Search Results for: beyond fundamentals

Credit Hours

beyond fundamentals logo with training outcome for lesson.

When assigning credit for a virtual training session, it may seem complicated to determine how many credit hours to offer.  However, determining how many hours to offer for the online session is very similar to determining how many hours to offer for the face-to-face session.

How many hours to assign an virtual training session involves determining how much time is needed for a participant to go through content, how much time to watch any supplementary videos, and how much time is needed to complete exercises.   

You control when credit is awarded for completion of the training session.  Be very clear in your instructions of content and assignments. It is also a good idea to include any completion requirements in the initial course description. This will let participants know before signing up and starting the session that credit will not be immediately awarded, and what is required for completion.

Please note that a participant cannot repeat online training courses (including orientation) within a 5 year time frame; unless it has been required as part of a disciplinary directive by a state agency or an employer. As a trainer it will be important to maintain records of who has completed online training.

push pin in two pieces of paper

922 KAR 2:240. Kentucky Early Care and Education Trainer’s Credential and training approval

Section 11. General Training Requirements
(5) A training shall consist of a minimum of one (1) clock hour and may increase in fifteen (15) minute intervals. 
(6) A training that is not conducted face-to-face between a trainer and trainee shall:  
(a) Consist of a combination of alternative modes of delivery; and  
(b) Not consist solely of: 1. Reading an article; 2. Reading an article and answering questions; 3. Watching a video; or 4. Watching a video and answering
questions.  
(7) A training shall be consistent with the principles of the trainer’s seminar as specified in Section 4 of this administrative regulation. 
(11) A trainee shall not repeat online training courses, including orientation, unless:
(a) Five (5) years have passed since the online training was completed; or
(b) Required to as part of a disciplinary directive by a state agency or employer.

Getting Your Content Organized

beyond fundamentals logo with training outcome for lesson.
map with text of items to consider when getting training content organized
Image Credit: Benben, Alicia & Jennifer Pusateri. (2021) Yeah, But How Do I Do That Online?: Designing Online Professional Development Programs. [PowerPoint slides]. 

When training face to face you have a physical space for your trainings. You will have room that you are able to organize and manipulate based on the training content, the location, and the participants. Having control over the physical space can provide a sense of comfort and security when conducting face to face training sessions.

When moving to an online format the space can be limitless. Having so many options for how your training can look can create confusion and be overwhelming to trainers. Finding a learning space that you comfortable with is key to the success of your virtual training.

Organizing Your Learning Environment

Whether you conduct your trainings synchronously or asynchronously it should be organized in a way that flows well and allows participants to focus their energy on the content and minimize frustrations that might impede a learner. Take a look at these videos to learn more about how you can organize your asynchronous and synchronous learning environment.

It is important to note that there is no perfect system for the organization of your learning environment. All systems will have pros and cons. As a trainer you will need to do your own research and determine which system works bests for your needs. Don’t forget! Training Coaches are also available to help!

screen with play triangle

Asynchronous

Synchronous

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Additional Resources

Looking for a Learning Management System (LMS)? Use this checklist to compare systems.Download

Check out this video walking through a training on two different formats. https://youtu.be/ktj0dx1KFd8

Renewal/Revocation of Credential F19

A Trainer’s Credential is not a lifetime credential and can be revoked.

Renewal of Credential

A Kentucky Early Care and Education Trainers Credential is valid for three years.  Credentials require renewal every three years; except for Level 1 which is non-renewable.

To renew, training hours are required over the course of the three year period.  For levels two (2) through four (4), trainers need 30 clock hours of training.

  • A minimum of seven (7) hours: “How to train other adults”
  • A minimum of eight (8) hours: Early care and education,
  • Fifteen (15) hours from other related professional licensure, certification, credential or any of the two options above.

How to Train Other Adult Clock Hours

To meet the renewal requirement for “How to train other adults”, trainers must obtain a minimum of 7 clock hours of training.  However, those hours can be on any of these three topics:

  • Adult Learning Theory
  • Affecting Change in Behavior
  • Organization of Training

There are different opportunities for the topics listed above.

Click here to learn more about these trainings.

Revocation of Credential

Effective July 1, 2012, revocation of a Kentucky Early Care and Education Trainer’s Credential can occur when a Trainer:

  • Falsifies a record;
  • Is in non-compliance with the administrative regulation; or
  • Does not preserve the confidentiality of training and trainee records

When a Credential is revoked, the individual may reapply after a 2 year period.

Application Activities

An application activity is a helpful strategy that allows your learners to show they can apply the learning from your training.

For example, we facilitate several Beyond Fundamentals courses. Because they are all skill-based, it’s important to grade not what they now know, but that they can apply that knowledge. Each of the courses has at least one opportunity for an Application Activity, where the learner must upload a PowerPoint, share a video, or even an experience.

