The Andragogical approach varies somewhat to my current approach as a high school teacher. There is room for a more relaxed climate at this younger level. What a pedagogical approach and andragogical approach can share in common is trust, respect, warmth, and support.
Instructional Designers and Trainers should be aware of the different ways the training can be delivered.
Knowles defines the andragogical approach to the learning climate as being relaxed, trusting, respectful, informal, warm, collaborative, and supportive, with openness, authenticity, and humanness as key contributing factors.
Many trainers become frightened when they have to stand in front of people and deliver training. Preparation is the key for successful presentation. Preparation means becoming familiar with the content, and learning objectives. It also means practicing the delivery, and preparing effective questions to stimulate learning.
Icebreakers, Openers, and Closing Activities
What is the difference between icebreakers and openers? Icebreakers get people involved in the lesson, and help them find out more about each other.
Openers, on the other hand can function as introductions to competition, team-building, and consensus seeking activities. Games are usually perfect openers.
When designing closing activities, Instructional Designers should pay as much attention to the content as when they design opening activities. A lot of learners give low rating to the training if the closing activity did not capture their attention.
When delivering training, it's important to know that how something is said is just as important as what is said. To improve the delivery of training, a trainer must be aware of verbal communication skills and the use of voice. Trainers should also learn to scan the participants for learning reactions.
For instance, a trainer is delivering a lecture on the topic he is not familiar with, but did not have any time for rehearsal. Therefore, he feels extremely uncomfortable with he presentation, and especially with all the activities that follow it. The learners easily sense this by his mannerism. As a result, the retention rate is very low.
Facilitating Learning, Techniques, and On-the-Spot Assessments
Before Malcolm Knowles began promoting the concept of andragogy, trainers served mostly as tellers of information. Good facilitators should definitely possess a certain intuition. However, to become an effective facilitator requires a lot of practice. For instance, effective facilitators know when to ask questions and when to be silent, when to challenge statements, and when to remain neutral.
Good facilitators should create an atmosphere in which participants learn both from each other and from the facilitator. Successful facilitators serve as more of a guide than an instructor. They ask thought-provoking questions clearly, and respectfuly.
Differences Between Online and Classroom Training
Even though online and classroom facilitation are similar in many ways, there are some differences that Instructional Designers and Trainers should be aware of. The basic differences are that a synchronous Web Based Training (WBT) class can cover a large geographic area and the facilitator rarely meets the learners face-to-face.
To overcome WBT challenges, and to ensure participation, facilitators must constantly communicate with learners. For example, after discussing several topics, a trainer might use polling questions that support the learning objectives.
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