Using Asynchronous Learning to Engage Online Learners (Case Study)

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For many facilitators, trainers, coaches, and teachers, transitioning existing content from live workshops to a remote setting has become a massive and necessary undertaking.

As the facilitation landscape has shifted to online formats, asynchronous learning, or blended learning environments, those leading courses and workshops have needed to adapt.

While redesigning for online learning is a challenge, it’s also an opportunity. With the right approach, design, and process you can make your remote workshops as vital, engaging, and productive as their live equivalents. 

This might mean switching to a blended learning approach where students or participants work primarily in an online teaching environment with some control over the pace or direction of their learning. It might also mean restructuring your process and agenda to allow for a greater mix of team and individual tasks, some of which might be conducted asynchronously. Online learning is different from the

We’re going to do a deep dive into a case where Anja Svetina Nabergoj and 比尔·帕切科 – both coaches at Stanford d.school – adapted a 3-day executive MBA course on User-Centered Innovation at the University of Ljubljana into an online format during the pandemic lockdown of spring 2020.

Anja and Bill shared their experience of redesigning a live course for an online environment and gave a heap of insight into effective remote facilitation and how to engage participants with a mixture of synchronous and asynchronous online work.

We’re delighted to share the key points of this conversation and explore how to use asynchronous learning to and make online courses and workshops more engaging when transitioning from live to virtual environments. Let’s dive in!

Tips for creating a great blended or asynchronous learning environment

Asynchronous course design made easy

Restructure your agenda for virtual environments 

“When we faced this transition to move it online and make it remote, the first very obvious thing was you can’t do it in three full days. You can’t get people in front of Zoom and keep them on Zoom for 12 hours a day.”

将实时课程转换为远程环境的首要部分之一是重新安排日程,以便在远程环境中工作。 

数字疲劳对于许多团队和个人来说都是现实,尤其是对于那些刚刚过渡到远程工作的团队和个人。简单地将现有的研讨会或课程在线运行,而不考虑虚拟工作区的实际情况,不会产生好的效果。

在本课程的现场版本中,各小组将聚在一起进行为期三天的现场研讨会。正如Anja所说,这些是“每天10到12个小时,我们将在一个真正的项目上工作,一起度过三天,并将经历整个设计思维过程。

Anja和Bill很快意识到了这一点,他们重新调整了在线课程设计,以适应这种情况。 此处;他们就是这么做的.

将议程从三天改为五天

教学团队改变的第一件事是 课程结构. 安雅指出,在学生中,工作时的应力水平和负荷为–对于大多数人来说;比平时高很多,很多人在家里也有孩子。

因此,Anja和Bill没有整整三天的时间,而是改为五天半:从周五下午的一次简短的介绍会开始,然后在周一到周五的下午进行五次四小时的介绍会。

无论您是领导一个多日课程还是一个为期一天的研讨会;我想解释一下这样一个事实,即在线研讨会和会议在精神上和情感上都比他们的现场同行更让人筋疲力尽。使用技术通常会使这些过程更加高效和快速,但结果是你必须全力以赴。

这可能意味着创建 更短的会话 &恩达斯;Anja和Bill从每天10-12小时的工作时间改为4小时的工作时间,并补充了1-1小时的可预订时间。对于参与者来说,减少潜在疲劳的效果是巨大的,但请记住 参与者的工作日更短;不一定意味着主持人的工作日更短.

这些课程也在下午举行,让参与者能够完成日常工作和家务。It部门;值得注意的是,由于本课程是在锁定期间举办的,因此车间设计中考虑了这一点。 

了解参与者面临的所有挑战,无论是在车间内部还是外部,以使其为每个人服务。在考虑切换到混合学习模式时,一定要考虑参与者的需求和他们的学习:什么样的模式最有利于他们的学习,同时又能让现实生活发生?

创建了入职培训课程

周五下午是一次入职培训,首先要确保每个人;使用我们的技术;重复使用,然后介绍一下,谁是谁。我们甚至在最后举行了一个舞会,让我们彼此都很舒服。

在整个工作周之前举行一次情况介绍会的潜在好处有很多。参与者知道什么;我们期待他们,他们可以填补任何知识空白,周末做作业,也可以互相了解!

