1. Best Practices in Corporate Training in the 21st CenturyFor the Virtual TrainerFinding Your 20% G.P. Jeep Fortuna OMDE 610, Summer 2013

2. Jeep Fortuna Senior Technical Trainer United States Citizenship & Immigration Services Jeep Fortuna 3. Learning Within the field of education, there are several subsets to the classic role of teacher. As Jane Brindley suggests, we refer to those in the profession, as a whole, as Practitioners. There are those who illuminate minds as did their forbearer, Socrates we call them Educators.EducatorsThere are those who are particularly adept at a skill and pass that skill onto others we call them Instructors.Practitioners TrainersInstructorsAnd, there are those who facilitate learning within the workforce we call them Trainers.In the 21st Century, corporate trainers must master both face-toface as well as virtual training that is afforded us by technology. 4. The Godfather of Learning As practitioners, our roots lie with Socrates and his tradition of asking questions of his students. Not necessarily to gain a particular answer, but to guide his students in their thinking as they grasped the subject at hand. For most of humankind, this was the primary method for the transference of knowledge and done face-to-face, in close proximity. Even when his pupil, Plato, completed the transcription of his masters lectures, Socrates rejected the written word as a learning conveyance because, They cannot talk back. Discourse and collaboration were essential.But things would change . . . 4 5. Innovations in Learning Centuries later, Johannes Gutenberg would enable students at a distance the next best thing to a formal education guided by mentor affordable access to knowledge in the form of books made possible by Gutenbergs printing press.Thoughts, concepts, ideas and insights could be carried great distances within such books along trade routes to those who hungered for knowledge.A Paradigm shift . . . 5 6. Innovations in Learning Later, after Gutenbergs gift of the printing press, came even more astounding technological innovations such as the radio, the telephone, television, the computer and the internet. With each innovation, the constraints of time and distance were diminished. And, with these advances, modes of learning advanced accordingly, making possible Distance Education as we know it. But not without challenges . . .Transactional Distance . . . 6 7. Challenges in Virtual Training and e-Learning While after two millennia, there may be no equal to the Socratic Method practitioner and learner, face-to-face, engaged in a dynamic dialogue regarding a lesson; there are now virtually limitless possibilities. Just as the village was once the center of the universe, but now is supplanted by the Web 2.0, trainers are no longer constrained by the walls of a physical classroom and the learners it can contain. We may train across time zones and even continents to reach scores of learners synchronously as well as asynchronously.How to do virtual training well may be a combination of better understanding our new age learners and deploying some best practices, garnered from experience, to better kindle the flame of their natural curiosity . 8. Best Practices for delivering training at a Distance Best Practice 1Learners 1st! Its all about them.Best Practice 2Situation 2nd Make the best of the situation.Best Practice 3Content 3rd If they're not getting it, find another approach.Best Practice 4Find your 20% What is most important?Best Practice 5Be Authentic Be yourself! 9. Learners First 10. act, but essential. If we put the learner first, as practitioners we understand that they will:NEED structure explain the desired outcomes, how the course will proceed and share your expectations. 11. If we put the learner first, as practitioners we understand that they will beanxious about change, i.e. learning put them at ease. Learners First this a juggling act, but essential. 12. act, but essential. If we put the learner first, as practitioners we understand that they will beconfused at times let them know you care and that you are their champion. 13. act, but essential. If we put the learner first, as practitioners we understand that they willNEED support what mechanism has been put in place to address this need? Tell them what it is. This cannot be cut due to funding. 14. If we put the learner first, as practitioners we understand that they willNEED a practitioner who is prepared show them that you care by doing your homework. Learners First this a juggling act, but essential. 15. act, but essential. If we put the learner first, as practitioners we understand that they willNEED the course material to be relevant to their lives. Answer the unasked question, Whats in it for me and how does it fit with my personal goals? 16. act, but essential. If we put the learner first, as practitioners we understand that they willsometimes be distracted interact with them regularly, give feedback. Bring them back! 17. act, but essential. If we put the learner first, as practitioners we understand the value of :Support Tutoring Instructional Design Collaboration Feedback Situated Learning Mentoring Constructionism Caring Scaffolding Learning Theory Behaviorism 18. Situation Second 19. environment Learning should be a feast. Greet the guests who come to dine at your table. Make them feel comfortable and welcomed. Can everyone hear and see? Can the learners navigate the screens? Do they know how to get your attention? Will resource materials be available? 20. Conte nt Third Oh Captain, My CaptainI stand upon my desk to remind myself that we must constantly look at things in a different way. 21. Content 3rd Look at things Sometimes training differently. is messy and youll become the learner. Dont give answers. Ask questions. . . . remind you of anyone?Dont stifle collaboration. . . 22. Find Your 20% 23. Find your 20% make it count.Pareto principle - the 80/20 rule 20% of what we do is vital. 80% of what we do is trivial.Focus on the vital . . . 24. Find your 20% make it count. This will affect the both the trainer and the learner The learner will remember of 20% of what you taught a month from now. What 20% do you need them to retain?Consider . . . What you have time for What youll cover What theyll hear What theyll remember What theyll useFind your 20% . . .Effort20%80%Results 25. Be authentic! 26. Be Authentic! Dont be someone else authentic adjectivenot false or copied; genuine; real Be authentic. If youre not, theyll sense it and begin to question everything you say. Be yourself. . . 27. References Part 1 authentic. (n.d.). Dictionary.com Unabridged. Retrieved July 31, 2013, from Dictionary.com website: http://dictionary.reference.com/browse/authentic Bozarth, J. (2008). The Usefulness of Wengers Framework in Understanding a Community of Practice. (Doctoral Dissertation, North Carolina State University). Retrieved from: http://www.lib.ncsu.edu/resolver/1840.16/4978 Brindley,, J., Walti, C & Zawacki-Richte, O. (2004). The Current Context of Learner Support in Open Distance and Online Learning: An Introduction. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments: (pp. 145-156). [Adobe Digital Edition]. Retrieved from Carl von Ossietzky Universitt Oldenburg website: http://www.mde.uni-oldenburg.de/40574.html Harasim, L. (2012). Learning theory and online technologies (pgs. 80 - 108). New York/London: Routledge Hase, S. & Kenyon, C. (2001). From andragogy to heutagogy. Retrieved from 28. References Part 2 Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth Publishing Company. Peters, O. (1994). Otto Peters on Distance Education-The Industrialization of Teaching and Learning (Desmond Keegan, ed.). London-New York: Routledge Schulman , T. (1989). Dead Poets Society. [Motion Picture] Touchstone Pictures. Smith, L. & Drago, K. (2004). Learner Support in Workplace Training. . In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments: (pp. 145-156). [Adobe Digital Edition]. Retrieved from Carl von Ossietzky Universitt Oldenburg website: http://www.mde.uni-oldenburg.de/40574.htmlWenger, . (2006). Communities of Practice a Brief Introduction. Retrieved from http://www.ewenger.com/theory/index.htm