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Designing Interactive Learning What’s on the Menu? September 2011 Michael Randel

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Page 1: Designing interactive learning   summary

Designing Interactive LearningWhat’s on the Menu?

September 2011

Michael Randel

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Today’s Purpose

Goal– Participants in your programs are engaged and

motivated to apply new ideas and approaches in their professional practice

Objectives– You have an overview of approaches in the

Interactive Learning Matrix ©

– You have selected an interactive learning activity to incorporate into the design of a current or upcoming program

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Today’s Agenda

• The Need for Interactive Learning

• The Interactive Learning Matrix©

– Interactive Learning in Face-to-Face Sessions– Interactive Learning with Technology Support

• Lessons

• Resources

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Interactive Learning?

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Case Study

A Global Organization4 day conference with 500 participants

Clear feedback from the last event:Boring!

What the VP and conference team wanted:Interactive Learning!

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THE INTERACTIVE LEARNING MATRIX©

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Learning Outcomes

Reflect on Past Experience

Compare/Contrast with Current Practices

Apply and Plan for the Future

Build Skills & Experience

Introduced to New Ideas(Information, Knowledge, Perspectives,

Skills & Experiences)

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Interactive Learning Matrix©

Individual

Pairs/Triads

Small Group

Clusters

Plenary

The combination of a specific learning

outcome with various levels of group

interaction enables a rich design of diverse and engaging learning

activities

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Interactive Learning Matrix©

Individual

Pairs/Triads

Small Group

Clusters

Plenary

Example:

Reflecting on Past Experience can be considered at each level of Group Interaction, and can be designed into a session in

the following sequence:

Pairs – Small Groups - Plenary

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INTERACTIVE LEARNING INFACE-TO-FACE SESSIONS

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Used to:• introduce participants to one another, • preview main points, • orient participants, • form teams,• establish ground rules, • set goals,• reduce initial anxieties,• or stimulate self-disclosure

Designing Interactive Openings

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Provide New Ideas(Information, Knowledge, Perspectives,

Skills & Experiences)

Lecture/Presentation

Pecha KuchaLightning TalksSpeed GeekingTeam Teaching

Interactive alternatives to Lectures:

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Provide New Ideas(Information, Knowledge, Perspectives,

Skills & Experiences)

Pecha Kucha A Powerpoint presentation of 20 slides, which change every 20 seconds, for a 6:40 presentation

Lightning Talks A series of short (often 5-10 minute) presentations, followed by group interaction

Speed Geeking Multiple rounds of parallel presentations take place, with participants moving to new presentations every 20-30 minutes

Team Teaching The content is divided into logical chunks, with one chunk assigned to each small group to digest and present to other groups in plenary

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Panel Discussion

Provide New Ideas(Information, Knowledge, Perspectives,

Skills & Experiences)

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Panel DiscussionChat Show

Provide New Ideas(Information, Knowledge, Perspectives,

Skills & Experiences)

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Panel Discussion Chat ShowA panel of experts comes together to discuss a topic.They typically address one another, and can often disagree about approaches.There is limited interaction with the plenary group who observes the panel discussion.Typically takes place behind a panel or table, serving as a barrier between the experts and the audience.

A host invites one ‘guest’ to the stage and interviews them, weaving in questions from the plenary audience.A second or third guest may join the host and original guest, engage in a brief interview and extended interaction with the plenary audience.Typically takes place with easy chairs or a sofa, and no barriers between the guests and the audience

Provide New Ideas(Information, Knowledge, Perspectives,

Skills & Experiences)

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Examples: Reflecting, Comparing, Practicing & Planning

Press Conference

Field Trip

Knowledge Cafe

Peer Mentors

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Knowledge CaféBased on World Café principles, participants rotate through a series of table discussions to collect and explore their collective knowledge about a topic.

Press ConferenceParticipants work in small groups to generate questions for a Subject Matter Expert, and then pose the questions interactively to draw out new info, to compare, etc.

