5

Facilitating Learning Activities

What’s Inside This Chapter

• Three main types of learning activities

• Three main types of skill practices

• Ways to confirm the choice of learning activity by aligning it with learning objectives

• How to meet varied learning preference needs in learning activities

• The characteristics and purposes of transfer activities

The key to good facilitation is practice, practice, and more practice. When you turn your attention to facilitating specific kinds of learning activities, this advice is still true, but you also need to plan, plan, and plan. Nothing affects the potential success or failure of a learning activity more than how well you plan it—think through each aspect of the activity ahead of time so that the facilitation will go smoothly.

Types of Learning Activities

There are three main categories of learning activities: content, knowledge, and comprehension activities; structured exercises; and skill practice. Within each category are various methods for facilitation.

Content, Knowledge, and Comprehension Activities

These types of activities are intended to disseminate information, increase awareness, and assist participants in understanding the concepts. The foundation of all skills is knowledge, and learners must know before they can do. These activities apply to learners who don’t have any or very little background in the content.

Content, knowledge, and comprehension activities are characterized by:

• relative passivity on the part of the participants, who are usually listening, reading, or observing without interacting

• greater focus on the facilitator, who must deliver the content because participants don’t know it

• individual rather than group work (usually).

Here are a few examples of content, knowledge, and comprehension learning activities that can be used in a virtual or face-to-face learning environment:

• Lecture—Virtual and face-to-face lectures can be videotaped or audiotaped and posted on the organization’s website or downloaded directly by the learner. Many online platforms have the capability for learners to view the presentation media while listening to the recording. Session recordings can also be synchronized with the PowerPoint slides.

• Books and handouts—This material can either be handed out in class or downloaded directly to the learner’s computer in the online environment. The facilitator can post the handouts or hand them out in class, review the content, and highlight critical information while the learner follows along.

• Videos—These media have share capabilities that can be brought into the virtual classroom or downloaded to the learner’s computer.

• Prework—As with handouts, the prework can be electronically sent to the learners in any learning environment. They can complete it and send it back to the facilitator. Since this is all done electronically it reduces time and expense.

• PowerPoint presentations—In the virtual classroom, PowerPoints can be grouped by subject. For example, put a set of PowerPoints on coaching in one folder, and then create a second folder for a different topic, and so on. When presenting in the virtual setting, you can write, draw, or highlight on the PowerPoints. In an in-class training session, you can do the same if you have access to a Smartboard. The presentations can be saved for learners to access later.

• Note taking—You can provide materials to participants to complete or fill in as they learn.

• Self-assessments—Electronic quizzes, particularly those in a multiple choice or true/false format, can be quickly administered simply by allowing learner access. Electronic grading and feedback is almost immediate. Since a checklist can be used in the virtual classroom, the facilitator can complete it privately or allow the learners to see the ratings as they are input.

Structured Exercises

Structured exercises constitute the discovery bridge between knowledge and skills. In structured exercises, the learners work together to understand and use content at a deeper level than simply comprehension. They learn variations of the content, how to use and apply it, and how to make it their own. Learners are more active and involved than they are with content, knowledge, and comprehension activities. The focus is on the learners, and the facilitator’s role is that of an organizer, monitor, and guide.

Structured exercises are more appropriate for learners who have some knowledge of the desired content and are ready for more depth and concept application. Sometimes the supporting knowledge has been acquired earlier in the same course. In other instances, the learners have the content and experience when they walk in. In this case, the first type of exercise used is often a structured exercise. The learner groups are given questions to answer or a problem to solve, and, in the process, the new content is discovered.

Here are some examples of structured exercises listed in order of increasing learner involvement:

• Solo work—Learners are given an assignment to work on by themselves (such as a questionnaire to complete or a problem to analyze) and then discuss with others. A type of solo work is self-directed learning, which is usually initiated by the learner and is self-paced or self-managed. For corporate training, the organization makes available a list of topics related to jobs in the organization or issues that need to be addressed. The self-directed learner can then select a topic and use the Internet or other secondary and primary ways to research it.

• Guided discussion or question-and-answer session—The facilitator asks the group questions designed to get them to wrestle with content on a deeper level. As they answer the questions, the facilitator summarizes their content, adds any additional content, plays devil’s advocate to drive for deeper content or application, and guides the discussion to the next question. In the virtual classroom, learners can raise their hands to respond to the questions and the facilitator can have them respond in the sequence they were raised. Since the discussion is synchronous, all learners hear the comments. As an added feature, learners can chat or comment in a dialogue box for others to see, as well as send a private note to the facilitator.

• Small group discussion—Small learner groups are given a topic to discuss or questions to answer; the learners work together and then present their results to the larger group. In the online classroom, small groups can be given a topic to research, discuss, and present their findings. Usually, the topic is assigned in one session and the team presentation is given in another session. This allows the participants to go into a virtual breakout room or engage in online discussions (using email or Skype) to formulate their ideas. Some platforms even allow for breakout rooms while the virtual classroom session is taking place.

• Collaborative learning—According to the Illinois Online Network (2010), collaborative learning involves a small group of learners with varying degrees of expertise. The idea is that while individuals learn the material, they also coach others. While online and virtual classroom participants can interact and do team projects, collaborative learning involves individual learning and then helping others learn. The synchronous features of the virtual classroom support collaborative learning.

• Forum—This involves give and take among the participants and internal and external experts who act as a resource to the group. The facilitator guides the discussion as participants raise questions and provide input. Given the nature of the synchronous virtual classroom, the forum provides for great interaction. The facilitator can request that participants raise their hands (for a little more order) or make it less structured (allowing participants and experts to have give and take).

• Group inquiry—The learners are given the content, and they work together to identify questions they have about the content.

• Information search—The learners are given reference materials and must search them to find answers to questions presented by the facilitator. In a blended learning experience (a combination of face-to-face learning and e-learning) or virtual classroom, the search may involve using the Internet to conduct searches or to download information.

• Small group assignment or problem solving—Small groups of learners are given a problem to solve, a situation to analyze, a list of principles or guidelines to develop in response to a problem, or some similar type of exercise. In the virtual classroom groups can work in breakout rooms and then present their information to the larger group. Other learners can then engage the group in a question-and-answer session. In an online training program, learners can engage with other learners through email, Skype, or similar capabilities. The facilitator can also set up virtual breakout rooms to make collaboration easier. The work is then submitted to the facilitator for feedback.

• Peer teaching—Small groups of learners study the material and then teach it to the other participants or groups within the class. Choosing the teaching methodology is part of the activity and is left up to the groups. This method can easily be incorporated into the virtual classroom through chat, threaded discussions, discussion boards, or breakout rooms.

• Games—A popular game (Jeopardy!, bingo, Concentration) can be adapted to assist learners in remembering, comprehending, and applying content that has been presented.

• Debriefing session—The facilitator leads a large group guided discussion after a structured exercise or skill practice is complete; it is designed to close the gaps in the learning, summarize the main points, and help the learners apply the content to the job.

Skill Practice

Once the learners have mastered the knowledge to the depth that they need, the next type of learning exercise is skill practice, which is exactly what it says it is. If the skill is driving a car, then the skill practice is actually driving a car (or a simulator). If the skill is conducting a job interview or making a sales presentation, then the skill practice is conducting a mock interview or sales presentation. If the skill is analyzing a situation and making recommendations, then the skill practice is analyzing a case situation and making recommendations. In other words, skill practice is the actual performance of the skill, adjusted when necessary for the learning environment. A detailed feedback instrument accompanies the skill practice. There are three types of skill practices, as shown in Table 5-1.

The virtual classroom has the capability for some skill practices. Learners can easily analyze a case and make recommendations. If they have a webcam, learners can role play situations to demonstrate their skills. The facilitator can also make the feedback instrument available to the individual practicing the skill.

Table 5–1. Three Types of Skill Practices

Transfer Activities

Transfer activities are specifically intended to support the learners’ ability to transfer their learning back to the job and apply it there. Transfer activities can be any one of the types described previously, but they are specifically targeted toward successful on-the-job application. Examples of transfer activities include:

• Action planning—This activity consists of solo work on a plan of action to apply skills. The action planning can be done at the end of the course or used intermittently throughout the course so learners apply as they move through the content. Action plans can also be developed in partnership with the learners’ managers. This method can be incorporated in both online and virtual classroom learning.

• Performance contracting or learning contracts—Learners and managers can prepare an advanced planning document to help prepare for the program and ensure that the course content transfers to the job. The performance and learning contract focuses on how the course content will be used on the job, required resources and support, and identification of barriers and enablers to transfer and how to address them. It also serves as a precourse organizer. Since this is a document and discussion between the learner and his manager, it is learning environment independent. That said, for online learners, the performance and learning contract needs to include a timeframe and how the learning will be accomplished and evaluated. This document communicates to the learner the explicit expectations and requirements of the training, as supported by the manager. It also clarifies the learner’s expectations of the facilitator’s guidance, timely and complete feedback, and coaching for understanding and application on the job.

