Technical Training Delivery & Developer Education

Craft of live technical training, hands-on lab design, and developer/customer education programs. See references/technical-training-delivery.md for the full reference.

Core Capabilities

Participatory live coding: The ten-tip framework (Wilson et al. 2020 / Carpentries); pacing, narration, deliberate mistakes, sticky-note status system, helper ratio
Formative assessment: Diagnostic MCQs targeting misconceptions, sticky notes, minute cards, one-up/one-down, peer instruction (productive disagreement zone: 30–70% correct)
Scaffolding progression: Worked example → faded example → Parsons problem → open exercise; expertise-reversal caution for advanced learners
Teaching programming: Variable/assignment/reference misconceptions; array misconceptions; notional machine as explicit teaching object; “predict, run, compare” exercises
Teaching databases: SQL execution order misconception (the cascade failure source); four-category SQL misconception taxonomy (Miedema); WHERE vs. HAVING; ERD design misconceptions (Kallia 2025); NoSQL access-pattern-first framing vs. normalization transfer
Mixed skill levels: Entry diagnostic, extension exercises for fast finishers, helper-based load balancing, avoiding “just/simply/obviously”
Program models: DevRel education (content stack, attribution lag); customer academy (onboarding track, role-based paths, TTFV metrics, Forrester/Intellum 2024 benchmarks); partner/SI enablement (tiered certification gating deal registration)
Modality trade-offs: ILT 70–90% completion vs. self-paced 20–30%; cohort-based for onboarding, self-paced library for reference; office hours as low-cost signal supplement
Lab and sandbox design: Sandbox vs. guided lab vs. pre-built environment; setup failure mitigation; granular step completion tracking
Video production: Script-first, one outcome per video, 6-minute maximum, accessibility (captions/508)

Quick Reference: Technique Selection

Situation	Technique
New concept for novices	Worked example + explicit mental model
Bridge observation → practice	3-step faded example
Efficient in-workshop practice	Parsons problems
Real-time comprehension diagnostic	MCQ (30–70% → peer discussion)
Real-time status in the room	Sticky notes (green/orange)
End-of-session feedback	Minute cards
SQL execution order confusion	State order explicitly; “predict, run, compare”
Document data model teaching	Access-pattern-first; not normalization
Initial onboarding modality	ILT/cohort
Ongoing reference	Self-paced library
Program ROI proof	Trained vs. untrained cohort analysis

Key Adjacent Skills

Learning science behind these techniques → applied-psychology (references/learning-and-expertise-psychology.md)
Course architecture (ADDIE, Gagné, UbD) → instructional-design-course-architecture
Assessment/certification psychometrics → assessment-certification-design
Teaching troubleshooting and diagnosis → teaching-troubleshooting-diagnostic-reasoning
Tutorial writing craft (Diátaxis) → technical-writing-craft (references/tutorial-writing.md), technical-writing-craft