Detailed Training Outline or Storyboard

For this part of your course project, submit one of the following:

If Your Course Project Is Traditional-Based Training:

Submit a detailed outline (a minimum of 3 pages) of the training.

If Your Course Project Is Technology-Based Training:

Submit a detailed storyboard (in Word or PowerPoint) of the training.

In your outline or storyboard, also include a summary of the activities and assessments you will use. Be sure to indicate what each assessment will be — formative or summative, traditional or authentic.


Stimulating Learning


A straight lecture with little audience participation typically has minimal results. Many trainers and facilitators have successfully used role playing, group discussions, videos, games, activities, and adventure skills to teach the main content. A leadership training organization in Pennsylvania uses Civil War reenactments to teach leadership skills. There are many ways to reach the whole heart and minds of the learner.

The basic series of events in instructional design consist of an introduction, body, a conclusion, and an assessment. Instructional designer and scholar Robert Gagne made famous these nine events of instruction.

Get their attention!

Tell them what they’ll be able to do by the end of the training (in other words, tell them the objectives).

Find out what they already know.

Give them the information they need to succeed.

Guide them when they stumble.

Have them practice.

Give them feedback.

Assess their performance.

Summarize what they’ve learned and emphasize the relevance and the benefits.

Within this framework of nine events, there are many ways to stimulate learning and ensure that students will not fall asleep during the training. Attention-getting words or images–like the first image in this lecture–pull learners in and make them pay attention.

When you give information in either traditional face-to-face or technology-based methods, students can also be stimulated through images, videos, discussions, role playing, simulations, and games. Even something as simple as presenting content based on the trainees’ primary learning style will help stimulate learning. A very sophisticated type of instruction, adaptive training, changes the content based on the trainee’s learning style, ability, and performance in assessments.

There are many ways to stimulate learning. Your readings offer a lot of interesting strategies for engaging trainees. What ways have you seen? What ways will work best in your course project?

Additional Readings

Arghode, V., & Wang, J. (2016). Exploring trainers’ engaging instructional practices: a collective case study. European Journal of Training and Development, 40(2), 111-127.

Lykins, L. (2012). Are your learning activities aligned with the business? Chief Learning Officer, (September), 18-21.

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