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Running head: EVALUATING JIT TRAINING

Evaluating JIT Training

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Introduction

EVALUATING JIT TRAINING

The main purpose of this paper is to review and evaluate the training-app mock-ups &
to formulate an evaluation. The paper requires identification of at least 5 area of instruction
design which might improve. Justification such as support & explanations retrieved from the
text should also be provided and expounded. In addition, a proposal/recommendation should
be provided on how to improve each area.
Evaluating JIT
Evaluating Just-In-Time training has been achieved via application of strategies which
were part of the policy comparative to learning outcomes. Teachers who make use of teaching
design principles like segmenting or pre-training, multimedia & the guidelines for offering
worked examples while creating Just-In-time training instructional design might control the
mental load on the student when forming a learn educational model specifically for an
individual learning activity in the course of computer-centred eLearning. According to
Arenas-Marquez, Jose, Machuca & Medina-Lopez, C. (2012), online courses, meanwhile,
have been demonstrated to be at least as effective as traditional classrooms in this area,
particularly as learners become more experienced with the medium(pg.1397). Hence,
eLearning is simply as helpful to accomplishing learning outcomes as custom/traditional
whiteboard learning and teachers needs to ensure that Just-In-Time training adapts and
conforms to the principles abstracted by professionals in the instruction research area. In this
assignment, declarations by the author in review of the Just-In-Time training mock app in
PPT format are reinforced by academic sources for the purpose of assessing or revising the
content & consequently the conveyance/delivery of the lesson.

Worked examples.

EVALUATING JIT TRAINING

The PPT presented for assessment is essentially a worked example of how to create
a latte. Conferring to Clark & Mayer (2011), a modelling example is a worked example
that in which a human provides demonstration of how to complete a task usually
accompanied by momentary. (pg. 226). Hence, clarifying and explaining how to create a
latte is basically a model-example owing to the fact that it can directly be used to
demonstrate. However, the worked-example lack features such as numbering as well as
bullets in reasonable sequencing for the periods of the process that might add to the
simplicity of directions. Clark & Mayer (2011), further states that, in other words, you can
reduce extraneous cognitive load by initially relying on worked examples that promote
borrowing and then transition into practice exercises that help more learners consolidate and
automate new knowledge & skills (pg.227). In this situation, the worked examples offers
guidelines in a disorganised form because of the manner in which the text is inscribed in
paragraph form rather than using bullets in the paragraphs. Therefore, I would commend for
the use of specific guidelines such as numbering/bulleting the steps in sequence all over the
text areas. This would help in alleviating some of the wordy writing as well as using audios in
specific places to control mental load.
Coherency principle.
In the third slide, the graphic pictorial representation of the cow ought to be removed.
The fourth slide has unnecessary numbering on the page & some texts on the cups. The fifth
slide has unnecessary use of graphics such as cow & wordiness. While the sixth slide has
similarly misuse of graphics such as cow. Basically, worked instances should not overwhelm
or overload cognitive/mental ability. Various information and visuals control/dominate the
screen; however they do not explicitly add to the directions. Mayer & Clark (2011) states
that, perhaps our most important recommendations is to keep the lesson uncluttered. In short
according to the coherency principle, you should avoid adding any material that does not

EVALUATING JIT TRAINING

support the instructional goal (pg. 151). The slide mentioned above have different
misuse/overuse of graphics as well as texts. This could distract a learner from absorbing the
main objectives provided in those slides since they requires a student to process more at a
given time which is not necessary in learning. Basically, addition of more extraneous images
might distract and interfere with the practice of sense-making since most students have
narrow mental capacity for handling incoming material (Mayer & Clark, 2011, pg.161).
Therefore, commendations to remove specific images as well as texts will help in decreasing
noise/disorder which confines a lesson.
Modality principle.
The first slide should have some sounds which mimics the pouring of a liquid in a cup
to capture the readers attentions. The second slide ought to have an imitating audio of a
cows moo rather than the use of plain text moo. Similarly, modality is a problem as
audio could be used to provide animated graphics thus, capturing the readers attention. The
seventh slide makes use of the cow moo for the second time & further animates the cows
mouth. Well, this animation could capture the students attention. Its however, worth noting
that, modality principle is the guide for the commended change. In the text book, Mayer &
Clark (2011) states, also consistent with the cognitive theory, researchers have found that the
modality effect is stronger for less-skilled learners than for more-skilled learners (pg. 127).
Hence, bearing in mind that adoptive control might be useful to modality & the variation
suggested does not blur the message with respect to the coherency principle; both lessexperienced & more-skilled students can grasp the sound-outcome of the pouring milk. The
modality principle becomes less-significant if the material provided is easy for the student or
the student has control-over the pacing of the learning-material (Mayer & Clark, 2011,
pg.128). This shows that, the student control has significance to modality principle owing to
the fact that the reader is guided by the use of audio incorporated with texts & graphics.