• Application discussion—The emphasis during this guided discussion is on opportunities for application back on the job. This is a discussion for face-to-face and the virtual classroom. The online learner and facilitator can engage in this discussion through email or possibly a threaded discussion or discussion board dedicated to this topic.

• Barriers and strategies—During this structured activity, learners identify barriers to application back on the job and then strategize to overcome the barriers. This transfer activity is learning environment independent.

• Enablers and strategies—This structured activity helps learners identify forces in the organization that support the use of the new knowledge and skills on the job, and strategize to strengthen those forces. This transfer activity is learning environment independent.

• Structured note taking—Using “applying the concepts” format, participants make a quick note of the topic or comment and how it can be applied to the job. The document is referred to later during action planning and follow-up. This transfer activity is learning environment independent.

• Manager presentation—Managers are invited to be on a panel that hears participants’ presentations and makes comments on their job relevance. The virtual classroom allows for guests to join the class and engage in discussions or make a presentation. Managers should have some training to ensure they understand the technology and dynamics of a virtual classroom.

• Case studies—Based on actual organizational situations and data, learners solve the case and then discuss the relevancy of the solution to the organization. Because the analysis can be completed individually or in groups, this strategy is good for both the virtual classroom and online learning. The case can be progressive if there are multiple sessions. Whether the case format is complete or progressive, it lends itself to individual or collaborative analysis with easy access to the Internet.

• Team projects—Learners are given an actual corporate or business unit problem or opportunity. They then develop strategies to address the problem or opportunity and present it to a senior management panel for discussion. For the virtual classroom, the facilitator can develop the teams and provide virtual team rooms. Topics can be assigned or chosen by the team, and the learners interact virtually to develop their response. They can upload their paper, develop their media, and make a team presentation. Online learners can also be placed in teams and interact virtually through email or discussion boards. Teams can then send their responses to the facilitator to read and give feedback.

• Letters home—Learners write letters to their managers presenting what they learned in a particular area and how they want to use that knowledge or skill on the job. They indicate that upon their return they want a meeting to discuss the implementation of the actions. Then, the letters are mailed. This activity is learning environment independent.

The most important thing to remember about transfer activities is that they are always focused on helping learners apply what they have learned back in their own job contexts.

Planning Considerations for Learning Activities

What do you need to keep in mind as you plan the activities that will engage your learners in an active way? First, you have to choose an appropriate learning activity and then you have to be sure that the selected learning activity will meet the needs of all three types of learning preferences (visual, auditory, and kinesthetic/tactile). If necessary, be sure the learning activity can be accomplished in a virtual or online environment.

Confirming Learning Activity Choice

Your choice of learning activity is a design decision based on the course’s learning objectives and platform capabilities. What do the learners need to be able to do (terminal learning objective) when they leave the class? Structured exercises and skill practice activities will support the learners’ abilities to actually perform skills. What do they need to know (enabling learning objective) to be able to do it? Content, knowledge, and comprehension activities provide the understanding and information that they will need before they can actually perform.

You must confirm the designer’s learning activity choices by revisiting the learning objectives and ensuring that an appropriate learning activity corresponds to each learning objective.

For example: You’re preparing to facilitate a driving class for novice drivers. One of the terminal learning objectives is: Decide on the appropriate action when faced with a traffic sign or signal (something the learners must be able to do). You must make sure there is a learning activity that involves practicing the mental skill of deciding what action to take at a traffic sign or signal. You must also check that there is an enabling learning objective, corresponding content, and a learning activity that will provide knowledge of traffic signs and signals (what they need to know before they can do). In this case, an enabling learning objective might be: Explain the meaning of the eight most commonly used traffic signs and signals, which could be supported by a content, knowledge, and comprehension activity.

Meeting the Needs of Different Learning Preferences

Chapter 3 discussed the characteristics of the three main learning preferences: visual, auditory, and kinesthetic/tactile. That chapter also covered the types of learning activities and media that work well with different learning styles. It is important to acknowledge that people with different learning preferences and styles are engaged differently, depending on their preference or style and the activity you’ve chosen.

