who perceive and process differently

Module 3: INSTRUCTION DELIVERY METHODS

A. Students examine the benefits, limitations, and applications of different delivery methods, including, but not limited to:

- online learning    
- teleconferencing / videoconferencing
- classroom training    
- DVD / video tape learning
- blended learning    
- audio learning (tapes or CD’s)
- computer-based learning   
- off-the-shelf, printed material
- correspondence    
- self-study

Module 4: EVALUATING EMERGING LEARNING TECHNOLOGY

A. Students examine ways to keep current in the field of education and training
B. How to evaluate new instructional technologies

Module 5: INDIVIDUAL LEARNING STYLES

A. Students apply visual, auditory, and kinesthetic perceiving styles to learning situations
B. Apply Gardner’s multiple intelligences to lesson design and development
C. Integrate perceiving and processing styles to identify four basic learning styles
D. Factor right-brain / left-brain preferences into training methods
E. Create lesson plans that reach all four learning styles
F. Examine the methods for teaching a group of adults in which different learning speeds exist
G. Identify situations in which accelerated learning techniques are appropriate / not appropriate

Module 6: PRESENTATION TECHNIQUES AND TOOLS

A. Students learn to maximize learning by creating ‘Learning Environments’
B. Learn to make learning powerful through good preparation, and how to plan the appropriate time to do so
C. Identify which presentation methods work best in different situations
D. Outline the benefits of techniques of using icebreakers, and what to watch out for
E. Select effective facilitating methods for engaging learners in activities
F. Recognize the pros and cons of different training / presenting styles
G. Know how and when to best use visual aids, including:

- PowerPoint     
- Handouts
- Training Binders    
- White Boards / Dry Erase
- Flip Charts / Tear Sheets   
- 3-D Models
- Overhead Projectors    
- Graphs and Charts
- Posters

H.  Explain how these visual aids can add to or detract from presentation effectiveness.

Module 7: CULTURAL DIFFERENCES

A. Students learn about common communication barriers and how to address them
B. Identify common generational differences in the classroom and how to address them
C. Recognize the impact of cultural differences on training – and how to address them

Module 8: PERSONAL LEARNING PREFERENCES

A. Students will identify their own training or presenting style
B. Become aware of how their individual style affects their delivery tendencies
C. Explain the need to adapt delivery style to meet individuals’ learning styles (one-on-one)

Module 9: LEGAL / ETHICAL ISSUES IN TRAINING DELIVERY

A. Students will understand the need for respecting and adhering to intellectual property laws
B. Create a procedure for ensuring compliance with corporate policies and procedures
C. Identify commonly-accepted ethical standards for instructors, trainers, and facilitators, and the reasons for following them

Quizzes:  Upon completion of each module students must complete a quiz. A score of 85% or better is considered passing.

CERTIFIED TRAINER STATUS:

NOTE: Certified Trainer status is awarded by Idaho State University after students have met the criteria set forth by its review board:

Students desiring Certified Trainer status must complete additional work, including the following:

Midterm:  Students must create a lesson plan according to standards provided.

Case Study: Students must critique two different training sessions (on video).

Final Exam:  Students must complete a summative examination and submit a video (in an approved format) of the student giving a presentation.

Contact us for more detailed information.

Download a .pdf of these module topics

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