EVALUATING JIT TRAINING

Students understanding rate is thus modified and improved by the use of audio added to
graphics & text that may be accredited to the teacher who makes use of modality-principle. In
summary, the use of auditory justified by the suggested modifications are of an animated
form and can be evaluated holistically in respects to the PPTs full audio content for
uniformity with coherency-principle in contrast to modality principle.
Segmenting.
The eighth slide provides guidelines to a lengthy procedure after latte which must be a
distinct part of the lesson or an outline/link to an additional series on this subject-matter.
Mayer & Clark state, you can help the learner manage the complexity by breaking the lesson
into manageable segments (pg.209). The entire lesson in its original form is wordy &
misuses visuals; nevertheless, even in its raw form the lesson instruction might be
improved by segmenting the trainings into 2 or 3 segments. Where the class/lesson would be
segmented? How much student control must be evidenced in segmenting? (Mayer & Clark,
2011, pg.219). The whole lesson must be segmented into two distinct portions. Personally, I
would commend for an even-split after the 4th page with the last page as an outline or
summary to an extra process/example.
Pre-Training.
An agenda slide should be provided between the introduction and the 1st slide. The
slide will outline the main concepts offered in the lesson as a pre-training ration. Pre-training
principle will assist in evaluating the material and pointing out the key concepts if the
material is challenging (Clark & Mayer, 2011, pg.215). Therefore, by adding an agenda slide,
the teacher can pre-train students on key ideas which should inspire curiosity as well as
attentiveness in the content which follows. Clark & Mayer (2011) state, we also do not yet
know how best to identify key concepts that should be included in pre-training or how

EVALUATING JIT TRAINING

extensive the pre-training needs to be (pg.219). Thus according to me, pre-training is not a
precise science so I would recommend an agenda slide that is more educative than extraneous
that confines and bounds the dangers of incoherency provided that the agenda is laid-out in
an inclusive, concise & logical manner.
Conclusion.
Its highly recommended to have a professional assess & evaluate new Just-In-Time
Model afore implementation. Occasionally, instructors might get so fascinated by the work
which a certain individual might fail to get the obvious. Teachers who apply teaching designprinciples like the pre-training or segmenting, multimedia and other guidelines for offering
worked out examples while creating Just-In-Time training instruction could regulate &
control the mental load on student when constructing a learn education model
predominantly for individual learning activity throughout computer-created (e-learning). On
the other hand, taking the counsel of a professional is part of being an expert & a thought
spearhead in learning environs who seeks in ensuring that a lesson-plan is ideal for
anticipated learning outcome. According to Arenas-Marquez, Jose, Machuca & MedinaLopez, C. (2012), learning outcomes should be analysed from a broad perspective. They
must measure acquired skills and received knowledge, but the subjective variables that
measure the students perceptions of their learning process should also be considered proxies
for the learning outcomes. (pg.1399). Hence, I provided the above recommendations with
the aim of controlling message delivery or the supposed message in the instruction app in
application of the example, modality, coherency, segmenting as well as pre-training
principles.
References.

EVALUATING JIT TRAINING

Arenas-Marquez, F.J., Jose A.D. Machuca, & Medina-Lopez, C. (2012). Interactive learning
in operations management higher education. International Journal of Operations &
Production Management, 32(12), 1395-1426.
doi:http://dx.doi.org/10.1108/04144357121284160
Clark, R.C. & Mayer, R.E. (2011). ELearning and the science of instruction (3rd Ed). San
Francisco. Pfeiffer.