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13. Training Design Snapshot

How to use this activity

This activity supports practical application of the concepts in your lesson.

  1. Download this activity as a docx file
  2. Work through the activity step by step. Keep your answers concise and focused
  3. Return to your lesson when you are done.

What to do: Consolidate your training design into a single structured snapshot you can review, share, and build on

Expected output: A one-page summary of your training design covering system, learners, outcomes, activities, assessment, evaluation, and OER readiness

Approximate time: 20–30 minutes

Used in

Before you start

You will typically need:

  • Outputs from earlier activities (if applicable)
  • Notes from your current lesson
⬇ Download as .docx

Instructions

You have worked through a full design cycle — from mapping your system to planning assessment. This activity pulls it all together into a single structured snapshot. This is not new work. You are gathering decisions you have already made, checking that they still cohere, and producing a summary you can share with collaborators or use as a foundation for Part 2.

You will use

Build your snapshot

Training overview

  • Title: (if it has one)
  • Target audience: Who are your learners?
  • Context: Where, when, and under what conditions will this training run?
  • Delivery format: In-person, online, or hybrid?
  • Duration: Total time, number of sessions

Design summary

Bring together the key decisions from your earlier activities into one place. For each field, pull from the activity referenced — do not start from scratch.

  • System positioning: What is the most important thing your system map revealed about where your training sits? (from Activity 1)
  • Key learner constraints: What are the 2–3 most significant constraints your learners face? (from Activity 3: Learner Reality Mapping)
  • Learning outcomes: List your 3–5 most important outcomes. (from Activity 5)
  • Core activities: What are the central activities in your training — the ones that most directly helps learners achieve those outcomes? Name and describe each one in one sentence. (from Activity 8: Learning Activity Design)
  • Assessment approach: How will you know whether learners are learning during the training? (from Activity 10: Assessment Plan)
  • Evaluation approach: How will you know whether the training contributed to change after the event? (from Activity 12: Evaluation Plan)

Coherence check

Read through what you have written, then answer:

  • Do your outcomes, activities, and assessment align? If you removed any one element, would the others still make sense?
  • Does this design work in your learners' real context — given the constraints you identified?
  • Where is the weakest link in the chain from outcomes to activities to assessment? What would strengthen it?
  • What must change before you could deliver this training?

Decision points

  • What is the most important trade-off you made during this design process?
  • If time or resources are more limited than you planned, what will you prioritise and what will you cut?

OER readiness

  • Could someone else use this training without you in the room? (Yes / No / Partially)
  • What would they need that they do not currently have? (e.g., facilitator notes, context, background materials)

If you already have a training

Your snapshot should capture both what exists and what you have changed through this design process. As you fill it in, note where your design has shifted — those shifts are the value of the process.

  • Where has your design changed most since you started this workbook?
  • Which earlier activity prompted the biggest change?
  • Is there anything you planned to change but have not yet? Note it in the snapshot so you do not lose it.

If you are creating a new training

Your snapshot is your first complete picture of what you are building. It does not need to be final — it needs to be honest about what you have decided and what remains uncertain.

  • Mark any field where you are still uncertain with a question mark. These are areas to resolve before delivery.
  • For the coherence check, pay particular attention to whether your outcomes are achievable in the time and format you have planned. First designs often aim too high.
  • Share your snapshot with someone who knows your context — a colleague, a co-facilitator, or someone from your target audience. Ask them: "Does this make sense? What am I missing?"

Context check

  • What external factors (funding cycles, institutional approvals, infrastructure limitations) could change this design before you deliver?
  • What is the minimum viable version of this training — the version you could deliver even if half your resources disappeared?

Reflection

  • Looking at this snapshot as a whole, what has changed most in how you think about your training compared to when you started this workbook?

Iteration

This snapshot is a living document. After working through Part 2, return here and update it — your thinking about openness and sharing may change what you include and how you structure your training.

Reuse in later sections

Your snapshot supports: