Archive for the ‘Training Tips’ Category
Wednesday, March 5th, 2014
In January, I attended a presentation called Making Interactivity Count by Cammy Bean, Vice President of Learning Design at Kineo. You can find her slide deck on Slideshare and I recommend looking at her other presentations as well. Here are a few of my takeaways from her talk. Though her points were geared to the elearning environment, they are highly applicable to the face-to-face classroom as well.
When designing instruction, we try to incorporate interactivity. But what is interactivity? Interactivity occurs on a spectrum and can be human-to-human, or human-to-thing. Even thinking meaningfully can be interactive. Her four strategies for incorporating interactivity are:
1. Get them reflecting! Have your students practice integrating the content into their own mental schema. Ask a question to get them to stop, think, and apply what they have just learned. For example, what are you going to start doing, stop doing, or continue doing with this new knowledge?
2. Get them feeling! Make your stories or examples about real people or put the learner in the story. Ask them questions about the story or why it matters.
3. Get them acting! Build in worksheets or have students assess what’s going right or wrong with a scenario. For example, if you demonstrate a search that returns zero results, have your students determine why and how to fix it. Ask students what they would do in a given situation.
4. Get them connecting! Have your students talk to each other. Use a survey and share the results.
A few other words of caution from Cammy Bean:
- Don’t add interactivity just for the sake of interactivity (or as Cammy put it, Beware the clicky clicky, bling bling!)
- Be sure that the interactive elements have context
- Don’t allow the interactivity to overwhelm the content
What are some new ways you might add interactivity to your classes?
Monday, March 3rd, 2014
Information overload. When presented with lots of new information in a short period of time (during a webinar or in-person training session), how are we to know what’s most important in the presentation?
A Sherpa is a person of Nepalese descent and is known for serving as a guide to mountain climbers, notably for Mount Everest. Wouldn’t it be nice to have a Sherpa (a guide) to help us focus on the most important components of a presentation? Enter guided note taking.
Guided notes (as opposed to complete notes provided to students) are a teacher-prepared handout used to help students focus on the key elements of a presentation. If you want to help students understand a new concept, include the description in a prepared handout, but leave a blank so the students have to fill in a missing piece of information. This approach engages students and helps them focus on the key points. The National Library of Medicine Training Center uses this approach in some of their classes.
While a 2006 article published in the Journal of Applied Behavior Analysis didn’t find “consistent differences between the two note formats on students’ mean quiz scores.” The researchers did see more correct answers on quizzes where students had used guided notes.
My suggestion…try it, you might like it.
Click here to read the freely available full-text article at PubMed Central.
Monday, February 24th, 2014
Technology; most of us have a love/hate relationship with it. But wouldn’t it be great if we had a love/love relationship with technology? Specifically, love for an online course we might take or even develop. Karla Gutierrez of SHIFT’s eLearning Blog recently posted an article titled: Bridging the Gap Between Human Learners and eLearning Technology. Gutierrez pointed to 4 “human factors” to consider when designing an online class. Also, as students, we intrinsically want these factors to be present.
I’ve pulled some excerpts from Gutierrez’s article. Just reading about human centered design made me feel more at ease.
1) The human brain prefers to recognize, not recall. Learners should not have to spend more time trying to remember how to navigate from one page to another, than they do engaging in learning the material.
2) The human brain likes chunking by seven. Requiring learners to grasp too many concepts at one time can cause them to “drop” that information.
3) The human brain likes to organize information.The proper placement of information can help learners recall knowledge when they need it.
4) The human brain likes patterns. Use consistent screen design.
The U.S. government has a website about user experience design principles called: http://www.usability.gov
Here is a link to a section called User Experience Basics: http://www.usability.gov/what-and-why/user-experience.html
Read the entire article here: http://goo.gl/MVvsLt
Wednesday, February 19th, 2014
Don’t you wish that any time you taught, your students were completely captivated by what you had to say?
