1 / 103

Welcome Trainers !

Welcome Trainers !. eLearning TTT. Helping Learners Learn On-line. Bill Bateman 585-317-3890 bill.bateman@ocps.net. eLearning Guild on-line Symposium Speaker Coach and Event Host CTT+ Commercial Training Centers Community College Author. Interaction. Context. Activity. Self-esteem.

tia
Download Presentation

Welcome Trainers !

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome Trainers ! eLearning TTT

  2. Helping Learners LearnOn-line

  3. Bill Bateman585-317-3890bill.bateman@ocps.net • eLearning Guild on-line Symposium Speaker Coach and Event Host • CTT+ • Commercial Training Centers • Community College • Author

  4. Interaction

  5. Context

  6. Activity

  7. Self-esteem

  8. Relationship

  9. Evaluation

  10. Questions

  11. Pre-class – Learner’s Materials Available PowerPoint File Data Sheet Job Aid Course Outline

  12. Instructor’s “Day Pack” • Course slide deck, with notes (includes flow diag.) • Student WI • Exercises & Data Sheet • Student Materials (see next slide) • TTT - Adult Learning / Presentation Skills, etc (this slide deck) • TTT – “Teaching on-line” class materials • WebEx Quick Reference Guides: Instructor and Attendee

  13. In-class – Learners Bring to Class • Job Aids • Exercises • Data Sheet Optional • Course Description • Parts of Work Instructions

  14. In-class – Learners are Provided • Course slide deck • Instructions on how to access Work Instructions on-line • URL to the assessment • Instructions for accessing sandbox

  15. EFI 2006 on-line Training

  16. Post-class assessment

  17. Post-class - Learner Support • All documentation on-line • Class Recording • Simulation / practice • SAP Sandbox • Group/individual in-person coaching • SAP context help • Help Desk

  18. Your Learning Pyramid

  19. Principles of Adult Learning • Adults: • Must want to learn • Will only learn what they feel they need to learn • Learn by doing • Value Self-esteem

  20. Principles of Adult Learning • Adult learning centers on realistic problems • Adult learning is enhanced with a variety of methods • Adult learning is best in an informal environment • Previous experiences affect adult learning attitudes

  21. Adult Learner Attitudes Trainer Attitude Here Enthusiastic Confident Eager Ready Anxious Hostile Timid Pessimistic Resistant Cautious

  22. Adult Learning Approach • Learning to use a technical system requires an active learning approach Tell Me Show Me Let Me Help Me

  23. Training Approach • Lecture • Demonstration • Simulation • Discussion • Exercise • Debrief Exercise • Feedback and Evaluations

  24. Managing the Adult Learning Environment Provide a clear structure for adult learners Ground Rules Time Frame Objectives Skills to be Acquired

  25. Setting the Tone – Classroom • Introduce yourself, co-instructors, and the course; tell why you-trainer? • Review agenda, schedule, and breaks • Acknowledge participants’ concern about change • Stress your availability before, during, and after class • Know the material and exercises • Be organized

  26. Setting the Tone - on-line • Recognize & welcome learners, Introduce self • Verify attendee can hear you • Checkout for their controls/knowledge of tools • Personalize their experience • Indicate start time • Get comfortable/ready tips • Special considerations • Getting help • Ground rules • Welcome to <topic>: Intro co-presenters • Acknowledge participants’ concern about change

  27. Establish an Open Learning Environment • Set up the on-line room early • Organize participant and instructor materials • Talk with participants as they arrive • Call each participant by name • Ask participants questions • Acknowledge and summarize participant input

  28. Key Points • List and discuss as a group any key points found in this section

  29. Instructor Roles and Responsibilities Sounding Board Coach Extremely Enthusiastic Supporter Systems “Expert” Communicator

  30. Instructor Roles and Responsibilities: Objectives At the end of this section, you will be able to: • Identify when training is effective • List five arenas in which effective instructors focus their activities • Identify different roles and responsibilities of effective instructors • Describe instructor responsibilities when team teaching

  31. Effective Instructors Effective instructors focus their instructional activities in these five arenas Presentation Skills Relationship with Learners Relationship to Business Process Facilitation Skills Material Content

  32. Roles In the Classroom Instructor, Facilitator, SME Learner

  33. Team Teaching Responsibilities • Agree on roles and responsibilities ahead of time • All instructors are active participants • Avoid private conversations • Settle differences during a break or after class; do not contradict each other in front of learners • Monitor participants’ understanding • Repeat questions to the group Student-focused

  34. Instructor’s Responsibilities: Before Class • Review and understand all materials • Be well prepared to manage all aspects of the course • Ensure (“extra”) participant materials are prepared for the class • Learn how to operate all on-line tools • Ensure classroom and files are ready to be used • Test data that will be used in class • Data accuracy, user id’s, system availability

  35. Instructor’s Responsibilities During Class • Create a memorable training experience • Enrich the course with real-life experience • Tie the course into daily work activities • Support and encourage participants in the learning process • Facilitate classroom discussions • Recognize correct responses • Correct misunderstandings (not opinions) immediately C O N T E X T Preserve self-esteem

  36. Instructor’s Responsibilities: During Class • Do not criticize answers • Present the material in the way most comfortable to you • Collect evaluations • Be yourself • HAVE FUN!

  37. Instructor’s Responsibilities: After Class • Exit the class, returning materials to defaults • Report any problems to the training coordinator or producer • Follow up on unresolved issues and questions raised in class

  38. Key Points • List and discuss as a group any key points found in this section

  39. Learning and Evaluation

  40. Learning and Evaluation Objectives At the end of this section, you will be able to: • Describe the conditions that must be met for training to be successful • Discuss how student learning is evaluated • Discuss why evaluations are used

  41. Why Do We Evaluate? • Determine if training was successful • Gain information on how to improve future instruction • Decide whether to continue or discontinue certain training • Analyze participant feedback: • Effectiveness of the training • Usefulness of materials • Instructor performance

  42. When to Evaluate

  43. How Do We Evaluate? • Polls • Test/Quizzes • Feedback to instructor • Measuring on-the-job performance before and after training • Benchmarking • Evaluation forms

  44. Instructor Skills

  45. Instructor Skills Upon completion of this section participants will be able to: • Explain the focus of skilled instructors • Identify ways to encourage participation • Identify the “do’s and don’ts” of classroom training • Describe important listening skills of effective instructors • Identify how to make your training memorable and how to develop your own training style

  46. Skilled Instructors • Provide real-life examples and experiences • Cope with change • Provide clear instruction • Focus on participant performance • Encourage participation • Use analogies, stories and accelerated learning techniques

  47. Encouraging Participation • Enables the instructor to: • Measure learning • Get feedback on participants’ reactions • Refine your approach • Enables the participant to: • Improve retention • Transfer knowledge to the job

  48. Tips on Asking Questions • Ask LOTS of questions • Vary the types of questions • Count to 9 before helping with answers • Allows class to think of answers • If you don’t get an answer, rephrase the question

  49. Types of Questions True/False T or F? SAP R/3 is replacing FileNet. Multiple Choice What will APO Demand Planning offer the customers? Essay In what ways are the legacy systems and SAP R/3 the same? Closed Direct • Your use at work? • Compare? • Predict? • Analyze? • Others? Open-ended

More Related