Learning Design Approach
Learning Design Approach
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Traditional learning is often lead by content. We find this approach doesn't take curiosity enough into account. By opening with and ensuring the activity is the core part of the learning we find that our participants engage through inquiry. Hands on, active learning has been proven again and again to have better results that presentation based lectures with participants being overwhelmed by content with no meaningful application present.
As experiential learning professionals we tailor events to insure that our participants are able to work on their proscribed areas of development. Having an experience is not enough however. The learning needs to be adopted by being put into practice. We do this by making use of some of the latest techniques and methodologies coming out of the learning and development fields.
By understanding our clients core values as well as communicated needs we are able to select from a vast range of options and ensure that the right event is made available. With such a holistic approach to learning there will be benefits that come from it beyond the core focus but we ensure that the programs aims are always achieved.
Learning Design Process
Learning Design Process
Engaging with you
Aligning our approaches
The program design
Facilitating the learning
Assessing the impact
- Engaging with you
We listen and understand
We listen and understand
In our intial meetings we like to take the time to really understand your wants and needs. No two learners are the same and every experience should be tailored to those attending it. As such your values are as important as your outcomes and we want to keep true to both. Only by having an open dialogue can we hope to keep true to this principle
2. Aligning our approaches
2. Aligning our approaches
We co-creatively define success
We co-creatively define success
Working with the understanding above we look to find where our values and approaches align with yours. From here we co-creatively establish and agree upon a success story that should come out of the proposed experience.
3. The Program Design
3. The Program Design
We scaffold the learning
We scaffold the learning
Proscribing to the Accelerated Learning Principles we design programs that are holistic in nature. In our minds learning is creation not consumption. As such we aim for our programs to have the participants leading the learning and be equipped to provide as much if not more content than the facilitator.
Finally we use scaffolding as a term as we do not look to plan for every eventuality but build in an inherent flexibility to the program that allows it to adapt organically whilst still achieving the proscribed outcomes. Participants will find themselves progressing through the learning with growing confidence and enjoyment.
4. Facilitating the learning
4. Facilitating the learning
We deliver the experience
We deliver the experience
During the learning program with facilitate dynamically. Taking cues from the energy of the group/individual we continue to flow with the and ensure that they are able to get the most from the experience.
By using participants as teachers we aim to have them actively engaged, creating a learning experience that allows them to effectively engage with the content and walk away with far more than they arrived.
5. Assessing the impact
5. Assessing the impact
We measure the impact & discuss next steps
We measure the impact & discuss next steps
Following on from the program we seek to share the learning and measure the success. Looking at what worked and what could be improved. For us the learning is just not for the students and this is a critical step for both parties moving forwards.
Where appropriate we will also discuss next steps as we look for ongoing partnerships giving opportunity for a much greater level of synergy to be obtained.
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