TO OPTIMIZE LEARNING, INFORMATION MUST BE logically organized and made explicit to the learner. This page will focus on the types of information presented in a training program and the levels of performance expected of learners for each type of information.

Instructional technology is a systematic approach to planning, developing, and evaluating training. All training consists of four main ingredients that must be separately addressed by the instructional designer (Clark, 1999). They are:

                • Information: the content of the training

                • Performance Outcomes: learning objectives of the training

                • Instructional Methods: techniques used to ensure transfer of information to the learner

                • Instructional Media: the mode or device used to deliver the information

According to M.D. Merrill (1997), learning can be classified along two dimensions: performance level and informational content. His model, the Content-Performance Matrix (CPM), is illustrated below.

In order to determine the most effective instructional method to use in a training program, the instructional designer must identify both the type of informational content that will be presented and the performance level expected of the learner.

The level of performance is determined from the written learning objectives. Based on the CPM model, the content of instruction can be learned at two levels of performance:

             • Remember: Learner will recognize or memorize the information

             • Apply: Learner will use the information to perform a task

There are five types of information: facts, concepts, procedures, processes, and principles. A description of each type of information is provided in the table below, as well as an example of learning objectives for each level of performance.

Clark, R.C. (1999). Developing Technical Training (2nd ed.). Washington D. C. : International Society for Performance Improvement.

Kathy Tyner , M.S.