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Improving Audience Engagement - Why you need a learning strategy for your next speaking engagement
- 1. Improving Audience Engagement Why you need a learning strategy for your next speaking engagement
- 2. Miranda Lee Founder, LX Labs Learning Experience Design & Strategy learningexperience.co @techyalater
- 3. How do you define a learning experience? Share your answer in the webinar comments.
- 4. Learning experience refers to any interaction in which a transfer of knowledge takes place. eduglossary.org, 2016
- 5. Goal for Today Design a plan of action to achieve a higher level of participant engagement for your next speaking event.
- 6. In this webinar, we will discuss: • Instructional models for designing a measurable learning experiences • Evaluation techniques for speakers • How to write effective learning objectives • Instructional techniques for participant engagement
- 7. ADDIE Model Analysis Know your audience Design Outline & storyboard Implementation Execute Development Scenario building Evaluation
- 8. Why is experience design important to me as a speaker?
- 9. Levels of Evaluation Levels of evaluation: 1. Reaction 2. Knowledge Gained 3. Behavior 4. Performance Kirkpatrick, 1994
- 10. How realistic do you think it is to expect behavior improvement immediately after delivering a session? Use the poll tab below to submit your feedback.
- 11. Defining Learning Objectives Ensure objectives are clear and concise! Synthesis Analysis Application Comprehension Knowledge Evaluation Bloom, 1956
- 12. build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select Synthesis Analysis Application Comprehension Knowledge Evaluation Writing Objectives conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure
- 13. Students will be able to understand service methods that can be used to receive customer satisfaction. Students will be able to demonstrate at least one service method that can be used to receive customer satisfaction. Example “Ensuring Customer Satisfaction with Every Interaction”
- 14. How do I increase participant engagement?
- 15. Gagne’s 9 events of instruction 1. Gaining attention 2. Informing the learner of objectives 3. Stimulating recall of prior knowledge 4. Presenting information 5. Providing guidance 6. Eliciting performance 7. Providing feedback 8. Assessing performance 9. Enhancing retention & transfer
- 16. Common Instructional Techniques Lecture Polling Testing Simulation Q&A Categorization Discussion groups Debate Reading assignment Demonstration
- 17. Under-Represented Instructional Techniques Visual sentiment tracking Repetition Non-verbal communication Recitation Hand raise Pause/quiet for think time Inflection of voice Cognitive breaks Use of acronyms Mental modeling Visual association Note-taking
- 18. What do I include in my action plan to deliver an engaging, measurable experience?
- 19. Learning Engagement Plan • Clear, concise learning objectives. • Learning map. • Facilitator support. • Experience map.
- 20. Miranda Lee Founder, LX Labs Learning Experience Design & Strategy learningexperience.co @techyalater
Notas del editor
- What does an instructional designer do? An instructional designer applies design thinking to analyze learning needs and goals and develop a delivery system to meet those needs. Their role is to design a dynamic learning experience.
- Learning experience refers to any interaction in which a transfer of knowledge takes place. , whether it occurs in traditional academic settings (schools, classrooms) or nontraditional settings (outside-of-school locations, outdoor environments), or whether it includes traditional educational interactions (students learning from teachers and professors) or nontraditional interactions (students learning through games and interactive software applications). (http://edglossary.org/learning-experience/)
- The ADDIE model is a five-phase model commonly used by instructional designers to create measurable learning experiences. In the Analysis phase, you get to know your audience by analyzing needs, and getting to know participants’ current capabilities. Based on your analysis, you develop an overall goal for the session. In the Design phase, you write clear and concise learning objectives, decide on a delivery format, and determine which engagement activities will be used during the session. When you move into Development, you finalize materials (such as a slide deck or other presentation materials) and run a pilot session. This could mean practicing your talk in front of a mirror! During Implementation, you execute your well-planned-out experience.
