Blended learning

Blended learning is a solution to the either/or dilemma. Blended learning is particularly effective when the best of both worlds is used — that is, the best features of online and the best of a face-to-face classroom. It is a “blend” of many activities to achieve a learning outcome. For example, it could begin with a traditional classroom, followed by asynchronous online work and self-study, and a 90-minute virtual classroom and self-assessment to wrap up. Mentoring or peer support could provide additional support.

Both participants and the organization benefit. Less time may be spent attending classes when content can be learned by reading or self-study. This can be completed at the learner’s pace and at a convenient time. Time in the face-to-face classroom is spent in building relationships that enhance peer feedback and also provides an opportunity for skill practice.

Flipped classroom

Flipped classrooms were first popularized by Khan Academy. Participants study and explore concepts, data, and information through reading, watching videos, or viewing a lesson online prior to attending the face-to-face classroom. Time in the classroom is spent on role plays, practice activities, case studies, and exercises related to using the skills in the real world. The facilitator does less presenting of new concepts and spends more time coaching the participants.

Jane Bozarth reminds us that when we separate “‘traditional’ and ‘virtual’ classrooms, we suggest that they are entirely different undertakings. We need to remember that many activities used in traditional face-to-face training translate very easily to other environments.” She suggests that if you are mostly engaged in live-classroom work, you start paying attention to the times you conduct activities that are social and collaborative. Consider which activities can easily be translated to a virtual classroom or social learning.

Problems with a lecture

“So what’s so bad about a lecture?” you may ask. You’ve probably heard hundreds of lectures in school, and you survived that. It’s not that a lecture is bad, but there are better ways. First, consider some of the problems with a lecture.

• It doesn’t involve the participants.
• Ignores participants’ experience.
• It rarely stimulates excitement and involvement.
• The trainer, due to minimal feedback, has no way of knowing whether participants understand the concepts.
• It is one-way communication, often resulting in passive learners who do not have an opportunity to clarify material.
• People may leave with incorrect information.
• It may be physically uncomfortable.
• Can be dull and boring.
• It is impossible to hold individuals’ attention for long periods of time.
• Success is dependent upon speaking ability.
• It doesn’t account for various learning styles.
• It creates a poor transfer of learning.
• It is difficult to reinforce an audience.

Can you think of other problems with lecturing?

Some appropriate times for a lecture

On the other hand, there may be times when it is best for you to lecture. Perhaps you have been in situations like these:

• A short presentation of less than ten minutes followed by another activity can be appropriate for introducing key conceptual ideas.
• When used in conjunction with a variety of activities, a lecture can be a refreshing way for participants to just listen while they learn.
• If you need to disseminate a large amount of information in a short period of time, a lecture may be appropriate. However, it should be accompanied by a job aid or some other materials for future reference.
• A lecture may be appropriate if you need to maintain control of the group and reduce verbal resistance.
• A lecture is appropriate when specific information must be disseminated that affects ethics, legal aspects, safety, and so on.
• A well-prepared, humorous lecture may stimulate a group.
• Guest speakers, who are known for their expertise in a given content area, may be admired for their lecture. This can backfire, however, if the speaker loses the group.
• You may use a lecture when a group is so large that participative methods would be chaotic.

Are there other times when lecture may be appropriate?

If you must use a lecturette, make it participative

How in the world can you design a participative lecturette? Try these suggestions. Most are practical and easy to design in to any presentation.

• Design pop quizzes in the middle.
• Plan to ask questions regarding predictions or recall of information.
• Create a conversation between trainer and participants.
• Intersperse tasks or demonstrations.
• Develop a guided note-taking page in the form of questions or fill in the blanks.
• Develop handouts with a key-word outline of the presentation with room to write.
• Design visuals to go with the presentation so that participants can follow your words visually.
• Stop midstream at various points to ask whether everyone is with you.
• Design a partial story at the beginning and complete the story after the end of the lecturette.
• Find ways to interject humor, such as creating a cartoon to match the content you present.

Present content if you must, but build in participation.

