Why is Interactive So Important?

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

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:

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

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

Learning Styles Visual Auditory Kinesthetic

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

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

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

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

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

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

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

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

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.

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.

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

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

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

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

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

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:

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

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

Why is Interactive So Important?