根据研讨会的形式和长度,给参与者一些时间和空间,让他们在主要会议之前引导研讨会并确定自己的方向,可以有效地确保每个人都在同一页上。 

在主研讨会之外创造空间熟悉工具或执行管理任务也很有用。远程辅导通常是关于有效利用与参与者在一起的有限时间–在你开始之前把这件事搞定可以帮助你确保将来的成功。 

Use a mix of synchronous and asynchronous tasks

The output was really good. The project results were much more polished, and not just that they looked better because they were digital prototypes. They were actually more well thought through.”

One of the takeaways for this remote version of the course was that not only were results generated more quickly and efficiently than in a live workshop, but that they were generally higher quality. 

What Anja and Bill found was that a mix of synchronous and asynchronous tasks meant that teams and individuals felt empowered to work within timeframes, let ideas sit in their brains and go back to them if they felt the need.

To give an example: for a brainstorming session in a live setting, you might brainstorm as a team and create a wall of post-its. That’s a synchronous task – everyone working together at the same time. In a packed schedule, you might move on from the brainstorming wall and never have the chance to go back to it. How many of us take a photograph of a brainstorming wall of post-its and never look at it again?

In a remote setting, where these brainstorms or prototyping sessions live as Mural boards or shared documents, something different can happen: 

“What happens in the digital world is people actually come back to the brainstorming board later either to look at ideas, or select, cluster and play with them. The same thing happened with prototypes. So it was not a rushed process. Some teams had participants who would spend a little bit of time, maybe 20 minutes on Mural or another tool and bring the design to the next level.”

To facilitate this, create space in your agenda for asynchronous work, either for teams or individuals. Alternatively, set tasks as homework. We all know that sometimes, your best work or ideas don’t arrive immediately, and by creating space for people to asynchronously work or let ideas percolate can improve the results, as was the case in this session. 

Anja还指出 头脑风暴在两端同步和异步进行。 这意味着人们通常会带着想法来到会议现场,他们在会议内部作为团队工作时也会产生一些想法,最后会产生更多的想法。

使用共享的实时文档的远程研讨会和在线课程的一个巨大好处是,人们可以轻松地回顾、调整和反思这些课程。通过鼓励事后进一步审查和制定准备任务,鼓励有时间和空间反思这种做法。这种强制性任务和自由探索学习者最感兴趣的内容的结合是混合学习的关键部分,也是我们;d建议在设计过程中考虑因素。

将团队任务和个人任务结合使用

与我们之前的收获紧密联系在一起,使用混合任务鼓励参与者以团队和个人的身份工作,这是一种产生超越在线课程的结果的好方法。 

“我意识到,在远程研讨会上,我们可以构建更多的个人异步工作时间,从而获得巨大的效益。这是一个机会,因为当有人学习同理心时,他们就处于这种心态中。我认为我们真的可以聪明地为个人异步工作构建时间,而不是专注于创新项目,而是更多地专注于自己作为创新者。” 

大多数研讨会或课程都有许多理想的结果。虽然一个主要的结果可能是作为一个团队创建一个设计原型,但另一个伟大的结果是每个参与者反映并改进他们的工作实践。

One method the teaching team used to facilitate this was by having a mixture of team tasks and more reflective individual tasks combined with personal 1-1 coaching. This reflective time was used for people to connect with ideas around their own businesses and personal development. 

“I gave them time to book me on calendly, for consultation. My intention was to offer teams opportunity to connect and ask for feedback about a project. However, it turned out they were all coming into these calls with individual questions,  focusing on their own development as innovators. For example: How do I apply this methodology to a project I am working on? How do I convince my leaders to use more human centered approach? How do I get my teammates excited about exploration work?”

In facilitating our own workshops at SessionLab, we’ve also found that much of the most effective work is done in individual work that is then shared and discussed with a team.

In our remote problem solving workshop agenda template, for example, the lightning demo and experimental solution activities have an individual work step before group feedback. These are both quick and effective methods that help the group move forward and use mental energy effectively.

These kinds of activities can also have the effect of combating online fatigue – you no longer have to be listening to others on Zoom and can refocus your energy. Depending on the task, you can get up from the computer or work with a pen and paper too. 

Mixing up your methods and tasks so that people work in a variety of ways can help keep things fresh and also lead to better outcomes!

Design (and redesign) for your audience

Successful remote work is often about companies being flexible around working hours and being sensitive to the needs of their employees.