Presentation variations

Presentations refer to any method that gives information to the participants with less interaction than many of the other methods.

• Panel: Participants, managers, customers, or top executives, provide a unique opportunity for an intimate discussion or a Q&A session.
• Tour: Visit someplace in the organization where a host guides you through the information you need to know, for example, the corporate library, to demonstrate how to retrieve information.
• Guided note taking: Create handouts that have spaces available to add information during a lecturette, watching a role play, or viewing a video.
• Storytelling: Telling an event (true or fictitious) that has a moral or lesson, or demonstrates consequences. The punch line leaves the listener inspired, influenced, or improved, without explaining the learning point.
• Debate: Two teams address two different sides of an issue to explore perspectives from both sides.

Experiential learning activities

Experiential Learning Activities (ELAs), sometimes called structured experiences, are in a category of their own. ELAs are activities that are specifically designed for inductive learning through the five-stage cycle associated with them: experiencing, publishing, processing, generalizing, and applying. Details for ELAs can be found in Chapter 8. ELAs are especially useful in a change-management situation, or when attitudes are an issue.

Demonstrations

Demonstrations typically involve someone showing the participants a process or modeling a procedure.

• Instructor role play: Role play by two instructors to demonstrate a technique or make a point, followed with discussion.
• Field trips: Visit the location where the action takes place. If you’re teaching customer service, visit your call center and listen in on a few live calls to discuss technique.
• Video, DVD: Use clips from training or commercial videos or sites such as YouTube as a basis to identify issues, solve problems, or consider examples to use as application options. Be sure to follow copyright laws.
• Magic tricks: Use magic tricks to help you make an analogous point within the training session.
• Coaching: Sometimes conducted outside a training event, it could be used as participants practice a particularly difficult skill. Participants coach each other in pairs during role plays or other skill practice.
• Interviews: Participants ask questions of a resource person who attends the training session at a designated time. Purpose is to obtain another perspective, hear from the expert, or add knowledge.
• Props: Oh my gosh! So many possibilities! Bring tools: “As a team player I am most like a _____.” Bring chunks of two by fours for participants to write the skills they have acquired and “build” the final structure. Bring packets of seeds and use as a metaphor for the “seeds of communication.” Well, you get the idea.

Reading

Reading refers to any method pertaining to interacting with the printed word.

• Read ahead: Materials provided to participants to read prior to the session.
• Letters to each other: Participants write letters to each other to provide feedback or as a summary of what each has learned in the session, or as follow-up after the session.
• Story starters: Participants are given a partial situation and complete it practicing the skills and knowledge they are learning in the session.

Drama

Drama refers to methods that require the participants or the facilitator to act out a role.

• Skits: A short presentation by small groups to demonstrate skill or knowledge learned.
• Survival problem solving: Usually used as a team-building activity in which a team is placed in a role that represents danger. The team works together to make decisions and uncover their strengths and weaknesses.
• Costumes: Can be used by the trainer to make a point or play a role. Partial costumes, hats for example, could be analogies for the different roles (hats they wear) people play on the job.
• Writing a script: Participants can script a role play for other participants based on the content.

Discussions

Discussion methods refer to two-way discussions that occur between participants and/or the facilitator.

• Buzz groups: Two people “buzz” for one to two minutes about a topic before sharing their ideas with the larger group.
• Round robin: Trainer gets opinions from everyone in the session. Discussion or rebuttal is held until everyone’s ideas have been stated.
• Brainstorming: A process for generating a large number of ideas without judgment.
• Nominal group technique: A problem-solving tool where ideas are initially generated in silence, then weighted, and prioritized.
• Fishbowl: Group is divided with half the participants sitting in a circle (the fishbowl) discussing a topic. The other half of the group sits around the perimeter and can coach during the discussion, can silently motion to replace someone, or can offer feedback at the end. Several variations.
• Develop a theory: Participants make up a theory related to the knowledge or skills they are learning.

Cases

Cases generally refer to learning methods in which the participants are presented with scenarios requiring analysis and suggestions for improvement.

