leading learning events …for experienced learning leaders compiled by ellen behrens alearning ...

Leading Learning Events

…for Experienced Learning Leaders

Compiled by Ellen BehrensaLearning

http://alearning.wordpress.com

Click the title to get started…

Click the photo to continue.

You’re just back from another great conference and you’re grateful you were invited to present.

Click the highlighted message to open it.

You open your e-mail program to send a thank-you note when you see that you’ve received a message from your program contact:

Click the message attachment icon to see the feedback.

It’s not likely you’ll get negative comments, right?

But the education director wants to have a conversation about this feedback, so let’s take a look…

As usual, these comments are quite a mix – it’s a wonder they were all in the same session!

What if you could ask the people who commented what they meant?

Click the session feedback form to continue.

The beauty of this format is that we can do just that!

Let’s start with the good news.

Click the comment sheet to find out what seemed to have gone right – for this learner, anyway.

Click Nan’s photo to continue.

Novice Nan

It sounds as though Novice Nan absorbed a lot of great information and insight from your session, but left without the confidence she should have to apply what she was learning.

Click Nan’s photo to continue.

What change can you make so novices attending your next session will leave more confident than Nan did?

Click an option that fits what you’re most likely to do, given Nan’s feedback.

Click the photo to see the options again.

Uh, oh. More Talking to your learners doesn’t mean they’ll get even more from your session. More likely they’ll feel overwhelmed with so much to take in.

Nan didn’t say she wanted more stories and examples, she said she wanted to feel more confidence in applying what she was learning.

What else could you do?

People who take notes will likely take even more if you add more content. Besides, taking more notes won’t increase a novice’s confidence in applying what’s being said and it might even result in the opposite.

What could you do instead to help build the confidence in your novice learners?

Click the photo to see the options again.

Click the yellow note to find out more about novice learners or click the photo to discover more about your session feedback.

Practice makes perfect, so giving Nan and other novices a chance to practice the skills they’re learning is the best way to help build their confidence.

Create and incorporate activities such as role-playing and skills practice that replicate their real-world application for the highest level of success.

Uh, oh! The tables are pretty quiet, and when you ask them to share what they’ve learned they say they didn’t really understand what they were supposed to do or that they wrestled unsuccessfully with the same learning point…

Putting novices together to learn from each other resulted in little new learning, and certainly didn’t help them feel more confident with the content.

What could you have done instead?

Click the photo to see the options again.

Meet Dr. Ruth Clark

Click Dr. Clark’s photo to find out more about novice learners.

About Novice Learners…

Click the photo to see more of your session feedback.

According to Dr. Ruth Clark, those with less experience – novice learners like Nan -- benefit from receiving new content in smaller chunks and getting frequent opportunities to practice what they’re learning. If you walk the group through a lot of information on the topic, the novices will probably respond by eagerly taking notes and absorbing all they can.

You just have to be careful not to overwhelm them.

Click the yellow highlighted comment to meet Ed.

Let’s find out what’s behind this comment….

Click Ed’s photo to continue.

Click Ed’s photo to continue.

Expert Ed

Oh, no! Somehow, in trying to cover all the points on your slides, you missed engaging Ed and anyone else who came into the room with a high level of experience in the topic area.

Unless this session wasn’t meant for most experienced association members, you’ll want to find out how to reach the veteran learners in your group.

What change can you make so experts attending your next session will leave energized and with a “new perspective,”

as Ed put it?

Click an option that fits what you’re most likely to do, given Ed’s feedback.

Although you shook some hands and met some interesting new colleagues, connecting personally with these expert learners wasn’t enough to give them the insight or “new perspective” they hoped to get from your session.

What could you do instead that would be even more effective with these learners?

Click the photo to see the options again.

Any materials you can provide in addition to what you cover during the session is usually welcomed by learners at all levels of experience, so this is a good idea.

Because it’s hard to anticipate what solutions experts could be seeking, ready-made handouts could miss the mark, leaving them disappointed in the session.

What could you do instead that would give these expert learners a deeper dive into the topic?

Click the photo to see the options again.

Assuming your expert learners don’t mind being unexpectedly drafted, you will have created an environment where people can learn from each other.

Unfortunately, the experts are no longer focusing on their own learning but on helping others instead. While they’ll likely learn something in the process, it might not be the learning experience or outcome they had hoped for.What could you do instead that would be even more effective with these learners?

Click the photo to see the options again.

Unlike the small groups composed entirely of novices, bringing the experts together to wrestle over a well-constructed, real-world case study or scenario not only gives them the chance to share experiences, but to hear others’ opinions.

Including novices who are encouraged to participate as equals means expert learners will see problems and possible solutions from another point of view. Having all groups share closes the circle while widening the scope of possible solutions.

Click the yellow note to find out more about expert learners or click the photo discover more about your session feedback.

Meet Dr. Ruth Clark

Click Dr. Clark’s photo to find out more about expert learners.

About Expert Learners…

Click the photo to see more of your session feedback.

According to Dr. Ruth Clark, those with more experience – expert learners like Ed – benefit from having more control over what they’re learning and how they’re learning it.

Case studies that engage participants in a real-world problem that needs to be solved are an effective way to engage expert learners. Expert learners also appreciate resources for further self-guided research and discovery.

Click the yellow highlighted comment to meet Ike.

Let’s see what Ike has to say…

Click Ike’s photo to continue.

Interactive Ike

You remember Ike… He was the guy toward the center of the room who looked like he wasn’t paying attention at all – texting and staring at his cell or iPad.

You didn’t think much about it – you’d heard about people texting during sessions, so you thought he was engaged.

Now you can’t help wondering about the other people who were texting….Click Ike’s photo to

continue.