Encouraging parents that it’s okay to pick up their kids, giving employees flexibility in working hours or rearranging meetings for employee-friendly time zones are just a few examples of how companies can work with their employees.

Online courses and virtual workshops should carefully consider who is coming, what their needs are, and be designed to accommodate and help those people succeed. 

In this case, the first redesign was to accommodate for the busy period of quarantine. People were generally more stressed and had a greater workload, so Anya and Bill redesigned some elements of the course accordingly. 

Another result of the lockdown was that participants were often at home with their families; children would be present, partners may also be sharing a space for coworking.

Rather than ask participants to ensure there were no interruptions, the team created an environment where participants felt comfortable with having their kids around and even asked families to get involved with certain activities.

“We knew that there would be people who might feel it’s not okay to have your son or daughter sit on your lap or people who will think might feel uncomfortable when kids start screaming in the other room or their partner is on another conference call next to them, so we wanted to make it very normal for family members, first of all to be around, and then we wanted to include them.”

Anja and Bill ran a team building activity to not only demonstrate the benefits of iteration and prototyping but also to include family members. Participants were tasked with making a boat capable of carrying coins across water with just a salad bowl, a towel and a sheet of aluminum foil. Over progressive rounds, participants got to add more sheets of foil and improve their designs. People worked with their partners, children and even pets!

这种挑战不仅有趣、包容,而且 经验的 并在议程中加入了可喜的步伐变化。 

为受众设计还意味着根据他们的需求朝不同的方向发展。记住,虽然整个过程和结果可能是相同的, 人们对自己的时间和生活环境有不同的要求,这可能会使某些任务更好或更不适合他们。 

正如Anja所说: “我在下一门课程中所教的学生都是年轻的全日制研究生。鉴于他们在Zoom课程之间有更多的时间专注于本课程,我可能会在Zoom小组课程之间给他们更多的异步练习或一些阅读或反思的内容。”

混合学习和在线课程设计就是要了解参与者如何参与课程内容,以及最适合他们的学习风格,尤其是在多日或长形式课程中,有时间进行异步任务和自主学习。

创建生存指南

跨不同的工具和任务在线协作意味着大量的文档和共享资源。尤其是在有异步或自主学习部分的多日或长形式在线课程中,it;重要的是,人们可以方便地访问他们需要的内容并查看可用资源。 

“生存指南是一份包含所有链接的共享文档,因为当您进行远程会话时,您通常会使用多种不同的技术,即使人们迷路或看不清楚,他们也只需返回此页面,就知道在哪里可以找到东西。”

使用多个工具、生成资源以及同步和异步地在共享文档中协作意味着可以跟踪大量的资料。 Make it easy for people to find what they need in one place with a single master document – it’s more efficient for everyone and can remove potential friction from the process too!

Remember than any blended learning approach is about empowering your participants or students to learn – providing useful documentation and a simple to grasp framework is integral to enabling that process.

For Anja and Bill’s session, they created a “What you need to know guide” which included:

  • contact details
  • link to Zmrl – a landing page for a recurring Zoom meeting on one page
  • a link to the shared team dashboard
  • Links to shared class files – documents and slides
  • Timeline and agenda
  • Office hours – with a Calendly link for people to grab a slot
  • Daily progress report
  • Team formation – a table of who is on what team
  • Logistical notes – class format, what tools will be used, and when, and where to find what you need
  • Technology tips for both Zoom and Mural
  • Daily assignments and homework.

Your own master document may include different items but be sure to consider what your participants will need and make it available as simply as possible. Remember to double check permissions and ensure everyone has access too.

If possible, make this document available prior to the online course so people can upskill and prepare, and update it when new resources are created. If you’re using an online learning platform, you might include all this information in the dashboard.

Get this right and you can spend more time teaching online courses, rather than conducting admin! 

Make a personal connection with every participant

“Having a connection to the person who is speaking dramatically increases how much attention you pay. Scheduling individual time with every single student outside of the class session proved to be crucial.”