• Case studies: A real or fictional situation is presented to the participants to analyze and recommend solutions. If an actual situation was presented, the facilitator usually shares the actual outcome.
• In-baskets: Items are given to participants that replicate problems, messages, and tasks that could actually show up in someone’s inbox. Participants must make decisions, manage their time, and establish priorities as they address the items.
• Critical incidents: A short version of a case study, which focuses on the most vital aspects of a problem situation.
• Sequential case studies: Participants are given a portion of a case study. Depending on the decision they make on the first portion, a second, third and perhaps even a fourth set of data are distributed. All groups may end up in different places.
• Problem-solving clinic: Participants bring real-world problems for the rest of the group to solve.

Art

Art entails more creative methods involving drawing, design, sculpting, or other nonword events.

• Portraits: Participants create portraits of themselves being successful at learning the content of the session or as an opening activity to introduce themselves to the group.
• Cartoons: Can be used as energizers or to reinforce knowledge or skills that are being taught. Be sure to abide by copyright laws.
• Posters: Participants create posters to make a point, summarize information, and so on.
• Draw how you feel about _____: Exactly what it says, draw how you feel about whatever the topic is. Can be reworded such as draw a logo that represents teamwork.

Playlikes

Playlikes are learning methods that are similar to dramatizations but less serious and more open ended.

• Role plays: Participants act out roles, attitudes, or behaviors that are not their own to practice skills or apply what they have learned. Frequently an observer provides feedback to those in character.
• Role reversals: Participants assume the role of the person with whom they interact daily, for example, their bosses.
• Video feedback: Participants are recorded during a role play or presentation. They view their own tapes and complete a self-critique.
• Outdoor adventure learning: Sometimes called ropes courses; used for problem solving and team building.
• Improv: Short for improvisation, actors create a skit without a script. Input and ideas are gleaned from the audience.
• Simulations: A training environment that closely represents the real environment to allow participants to practice skills.

Games

Games refer to any board, card, television, computer, or physical event that leads to learning or review of material. A game requires a challenge, rules, and feedback resulting in a measurable outcome.

• Crossword puzzles: Computer software can take a list of terms from the session and arrange clues and words into a crossword puzzle.
• Relays: Teams set up in a relay to compete to be the first to complete a set of instructions. Good for review of concepts to test skill acquisition.
• Card games: As many variations as there are cards! Various pieces of data can be placed on cards to solve a problem.
• Computer games: Good for reinforcing skills back at the workplace after the session.
• Any board-game adaptation: Many board games such as Trivial Pursuit can be adapted to the content of the training.
• Any game-show adaptation: Game shows such as Jeopardy! can be adapted to the content of the training.

Participant directed

The method refers to situations where participants take the leadership role in the delivery of training to others, or the analysis of their own learning.

• Social learning: Though it is usually considered informal and unconscious, it can be designed into a training event using social media tools: wikis, blogs, Instagram, Facebook, Twitter, LinkedIn, and others.
• Skill centers: Several areas are set up around the training room to practice skills or test knowledge. Participants move from one area to another selecting the ones most appropriate for them to master.
• Teaching teams: Participant pairs select a topic from the agenda and teach the rest of the group.
• Digital storytelling: Participants create a 1–2 minute video to capture examples or viewpoints related to the topic. Effective for virtual and traditional classrooms.
• Self analysis: Usually a series of questions with correct answers to review knowledge. May also be a set of thought-provoking concepts or questions that allow participants to examine their personal attitudes.
• Teach backs: Participants are given a small portion of content which they study and “teach back” to the rest of the participants. This can be conducted in small groups or the larger group.
• Journaling: Participants keep a written record of thoughts, feelings, reactions, successes, plans, and action items.
• Research: Challenge given in the classroom for participants to track down the correct answer between sessions. Can be used to locate information during the session on the Internet.

Participant events

Participant events refers to learning methods that have a specific placement in a training session.