- The goal of using an instructional design model such as ADDIE is to create measurable learning experiences. We just saw in the ADDIE model that evaluation is at the core of the design process. As a speaker, being able to evaluate the experience can prove just how effective it is for your audience. And what happens when you deliver a successful session? You get invited back.
- Level 1: How do you read the audience reaction? Try this: Put two fingers on your pulse. Now, you know that your heart is beating, but does the speaker know? You might even have a conversation in your head “Is this really worth my time? I hope there are more visual aids, I’m really more of a visual learner. Man, this venue is coooold and I can’t hear the speaker very well.” This information is extremely important to the overall experience! Well, there are ways to find out, and in many cases, the speaker can use this information to pivot their talk or design a better experience in the future. Ways to measure: Facilitator as the expert (nonverbal feedback – who knows what I mean by nonverbal feedback?) Polling or surveying the audience – If you have the means to deliver a live, digital survey, Microsoft Pulse is a great tool to use that offers sensitivity tracking. Learning (Level two outcomes) are unlikely to occur unless participants have positive attitudes toward the program. The measurement of specific aspects of the program can provide important information about what aspects of the program can be improved in the future. Level 2: How do you measure knowledge transfer? First, ensure that the knowledge transfer you are trying to measure is directly related to your session content. A way to do this is to write clear, concise learning objectives. Later in this session, we will look at ways to align learning objectives to delivery and depth of learning measurement using Bloom’s Taxonomy. Ways to measure: Pre/post knowledge (test) If unable to measure pre-knowledge due to time constraints, assumed is OK. If you used the ADDIE model, you may have some understanding of prior knowledge based on your analysis. Remember, the way to measure whether the learning outcomes were achieved is to write clear, concise learning objectives and set expectations. Levels 3 & 4: The measurement of behavior and performance are often a long-term activities, and as speakers, you don’t have much time to deliver your message and evaluate at these levels unless you teach a silly dance and end your session with a dance-off. But I’d love to hear what you think about this. Let’s do a poll. POLL: How realistic do you think it is to expect behavior improvement immediately after delivering a session?
- Now, what do we mean by clear and concise learning objectives? It means: Don’t be vague – give your participants some direction in their learning and the tools to measure their own learning experience as well. Think of it this way: The participant has a choice in whether or not he or she attends your session, and will most likely attend due to their own interest. However, they won’t have much say in the design of the learning experience. Because of this, you want to set clear expectations for the participant when they arrive at your session. Give them a goal, and let them try to achieve it. Make it learner-centric. Learning objectives lead to learning outcomes. This pyramid is a representation of Bloom’s cognitive domain research. Bloom’s Taxonomy has since been revised, but this visual is a way to understand the categories of the cognitive domain. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place. SURVEY: Which cognitive process is most difficult to reach: Knowledge or Evaluation? A statement of a learning objective contains a verb (an action) and an object (usually a noun). The verb generally refers to [actions associated with] the intended cognitive process. The object generally describes the knowledge students are expected to acquire or construct. (Anderson and Krathwohl, 2001, pp. 4–5) Verbs such as know, learn, understand, grasp, and realize should be avoided because it is difficult to measure whether they have been achieved. Let’s get creative and use strong action verbs to define how the learning should take place. The question is…which verbs do we use? Blooms Taxonomy is a great resource to aligning process to verbs that are appropriate for the action. Resource: http://www.celt.iastate.edu/wp-content/uploads/2015/09/RevisedBloomsHandout-1.pdf
- Let’s take a closer look at the processes and get creative. Knowledge: Recall data or information. Examples: Know the safety rules. Define a term. Techniques: bookmarking, flash cards, Internet search, reading Comprehension: Understand the meaning of instructions and problems. Examples: Explain in your own words the steps for performing a complex task. Techniques: create an analogy, taking notes, story telling Application: Apply what was learned in the classroom to real-life situations. Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Techniques: create a process Analysis: Separates material or concepts into component parts to be better understood. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Techniques: debating, questioning what happened, run a test Synthesis: Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: Revise a process to improve the outcome. Techniques: feedback, using your network Evaluation: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Techniques: decision making
- This sounds like a breakout session (or sometimes called concurrent session.) The overall goal here is for the participant to apply the knowledge they gained as soon as they leave the session. But we want to give them a more measurable way of achieving that goal. Let’s make this a little more clear and concise.