It does take a human to grade, but it takes only minutes.

Consider the application activities in the handout below.

Application Activities ExamplesDownload

Renewal/Revocation of Credential S19

A Trainer’s Credential is not a lifetime credential and can be revoked.

Renewal of Credential

A Kentucky Early Care and Education Trainers Credential is valid for three years.  Credentials require renewal every three years; except for Level 1 which is non-renewable.

To renew, training hours are required over the course of the three year period.  For levels two (2) through four (4), trainers need 30 clock hours of training.

  • A minimum of seven (7) hours: “How to train other adults”
  • A minimum of eight (8) hours: Early care and education,
  • Fifteen (15) hours from other related professional licensure, certification, credential or any of the two options above.

How to Train Other Adult Clock Hours

To meet the renewal requirement for “How to train other adults”, trainers must obtain a minimum of 7 clock hours of training.  However, those hours can be on any of these three topics:

  • Adult Learning Theory
  • Affecting Change in Behavior
  • Organization of Training

There are different opportunities for the topics listed above.

Click here to learn more about these trainings.

Revocation of Credential

Effective July 1, 2012, revocation of a Kentucky Early Care and Education Trainer’s Credential can occur when a Trainer:

  • Falsifies a record;
  • Is in non-compliance with the administrative regulation; or
  • Does not preserve the confidentiality of training and trainee records

When a Credential is revoked, the individual may reapply after a 2 year period.

Renewal/Revocation of Credential

A Trainer’s Credential is not a lifetime credential and can be revoked.

Renewal of Credential

A Kentucky Early Care and Education Trainers Credential is valid for three years.  Credentials require renewal every three years; except for Level 1 which is non-renewable.

To renew, training hours are required over the course of the three year period.  For levels two (2) through four (4), trainers need 30 clock hours of training.

  • A minimum of seven (7) hours: “How to train other adults”
  • A minimum of eight (8) hours: Early care and education,
  • Fifteen (15) hours from other related professional licensure, certification, credential or any of the two options above.

How to Train Other Adult Clock Hours

To meet the renewal requirement for “How to train other adults”, trainers must obtain a minimum of 7 clock hours of training.  However, those hours can be on any of these three topics:

  • Adult Learning Theory
  • Affecting Change in Behavior
  • Organization of Training

There are different opportunities for the topics listed above.

Click here to learn more about these trainings.

Revocation of Credential

Effective July 1, 2012, revocation of a Kentucky Early Care and Education Trainer’s Credential can occur when a Trainer:

  • Falsifies a record;
  • Is in non-compliance with the administrative regulation; or
  • Does not preserve the confidentiality of training and trainee records

When a Credential is revoked, the individual may reapply after a 2 year period.

Topic 2: Formatting Images and Text

Alt-Text

Alt text describes a visual element using text. This text is helpful for a learner with a visual impairment. This allows the content of the image to be accessed even when a learner cannot see it.

For a learner who is using a screen reader, the alt-text read by the screen reader. This allows the learner to access the content of the image. In addition, the alt-text will display if the image cannot download. Another time I’ve used alt-text is when I’m on a slow connection. High-quality images are slow to download. Alt-text allows me to not download the image, reading the alt-text gives me the context of the image.

To add Alt-Text, right click on an image and select the Format Picture option.

Continue reading about Alt-Text

Use of Color and Contrast

Color alone cannot convey meaning. This means you should avoid using color for emphasis. Compare the two examples below.

Example 1

Requirements for this course are in blue

  • Read the readings in the course folder.
  • Complete the quiz linked in the course folder.
  • Pair up with a partner to develop a toolkit.
  • Develop a video, share in the course folder.

Example 2

Requirements for this course are indicated with an *

  • Read the readings in the course folder.
  • *Complete the quiz linked in the course folder.*
  • Pair up with a partner to develop a toolkit.
  • *Develop a video, share in the course folder.*

In example 1, the use of a blue font alone explains the course requirements. Color blindness would make it hard to distinguish what the requirements are. In addition, a poor computer resolution would make it hard. I have tested this on several monitors and our older monitors have less contrast.

See how the addition of an * is a visual cue for the course requirement.

In this example, four blocks contain examples of various contrasts. The first block has a maroon background with black text. The second block has a light peach background with black text. The third block has a dark blue background with light blue text. The last block has a light blue background with peach text. Only the second and third blocks with the most contrast are east to read.
Can you read the text in all four squares?

A contrast checker determine contrast between the page background and font color. Check out the Web AIM color contrast checker as an example.