• Icebreakers: A structured activity usually used at the beginning of a training session to initiate participation and introductions.
• Energizers: A brief activity, exercise, or brain teaser offered to “energize” the group.
• Closers: Group activity used at the end to bring closure to the session, make commitments, review key points, plan application actions, and celebrate success.

As you peruse this list, you can see that with some adaptation almost all of these activities can also be used in your virtual ILT. Right? Some, such as videos and reading, can be used as preliminary work. Journaling, in-baskets, coaching, and self-analysis can be used as follow-up reinforcement. Most of the rest can, with slight adaptation, be used during the virtual classroom. Think Skype for a tour or prepping a couple of learners to complete a role play or a teach back.

Engaging participants every three to five minutes in a virtual ILT session seems to be the expectation.

Hey! What about gamification? Gamification uses game-based elements to motivate or engage people or promote learning. The “games” in our list may be the basis for that to occur. Gamification utilizes gaming elements to ensure a change in behavior and the transfer of learning to the workplace.

Looking for more information about gamification? One of Karl Kapp’s books such as The Gamification of Learning and Instruction (Pfeiffer, 2012) is just what you need.

Strategies for different learning needs

How do you know which type of activity to select? Remember the three categories of learning? Use them as a guide. There will still be some crossover, but it is a place to start.

Different types of learning require different strategies. Match the strategy (type of activity) to the learning objective. Here are a few examples for you.

Considerations for selecting activities

What other questions should you ask when selecting activities?

• What is the purpose? Be sure that the design actually accomplishes what the learners need. If they need practice, don’t provide a word-match game or a demonstration.
• How well does the activity assist with accomplishing the learning objective? Sometimes, a learning objective is broken down into smaller segments. Be sure that the time you invest in activities represents the most critical of objectives as well as covers the most of each.
• How much time does the activity take? How much time to debrief? If you don’t know how much time, better try it out with a group prior to the session. Don’t skimp on time if the knowledge or skill is important. Also, don’t try to save time by skipping the debrief. Participants leave an activity without a debrief wondering “What was that all about?” If you do not have time for the debrief, don’t do the activity. Also consider how rigid the time restraints may be for the activity and know what you can do if you run short of time.
• Is the time investment worth the amount of learning that will occur? Concepts can be taught in many ways. Activities provide a hands-on opportunity for participants to master knowledge or skills that may be harder to master through discussion. Because activities take more time, it is important to be certain that the concepts are related to the most important learning objectives.
• Is it fun — at least stimulating and interesting? All activities don’t need to be grins and giggles, but if they aren’t at least interesting, learners will find something else to do — or think about. You know it’s true with virtual ILT! Admit it. Your mind drifts during virtual events!
• Do all the participants have the minimum skills to contribute and learn from the experience? Or are skill levels uneven among participants? Speaks for itself. You may not know about everyone in the session; that’s why you’re constantly observing and learning about your group. If you suspect that someone will have difficulty, determine how you can offer support without being obvious. It may be in whom you pair the person with, what you assign the individual, or how you offer nonchalant sideline coaching. Sometimes, activities can be created in which those with higher skill level deliver the content.
• How comfortable does the activity seem? Your needs assessment should provide information about what is culturally acceptable in general. In addition, build up to riskier activities as the group is together longer. For example, role plays tend to be more acceptable later in the training sequence.
• Is the activity appropriate for the size of the group? Some activities that focus on creativity or mental imagery may seem threatening in small groups. On the other hand, some groups may be too large for certain activities or there may not be enough space to have small groups spread out to complete the activity. In a virtual classroom, ensure that there will be time to hear from all groups.
• Does this activity maintain the tone and climate the participants need? If you’re trying to build teamwork, it may not be wise to interject an activity that tears apart what you’ve built. If you’re encouraging participation, you may think twice about an activity that the quieter people may deem threatening.
• Does the activity have enough real-world relevance for this group? If not, you may wish to find another, or add the relevance that is missing.
• How flexible is the activity? Mold the activity so the participants are able to easily relate to the situation.
• Will you be able to easily provide clear, succinct directions? The easier the better. Remember you may have 20, 30, or more participants in your session. If the directions are complex and you still think the activity is worth it, plan for how you can ensure the directions are followed. For example, you could have the directions printed so groups can read them or you could dispense the directions in small doses.
• Will the learning that occurs be straightforward? If participants end the activity requiring much explanation, you will frustrate the learners. Better skip it.
• What is the timing and the sequencing of the activity? Avoid conducting two similar activities back to back. Think about the time of day, as well. Incorporate activity and movement immediately after lunch. Increase risk as you move through the day.
• How may logistics affect the design? If you need to travel, you may not want to lug lots of props. It may be difficult to conduct a relay if the room is not large enough. If two trainers are available you may be able to include demonstrations or role plays. Equipment availability also shapes the activities you select. If your participants haven’t experienced virtual classrooms, placing them in a chat may take more time.
• Will the experience and the debrief provide participants with the skill or knowledge they need to acquire from the activity? Will you be able to easily relate it to the previous as well as the next training module? Finally, how will you evaluate the effectiveness of the activity you chose or designed?

