Why is Interactive So Important?
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Participation in the learning process should be
active, not passive
Effective learning comes from shared experiences
Successful learning includes feedback from the
facilitator and other participants
Maximum learning occurs when one is able to
reflect, draw conclusions, and determine
application
Stożek Dale’a
Ludzie potrafią
Ludzie pamiętają:
10% tego co czytali
Czytanie
20% tego co słyszeli
Słuchanie
•Zdefiniować •Opisać
•Wymienić
•Wyjaśnić
Grafika
30% tego co widzieli
•Przedstawić
Oglądanie Wideo
50% tego co słyszeli
i widzieli
70% tego co sami
mówią/piszą
90% tego co mówią,
dyskutują i robią
Oglądanie Wystaw
•Zastosować
•Praktykować
Oglądanie Pokazów
Interaktywny Workshop
Projektowanie Interakcyjnych Lekcji
Stworzenie/Symulacja Modelu lub Doświadczeń
•Analizować
•Oceniać
•Tworzyć
•Projektować
Projektowanie i Przedstawienie Prezentacji – Aktywne Działanie
The Interactive-Training Credo
What I hear, I forget.
What I hear and see, I remember a little.
What I hear, see, and ask questions about
or discuss with someone else, I begin to
understand.
What I hear, see, discuss, and do, allows
me to acquire knowledge and skill.
What I teach to another, I master.
Source: Lawson, K. The Trainer’s Handbook, 1998
The Adult Learning Cycle
Direct
Experience
Reflecting on
Experience
Application
Generalization
about Experience
Learning Styles
Visual
Auditory
Kinesthetic
How to Make Your
Training More Interactive
Create a safe, positive, interactive learning
environment through:
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Needs assessment
Comfortable physical
setting
Structure and organization
Moderate level of content
High level of participation
Source: Lawson, K. The Trainer’s Handbook, 1998
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Minimal lecture
Variety of methods
Peer teaching
Iterative process
Real-world application
Needs Assessment
Find out what participants think and feel about the
training subject to assist with designing
participatory activities:
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Pre-session surveys
Pre-test questionnaires
Phone calls
On-the-spot assessments
Comfortable Physical Setting
Physically set-up room for:
 Participation
 Comfort
 Visibility
Classroom layout has a major
influence on the success or
failure of a training
Structure and Organization
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Provide clear instructions, verbal and written
Specify time limits
Utilize flipcharts, transparencies, handouts, or slides
Creatively divide participants into specific groups,
when doing small group work
Assign specific roles for exercises, when appropriate
(recorder, timekeeper, spokesperson, flipchart writer)
Source: Lawson, K. The Trainer’s Handbook, 1998
Moderate Level of Content
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Consider “need to know” versus
“nice to know”
Balance cognitive, affective, and
behavioral domains of learning
Clarify content and learning
objectives
Outline expectations of and for
participants
Source: Lawson, K. The Trainer’s Handbook, 1998
High Level of Participation
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Facilitate and manage the learning process
Actively engage participants in the training
from the start by:
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Doing
Discussing
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Reflecting
Applying
Minimal Lecture
Use lecture in small doses (1015 minutes) to avoid confusion,
boredom, and low retention
 Do not relegate participants to
a passive role
 Utilize variations of the lecture
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Variety of Methods
Vary methods used to incorporate all
elements of active learning
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Small group work
Brainstorming
Creative work
Games
Presentations
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Case studies
Role-plays
Simulations
Demonstrations
Peer Teaching
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Build on the wealth of
expertise of participants
Encourage participants to
draw on and share their
experiences with others
Allow participants to answer
each others’ questions (not
the facilitator!)
Source: Lawson, K. The Trainer’s Handbook, 1998.
Iterative Process
Use activities that build on and overlap
concepts and skills learned to:
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Reinforce learning
Provide more opportunities to digest
and integrate
Source: Lawson, K. The Trainer’s Handbook, 1998.
Real-world Application
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Solicit examples of hypothetical or real problems
Relate new learning to participant’s life situation
Develop individual action plans
for application in the workplace
When possible, make field visits
The Energy Cycle
OPTIMISM
(High Energy)
PESSIMISM
(Low Energy)
Beginning of
Program
TIME
Source: Rice, R. and Rice, M. Train-the-Trainers: Instructor’s Guide, 2000
Completion of
Program
Large-group Presentations
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Multiple-choice lecture
Mock interview
Key words
Fill-in-the-blank
Graphic association
Abbreviated lecture
Multiple-day and Shorter
Training Interventions (contd.)
Improving Attitudes (Feelings and Opinions)
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Brainstorming
Case studies
Creative work
Field trips
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Source: National Institutes of Health, National Cancer Institute,
Trainer’s Guide for Cancer Prevention, 2000
Open-ended
discussions
Panel presentations
Role-plays
E-Learning and Distance Learning
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Web-based training
Computer-based training
Self-paced workbooks
Audio-/video-tapes
Audio-/video-conferencing
Source: Arch and Ensz, Web-based Interactive Learning Activities, HRD Press, 2001
Cultural Sensitivity is Key
People are not homogeneous:
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Sex, age, race/ethnicity, socio-economic
status, education, and religion
Language, culture, traditions, and beliefs
“Learning cultures”
Health care practices
Skill and knowledge levels
Resource levels
References and Resources
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101 Ways to Make Training Active, Silberman and Lawson,
Pfeiffer Publishers, 1995
The Trainer’s Handbook, Karen Lawson, Jossey-Bass Pfeiffer,
1998
Games Trainers Play, Newstrom and Scannell, McGraw Hill,
Inc., 1980
The Winning Trainer, Third Edition, Julius Eitington, Gulf
Publishing Company, 1996
Facilitation Skills: The ASTD Trainer’s Sourcebook, Dennis C.
Kinlaw, McGraw Hill, Inc., 1996
Training 101: All the Basics, Langevin Learning Services, 2000
Suggested Web Sites
 Training Magazine
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www.trainingmag.com
The Training Journal
www.trainingjournal.co.uk
American Society for Training and Development
www.astd.org
Langevin Learning Services
www.langevin.com