在现场研讨会中,可以通过有机互动和精心设计的方法建立个人联系。 在在线环境中创建这种相同的连接感比较困难,但值得付出额外的时间和努力。 远程会议的参与者经常报告说,他们觉得自己与材料以及彼此之间缺乏个人联系。

为Anja的每个学生创造一对一的时间和空间。 使用15分钟的街区和Calendally上的开放预订计划,她的参与者可以提出问题,感受到联系,并更多地参与课程。 此外,使用允许参与者分享个人经验和分享家中或工作场所物品的练习有助于建立联系。

切换混合学习模式时的一个常见错误是简单地将整个课程或课程在线,并删除部分或全部师生互动。Anja和Bill发现 一对一的会议对整个过程非常重要,无论您选择何种混合学习形式,请确保及时考虑建立个人联系。

在一次性研讨会上,这可能更难实现,尽管Anja指出: “这可以在分组会议室中进行,方法是将双人组或小型团队联系起来,并给他们提供更个性化的提示。例如,参观你所在的空间,或搜寻能很好地代表你的对象,或分享一些关于你自己的信息。” 

使用分组室是一种很好的方式,可以在较小的团队中进行联系,并进行更深入、更个性化的对话,以帮助创建(缺失的)联系感。尽可能在研讨会之前或之后为一对一对话创造一些时间和空间。虽然这一点赢了;不要在任何情况下都可行,尽可能考虑好处。

Create a team dashboard

“When you are doing things in a live workshop, you walk around in the space and physically remember which face sits in which corner or where each whiteboard is and have a sense of who’s doing well who’s not doing well. With remote teams, it’s hard, because a lot of work happens in breakout rooms or asynchronously and you have less of an idea how each participant is doing and how well the team is progressing.”

Measuring progress and keeping appraised of where a team is and how they’re feeling over the course of a multi-day session or workshop is vital in ensuring it’s a success for every participant. 

A team dashboard is a great way of delineating tasks, creating space for asynchronous check-ins, and to get a sense of how each team is performing quickly. In a remote environment, having an efficient way to overview each team, just as you would in a live workshop is important. 

Anja and Bill created a Google Sheet for every team to fill in and update every day. At the end of each session, each team would have a short question to answer: “A little question like, ‘What is the most surprising thing you learned during empathy interviews?’ helps a lot. By reading the answers as an experienced coach you know exactly whether they’re doing well or not.”

The teaching team also invited each team to summarise their progress – for example, summarising their top three breakthrough ideas – so that she could effectively monitor progress at a glance before diving deeper if necessary. A team dashboard is also a great tool for helping teams see their own progress and keep up to date with everything they’ve achieved. 

使用团队仪表板或在线学习平台时, 记住要保持简单。 少量的管理工作或进度总结是很好的,但如果你的承诺太重,那么你就有可能让参与者感到沮丧或看到质量不高的条目。

内置反射时间 

“我认为,当你在车间里散步或上厕所,或在休息时步行到餐厅或咖啡馆,并有一点时间离开项目进行反思时,实际上会发生很多创新。”

反思是任何团队过程的重要组成部分。研讨会的重点是解决问题还是团队建设,让参与者反思过去以及他们的想法;到目前为止,我在研讨会上所做的工作很有价值。正如Anja在上文中所指出的,无论设计如何,现场研讨会通常都有内置的反思时间:休息、在不同地点之间移动或外出吃午餐通常意味着人们有时间在没有压力的情况下进行有机反思。 

It部门;在可能的情况下,进行反思活动和练习很重要,但创造无组织的时间,让参与者有时间思考,并被研讨会过程之外的事情分散注意力,可以产生很好的效果。

当使用在线学习时,这种反思时间可能会像Anja和Bill那样,将三天的强化课程分为几天。一个在下午举行会议的多日结构允许 有机反射 这是转向同步和异步工作的混合以及采用混合学习模式的好处之一。 

包括反思活动和鼓励退房以回应提示性问题也可以有效。为了创造更多无组织的反思时间,让breaks成为一流的公民 鼓励参与者远离电脑、散散步或找到其他方法拔掉电源插头。 Learning online doesn’t mean spending all the time on the computer.

Remember that this is still new to many of us, and finding the right balance will likely require experimentation. Anja notes that this is still something she’s working on: “I was actually wondering if I can get the team or duos to put their headphones on and take a walk outside. Go for a walk for fifteen minutes, talk about whatever they want to talk about. Maybe the best idea emerges or a breakthrough happens while you’re walking or making yourself a cup of coffee.”