Fonts

Serif vs. Sans Serif

There has long been debate about the serif versus sans-serif fonts. Serif fonts carry over from Roman times, when a chisel was the main writing instrument. Sans-serif are a modern take on fonts. You can read about the history of serif and sans serif online.

Based on clarity of characters and user preferences, here is a list of fonts to use and fonts to avoid.

Fonts to use:

Helvetica

Courier

Arial

Verdana

Fonts to Avoid:

Comic Sans

Papyrus

Viner

Kristen

Curlz

Based on the font list above, let’s compare.

My 6-year old son struggle with typed text, because the a, g, and t are not how he has been taught to write these letters. Century Gothic is a font I find he comprehends the best. Based on this table, which is your preferred font?

There is no one perfect font. Each of these fonts look different printed in a handout vs. projected on a screen. The best option is to provide an electronic copy of the handout. This gives all learners the option to personalize the font to one that is easiest for the learner to comprehend.

I can choose the font I read with in my eReader.

Consistent Fonts and Styling

Use italics sparingly. The purpose of italics is to draw attention to a key word or phrase in the content. When used frequently, your brain will give less attention to the emphasis.

Overused, italics quickly lose their force

Chicago Manual of Style – https://www.chicagomanualofstyle.org

Use a consistent type size, font and use of emphasis throughout. This is especially important if you have combined two documents. Make sure all the text in the document has the same consistent font. Using the Normal style in the Styles toolbox in Word is a great help in making all text consistent.

At least 12 point, though up to 14 point is acceptable. Allowing learners to resize text is the best option. Learners with vision impairments may prefer a larger font. When given an electronic copy of content, learners have the option to read the handout in the font size they prefer.

Microsoft provides templates in the Design ribbon for both Word and PowerPoint. In PowerPoint, use the Slide Master to make changes. See online course Beyond Fundamentals Tech for Trainers: Put More Point in Your Point with PowerPoint at HDI Learning Center https://hdilearning.org.

Summary

  • Alt text describes a visual element
  • Color alone cannot convey meaning
  • Fancy fonts can be hard to read, stick to plain fonts
  • Use consistent styling and fonts

Putting FET to Work: Assignment 3

Beyond Fundamentals – Putting FET to Work

Module III

***Please read through ALL of the directions below, #1 – #6 (#6 a – d). Print if needed for reference***

 Assignment 3 Directions: CONTENT DELIVERY and CLOSING segments of the Training Plan

1)      Click on the link provided to access Training Plan- page 2-3

2)      Keep in mind the total minutes available within the CONTENT DELIVERY segment (60-70%) and the CLOSING segment (20-25%) of your 2- or 3-hour workshop.

3)      Fill in your plan as completely as possible, providing your detailed plans for each part of the CONTENT DELIVERY; “C”-Content, “E”–Exercise, and CLOSING; Q & A, “S”-Summary, Implementation Plan, Follow-Up, Evaluation, Housekeeping.  

4)      For each CONTENT DELIVERY and CLOSING task; document what you will do, how you will do it, what you will need and the time needed in the appropriate row of boxes across the Table. Where you see N/A (not applicable), you need not enter any information in those designated boxes.

5)      Insert your Training Outcomes in the appropriate places in the first vertical column.

6)      Submit Assignment 1 within 5 business days by using the upload button below.

Putting FET to Work: Assignment 2

Beyond Fundamentals – Putting FET to Work

Module III

***Please read through ALL of the directions below, #1 – #6. Print if needed for reference***

Assignment 2 Directions: OPENING segment of the Training Plan

1)      Click on the link provided to access the Training Plan form, page 1. training-plan-form-pg-1-master-4-18-16

2)      Keep in mind the total minutes available within the OPENING segment (10-15%) of your 2-or 3-hour workshop.

3)      Fill in page one of the Training Plan as completely as possible, providing your detailed plans for each OPENING task (second vertical column); Welcome, Introductions, Housekeeping and the Overview which includes the “P”-Preview and the “A”-Activate Prior Knowledge.

4)      For each OPENING task document what you will do, how you will do it, what you will need and the time needed in the appropriate row of boxes across the Table. Where you see N/A (not applicable), you need not enter any information in those designated boxes.

5)      If anything in the OPENING segment addresses one of your Training Outcomes, Insert that Training Outcome in the first vertical column.

6)      Submit Assignment 1 within 5 business days by using the upload button below.

Putting FET to Work: Assignment 1

Beyond Fundamentals – Putting FET to Work

Module II

Directions for Assignment 1: Decisions, Decisions

1) Click on the link provided to access the Training Plan Information Form that will guide you throughout Assignment:BF Putting FET to Work Assignment 1 Training Plan Information

2) Complete each item on the form by providing all the information requested.

3) Submit Assignment 1 within 5 business days by using the upload button below.