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E-grāmata: From Trainer to Agile Learning Facilitator: How Teaching and Learning Works in Digital Times

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  • Formāts: EPUB+DRM
  • Izdošanas datums: 30-Aug-2022
  • Izdevniecība: Springer-Verlag Berlin and Heidelberg GmbH & Co. K
  • Valoda: eng
  • ISBN-13: 9783662659090
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From Trainer to Agile Learning Facilitator: How Teaching and Learning Works in Digital TimesPalielināt
  • Formāts: EPUB+DRM
  • Izdošanas datums: 30-Aug-2022
  • Izdevniecība: Springer-Verlag Berlin and Heidelberg GmbH & Co. K
  • Valoda: eng
  • ISBN-13: 9783662659090
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Pure face-to-face training is increasingly being supplemented or even replaced by modern forms of learning such as blended learning, online training, e-learning and informal learning. What does this mean for you as a trainer (lecturer, speaker, personnel developer)?







This reference book shows how the job description of the trainer is changing due to digitalisation and which competences you need as a trainer to be successful in the "learning revolution". After all, specialist knowledge paired with classroom didactics is no longer enough.







This work takes you by the hand to become a learner again as a trainer and to develop into an "agile learning facilitator". It gives you orientation in the digital "trainer competence jungle". In a practical and clearly understandable way, you will receive both theoretical background knowledge and practical implementation possibilities for the modernisation of your continuing education programme.





 

 





 
1 The "Learning Revolution"
1(24)
1.1 The Performance Problem
2(4)
1.2 Learning Becomes More Diverse: Learning Formats
6(10)
1.2.1 Learning Principles: Formal or Informal--Guided or Self-directed
7(7)
1.2.2 Blended Learning: Combining Learning Formats
14(2)
1.3 What Does All This Mean for the Trainer?--Six Theses
16(9)
References
22(3)
2 Create Learning Architecture
25(32)
2.1 Order Clarification and Needs Analysis
26(6)
2.1.1 Set Performance Goals
26(5)
2.1.2 Technology and Participant Check
31(1)
2.1.3 Further Tools for Clarifying the Task
31(1)
2.2 Rough Planning
32(3)
2.2.1 Collect, Reduce and Sort Content
34(1)
2.3 Select and Interlock Learning Formats
35(7)
2.3.1 Select Learning Formats
35(3)
2.3.2 Methodically Link Learning Formats
38(2)
2.3.3 Four Examples of Learning Architectures
40(2)
2.4 Extension: Individualized (adaptive) Learning Paths
42(2)
2.5 Planning and Implementation of Formal Learning Formats: The Learning Diamond
44(4)
2.6 "Planning" and Implementation of Informal Learning Formats: The Learning Framework
48(4)
2.7 Implementation Check (continuous)
52(5)
References
55(2)
3 Presence Training in Blended Learning
57(12)
3.1 Orientation
59(1)
3.2 Introduction and Content Development
60(1)
3.3 Processing Content
61(8)
References
67(2)
4 Online Training
69(16)
4.1 Technical Requirements
70(3)
4.2 Virtual Presence of the Online Trainer
73(3)
4.3 Problem: Lack of Attention
76(5)
4.3.1 Give Tips for a Good Learning Environment
77(1)
4.3.2 Make Sure There is Interaction!
77(1)
4.3.2.1 Interaction Functions and Ideas for Methodological Application
78(3)
4.3.3 Keep it Short!
81(1)
4.4 Online Trainings in Blended Learning
81(4)
4.4.1 Orientation
81(2)
4.4.2 Introduce and Explore Content
83(1)
4.4.3 Processing Content
83(1)
References
84(1)
5 E-Learning
85(18)
5.1 E-Learning in Blended Learning
87(1)
5.2 Learning Videos: the New Flipchart of the Trainer
88(2)
5.2.1 PowerPoint as an Authoring Tool for Learning Videos
89(1)
5.3 Video Creation with PowerPoint
90(13)
5.3.1 Phase 1: Conception
90(1)
5.3.1.1 Plan Didactic Structure
90(2)
5.3.1.2 Select Video Format
92(2)
5.3.1.3 Formulate Speaker Text
94(1)
5.3.1.4 Develop Storyboard
95(4)
5.3.2 Phase 2: Production
99(1)
5.3.2.1 Storyboard Illustrating
99(1)
5.3.2.2 Animating Objects
100(1)
5.3.2.3 Show Slides
100(1)
5.3.2.4 Export Video
100(1)
References
101(2)
6 Informal Learning
103(16)
6.1 Tasks of the Learning Companion
109(10)
6.1.1 Performance Clarify
110(1)
6.1.2 Supporting Learners
110(4)
6.1.3 Developing Culture
114(3)
6.1.4 Designing Infrastructure
117(1)
References
118(1)
7 Change Design
119(8)
7.1 Learner: "From Consumer to Designer"
120(1)
7.2 Leadership: "From Grantor to Developer"
121(1)
7.3 Personnel Development: "Performance Enhancement Instead of Happy Sheets"
121(2)
7.4 Trainer: "From Trainer to Agile Learning Companion"
123(4)
Conclusion 127(1)
References 128
Prof. Dr. Jürgen Sammet, (*1971) Dr. phil. and qualified pedagogue, consultant and trainer with the topics "Learning & Leadership" for 20 years, 12 years teaching trainer, 4 years Head of Learning & Development. Said only 8 years ago: "Digital learning will always remain a niche." Today, the share of digital formats in his work is 50%. 

Jacqueline Wolf (*1985) Graduate in Education, Systemic Consultant and Lecturer at the University of Konstanz, Blended Learning Designer, Trainer and Consultant on "Learning in Organisations" for 7 years. Since the beginning of her professional practice, she has only known learning as "blended learning". The share of digital learning formats in her work is 80%.
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