The best approach is likely to include a mix of unstructured reflection time, one on one coaching and reflective activities too. While this is an iterative and sometimes organic process, be sure to consider how your agenda design can support participant reflection and create space for it where you can.

Create engagement by working with the technology…

Technology does not need to be a barrier to engagement. While it’s important that facilitators spend time recreating the connection and camaraderie of the live experience, try leaning into what makes technology great, engaging and exciting. 

Simply running a workshop on Zoom without thinking of what tools and processes you could bring in to improve the remote workshop experience is setting yourself up for an unengaging session. 

Utilize the opportunities and unique features of the technology you’re working with to engage your participants. Using online whiteboards with infinite space, or design tools such as Figma or Marvel allows opportunities for fast, fun prototyping that is hard to achieve in a live workshop. Similarly, the right online learning platform can help your course be a success, though ensure it’s fit for purpose. Using an online course platform does require some extra learning from your participants and this additional load may not be necessary.

Working asynchronously or remotely also allows participants to bring things to the workshop sessions they wouldn’t otherwise. For one icebreaker, Anja asked her group to share their most creative quarantine-hacks and post photographs and tips in a shared document.

Creating space for participants to share music and listen together during quiet time and create shared playlists also proved to be conducive to an engaging remote working atmosphere. Think of how sharing memes, Gifs, music, links and family photos is difficult or clumsy in a live workshop, but is an organic part of remote working or communicating online. 

We all have ways of connecting with friends and family online or over text message: consider how we might use those engagement methods in a workshop environment and work with the technology and the remote environment, rather than against it. 

It’s also worth noting that the remote environment allows for possibilities that live workshops do not. As Anja notes: We had guest speakers, which I think it’s a total benefit of remote. I could bring in amazing speakers that you cannot always fly in for the whole day, when they would just be speaking for 30 minutes. So, this proved to be a huge benefit of the remote workshop, getting in experts for short inspiring session took learning to the next level.”

Lean into the possibilities that an online space creates to deliver something special! It isn’t enough to put your materials online and leave your students to it – consider how tools can build on your process and take advantage of what a blended learning environment has to offer!

…同时也为触觉和身体锻炼创造空间 

“我认为在偏远地区,便利的研讨会还必须包括一些基础练习和规划练习:一个可以摆脱数字疲劳的地方。

在线举办研讨会或培训课程很累人,许多主持人和研讨会参与者在远程工作时经历了某种形式的数字疲劳。

智能议程设计的特点是一些异步工作、大量休息和混合任务,这是难题的一部分,但促进者如何才能走得更远呢?在在线研讨会中,涉及触觉学习和实物的体验活动是创造广度的好方法。

在本课程中,Anja和Bill使用了许多技术和活动来帮助对抗数字疲劳:

  • 阿德丽安·米什勒(AdrieneMischeler)的一次瑜伽训练,利用早晨的水流来激发创造力,带来了一种平静和团结的感觉,并有助于从整天的坐着和站着中伸展肌肉。 
  • 塔马拉·莱维特(TamaraLevitt)使用Calm应用程序和优美的叙述进行了一次10分钟的简短引导冥想,帮助参与者在其中一节课之前感到脚踏实地,并与自己建立联系。
  • 这是一个创造性的练习,参与者们用铝箔纸、沙拉碗和毛巾制作了一条船,可以在水体中携带最多的硬币,这带来了一种触觉体验(除了触摸键盘!),鼓励有趣的实验,也鼓励家庭成员帮助该项目。 
  • 尽可能鼓励家人、宠物和孩子参与进来。有时他们可以参加头脑风暴,有时他们可以成为同理心访谈或测试原型的用户,其他时候,如果他们觉得有趣,你可以邀请他们加入并听讲座。

We’d also recommend mixing up your activities to involve some tasks where participants can step away from the computer or engage in physical activity. You might include some drawing or paper based activities where people do solo-work and upload their results into a shared whiteboard. This kind of variety can help make online learning a success.

As lockdown eases and hybrid courses or live courses with some online elements become possible, consider how using blended learning concepts like having physical meetings between students and their teacher between self-directed online learning might help you build an engaging process.

Carefully plan your time as facilitator

“I think this is something that can have a really deep impact on the participants: I think an educator or facilitator needs to be available. If you’re meeting in the afternoons on Zoom, you need to book your mornings for one-to-ones.”

