Advanced Virtual Trainer Idea: I Eat Rejections for Breakfast Key Ideas: 1. Take rejections as feedback and guide to improve yourself rather than seeing it as a failure. 2. Welcome the fact that not all learners give a perfect score in terms of how you handled the training. 3. Taking the risk of rejection makes us emerge stronger as trainers.

Instant Microlearning Idea: Enriching Your Conversations Beyond

Workflow Learning Ideas Key Ideas: 1. Learners need to think for themselves to be able to fix problems, find answers, and come up with creative solutions when things are uncertain. 2. It matters much and would create an impact on your learning objective as a whole if you train learners how to think through and apply the ideas in work situations. 3. Most of the time, our learning objectives are content-driven. By converting it to application objectives, the learner is able to think through for themselves.

Workflow Learning Ideas Key Ideas: 1. Allow learners to think beyond the bubble setting of learning objectives by knowing where to find answers through experiences and resources. 2. Today, more than half of the transferred learning is dependent on the learner. It is important that they know where to find contingencies as a thinking process. 3. We are training the learners to have the attitude of knowing where to find answers because the trainer will not always be there to guide them after the training program. 4. Include the "problem-solver" behavior in the application objectives to develop the habit of looking and finding answers among learners.

Workflow Learning Ideas Key Ideas: 1. Introduce ideas to learners that have other prior experience to improve their decision-making without applying the content or when they have thoughts of contingencies. 2. Bring the experiences to the learners. Allow them to explore the content. 3. Applications, experiences, and contingencies expand the value of our lessons. We modify and modernize the positioning and the scope of the learning objectives.

Workflow Learning Ideas Key Ideas: 1. Part of the application experience is to provide the context of contingencies. 2. The training programs can not prepare learners for a lot of other things that are bound to happen in real-life situations. Adding contingencies would be able to allow learners to think of what could happen. 3. Contingency type of objectives allows for the application of task objectives into the actual work situations. It helps learners to be flexible and agile.

Workflow Learning Ideas Key Ideas: 1. Having a lab setting for the learners makes the application of knowledge easier. 2. Adding it into the process widens the learners' ability to connect the ideas with experiences. 3. Modernize learning objectives by allowing learners to open up their minds to the idea that on top of the classical task objectives there are experiences that are enriching them to help them learn and apply the learning objectives.

Key Ideas: 1. Prior experience is not necessarily just from people's experience. It is also the retrieval of a course, organization, and documentation of known experiences of how people went through a process. 2. An application (task objective) attached to your learning objective will allow the learners to reflect within the context of the task objective. 3. Help learners understand that there are databases and other sources of experiences that are related to a particular task objective.

Key Ideas: 1. Learning objectives are very important to us mainly because they become the pivot point and main influencer in our learning design. 2. But to apply the idea in the real world, the content suddenly becomes irrelevant and difficult because it was learned in a bubble. 3. It becomes hard to be transformed into a flexible way of using in different contexts or circumstances. 4. We need to expand and allow our traditional learning objectives to have more flexibility by incorporating past experiences and contingency thinking.

Key Ideas: 1. Sometimes, good intentions in training are not sufficient. A follow-through is necessary to create an impact and validate good results. 2. Some good intentions are too ideal and focused on providing only the correct answers. It aborts and compromises the learners' discoveries and reflections. 3. Let your learners discover the whole learning experience, not only the step-by-step process or method that is imposed.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Key Ideas: 1. Learning designs are organized to have a topic, structure, objectives, exercises, assessment, etc. 2. Clear and objective instructions are given to be safe and to avoid errors 3. But in experience learning, the organized structure is turned into "messy" learning - disorderly, uncontrolled, random, and erratic. 4. Experience is built, therefore, it is organic as it happens. 5. Experiential learning is owning learning to one’s needs, capacities, conditions, and context. Therefore, there is a tremendous amount of interpretations, applications, and personalization and it is naturally messy.

Key Ideas: 1. Experience learning is like riding a bicycle. You learn it by actually starting to do it. 2. The act of riding the bicycle and learning how to balance, pedal, and brake is considered as building an experience. 3. When creating lessons and content, we focus on the same idea as knowing how to ride a bike - building the experience in our body and mind so that when we have learned it, the knowledge will retain. 4. We may not be able to teach all content, but we can teach how to go about the experience and reflections. 5. Help learners to tinker around or learn new things by tinkering.

Key Ideas: 1. Learning objectives ought to include how to deal with the unexpected. 2. In experience learning, the unexpected is always part of what is currently happening. 3. There are happy incidents or the predictable, which include the steps and procedures, definitions, policies, etc. 4. On the other hand, there are also unhappy incidents or those issues that come unexpected in training or on the job. 5. Stretch the learning objectives beyond the boundaries of the known and always consider what could happen to avoid errors resulting from limited perspective.

Key Ideas: 1. Performance support is a learning aid that provides knowledge, answers, and other references needed by the workers whenever necessary. 2. Performance support tools can be of value in Workflow Learning. But in a broader sense, Workflow Learning promotes the learners' own thinking-through process to find solutions to workplace problems. 3. Solutions can come from different sources and not limited to performance support tools. 4. These solutions that come from experience sharing, software, trial and error, are then tested through the learner's application in the actual work. 5. Workflow Learning has less to do with performance support but more with the way workers' think on the job - analyze, find answers, apply and test.