You need to think ahead about the types of activities and materials that will be used and make sure you accommodate all learning preferences and styles. The following three guidelines can help you address learning preferences and styles:

1. Two out of three, every time—Use techniques that appeal to at least two of the three learning preferences in every activity. For example, if you present instructions for an activity verbally and put the instructions on a flipchart or handout, you have hit the auditory and visual preferences at the same time. In many cases, you can hit all three preferences.

2. Change up often—By transitioning to a new topic or activity (or both) often, and by changing the type of activity, you’ll hit different combinations of preferences and styles throughout the course. This method puts people in and out of their comfort zones throughout the course. Learners are then more willing to participate and be outside their comfort zones because the expectation has been established that they will soon be back in them. Other considerations regarding changing up are discussed in chapter 6 in the sections on pace and sequence.

3. Watch out for your own style—The activities you are most comfortable facilitating are most likely the ones that match your own learning style. If you’re not careful, you’ll tend to use those activities too much. Effective facilitators take themselves out of their own comfort zones and choose to facilitate all kinds of learning activities so that all kinds of learning styles are accommodated.

The example in Figure 5-1 illustrates a simple outline for a lesson in the driving class example. The outline demonstrates alignment of learning activities with learning objectives and selection of activities to accommodate varied learning styles. The assumption, which drives the order of activities in this example, is that the learners have very little background and knowledge in driving. This outline is not something that you would show your learners; rather, it is a planning tool for you to illustrate the thought process that supports your choice of activities. You might take the column labeled “Learning Activities” and turn it into an agenda for your learners.

Figure 5–1. Example Outline for a Driving Class

Special Case: Closing Activities

Do you recall in chapter 4 when special needs for opening activities were discussed? Closing activities need the same amount of special attention because they give you the opportunity to wrap up all the loose ends and they will be the last thing the learners remember.

Just as in opening activities, the length of your closing activity depends on the length of the course itself. For a four-hour course, your closing activity might take 15 minutes; for a weeklong course, it might take two hours. A good closing activity has the following goals:

• Review and summarize the main points of the course content.

• Emphasize the most important content points.

• Point out learners’ progress sincevthe course’s beginning.

• Address any “parking lot” issuesvor questions that remain.

• Begin the task of transfer by moving the focus to on-the-job application of the skills in thevactivities and discussions.

• Complete administrative work: evaluations, addresses (if you will be sending the participants follow-up material), and a business card exchange if appropriate.

Never cut short or rush your closing activity! If you have to adjust on the fly, do it earlier in the course. If the learners don’t get the full experience of your closing activity, what they remember will be being rushed or the feeling that something was missing. In particular, your opportunities to support job application and skill transfer will be lost.

Getting It Done

This chapter presented the many variables that must be planned for before, as well as managed during, a learning event. Exercise 5-1 will support your analysis and preparation for facilitation.

Exercise 5-1. Are You Ready to Facilitate a Learning Event?

Use the following worksheet to review course components as you prepare to facilitate.

1. Check each of the learning activities that are built into your course by putting an X in the space next to it.

Content, Knowledge, and Comprehension

___ Lecture

___ Reading: books, handouts

___ Videos

___ Prework

___ PowerPoint presentations

___ Note taking

___ Self-assessments

Structured Exercises

___ Solo work

___ Guided discussion or Q&A sessions

___ Small group discussion

___ Collaborative learning

___ Forum

___ Group inquiry

___ Information search

___ Small group assignment or problem solving

___ Peer teaching

___ Games

___ Debrief

2. List each of the skill practice activities in the left column of the following chart. For each skill practice, indicate if it is psychomotor, intellectual, or interpersonal by placing an X in the appropriate box. Then, indicate if there is alignment between the type of skill practice learning activity and the type of skill by placing a Y (yes) or N (no) in the corresponding column.

3. Indicate which of the following transfer activities are built into the course by putting an X in the space next to it:

___ Action performance contracting

___ Application discussion

___ Barriers and strategies

___ Enablers and strategies

___ Structured note taking

___ Manager presentation

___ Case studies

___ Team projects

___ Letters

4. List the course learning objectives in the left column. List the learning activities that correspond with the learning objective in the next column. Indicate if there is alignment between the learning objectives and learning activities by placing a Y (yes) or N (no) in the corresponding column.

5. Are at least two out of the three learning style preferences (visual, auditory, kinesthetic/tactile) accommodated in every activity?

___ Yes

___ No