- Now that we’ve discussed instructional models and objective writing, which are excellent tools to lay a foundation and begin designing the experience, let’s talk about what happens during the event.
- How do we know which instructional techniques to use for our audience? That requires a thorough analysis, which can include industry research, interviews with event organizers, or attending sessions geared toward similar audiences to see what receives the best reaction from the audience. Have you ever sat in on a session that was completely BORING and could just see the audience’s cry for help in their body language? Be aware and be confident in your facilitation skills! Introduce Gagne. “[Gagnés nine steps are] general considerations to be taken into account when designing instruction. Although some steps might need to be rearranged (or might be unnecessary) for certain types of lessons, the general set of considerations provide a good checklist of key design steps” (Good, Brophy, 1977). Let’s talk through this process. Hey you!! Today we are going to… In the past, you may have heard… This is a demonstration of… We can guide you through this process… Now, you try it… You will need to… We will now have a performance test. We will now do it on the job.
- In a traditional classroom, there are techniques that are tried and true, easily recognizable, and commonly represented in lesson plans. POLL: Who here has used one or more of the common instructional techniques listed here?
- When I talk about under-represented instructional techniques (or as I like to call them, URDITs), I don’t mean that these techniques are not common. In fact, they may even be MORE common that those listed on the previous slide. What I mean is that they are often under-represented in a plan of action for learning experience design. URDITs are commonly left for the facilitator to insert into their own instruction. Many of them are tied to performance/presentation, but when designing a synchronous learning event, a focus should also be placed on performance support to consider the complete experience from a participant’s perspective. The bottom line: Don’t forget to plan your instruction, even the URDITs. Let’s talk about some of these techniques: Visual sentiment tracking – We touched on this earlier when discussing the Reaction level of evaluation. A speaker is able to measure participant reaction based on body language by doing a scan of the room. This technique is a little more difficult in a webinar, but that’s another conversation. Non-verbal communication can also be used by the speaker to exhibit confidence or show empathy toward the audience. Now raise your hand if you’ve ever polled an audience? I’m not sure if this webinar platform has a hand raise emoji :p Use of inflection in voice is a great way to grab attention. You probably know that the use of acronyms is a way to reinforce memorization, as is repetition of a task or recitation. A brief pause during a talk can often give the audience a chance to process the information shared, while a cognitive break, such as a 10-minute bathroom/stretch your legs break during a two-hour workshop, can refresh the mind. Speaking of the mind, how often do you use analogies in your presentation to guide your audience’s though on a topic? Or start your sentence with “I wonder if…” to elicit the correct response from the audience? Note taking is common among participants, but how often is it solicited by the speaker? POLL: Who here has used one or more of these under-represented instructional techniques?
- Now that you’ve learned about instructional models for designing a measurable learning experiences, evaluation techniques for speakers, how to write learning objectives, and instructional techniques, let’s talk about how to put together that action plan for your next speaking engagement.
- Clear, concise learning objectives. - Don’t be vague – give your participants some direction in their learning. Learning map. – Section out your content into digestible chunks and an outline that flows well, then align those objectives to each section. Facilitator support. – Ensure all instructional techniques are represented in your engagement plan. Experience map. – Remember which aspects of the experience you want to measure – reaction, knowledge gained, and behavior and performance, if you can get there.
- Today’s presentation will be available as a recording for future reference, and we will be sending out a few resources via e-mail so you can continue developing your skills in the area of instructional design. Thank you for having me today!