Transforming F2F Workshops to Remote Training - Exercise 3

Transforming F2F Workshops to Remote Training - Exercise 2

Transforming F2F Workshops to Remote Training - Exercise 1

20 Videos in Webinar Extraordinary Techniques

Engagement Matrix pdf

Learners need to think for themselves to be able to fix problems, find answers, and come up with creative solutions especially when uncertain work situations happen. How do we make the learners shift their dependence from formal training to self-driven learning to cope with the changes, upskill, and stay competitive in the industry? In this video, Ray shares the value of converting learning objectives into application objectives to improve the application of ideas of the learners.

The success of the transferred learning is dependent on the learner. For this reason, it is crucial that they know where to find contingencies as part of their thinking process. How do we help learners develop the habit of looking for answers and solutions using experiences as references for learning? In this video, Ray talks about promoting the problem-solver attitude among learners to find answers and contingencies and break free from the bubble setting of the traditional learning objectives.

How would your traditional learning objective strengthen itself in helping learners and workers to perform better while they are on the job? How do we improve learners' decision-making when they are thinking of contingencies? What valuable role do prior experiences take part in exploring the learning resources? In this video, Ray talks about how applications, experiences, and contingencies expand the value of our lessons and develop inquiring minds.

Part of the application experience is to provide the context of contingencies. Since our training programs can not prepare learners for everything that is bound to happen in real-life situations, we reduce the uncertainty by adding contingencies to enable learners to anticipate whether the answers will work. In this video, Ray talks about incorporating contingency type of objectives in our learning objectives to help learners to be flexible and agile.

A lab setting is a depiction of a science lab, where we undergo experiments, pose our questions, investigate hypotheses, run scenarios, and disprove ideas. It is an important part of the "application objectives," where the analytical and curious mind is connected with experiences. In this video, Ray shares insights on modernizing the learning objectives by allowing learners to utilize experiences on top of the classical task objectives to enrich, help them learn, and apply the learning objectives.

We want to burst the bubble of the learning objectives by attaching "applications objectives" on it. One of the major components of "applications objectives" is the learner's prior experience. How do we use these previous situations to significantly modernize the way we look at our learning objectives? In this video, Ray talks about other sources of experiences that can contribute to the successful application of knowledge learned.

Learning objectives form the base or foundation for program content and activities. These are important because they become the pivot point and the main influencer in our learning design. How do we create learning objectives that are applicable and relevant in real work situations? In this video, Ray talks about expanding and allowing our traditional learning objectives to have more flexibility by incorporating past experiences and contingency thinking.

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