What is one way you could keep Ike’s attention while staying on topic?

Click an option that fits what you’re most likely to do, given Ike’s feedback.

Click the photo to see more of your session feedback.

Novices aren’t the only learners who need to practice. Learners who are actively engaged with the content are more likely to remember what they’re learning and – let’s face it – if they can’t remember it, what’s the point?

You can increase the activity in your session in many different ways, depending on whether you want them to leave with new skills or a better understanding of a concept or principle.

You’re right – asking questions that learners can respond to using Twitter, an audience response clicker, or another option should force you to think in their terms as you plan your session.

But if this is all you do, your session still risks being a “passive” event for your learners.

What else might you do so they won’t be doing most of the listening while you do most of the talking?

Click the photo to see the options again.

Eye contact is important, but you need to connect with your learners in a more direct way, connect them with each other, and – most of all – connect them to the content.

So other than good eye contact, what can you do to keep your session interactive?

Click the photo to see the options again.

Click the photo to see the options again.

Learning Twitter is a good idea for many reasons, but interrupting the flow of your session to send Tweets could backfire.

You could ask questions and have learners Tweet their responses, but even then you should have someone watch the Twitter feed and give everyone periodic summaries, including comments and questions for more discussion.

This type of exchange with the learners will involve them directly, but it’s not the only thing you can do to keep learners like Ike engaged.

What else might you do?

About Creating Interactive Events…

First, imagine your session without PowerPoint slides….

Now imagine you won’t have any flip charts, either.

Click the left photo to continue.

What will you have?

About Creating Interactive Events…

You’ll at least have tables and chairs.

You might even have access to the Web.

Most of all, you’ll have people who want to learn more about your session’s topic – or they wouldn’t be there.

Click the center photo to continue.

About Creating Interactive Events…

Don’t forget about all of the opportunities around you – local experts and venues are just waiting to be tapped.

What could you do to turn your session on its head?

Click the top photo to continue.

Examples of Interactive Events…

Coffee/tea shop managers participate in a tea-tasting workshop.

This group on the right identified issues, solutions, and best practices, adding to the notes originally created by earlier groups. The summary sent out after the event included dozens of ideas and suggestions.

Click the photo above to see more of your session feedback.

Click the yellow highlighted comment to meet Rita.

Let’s meet Rita and find out what’s behind her comment.

Click Rita’s photo to continue.

Click Rita’s photo to continue.

Relevant Rita

Rita’s comment about needing to see how what she’s learning relates to her life isn’t unusual for adult learners.

Adults don’t want you to waste their time. Make it matter, make it efficient, and your adult learners will leave your session satisfied.

But how can you do that?

Click Rita’s photo to continue.

Click an option that fits what you’re most likely to do, given Rita’s feedback.

What do you need to do in your next session to address the needs of adult learners?

This is a common and effective way to open a session, particularly a small gathering. It gives everyone a chance to say something early on, which is especially helpful for the more reticent learners.

Learners with similar concerns or issues will be able to identify each other, which adds to their opportunity to connect as well.

If you choose to do this, make sure you address the points mentioned.

What else can you do to make the session relevant to learners?

Click the photo to see the options again.

Click the photo to see the options again.

Most adult learners attend educational events because they want to stretch their skills and getting them to take risks can accomplish that.

Because no one likes to fail, especially in front of others, make sure you create an environment that’s safe for experimentation and risk-taking.

But “stretching” your learners doesn’t guarantee you’ve met their need for relevancy.

What else might you do?

Despite their prevalence, lectures have not been proven to be the best delivery method for instruction. Most session leaders lecture because it’s a familiar format – not because it works.

Adult learners actually prefer to have some control over their learning experience; lectures – or “presentations” – don’t allow them that control.

What could you do instead of lecture (or “present”) that would give your adult learners some control over what and how they learn?

Click the photo to see the options again.

Click the photo for a brief review of your feedback insights.

Drawing them out not only gives them the chance to share their experiences, but when they hear each others’ challenges and issues they will also make new connections and engage in the solution side of the topic as well.

By involving learners in the session, you increase the likelihood it will touch on issues, ideas, topics, and solutions that are relevant to their needs.

This is a successful event for them – and for you!

Here is just one list summarizing key motivating factors for adult learners. Much more can be found in books and online.

About Adult Learners….

Click the list for a brief review of your feedback insights.

Let’s Review…

Distinguishing between expert learners and novice learners is more effective than trying to address “learning styles.”

Novices need smaller chunks of new information and frequent opportunities to practice new skills.

Problem-solving activities based on real-world situations will engage experts. Click the photo to continue.

Let’s Review… Adult need to have some control over their learning, so the more interactive the session, the more likely their need for relevancy will also be met.

Small group activities are the best ways to engage learners, so break large groups up whenever possible so they can work on mini-projects together.

Put yourself in their shoes: what would you want from the session? From other participants? From the location? Local experts?

Open up the possibilities!Click the photo to continue.

You should be feeling better about the comments you received in your session feedback now that you have explored different ways you can address them.

Keep in mind that the most elaborately designed events sometimes fall flat. Keep it simple, focusing on just two or three key learning outcomes.

Now… Are you feeling more prepared for that conversation with the education director?

Good!

And – good luck!Click the photo above to conclude this tutorial.

Resources…

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About aLearning…

The aLearning Blog and its resources are produced by Ellen Behrens, former education director for a national trade association.

Behrens is also the author of aLearning: A Trail Guide to Association eLearning, available exclusively through www.lulu.com.

She can be contacted via e-mail at ellenbehr@aol.com with any questions, comments, or suggestions.

Thank you for accessing this aLearning resource!