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Our typical courseware structure
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Please click here for an example chapter

This sample is Chapter 4 from our 2-day "Introduction to Ethernet switching" course. When writing courses for others we can use the customers own "house style". Our own courses have the following structure with each chapter having:

  • Clearly defined objectives along with a chapter overview:
    This provides a scene setter so that the delegates know what they will be doing. In teaching terminology this can be viewed as, "Tell them what you are going to tell them".
  • Slides with text underneath:
    Slides are generally graphics rather than just text. In teaching terms this is the "tell them" part of a session combined with "I see, I remember". Text underneath slides is in bullet point format. This ensures essential information is clearly identified and readability of the notes is improved.
  • Quiz:
    To check the learning of the students also an ingredient of the, "Tell them what you told them" part of a session. Our quizzes serve a number of functions:

    • - To reinforce what has been learnt in this session.
    • - To review material from previous sessions in relation to this session.
    • - To bring out new points, making the students think and build on the knowledge gained in the session.

  • Exercise:
    Hands on exercises are often used to reinforce the theory. Another ingredient of "Tell them what you told them" particularly when combined with a trainer led review of the exercise. We firmly believe in the fact that students will remember more in a hands on session than they will from a theory session following the Chinese proverb "I hear, I forget, I see, I remember, I do, I understand". Our exercises are written so that students will have to think - we do not spoon feed.
  • Exercises are split into two parts:

    • Standard
      All students are expected to complete this part of the exercise.

    • If time permits
      Invariably there is a range of abilities and experience in a class. This means some students finish exercises much more quickly than the rest of the class. Rather than the more experienced students sitting around waiting for others to finish the exercises, the "If time permits" section allows them to explore the topics in more detail. This section can also be used in the weeks following the training to continue building the students knowledge.

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