Objectives of the training
At the end of this course, the participant will be able to design learning events focused on the cognitive involvement of participants.Targeted audience
Instructional designers, educational consultants, HR staff, experts responsible for course design.Prerequisite
None.Trainers
Course architecture
This learning event takes the form of a workshop during which participants work in teams on a project from their workplace. Working in teams of three, their mandate is to analyze the project, formulate the learning objective, select the knowledge and plan the course, all without "direct teaching".
That's the challenge: to design a learning environment that leaves the trainer with only about 20% of the speaking time! But it's easy: you just need to know how!
Training needs and target clientele
Defining the problem, characterizing the target clientele and identifying the constraints are three essential elements if the training activity is really to alleviate the problem observed in the environment.
By the end of this learning unit, participants will be able to specify training needs and characterize target clienteles:
- Clarification of the problem
- Description of target clientele
- Identification of constraints
- Training content
The learning objective: the cornerstone of your project
The learning objective is the answer to the problem observed in the company, and it becomes the guide that enables us to design a course without going astray. It helps us to select the knowledge, organize it to make the architecture, select the pedagogical techniques and design the scenarios. His role is crucial.
At the end of this learning unit, participants will be able to formulate the learning objective according to Bloom:
- Taxonomy of the cognitive domain (Bloom)
- Taxonomy of the affective domain (Krathwohl)
- Writing learning objectives
- Distinction between knowledge, skill and competence
Essential knowledge
Most training activities contain far too much knowledge. If you want to avoid cognitive overload, it's important to stick to the essentials. The fine red line between the essential and the superfluous is drawn by the learning objective.
By the end of this learning unit, participants will be able to select all the knowledge essential to achieving the objective:
- Types of knowledge
- Relationship between: objectives, learning, types of knowledge, teaching strategies and teaching techniques.
Course architecture (macrodesign)
How do you organize all this knowledge into a coherent whole? The answer is again provided by the learning objective.
By the end of this learning unit, participants will be able to :
- Course outline
- Learning unit (LU)
- LU objectives
Building your toolbox
To choose the most relevant learning techniques from among the hundred or so available, we continue to be guided by the learning objective and the type of knowledge selected.
At the end of this learning unit, participants will be able to select the most appropriate techniques for their learning objective:
- Bank of andragogical techniques
- Andragogical techniques selection criteria
- Participant cognitive engagement model
Pedagogical scenarios (microdesign)
The next step in this learning unit is to describe the training process. First, we describe the work of the participants, then that of the trainer, who must adopt a support role. This requires the design team to put learners at the heart of the action.
At the end of this learning unit, participants will be able to create pedagogical scenarios:
- Pedagogical scenario
- Learning scenario VS coaching scenario
Pedagogical details
Training architecture
Action learning during which you will work on a real case from your organization. Each participant must come to the course with the course material to be transformed. Participants must choose a subject they are at least familiar with in order to be able to work on the content.
Type of training
Training Notes
Finally, if we want learners to be at the heart of the action, if we want to facilitate in-depth learning, we're going to have to abandon the PowerPoint presentation that gives all the leadership to the trainer. Instead, we need to produce different learning materials that help participants to learn as a team. At the end of this learning unit, participants will be in a position to choose the format of teaching material relevant to the context of their course: - Participant material - Trainer's material
Private or personalized training
If you have more than 8 people to sign up for a particular course, it can be delivered as a private session right at your offices. Contact us for more details.
Request a quotePrivate or personalized training
If you have more than 8 people to sign up for a particular course, it can be delivered as a private session right at your offices. Contact us for more details.
Request a quote