It may seem like a lot of questions. If you’re new to design, go through each one. Trust me when I say that eventually, this will become second nature to you. You will read a learning objective and immediately have an idea of what activity type will work best.

One last word about activities

Activities can be fun to design and to plan into your training. Remember that balance is the key. To be most successful with activities or games in your session you must be sure to do the following:

• Have a purpose. Don’t plug a game into a training session just because you have a space. Design it in by linking it to a learning objective. Ensure that you include plenty of practice opportunities.
• Know the activity. During the design stage, try out any activities on a small group to see whether they accomplish the purpose for which you have selected the activity.
• Think variety. As you design the training program, include different types of activities. It is unlikely, for example, that you would use more than one case study in a day when you have so many different activities from which to choose and so many learners with different learning preferences. Satisfy visual preferences through color, charts, pictures, and video clips. Satisfy auditory preferences with debates, discussions, and stories. Satisfy kinesthetic preferences through role plays, games, and practice.

• Create a consistent theme. As you design a training program, think of a theme that you could use throughout, or an early event that you could return to, to create consistency. In the “All about icebreakers” section earlier in this chapter I shared my T-shirt icebreaker. I continue to use the T-shirts that participants created during the icebreaker throughout the training program. How did I do that?

  The group was in the team-formation stage, so I used it as a team-building exercise. Throughout the three days, participants wrote on each other’s T-shirts completing these statements:

  • Something I learned about you today is… .
  • One thing we could do together is… .
  • Something I’d like to know about you is… .

Finally I used the T-shirts to bring closure to the session by having participants write on at least two other participants’ shirts with a request to “stay in touch” and add their contact information.

Designing slide presentations

Most trainers use PowerPoint as their visual design tool of choice. PowerPoint is an efficient tool, but when used incorrectly it loses its effectiveness. Prezi has gained some support since its cloud-base allows you to present from your browser, desktop, iPad, or iPhone.

• Keep the limited flexibility in mind because it is not easy to change the slide order or to add content while you present.
• Use a graphic theme and stay with it for the most part; try something other than the canned PowerPoint formats.
• Use a template that has a fresh look and one that uses a minimum percent of the screen.

Follow the 8 x 8 rule; this refers to the number of lines down and words across a visual; 6 x 6 is better for larger groups.

• When presenting a list, design it so you can reveal text one line at a time.
• To further emphasize the line item you wish to discuss, change the color of the newest item or have the previous items fade subtly.
• Headings should be 36 to 44 points (pt) and body 28 to 32 pt, but no less than 24 pt.
• Select one primary transition throughout the content for each module.
• Fade to black to signal a new module or if you want to pause for discussion or an activity. Practice using your “B” key while presenting.
• Use a subtle background.
• Ensure that there is enough contrast between typeface and background.
• Use clip art sparingly. Excellent stock photos are better. Check with your graphics department for availability.
• If you use animation, select one type and use throughout a module or content section.
• I don’t recommend sound effects, but if you use them, keep them brief, and make sure they add impact.