As teachers and trainers, you know it’s important to grab the audience’s attention right away. Whether you teach busy clinicians, exhausted students, or distracted researchers, getting and keeping the audience’s attention can be a real challenge. So how do you do it?
A recent post over at CopyBlogger describes three steps that you can apply to capture the attention of your students. Their post really addresses blog writing, but I think they can be applied to the classroom as well. By applying these steps, you just might find that you have gained ground in the competition for your audience’s attention.
Step 1: Empathize with your student’s struggle. Show them that you understand their needs and the accompanying challenges. For example, you might indicate that you know how important it is to have the most recent literature for their research, but how difficult it can be to make sure you have the best sources.
Step 2: Promise your students a benefit. Let them know right away how they will be rewarded for their attention and why they should pay attention. Will it take them less time to find what they need? Will they impress their attendings with their ability to find the best evidence?
Step 3: Provide reassurance. Let them know it’s not going to be too hard because you’re going to let them in on a few secrets or a simple trick that will elevate their skill. This really doesn’t have to take long, but by using these steps to slightly revamp your introduction, you may find that you have a more attentive class.
Did you notice any of these steps at work in this post?
Wednesday, February 12th, 2014
I recently attended the American Society for Training and Development‘s TechKnowledge conference. It was a great opportunity to see new training technologies and learn from others about their challenges and strategies in training. ASTD’s membership is quite diverse and includes those who do compliance training, technical and software training, workforce development, and many other areas. In all the sessions, I found myself looking for ways to apply techniques from other areas to what we do here at the NTC. In the next few blog posts I’ll share some of the tips and tricks I learned in these sessions.
One of the first sessions I attended was about identifying and avoid pitfalls in the virtual classroom. As we (and many others) move more of our classes online, this seemed particularly relevant.
The instructor first described the difference between webinars and a virtual classroom. For her, a virtual classroom uses web conferencing software to facilitate synchronous learning with a high degree of interaction. A webinar, on the other hand, is more one-way communication or simply presentation of information. Here are some of her tips:
- Tip #1: Make sure participants understand what a virtual classroom is and establish right away that it is an active, not passive, learning environment. Use opinion questions at the beginning to engage participants from the outset and clearly communicate that the virtual classroom is for building skills.
- Tip #2: Know the platform you’re delivering in, practice in it, and have someone else as a “producer” when instructing. The role of the producer is to set up the room, assist participants with technical difficulties, answer questions, and help make sure transitions are smooth. Although we don’t really refer to it as a producer, we at the NTC always make sure that another trainer is available to help with these issues. If you deliver classes over the web, I highly recommend it.
- Tip #3: Have a plan for how you will distribute materials. If you have handouts or other materials, how will the students get them?
- Tip #4: Never have more than 2 “tell” slides in a row. Break it up with some kind of interaction.
- Tip #5: Pilot and Practice!
Monday, February 10th, 2014
Here is a collection of 6 tips for practicing a presentation or preparing for a class (with some added commentary by me).
1) Internalize don’t memorize: Knowing the content of your presentation is first and foremost. This doesn’t mean that you can’t use notes to keep you on track and to make sure you cover everything you intended.
2) Present out loud: The first time I did this I felt funny…not anymore. Practicing out loud helps me feel more confident and creates a sense memory…just like Hollywood actors describe.
3) Present standing up: This really makes a difference; make it part of the rehearsal. It’s related to that idea of sense memory again.
4) Present in the clothes you are going to wear: I can’t say that I have done this, but dressing appropriately for the occasion, whether it be a presentation or a snow storm, is important.
5) Time your presentation: I use the stopwatch on my cell phone. Remember to add some minutes to the total of your timed presentation to account for questions. Do the same if you are planning exercises during a class.
6) Visit the location of your presentation: Here at the NTC we travel around the country and teach in computer labs. When possible, we arrange to visit the lab the day before class so there are no big surprises awaiting us.