Field TripParticipants visit a field site to see a practical demonstration of concepts they have learned about. They can prepare by developing questions in small groups, and process their observations in groups after the visit.

Peer MentorsAs they prepare their action plans, participants form pairs or triads to share their plans, and to contract with one another for implementation support.

Examples: Reflecting, Comparing, Practicing & Planning

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Designing Interactive Closings

Used for:• reviewing main points,• tying up loose ends,• planning application activities,• providing feedback,• celebrating successful conclusion, • and exchanging information for

future contacts

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www.thiagi.com/interactive-lectures.html

36 Formats for Interactive Lectures

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INTERACTIVE LEARNING WITH TECHNOLOGY SUPPORT

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In Face-to-Face Sessions

Audience Response Tools

Online Surveys

Micro-chatting

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Same Time/Different Place(Synchronous)

Webinar Twitter meeting

Different Time/Different Place

(Asynchronous)

Online Discussion Virtual Conference

In Virtual Sessions

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WebinarPREP Model for Webinars

• Prepare

• Rehearse

• Execute

• Post-Mortem

With thanks to Darlene Brady Christopher

Web Conference Guru

Same Time/Different Place

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Twitter-Meeting

http://lrnchat.com is a Twitter-based real-time discussion on

Takes place from every Thursday night 8:30-10pm EST / 5:30-7pm PST(An earlier session is run for people in Europe and elsewhere)

A new Question every 15 minutes:Q1) “What if” is today’s theme. What if HR was all focused on human resources (not just policies, benefits, liabilities)?Q2) What if the “Learning” department only focused on learning, rather than training, course development, schedules?Q3) What if managers really managed? What could they be managing more of & what would they be doing less of?Q4) What if supply actually followed demand? How would orgs be different? Especially L&D, HR, mgmt & leadership?

Transcription of each chat is posted on the website

Same Time/Different Place

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Different Time/ Different Place

Participant 1 (South Africa) posts an

assignment

Instructor posts a response

Participant 2 (Netherlands) follows up –

10 days later…

Online Discussion

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Open Link

Virtual Conference

1. Watch the recorded presentation

2. Interact with presenter & others in discussion area

3. Participate in Live Online chat each day

Different Time/ Different Place

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LESSONS FROM APPLYING THE INTERACTIVE LEARNING MATRIX

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Lessons

• Presenters and Subject Matter Experts won’t always see the benefit of interactive learning… at first

“Won’t it just require more preparation time?”

• Participants respond positively to the invitation to be more engaged and involved in the learning process…

• …so long as there is a rhythm to the processDon’t use too many techniques without good reason

• Be Creative! Borrow, Adapt, Co-create, Be Inspired

• And Have Fun…

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IN CLOSING

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Case Study

That Global Organization’s 4 day conference with 500 participants?

Clear feedback from this year’s event:Much More Engaging and Interactive!

What the VP and conference team got?Interactive Learning!

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Michael Randel has more than 20 years experience designing and facilitating interactive learning events for clients all over the world. His experience of working with clients from more than 25 countries has resulted in a unique framework for designing interactive learning experiences that can be applied in groups of all sizes, whether meeting in person or virtually.

Michael's broad experience ranges from coaching individuals to designing and running learning programs for up to four hundred people. He builds the capacity of his clients to develop and run their own engaging programs, whether face-to-face or virtual.

Michael founded Randel Consulting Associates in 2006, a Maryland-based firm that works with clients at local, national and global levels. His clients describe his work as being “instrumental in framing and planning the event according to our learning needs and our intended audience.” He holds a Master's degree in Social and Organizational Learning from George Mason University, and has published a variety of handbooks and articles.

Michael is a Certified Professional Facilitator and is an active participant in the Metro DC Chapter of ASTD.

Follow Michael on Twitter @mrandel

W: (202) 656-3796 C: (202) 365-4238www.RandelConsultingAssociates.com

[email protected]