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Foundations of Creating & Delivering Presentations (level 1)

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Foundations of Creating & Delivering Presentations (level 1)

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Basics of creating an effective power point

Basics of delivering presentations

Determining if your course should be virtual or in-person

What is the best format for your content?

job aid/ manual/ class etc.

Quick and easy needs assessment

How to determine what your learners actually need

Developing a course from start to finish (Include use of design document)

Effective learning objectives

Writing a good course description from your LOs

Types of activities (Activities demonstrated by facilitator over the course of the class)

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Best Practice Training

Standards and best practices of L&OD

Making training stick

Facilitating a discussion

Maintenace documents and content management

Consider linking to course evaluations

Incorporating a video/ making it?

Improving activities and learner interactions

Foundation in engaging the adult learner from adult learning theory.

Ideas: coffee conversations/ manual or toolkit for the written content

Cross reference to e-course development content

Technical training: new content or topic area or include here?

How to train complicated systems/ processes

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Engagement v. lecture

Length of time to talk v. when/how to engage

Facilitating interactive virtual training

Facilitating interactive in-person training

Time Management

Engaging quiet learners (Transitioning from “mic hogs”)

Making training stick

Types of activities (Modeled by facilitator throughout class)

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Foundation in Principles of Community

Engaging learners of varied identities

Training a multi-generational workforce

Designing culturally-inclusive material, (images, names, pronouns, examples, etc.)

Creating a psychologically-safe learning environment.

Engaging participants with different personality types, (extrovert, introvert, etc.)

Allowing space for intellectual processing

Understanding different cultural interactions in the classroom

Challenging the content/instructor

Modeling culturally respectful behavior

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Accessibility rules and regulations

How to determine what accessibility needs your training needs to include

Designing courses/eCourses to be accessible for learners of varied abilities.

Color contrast etc

Accessibility resources and language.

Importance of captions and how to add

Web reader formatting (alt text)

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Facilitating a discussion

Redirecting focus/keeping learners on-topic

Techniques for addressing side conversations

Techniques for closing a discussion/moving on

Trainer emotional intelligence in managing classroom participation

Need to be introspective to learn from experiences

Understanding personal bias with learner background/ perspective

Engaging resistant learners

Validate/ redirect emotions (the why/ questioning etc.)

Addressing technical challenges

Adjusting your timeline

Idea: is this "advanced facilitation skills (level 3)?" this is a deeper dive to training skills. where does that best sit?

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Association for Talent Development (ATD)

Resources for UCD employees, (worksheets, practices, competencies, etc.)

Membership resources

Sacramento and/or Bay Area communities

Gartner.com

Resources for UCD employees

UCD

Templates/standardization, (eCourses, job aids, slide decks, images, etc.)

Brand standards

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Creating a maintenance plan, (schedule, process, practices, etc.)

Analyzing your course; What went well? What can be done better?

Updating content based on Q&As from previous classes

Updating content based on feedback

Reviewing/updating references

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Making complicated content accessible and focused

Writing technical documents and improving understanding of complex system documents

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Is this a topic of interest for our audience? Consider before building/including.

How to write for a successful marketing campaign

Strategies for promoting courses

Creating and distributing this copy across various internal platforms to enhance enrollment

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Effective Zoom use for VILT

Zoom controls

Using breakout rooms effectively

Transcription enabled as indicated

Ensuring the tools in VILT being used are accessible to all learners.

Idea: Lunch and Learn: presenting in non-zoom platforms (teams etc)

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Software platforms that support e-course development: Articulate, Captivate etc.

How to select the best platform for your need.

Neural (AI) voicing (Speech Studio, etc.)

Screenshot tools (snagit/greenshot)

.Scorm files for UCLC

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Developing a Successful Adult Learning Experience

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Developing a Successful Adult Learning Experience

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ADDIE

Foundations

Operationalizing

Engaging the adult learner

Refer to the level 2 foundations for the application of the skills

Assessing Learners

Knowledge vs. skill assessment ideas

Course Evaluation:

Evaluation tools for course

Evaluation tools for program assessment