Read the original post by Dr. Michelle Mazur.
Thursday, January 30th, 2014
Playing music during training? If you’re never experienced this, it might seem like an odd idea. I’ve had this experience during some of the training sessions at the Bob Pike annual conference I attended last year. The instructors played music as people were filtering in to the classroom. The rationale, as this article discusses, is “to alleviate their tension and create a relaxed learning atmosphere.” I’m happy to report that it worked!
Other ideas for music in training are to use it for transitioning from one activity to another (in short bits) and to use song parodies to revisit training content. (If you can sing the exact words to any TV opening credits from your childhood, or sing the words to a French song from the 1970’s when you don’t know any other French, you know how powerful music is as a memory aid!)
Where to find the music? Look for royalty-free music web sites. If you try incorporating music into your training, let us know how it worked!
Tuesday, January 28th, 2014
What are some effective teaching behaviors that we can incorporate into our classes for learners of all types? A post from the “Tomorrow’s Professor” mailing list, sponsored by the Stanford Center for Teaching and Learning, discussed eight behaviors to consider. The behaviors that particularly intrigued me were:
“Teach for Understanding Rather Than Exposure”: determine the “big ideas” behind the class
“Explicit Instruction”: Tell students what they are going to learn, the rationale for learning the material, and how new material relates to what they already learned.
“Scaffolded Instruction”: The three stages of scaffolded instruction are: 1) Students watch the teacher perform a task; 2) teacher and student do the task together; 3) student does it alone.
“Errorless Learning”: Present the material using smaller steps so that students can achieve success without errors.
You can read the full article here.
Monday, January 13th, 2014
A recent article on the Bob Pike Training Group website by Jordan Meyers discusses strategies that trainers can use to foster an environment that feels comfortable to participants.
Here are a few things that trainers can do to help ease the experience.
- People don’t like being unprepared. If you’re planning on having a class discussion or doing small group work, consider giving an assignment that looks at the topic prior to class. Now, people will be better prepared to contribute to the discussion which will hopefully alleviate some discomfort.
- Another approach suggested by Meyers is to progressively grow the size of the group. Start by having people work in pairs where they can get their feet wet on a (new) topic. Then grow the groups to 4 or 6 and so on…or some variation on that theme.
- Use an ice breaker to flesh out potential online technical problems before you start the “real” group work. For example, if an exercise requires participants to unmute their phone, then have all participants unmute themselves and identify which state they were born in. This gives everyone the opportunity to test their system.
Read the article here: http://bobpikegroup.com/Resources/Articles/340
Monday, January 6th, 2014
Those two words (or any variation) make me dread the seconds that follow. Sometimes someone asks a question and I’m relieved that I’m not going to be left at the front of the room feeling like I offered a hand shake and nobody shook it back; a little awkward. So, we’re there at the front of the room or online doing some synchronous training and we ask: are there any questions? Current training trends suggest that you wait 9 seconds before moving on to give students time to catch up and formulate a question. But that isn’t even the issue I’m talking about here today.
Today, I am suggesting that we don’t even want to ask “are there any questions?”. Maybe the students will tell us, within 9 seconds, that they don’t have questions. OK. Asked and answered. However, if truth be told, I want more than a yes or a no answer. I want a conversation. I want a little back and forth with the students. So, instead of asking a question that may cut off any future discussion, try one of these 5 open-ended questions posed by Rebecca Alber of edutopia.org and an instructor at UCLA’s Graduate School of Education.
- What do you think? This question is designed to get input from the class and is not a yes or no question. Yea!
- Why do you think that? This question is designed to make sure the student knows how or why they came to their answer.
- How do you know this? This question might elicit examples from experience.
- Can you tell me more? Need I say more about this question?
- What questions do you still have? This question is designed to loop back around to the beginning or stir up new questions about what was just discussed (hopefully, there was a discussion).