All facilitators know that their workload is not contained to the time spent directly leading a workshop or meeting session. Factoring in time for planning, cleanup and administration has always been a consideration, though in an online environment, there is an even greater pressure on the time of the facilitator.

In a multi-day course for example, you will likely spend time leading sessions, coaching 1-1, setting up Mural boards, reviewing team work, setting future tasks, communicating with co-facilitators and more. 

As Anja and Bill noted, being available and present as a facilitator outside of scheduled meeting time is important in ensuring that the participants have the best possible experience. That said, without careful planning and allocation of time, it’s very easy to become overwhelmed.

The teaching team not only put in place some measures to plan their time, but also some measures and rules to help ensure the workload was manageable:

  • Have office hours and a Calendly link for participants to book one-to-one sessions if they need them. Structured time for these means requests are funnelled correctly.
  • Create resources such as the team dashboard and survival guide so that both you and participants can find what they need easily.
  • Establishing a WhatsApp group for each team and the group as a whole can help with ongoing communication during and between class sessions.
  • Create processes that improve efficiencies. For example, when organising breakout sessions and mixing teams, Anja “asked each person at the beginning of a session each morning to rename themselves. So they had the number of the team, the name of the team, and then their first name. So it was very easy to put them into rooms accordingly by the number of their team.” 

Remember that your time will be stretched as a facilitator, and it’s worth considering how you can improve the efficiency and ease of every task that falls to you so that it is less time consuming and easier to perform. Blended or hybrid learning is great, but can create additional pressure on course leaders or facilitators. Careful planning, structuring and pre-creation of resources will all help you spend your time effectively. 

Get a co-facilitator, technical assistant or both!

Creating personal connections, facilitating and doing all the work of a remote workshop is hard: getting help and dividing the workload where possible is an effective way of quickly improving the situation.

Co-facilitators are a great idea in any setting, and in online environments with breakout groups and lots of participants having a second person on hand helps ensure that every participant gets meaningful one on one interaction and the attention they need. Remember that online learning should never just be about materials and content. 

在某些环境中,联合主持人可能无法成立,尽管有人在场帮助解决技术问题并回答有关软件和工具的问题确实可以帮助本次会议 平稳运行,无压力. 任何远程学习环境;如果出现技术问题,在线课程或虚拟研讨会可能会很快变得困难–尽可能寻求帮助!

在举办网络研讨会或研讨会时,让一个人在文本聊天频道上进行监控和响应,他可以向演示者提供讨论项目。 请记住,虽然所有这些辅助任务都需要完成,但它们可能会使人们的注意力从促进转移开。 如果有额外的人员帮助,您可以确保车间流程最有效。

It部门;还值得注意的是,Anja和Bill定期跟进,他们将讨论课程的进度,反思工作情况,并实时做出调整: 拥有一个协导员或教学团队可以使从业者反思和议程迭代的整个过程更加有效。 

尽可能简化

虽然前面的许多观点都将简化作为其思维的一部分,但这是;值得注意的是 简化流程、任务和管理项目是使在线课程或研讨会有效的一个重要因素.

It部门;这不一定是为了简化结果或内容,而是为了;s关于 消除潜在摩擦 并使您能够简单方便地运行课程,以及简化参与者参与在线学习的方式。

这在实践中意味着什么? 

Anja和Bill创建了简单有效的资源,如团队仪表板和生存指南,以帮助参与者轻松地保持一致。 Simplifying the admin that everyone had by having teams give short, simple reports and summaries of their progress while also having all resources in one place meant everyone could focus on the session.

For the end of course presentation and feedback session, Anja had teams submit their presentation in the same Mural board and pre-populate their key information. Then, teams were invited to present for three minutes while participants would fill in a green post-it-note for something they liked and an orange post-it note for something that should be reconsidered. 

The simplification and streamlining of this process not only provided quality results but also saved a lot of time. Remember that the success of any distance learning course or virtual workshop will be evaluated on the outcomes – think always of how to simply and clearly lead a group towards achieving those outcomes.

In our experience, limiting your toolset to those you really need and not overloading participants with too many tools helps ensure the success of a given workshop or online course. Though this will differ from session to session, removing extraneous tools or extra things to learn where possible is a good idea!

