MySkills training is based on sound principles from research in instructional design, adult learning, and
information processing. MySkills believes that for training to be effective, the learner must view the
training as meaningful and relevant. The learner must be engaged as an active participant.

The following principles characterize our approach to training.

• The learner identifies with the task to be learned and sees immediate application of that
• knowledge to his or her job.
• The learner is actively engaged in the learning.
• The training gives the learner an opportunity to practice in a safe, non-threatening
  environment.
• Immediate and supportive feedback reinforces the learning.
• The learner can demonstrate his or her competency, before, during, and after instruction.
• The training is organized and logically sequenced based on the needs of the target learner.
• The learner controls the pace and training path of the instruction.

MySkills bases its instructional design on these principles because their implementation makes it more
likely that new knowledge and skills will be remembered and retrieved for future use. We want to
provide the learner not only with a sound understanding of underlying concepts, but also with frequent
opportunities for practice. Practice opportunities make take the form of coding examples, course
activities, course exercises, or simulations.

MySkills courses are designed on Bloom’s Taxonomy and Knowles philosophy of adult learning and generally targeted to a 9th grade reading level. Bloom’s
Taxonomy is a four-phase learning model. These phases are:

• Phase 1 - Present the Concept (Knowledge)
• Phase 2 - Demonstrate the Procedure (Comprehension)
• Phase 3 - Allow for Guided Practice (Application)
• Phase 4 - Allow for Non-Guided Practice (Synthesis)

For each type of content treatment (application based, business skills, coding, certification, etc.), the
principles of Bloom’s Taxonomy and Knowles philosophy of adult learning are applied in a way that best
suits that style of content presentation. An example of how these principles are applied in teaching an
application based procedure is below.

• Phase 1 - Present the Concept (Knowledge)
  Clearly written text and supporting visuals explain the purpose of the procedure, what steps
  are involved and what rules apply
• Phase 2 - Demonstrate the Procedure (Comprehension)
  Simple instructions coupled with replications of applications screens then guide the learner
  through the task, presenting one step per screen. The goal is to give the learner a chance to
  walk through a task.
• Phase 3 - Allow for Guided Practice (Application)
  Simulations provide the learner with an opportunity to perform a task in a guided context,
  with hints and feedback. Simulations can be practiced multiple times, allowing the learner to
  become comfortable with the task being learned.
• Phase 4 - Allow for Non-Guided Practice (Synthesis)
  Exercises enable the learner to perform the procedure in a new context without assistance.
  Source files are supplied in some courses which learners can try out on this or her own
  computer.

A MySkills curriculum or series is divided into courses, which are divided into lessons. Each lesson
consists of:

• A well-defined set of learning objectives.
• A series of interactions that teach the stated objectives.
• A means for evaluating whether the learning objectives have been met.

The content is presented in a logical sequence, in units of information designed for easy retention by the
learner. Abstract concepts are presented with both text and graphic illustrations. Basic elements are
described early in the learning process and expanded upon later to illustrate complex relationships.

To ensure that instruction is meaningful, relevant, and organized, we follow these guidelines when
creating course objectives:

• Objectives must be relevant: the learner recognizes why the knowledge is important.
• Objectives must be specific: the learner knows what he or she is expected to perform.
• Objectives must be mapped to certification requirements (where appropriate): the learner will
  be prepared to take a certification exam.
• Objectives must be in a logical, organized sequence that reflects the overall objectives of the
  curriculum and course: the learner will build his or her knowledge in a logical and understandable manner.

Our instructional design philosophy promotes interactivity as a means for enhancing comprehension of
material and moving learners toward assimilation's and synthesis of course material. Our courses
transform course material into an interactivity experience with learning objectives for each lesson,
interactivity with click-to-continues, explore-it pages, course activities, simulations, show-me's,
exercises, and a variety of question types. Question types include not only multiple choice and truefalse,
but also matching, step or process sequencing, text entry, and application based click question
formats.

Along with models for writing sound instructional objectives and developing quality interactions, We
development also follows a well-defined model for creating assessments. Assessments take a variety of
forms. Mastery tests and questions embedded in the course provide the learner with information about
how his or her learning is progressing. In some courses, the learner also has the option of taking a
preliminary test, which supplies information on his or her existing knowledge base. This information
guides learners in developing their own learning path through the course. Assessments also help
prepare learners for the requirements of vendor certification exams.

Our courses play through Microsoft Internet Explorer 5.5 and higher. The usability staff and we
conducted rigorous testing to ensure that the interface is designed to adhere to the following usability
principles:

• Use navigation consistently
• Make key information visible
• Always keep learners oriented
• Provide clearly marked exits
• Prevent navigation errors from occurring
• Provide aesthetic and minimalist design
• Tailor actions to novice and expert learners

The entire navigation system is designed to orient learners, provide a consistent experience, prevent
navigation errors, and make key information easily accessible. All our HTML courses utilize this
navigation system, making it easy for learners to learn navigation skills in one course and transfer them
across the entire library. In web-based training, elements of the learner interface factor heavily into
learner experience and satisfaction. A superior interface such as ours – that adheres to usability
principles – allows for full exposure to the high quality content and learning experience.