why is interactive so important? participation in the learning process should be active, not passive...
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Why is Why is InteractiveInteractive So So Important?Important?
Participation in the learning process should be active, not passive
Effective learning comes from shared experiences Successful learning includes feedback from the
facilitator and other participants Maximum learning occurs when one is able to
reflect, draw conclusions, and determine application
10% tego co czytali
90% tego co mówią, dyskutują i robią
70% tego co sami mówią/piszą
50% tego co słyszeli i widzieli
30% tego co widzieli
20% tego co słyszeli
Czytanie
Słuchanie
Grafika
Oglądanie Wideo
Oglądanie Wystaw
Oglądanie Pokazów
Interaktywny Workshop
Projektowanie Interakcyjnych Lekcji
Stworzenie/Symulacja Modelu lub Doświadczeń
Projektowanie i Przedstawienie Prezentacji – Aktywne Działanie
• Przedstawić
• Zastosować
• Praktykować
• Analizować
• Oceniać
• Tworzyć
• Projektować
• Zdefiniować
• Wymienić
• Opisać
• Wyjaśnić
Ludzie pamiętają:Ludzie pamiętają: Ludzie potrafiąLudzie potrafią
Stożek Dale’aStożek Dale’a
The Interactive-Training The Interactive-Training CredoCredo
What I hear, I forget.What I hear and see, I remember a little.What I hear, see, and ask questions about or discuss with someone else, I begin to understand.What I hear, see, discuss, and do, allows me to acquire knowledge and skill.What I teach to another, I master.
Source: Lawson, K. The Trainer’s Handbook, 1998
The Adult Learning CycleThe Adult Learning Cycle
Direct Experience
Reflecting on Experience
Generalization about Experience
Application
Learning StylesLearning Styles
Visual
Auditory
Kinesthetic
How to Make Your How to Make Your Training More InteractiveTraining More Interactive
Create a safe, positive, interactive learning environment through:
Source: Lawson, K. The Trainer’s Handbook, 1998
Minimal lecture Variety of methods Peer teaching Iterative process Real-world application
Needs assessment Comfortable physical
setting Structure and
organization Moderate level of content High level of participation
Needs AssessmentNeeds Assessment
Find out what participants think and feel about the training subject to assist with designing participatory activities:
Pre-session surveys Pre-test questionnaires Phone calls On-the-spot assessments
Comfortable Physical Comfortable Physical SettingSetting
Physically set-up room for:
Participation Comfort Visibility
Classroom layout has a major influence on the success or failure of a training
Structure and Structure and OrganizationOrganization
Provide clear instructions, verbal and written Specify time limits Utilize flipcharts, transparencies, handouts, or slides Creatively divide participants into specific groups,
when doing small group work Assign specific roles for exercises, when appropriate
(recorder, timekeeper, spokesperson, flipchart writer)
Source: Lawson, K. The Trainer’s Handbook, 1998
Moderate Level of Moderate Level of ContentContent
Consider “need to know” versus “nice to know”
Balance cognitive, affective, and behavioral domains of learning
Clarify content and learning objectives
Outline expectations of and for participants
Source: Lawson, K. The Trainer’s Handbook, 1998
High Level of High Level of ParticipationParticipation
Facilitate and manage the learning process Actively engage participants in the training
from the start by:
Reflecting Applying
Doing Discussing
Minimal LectureMinimal Lecture
Use lecture in small doses (10-15 minutes) to avoid confusion, boredom, and low retention
Do not relegate participants to a passive role
Utilize variations of the lecture
Variety of MethodsVariety of Methods
Small group work Brainstorming Creative work Games Presentations
Vary methods used to incorporate all elements of active learning
Case studies Role-plays Simulations Demonstrations
Peer TeachingPeer Teaching
Build on the wealth of expertise of participants
Encourage participants to draw on and share their experiences with others
Allow participants to answer each others’ questions (not the facilitator!)
Source: Lawson, K. The Trainer’s Handbook, 1998.
Iterative ProcessIterative Process
Use activities that build on and overlap concepts and skills learned to:
Reinforce learning Provide more opportunities to digest
and integrate
Source: Lawson, K. The Trainer’s Handbook, 1998.
Real-world ApplicationReal-world Application
Solicit examples of hypothetical or real problems Relate new learning to participant’s life situation Develop individual action plans
for application in the workplace When possible, make field visits
The Energy CycleThe Energy Cycle
Source: Rice, R. and Rice, M. Train-the-Trainers: Instructor’s Guide, 2000
TIME
PESSIMISM
OPTIMISM
Completion of Program
Beginning of Program
(High Energy)
(Low Energy)
Large-group Large-group PresentationsPresentations
Multiple-choice lecture Mock interview Key words Fill-in-the-blank Graphic association Abbreviated lecture
Improving Attitudes (Feelings and Opinions)
Multiple-day and Shorter Multiple-day and Shorter Training Interventions Training Interventions (contd.)(contd.)
Brainstorming Case studies Creative work Field trips
Source: National Institutes of Health, National Cancer Institute, Trainer’s Guide for Cancer Prevention, 2000
Open-ended discussions
Panel presentations Role-plays
E-Learning and Distance E-Learning and Distance LearningLearning
Web-based training Computer-based training Self-paced workbooks Audio-/video-tapes Audio-/video-conferencing
Source: Arch and Ensz, Web-based Interactive Learning Activities, HRD Press, 2001
Cultural Sensitivity is Cultural Sensitivity is KeyKey
Sex, age, race/ethnicity, socio-economic status, education, and religion
Language, culture, traditions, and beliefs “Learning cultures” Health care practices Skill and knowledge levels Resource levels
People are not homogeneous:
References and References and ResourcesResources
101 Ways to Make Training Active, Silberman and Lawson, Pfeiffer Publishers, 1995
The Trainer’s Handbook, Karen Lawson, Jossey-Bass Pfeiffer, 1998
Games Trainers Play, Newstrom and Scannell, McGraw Hill, Inc., 1980
The Winning Trainer, Third Edition, Julius Eitington, Gulf Publishing Company, 1996
Facilitation Skills: The ASTD Trainer’s Sourcebook, Dennis C. Kinlaw, McGraw Hill, Inc., 1996
Training 101: All the Basics, Langevin Learning Services, 2000
Suggested Web SitesSuggested Web Sites
Training Magazinewww.trainingmag.com
The Training Journal www.trainingjournal.co.uk
American Society for Training and Development www.astd.org
Langevin Learning Serviceswww.langevin.com