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Key Ideas:
1. Formal training, just like a recipe, is a credible and valid format of learning.
2. Though it comes in a precise structure, the differences in execution and end product can still arise.
3. Following the recipes is good, but experiencing and doing the entire cooking process is what really matters. The same applies in training design, where we tend to teach recipes and leave it up to learners to experience the cooking.
4. We must not stop thinking that the recipe is sufficient. Learners' experience and self-discovery which is acquired on the job also have vital roles in learning.
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Key Ideas:
1. We train learners/workers by giving them all the resources they would need to gain the required knowledge and skills.
2. Yet most of the time, when learners go back to do the work, we still hear disputes that they don't have the resources at hand.
3. One of the realities of work is that workers are always competing for resources including theirs and other people's time, the leaders’ attention, raw materials, budget, etc.
3. Some training programs lose its value or effect because of the lack of resources needed to get the task moving.
4. Trainers must build the ability to have the workaround attitude or "foraging" and "scavenging" within the learners.
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Key Ideas:
1. In designing training programs, we have the tendency to isolate the content.
2. But most of the time, a lot of content are better learned when done together or in collaboration with other people.
3. It is a challenge when we don't relate or connect the content to the actual work and experience.
4. Learners must be taught not only the policies, rules, job aids, etc. but also its application in real work situations.
5. "Tug of war" learning happens when we isolate the learners and the content away from its relation to experience and the need to work with people.
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Key Ideas:
1. One way to know if learners are learning in remote training is doing the "at the moment" observation.
2. This assumes that you are getting insights from the participants by coming up with the following evaluations:
- Does the learner bounce back the idea? Are they able to articulate similar related ideas?
- Does the learner add his/her own ideas to the concepts that is being shared?
- Does the learner interpret the ideas in other different ways?
- Does the learner share personal views and own examples of past experience that are related to the ideas presented?
3. As trainers, we need to be watchful of how webinar participants assimilate, reflect, react, and comprehend to know if they are learning along the process.
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Key Ideas:
1. Like any kind of work output, consequences also happen in learning and training design.
2. Spend some time to understand and include "what could happen?" in the questions that are given to the learners.
3. It's always hard to see what could go wrong in any kind of situation due to varying priorities, multiple tasks, and other challenges.
4. Promoting "consequence thinking" among learners provides in-depth study and deliberation of the ideas. Thus, anticipating the outcome be it good or bad.
5. Consequence thinking raises the awareness, adds laser-focus, and builds value to the learning.
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Key Ideas:
1. When learners face questions that they're not able to answer while away from the training, the consequences can be really serious.
2. Learners/workers may end up ignoring the issue, stop taking any action, or result into covering up the problem.
3. We need to make sure that experience questions are included in our training design, particularly for learners who are in the flow of work.
4. Add a stressor such as "what if" scenarios.
5. Ask the right questions and guide learners how to test and figure things out.
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Key Ideas:
1. Instructional designers often have an agenda and start with the concept of formal instruction - to transfer a set of skills and knowledge so that the learners can practice it.
2. This thinking causes a tunnel vision, restricting the flexible learning ability that enable learners to relate the learning with experience.
3. To have a flexible vision, consider these questions:
- What is your experience or observation?
- How was it solved?
- What are your insights?
- What to do or not do again?
- What similar encounters have you experienced?
4. Widen our vision using the value of experience.
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Key Ideas:
1. In online games and eLearning, we are sometimes unable to experience reality because we do not go out of the virtual world and into a real situation.
2. Often when we create experiences for our learners, we believe that it is efficient enough when we know that they are able to share their thoughts and ideas on the subject.
3. Even in virtual conversations, allow learners to find an area of real-world experience that they can relate to the idea or topic.
4. Take one more step to provoke ideas and promote experience.
5. Make sure that the reality is not broken but it is perfectly experienced by our learners.
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Key Ideas:
1. In testing your virtual training, there are 3 important questions to ask the learners:
- What lesson did you learn?
- What can you apply from the lesson?
- How do you relate it to a similar condition?
2. But sometimes, these questions are easily answerable based on the learners own estimations and assessments.
3. At times, we also fail to provide sufficient tools or methods to encourage learners to explore the application of an idea through illustrations, examples, etc.
4. As trainers, we must help learners own up a solution and be able to reapply it in other conditions because it will mean that knowledge is retained.
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Key Ideas:
1. There are times when we forget that people go to training for the learning experiences. We only require them to follow certain steps and processes and do projects.
2. These things are unnatural because experience learning shouldn't be a sequence of steps to follow.
3. Learners must be allowed to explore and learn from experiences on the job instead of putting them in a box and dictate to them what to do.
4. Let learners have more freedom to experience the ideas and look for relevant situations which they can relate to the subject.
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