Designing for the Masses

In a well designed program, nothing is accidental. Every sentence and image serves a specific purpose of supporting the objectives. The objectives are established based on both the end results of knowledge and the established base knowledge of the learners. However, the knowledge assessment of the learners represents the majority. How can training represent the majority of the learners and still assist the learners that may not have all the base knowledge?

The main path of the training can and should accommodate the majority of the learner group. But any training format can also include supporting material to assist the learners that need it. The trick is to keep it out of the main path of the learning.
If the training is textual, include a variety of references and content that is structured around the main text. Online training makes good use of side content and tips that pop-up on a click or a mouse over. Classroom training can offer handouts or visual displays for the learners to review when they have the opportunity.

Elements to use within the training can include:
• Callouts.
• Sidebars.
• Text boxes.
• Pop-ups.
• Mouse-overs.
• Handouts.

Helpful information may include:
• Skills that most of the learner base should have.
• Definitions of new terms.
• Explanations of the information presented in more depth.
• References to the appendices.
• References to another section in the instruction.
• Resources available on-hand or on the Internet.
• Questions about the section.
• Hints about a solution in the information presented.
• Reminders about previous information presented.

Most learners will give the supporting content a chance. The majority will consider it not helpful and begin disregarding it. The learners that find value it in will continue to use it and appreciate the help.