Now I’m no expert, but I have learned a thing or two about working with them. So here is my best advice for working with subject matter experts in your next learning event.

Remember back, oh, 11 months ago when taking part in a webinar was kind of a treat? Well no longer. Now during Quaran-Time, every day feels like one long webinar or an endless online meeting. We are glued to our screens, tethered to our headsets, and tempted by the allure of Instagram and memes.

Our colleagues who attend our online learning events probably feel the same, so we need to up our game and produce some “WOW”. Wondrous Online Webinars. Here are a few tips to experiment with, as well as some links to some resources to help you produce WOW.

Learning designers, facilitators and trainers are often under pressure to demonstrate the “results” or the difference that learning programs make. But the common learning evaluation frameworks that I’ve come across focus only on the downstream effects of training, without paying sufficient attention to the research, design, facilitation and the learning experience. This framework is my attempt to develop a more comprehensive learning evaluation tool.

This is a guest blog that I wrote for Global Learning Partners, Inc., the company that helps others apply the principles and practices of Dialogue Education. It outlines some detailed tips for applying the principles and practices of Dialogue Education to all stages of a webinar — from planning to design to facilitation to evaluation.

One of Jane Vella’s favourite teaching practices was to “Lavish praise”. I initially interpreted “lavish” as an adjective describing the type or volume of praise that I should offer learners. But being an introvert and someone who tends to be more analytical and problem–focused, this seemed alien to me. It was fine for someone like Jane who electrified the room when she walked in, and who exuded a joie de vivre. But it just didn’t seem like me.

Now that I’m a veteran in the parenting business, I’ve finally understood that “lavish” is more properly understood as a verb. And more important, a verb in the second person singular—the imperative! You (the teacher) lavish praise. Or perhaps even the French subjunctive: Il faut que…. You must! Thou shalt lavish praise! Even when you don’t feel like it, or they don’t deserve it or they are completely wrong-headed. Praise them for the effort.

We know that visuals are a key tool for designing effective learning experiences. Here are two Prezi’s that outline why they work and how we can use them more effectively in our learning design.

Listening to and sharing stories can be the most effective way for learners to make sense of complex ideas and to engage with learning process. This post suggests some ways to optimize the power of your stories, their stories and our stories (#thanksPeter!) to make learning meaningful and lasting.

Many Dialogue Education practitioners find that over time, the principles and practices infuse their everyday conversation. Here is an account of one day and seven random conversations that illustrated what dialogue can mean for our teaching and broader life.

The Learning Design Canvas is a “graphic organizer” to capture all the design parameters of a workshops, webinar or conference on one page. This post explains the process of developing the LDC and includes a video that outlines the steps.

A nostalgic reflection on learning to make home-made bread, but also what that taught me about facilitation.

A tongue-in-cheek take on mobile learning back before it was a thing.

An explanation of what we mean by “Learning-Centred” design, vs. “Learner-Centred” design, or the more common “Instructor-Centred” design.

“Learning Cycles” refer to the process by which learners engage with content through different modes. Most instructional designers are familiar with Kolb's Experiential Learning Cycle, but few outside of Dialogue Education circles have heard of Jane Vella's 4A Learning Cycle, which I find also works better for conceptual and skills based learning. This post explains both cycles and provides an example using a Przezi.

Presentations can be a great way to share new knowledge. But normally they suck because they embody all the worst practices of “monologue” education. This is Part 2 of 2 posts on how you can make a presentation more interactive and effective by incorporating some principles of dialogue education.

Presentations can be a great way to share new knowledge. But normally they suck because they embody all the worst practices of “monologue” education. This is Part 1 of 2 posts on how you can make a presentation more interactive and effective by incorporating some principles of dialogue education.

Conducting a “Learning Needs & Resources Assessment” is critical for designing learning experiences that are relevant, immediate and effective. This post outlines some tips for how you can conduct an “LNRA” (a.k.a. “Eleanor Ray”) to inform your design, kickstart the learning and establish New Relationships with your learners from the start.

Remember back, oh, 11 months ago when taking part in a webinar was kind of a treat? Well no longer. Now during Quaran-Time, every day feels like one long webinar or an endless online meeting. We are glued to our screens, tethered to our headsets, and tempted by the allure of Instagram and memes.

Our colleagues who attend our online learning events probably feel the same, so we need to up our game and produce some “WOW”. Wondrous Online Webinars. Here are a few tips to experiment with, as well as some links to some resources to help you produce WOW.

This is a guest blog that I wrote for Global Learning Partners, Inc., the company that helps others apply the principles and practices of Dialogue Education. It outlines some detailed tips for applying the principles and practices of Dialogue Education to all stages of a webinar — from planning to design to facilitation to evaluation.

A tongue-in-cheek take on mobile learning back before it was a thing.

Part 3 of 3 of a mini-series on Warm-ups or “Anchor” learning tasks that can help participants get to know each other, activate their prior learning and get ready to engage with new content.

Part 2 of 3 of a mini-series on Warm-ups or “Anchor” learning tasks that can help participants get to know each other, activate their prior learning and get ready to engage with new content.

Part 1 of 3 of a mini-series on Warm-ups or “Anchor” learning tasks that can help participants get to know each other, activate their prior learning and get ready to engage with new content.

Learning designers, facilitators and trainers are often under pressure to demonstrate the “results” or the difference that learning programs make. But the common learning evaluation frameworks that I’ve come across focus only on the downstream effects of training, without paying sufficient attention to the research, design, facilitation and the learning experience. This framework is my attempt to develop a more comprehensive learning evaluation tool.