I have a fascinating opportunity coming up - I have been invited to attend a classroom course with the SPECIFIC intention of coming up with plans to convert it to an online version.
I already have many ideas of how I will spend the time, and what I will doing/looking for in the course in order to achieve this, but.....what would you do?
I would be tempted to put a Dictaphone and mic on the presenters record everything they say. I would sit in on every session and take notes on the dynamics and compare this all against the learning objectives.
I would finally look at their group work and see if there is anyway to transfer this to elearning
I have a similar challenge. Especially on transfering group work into e-learning.
Some background... This is a sales negotiation course. There are two role plays in the classroom session where there is one buyer, one seller, and one observer. There are three rounds for each group, rotating roles each time. The task involves the seller asking the buyer questions to get the buyer to tell his needs. Then seller would negotiate price based on the needs. Observer will feedback to the seller on what he did well, and what not so well.
1) Phil's suggestion is a good one, but I've gone a step further in the past and actually miced the presenter. The cost now-a-days for a simple wireless mic from AudioTechnica etal is cheap cheap. You want to be able to capture those pearls of wisdom a good presenter can offer. With a good lapel mic the quality can often be high enough to even insert those short audio snippets into your course.
2) Exercises, exercises, exercises... As you audit the class be on the lookout for any interactions you could modify to fit online learning. You won't be able to capture everything in your notes and I assume you will have access to the materials later, so concentrate on recording just your ideas on what exercises worked best, why, and how you might utilize them. Flag those immediately with enough notes to remind you of your idea later on.
Huiwan,
Three-person scenarios are incredibly powerful for teaching soft skills such as you describe. There is nothing like having to teach/coach something for making sure you really learn it. Have you considered trying to preserve that concept by placing the learner as the "observer" in your online course instead of as the customer or salesperson? It can be easier to create, less branching hassles, etc. Insert your learner as the sales coach in a "how would you coach this salesperson" kind of interaction. You could even have a "let's see how it would have gone if the salesperson took your advice" kind of thing at the end of each scenario.
3 Replies
Hi Bruce
I would be tempted to put a Dictaphone and mic on the presenters record everything they say. I would sit in on every session and take notes on the dynamics and compare this all against the learning objectives.
I would finally look at their group work and see if there is anyway to transfer this to elearning
hth
Phil
I have a similar challenge. Especially on transfering group work into e-learning.
Some background... This is a sales negotiation course. There are two role plays in the classroom session where there is one buyer, one seller, and one observer. There are three rounds for each group, rotating roles each time. The task involves the seller asking the buyer questions to get the buyer to tell his needs. Then seller would negotiate price based on the needs. Observer will feedback to the seller on what he did well, and what not so well.
I was thinking of a scenario where Tom had a tutorial http://www.articulate.com/rapid-elearning/build-branched-e-learning-scenarios-in-three-simple-steps/ .
How else would you convert from the classroom role play angle into a self learning e-module?
Bruce,
1) Phil's suggestion is a good one, but I've gone a step further in the past and actually miced the presenter. The cost now-a-days for a simple wireless mic from AudioTechnica etal is cheap cheap. You want to be able to capture those pearls of wisdom a good presenter can offer. With a good lapel mic the quality can often be high enough to even insert those short audio snippets into your course.
2) Exercises, exercises, exercises... As you audit the class be on the lookout for any interactions you could modify to fit online learning. You won't be able to capture everything in your notes and I assume you will have access to the materials later, so concentrate on recording just your ideas on what exercises worked best, why, and how you might utilize them. Flag those immediately with enough notes to remind you of your idea later on.
Huiwan,
Three-person scenarios are incredibly powerful for teaching soft skills such as you describe. There is nothing like having to teach/coach something for making sure you really learn it. Have you considered trying to preserve that concept by placing the learner as the "observer" in your online course instead of as the customer or salesperson? It can be easier to create, less branching hassles, etc. Insert your learner as the sales coach in a "how would you coach this salesperson" kind of interaction. You could even have a "let's see how it would have gone if the salesperson took your advice" kind of thing at the end of each scenario.
Hope this helps,
Bob
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