Here’s an initial question to you. How do participants learn in a situation? Let’s find out by comparing certain examples.
THE CASE OF ECONOMICS
I like this video simply because it is a “shining” example of how you can bore your learners to death, disconnect with them and be equally assured that they have not learned anything or retained any of the content you shared. On the other hand, analyzing the learners’ behavior and the lecturer’s demeanor provides us with a clearer perspective of what not to do and helps us understand what can be done to improve the approach.
In this instance, did any learning happen? What did the video show about the learners’ reactions? Was the content that was being shared appreciated at all?
These are the cold facts of this case:
|o||It is a lecture approach|
|o||Dry delivery of the content|
|o||Lecturer’s monotone voice|
|o||No engagement, no retention|
Realize that I am taking you through a process as learners, using the example to help you experience what you can give your learners. Notice that a pattern has been established.
By doing steps 1 to 4, how did we help you (the learners) to focus on your own goals? If you answered a resounding YES then you are correct!
This is what I would call the “learning engagement strategy.” Why? Answer: The learning is a goal in the mind of the learner and not from the trainer.
We all learn differently. Thus, we need to tune in to the learners according to their own goals and help them fill in their gaps. For you and I to get the learners to set their minds in motion, we need to give them the opportunity to reset their own goals. Their goal is what is important, not our own goal.
Here’s another illustration on the usage of a simple software.
How do we help the learners so that they can find their own meaning when using the software?
What do you think are the problems that can be resolved?
Images or images with captions help our learners interpret how the software can be used and how it will benefit them. It also provides them insight into its relevance to their current responsibilities. It allows them to employ the application.
Here is another concept that deals with content.
What ideas in the circles would you first look into, to help this couple review their problem?
From a design point of view we, 1) showed a real life situation, 2) showed options in the circles, 3) proceeded to ask questions and 4) then shared the responses from all who posted ideas and feedback in the chat.
By doing steps 1-4, learners learn the content we share. They are able to relate a situation to the concept. They get connected to a real-life situation that engages them to reflect on solutions and alternatives in the process of problem-solving. It allows them to share their perspectives, experiences and learn from each other.
AN INTRODUCTION TO STORY BOARDING/SCRIPTING TEMPLATE
Let me take you through a short introduction into Storyboarding.
A key factor in successful webinar delivery structure is creating a series of micro-lessons.
First, we begin to focus on objectives. Moving on, we come up with an event that includes story questions. Here, we flow in a pattern that we are trying to build on with the learner.
Relative to this, notice that in our three examples above, our lesson content varies by changing the application in real-life situations.
Let’s do a short exercise. Create a real-life situation plus your content. Make it very short like real life one word or two words plus content. This is an exercise of a quick application. Try using your own content, courses or webinars.
Some helpful examples:
|o||Need a job, asking good questions|
|o||Car accident plus filing a claim|
|o||Man in shock, review bank statement|
|o||E-tech issue plus how to navigate the system|
Realize that each one of these are tiny lessons. Within it you have the learner’s objective. Then you have a situation plus content, building up the learner each step of the way.
Let me leave you with this food for thought.
Preview this short video and answer the question: What happens to our learners if we don’t encourage them to reflect on our content, but instead, ask them to memorize?
Ray Jimenez, PhD
“Helping Learners Learn Their Way”