When using team-building activities or icebreakers, opt for activities that can be simply and effectively explained and run. Complex activities might have their place in your session, but think about how simple games can be used to break these up and help reduce digital fatigue. 

Remember it’s a learning process

“When this transition happened, I realized that the most meaningful part of my job, which is running in-person workshops and learning experiences – the entire physical context – is taken away. I definitely ended up in a panic mode. I was lucky to have a very tight group of facilitators who helped each other get through the first few remote iterations” 

所有培训师都知道,要尝试一些事情,看看哪些有用,哪些没有用;t、 改进流程是 良好的促进实践. 混合学习对许多实践者来说都是新鲜事,要找到一种适合您的在线课程和您作为引导者的方法或形式可能需要一些尝试和错误。

只有通过开展这些课程,向其他主持人学习,并从参与者那里获得反馈,你才能取得进步和进步。在许多方面,这段变革时期也是一个尝试新事物的机会:虽然这可能是一个挑战,但也可能是一个回报。 

在这种环境中试验和尝试新事物都是构建有效远程实践的一部分 &恩达斯;花点时间反思一下您的辅导经验和设计过程,然后进行迭代。从参与者那里收集反馈意见,并对更改议程持开放态度。

想了解更多吗?

交给你

从现场研讨会过渡到在线会议对所有相关人员来说都是一个挑战。我们希望通过了解Anja和Bill如何在远程环境下调整他们的课程,您可以了解如何做到同样的事情,并将混合学习和异步学习技术应用到您的在线课程中。

你有什么建议可以让你的课程或研讨会内容适应虚拟观众吗?您如何使在线学习更具吸引力?您对为异步工作构建空间有何感想?我们;我很高兴听到你的评论!

最后感谢Anja和Bill与我们分享他们的见解和经验. 您可以在下面找到他们的bios。

传记

比尔·帕切科 

比尔热衷于传播设计思维方法,坚信一切都是有创意的。他致力于帮助个人和团队发挥创新能力。他是Open until 8,LLC的创始人;一家专注于帮助公司更具创造性和适应性的咨询公司。 

他还是三一学院(Trinity College)的创新和设计思维高级研究员、斯坦福大学商学院(Stanford d.school)的高管教育教练,以及波士顿大学(Boston University)奎斯特罗姆商学院(Questrom school of Business)的兼职教授。

此外,Bill在该行业有30年左右的从业经验,有将创新推向市场的记录。他曾领导Cybex、Life Fitness&Keurig Dr.Pepper的工程和设计组织。 

比尔与妻子和4个孩子住在美国马萨诸塞州波士顿。 

Anja Svetina Nabergoj

Anja Svetina Nabergoj(博士)是斯坦福大学哈索·普拉特纳设计学院的讲师,她在那里教授高管教育课程,并共同教授研究生课程。在过去的10年中,她一直在发展教育学,以教授创新过程和培养创造性思维。 

她一直与来自欧洲、亚洲和美国各组织的高层管理团队合作,包括微软、比尔和梅琳达·盖茨基金会、捷蓝航空、优步、通用汽车、基因泰克、Arla Foods、利奥制药、诺和诺德工程、Symbio、可口可乐、Telenor、Kellog;s、 微软和Visa。Anja为设计思维研讨会提供便利,教授人种学研究技术,并领导关于以用户为中心的创新的高级领导会议。

Anja是斯坦福大学协作解决方案催化剂(Stanford Catalyst for Collaborative Solutions)的顾问委员会成员,这是一项新举措,其大胆使命是创造一个开放空间,探索世界上罕见的跨学科解决方案;这是最紧迫的挑战。斯坦福大学旨在建立一个国际公认的有目的、高影响力和跨学科研究生态系统模型。

她为爱德华·埃尔加(EdwardElgar)和劳特莱格(Routlege)出版的书籍以及包括《欧洲管理杂志》(European management Journal)在内的科学管理杂志撰写了章节。她和她的团队在斯坦福大学成立了一个研究设计项目,向科学家们介绍创造性的问题解决技术。他们最近出版了一本书 Creativity in Research: Cultivate Clarity, Be Innovative, and Make Progress in your Research Journey that was published with Cambridge University Press.

She splits her time between Palo alto, California and Ljubljana, Slovenia, where she is Associate Professor of Entrepreneurship at the University of Ljubljana.

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