Designing or selecting DVD or video clips

A video clip adds a surprise element to a training session. To be effective follow a few guidelines.

• Develop program objectives first and then select the best clip to meet your need.
• Be sure to consider asking participants to use their own devices, laptops, tablets, or phone to look up videos from sites such as YouTube.
• Show only the portion required to make the point; provide a brief explanation about what happens up to this point.
• Provide an introduction that includes the title and tells why you’re showing the film.
• Preview before showing.
• Devise open-ended questions that clarify the objectives of the film and create discussion following it.
• Media should be proportionate in length to your session.

Designing flipcharts

Design flipcharts? You’ve got to be kidding! No, I’m not. Planning an effective flipchart page is just as important as a PowerPoint slide. I usually sketch out the design and words on paper so that when it comes time to actually put the words on the chart paper, I know what I want it to say.

• Plan the order of the charts and remember to include blank pages for participant ideas and brainstorming.
• Plan for clear and descriptive headings.
• Consider using a box, cloud, underline, or other graphic to set off the heading, especially if you may use more than one page for one topic.
• Identify the specific words you will use.
• Know whether you will want to leave space to add information during the session.
• Plan for letters that are 1 to 3 inches high, and ten or fewer lines per page.
• Plan sketches ahead.

If you have a model or drawing that you like, but you’re not an artist, trace it. Create the flipchart ahead or take a copy to the training setup with you for tracing. If you use a model more than once and participants do not interact or write on the chart, you may wish to have it designed professionally as a poster.

• A design that includes bullets can help guide learners.
  • Numbers suggest a process, sequence of events, or priority.
  • Bullets suggest a list without priority.
  • Boxes suggest something that may be checked off after it is complete; for example, learning objectives for the session.
• Design the colors of markers; for example, two different colors for every other idea on a list, dark colors for words and bright colors for highlighting.

Designing handouts or participant books

Participant handouts should not be just a page full of words. You can ensure that handouts and other printed participant materials are effective if you consider these ideas:

• Know how the handout will function in terms of note taking, exercise, and as a future resource.
• Use heads and subheads in a variety of type sizes and degrees of boldness.
• Don’t mix too many typefaces.
• Experts recommend that you use a serif typeface which makes the letters appear to flow from one to the next.
• Use graphics and sketches.
• Use bullets, dashes, borders, indentations, and margins for ease of reading.
• Number the pages.

Essential components

As you design participant materials, begin by knowing what content you will include and how participants will use them. Will they be assigned reading prior to the session? Read during the session? Basis for an exercise? Backdrop for taking notes? Future resource? What else should you remember?

• Make it easy to read and quick to find information by breaking up the text with heads and subheads in a variety of type sizes and degrees of boldness.
• Use short paragraphs and wide margins, leaving space for taking notes.
• Use bullets, dashes, borders, indentations, and margins to enhance each page.
• Write in a conversational tone.
• Use graphics and sketches, even just lines and boxes, to set off key concepts and to add interest.
• Number the pages.

How about a trainer’s manual?

Your trainer’s manual may be anything from your notes written on the participant handouts to a complete manual with references to the training plan, facilitation tips, time use, media and visual list, and masters for the participant materials. A well-designed trainer’s manual

• Uses icons
• Has plenty of room for writing notes
• Identifies everything you need to know at a glance (what visual you’re using, what page participants should be on, what materials you require, and so on)
• Provides you with either a lead-in statement, a transition statement, or both

For now, I suggest that you allow someone else to worry about writing a trainer’s manual. The preparation chapter provides a few ideas for what you can do to personalize your manual.

Whew! That’s all, folks! As you can see, the design and development stage of The Training Cycle requires lots of work — whether it is a virtual or face-to-face classroom. If you are focused on the virtual classroom, take a look at Chapter 6, which takes you a little deeper into e-learning considerations.

The design and development of training is a big job, but don’t forget to have fun and to build fun into your design. You can do it. I pass on Henry Ford’s advice: “Whether you believe you can or you can’t, you will prove yourself correct.”