Why is Interactive So Important?

1. Why is Interactive So 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

2. 10% tego co czytali • Zdefiniować • Wymienić • Opisać • Wyjaśnić Czytanie 20% tego co słyszeli Słuchanie Grafika 30% tego co widzieli • Przedstawić • Zastosować • Praktykować Oglądanie Wideo Oglądanie Wystaw 50% tego co słyszeli i widzieli Oglądanie Pokazów Interaktywny Workshop 70% tego co sami mówią/piszą • Analizować • Oceniać • Tworzyć • Projektować Projektowanie Interakcyjnych Lekcji 90% tego co mówią, dyskutują i robią Stworzenie/Symulacja Modelu lub Doświadczeń Projektowanie i Przedstawienie Prezentacji – Aktywne Działanie Stożek Dale’a Ludzie potrafią Ludzie pamiętają:

3. The Interactive-Training Credo 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

4. Direct Experience Reflecting on Experience Application Generalization about Experience The Adult Learning Cycle

5. Learning Styles Visual Auditory Kinesthetic

6. How to Make Your Training More Interactive Create a safe, positive, interactive learning environment through: • 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 Source: Lawson, K. The Trainer’s Handbook, 1998

7. Needs 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

8. Comfortable Physical Setting Physically set-up room for: • Participation • Comfort • Visibility Classroom layout has a major influence on the success or failure of a training

9. Structure and Organization • 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

10. Moderate Level of Content • 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

11. High Level of Participation • Facilitate and manage the learning process • Actively engage participants in the training from the start by: • Doing • Discussing • Reflecting • Applying

12. Minimal 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

13. Variety 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

14. Peer 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.

15. Iterative 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.

16. Real-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

17. OPTIMISM (High Energy) PESSIMISM (Low Energy) Beginning of Program Completion of Program TIME The Energy Cycle Source: Rice, R. and Rice, M. Train-the-Trainers: Instructor’s Guide, 2000

18. Large-group Presentations • Multiple-choice lecture • Mock interview • Key words • Fill-in-the-blank • Graphic association • Abbreviated lecture

19. Multiple-day and Shorter Training Interventions (contd.) Improving Attitudes (Feelings and Opinions) • Open-ended discussions • Panel presentations • Role-plays • Brainstorming • Case studies • Creative work • Field trips Source: National Institutes of Health, National Cancer Institute, Trainer’s Guide for Cancer Prevention, 2000

20. E-Learning and Distance Learning • 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

21. Cultural Sensitivity is Key • 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:

22. References and Resources • 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

23. Suggested Web Sites • Training Magazine www.trainingmag.com • The Training Journal www.trainingjournal.co.uk • American Society for Training and Development www.astd.org • Langevin Learning Services www.langevin.com