ŠĻą”±į>ž’ –”ž’’’—’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’ģ„Į#` ųæd3bjbj”” øbĆĆ"*]ä’’’’’’¤||||ĢĢĢ4HEHEHEh°ELüEl͆ŠtF(œF"¾F¾F¾FHHHL†N†N†N†N†N†N†$WˆhæŠnr†ĢLūG"HLLr†||¾F¾F=‡†RRRLā|8¾F̾FL†RLL†RRś4l“ĢX…¾FhF ąĢēĘ!ÉHEęLv ‚*L††0͆ʂŽ-‹\MP-‹TX…-‹ĢX…ōHŹēHRwItėIHHHr†r†¬ObHHH͆LLLLÄ!Ä&„Ä&||||||’’’’ Summary notes from CAP Rally session on Interactive Learning September 8, 2008, Sunriver Resort, Oregon Session Facilitators: Karen Poiani ( HYPERLINK "mailto:kpoiani@tnc.org" kpoiani@tnc.org) and Matt Durnin ( HYPERLINK "mailto:mdurnin@tnc.org" mdurnin@tnc.org) Section I: Is Powerpoint really that bad? Adult learning basics without Powerpoint Team 1: Neural Linguistics Three Components of Effective Communication Brain works with images The word “no” – is without significance Always use clear reasoning that highlights a) reward & punishment b) evidence Team 2: Multiple Intelligences Auditory Visual Kinesthetic Team 3: Immediate Needs When adults learn it needs to be immediately useful to them & they need to “feel” that need. Team 4: Pike’s Laws Adults are babies with big bodies People do not argue with their own data Learning is proportional to the fun you are having Team 5: Andragogy Adults need to know why they should learn something (learn more on process than on content) Adults need to learn through experience Adults approach learning as problem solving Adults learn best, when of immediate value Team 6: Brain Theory Adults need to change during process/Shift Channels Adults find it difficult to focus for long periods of time Team 7: Social Learning Process and Exercise Focus Group voting on learning tips: First Place: Team 4, Pikes Law Second Place: Team 1, Neural Linguistics Third Place: Team 7, Social and Exercise Section II: The Big But Specific Responses: Less discomfort with traditional approach – known quantity. Lack of training in engagement techniques Self consciousness Expectations: think that’s what we are supposed to do as “expert” Don’t know how to do it differently – how it would be received Time Commitment Takes less time to do a ppt than to have an interactive session Interactive needs greater time commitment Time Commitment If main focus is to differentiate information most people do not already know then 1) one-way transfer is efficient (if not always effective). 2) also requires us to manage our time well in advance. Fear: Afraid of it not working Fear: People will not participate Fear: How do you keep 100 people interactive and on time Laziness can prepare ppt easily Think that it is a good way to present/get exposure to multiple projects PPT Easier PPT is a familiar “tool” Other more interactive techniques are less familiar/known & seem like more work PPT Easier PPT a crutch Have trouble organizing thoughts/staying focused without it PPT Easier PPT is easier for me as the presenter It organizes my presentation – so it is not expressly designed to instruct or teach Just to present PPT Easier Laziness Easy to do – requires little thought or creativity PPT Easier Not enough time on session design For CAP ppt is available in huge quantities PPT Easier Session organizers go for “minimum effort” rather than “maximum teaching/learning success” PPT Easier PPT easier to re-use and easier for facilitator to keep (as a crutch) the format to follow It keeps all the points, notes, etc. in one place PPT Easier Fun for the presenter Slides from previous presentations already prepared PPT Professional/Standard ppt is the paradigm and new techniques more difficult to prepare PPT Professional/Standard The idea that we have to be “professional” and PPT is considered the most “professional” presentation methodology Section III: It’s easier than you think: ideas and solutions Categories of Interactive Learning: Lead by doing – Hands on (real project or data) Natural Areas Training Academy: We provided background information (established scenario) and had teams develop strategies (objectives/actions) using handouts. Introductory GIS Training: Used a combination of demonstrations, hands-on group exercise and tests CAP Training: Participants each worked on their own projects Participants were very engaged and loved “using” the excel tool The training responded to their needs Was something they needed to do anyway Immediate application Hands-on experience Facilitating Viability: At the training described Jora Young asked 2 people to present their actual project Then the group was asked to be facilitators and ask the probing questions Games and Quizzes Word Scramble: took words from the “Principles of Engaging Partners” and scrambled some of the words Participants were asked to unscramble the words and re-arrange to clarify the meaning of the principle The result was that it was much easier for participants to remember the meanings, sayings, and points. “They Stuck” Short Quiz: This person described a short quiz that the facilitator used in-order to teach people how to navigate a web-based tool kit. Hollings Functional Response: To teach this theory the facilitator created an exercise to understand how predator consumption of prey changes as a function of prey density by having participants count how many paper discs they could collect from a bag, one at a time. Snowball Fight: Participants write idea on paper, scrunch it up and throw it into a pile. This could be used to ask participants what the key learning points are or to facilitate a Q&A session. Jeopardy Review: Created a board came using PPT Students raise their hands to answer questions Role Playing What’s Your Vector: Barry Rice led an interactive learning session w/active role playing to act out an invasion pathway and participants had to guess and earn points for their team. Fish Life History: People chose a life history stage of a fish and acted out what they needed to survive or make it to the next life stage. Coach-Facilitator Training: Facilitator role playing and peer critique Pretend facilitation roles created Each participant then tries to fill the role of facilitator Group critiques each persons role as a facilitator Supervisor Training Exercise: Each participant of a supervisor training was asked to frame a discussion incorporating explicit points (or conversation traits) into your delivery. Case Studies Lessons Interchange: NOTE: this one did not have a description so whoever had this one feel free to elaborate. Thanks! Miscellaneous Visual Aids: people using large pictures to show their interests, needs, expectations, recommendations. Cooperation Exercise: Part I: groups of 4 asked to build a chair using pre-supplied components. NO talking allowed Part II: Using the same components; 2 people build a chair and 2 people build a table. NO talking allowed Multiple groups are needed to illustrate “Now turn to your neighbor and talk about…” (3 – 5 minutes) Very quick Engages the audience No fear of preparation Ask them “your experience” Section IV: Trying it out for yourself Assignment details: Teaching topic – the 10 basic steps of CAP Audience – approximately 20 multi-disciplinary TNC staff in a “typical” OU (science, conservation, philanthropy, operations, etc.) Learning objective – “Participants will gain a general overview of the 10 basic steps of the CAP process” Length of teaching session – each team will be assigned a different length of time for teaching this topic. Two to three teams will be assigned a 6-hour session format, 2-3 teams a 3-hour session format, and 2-3 teams a 1-hour session format. 1, 3 and 6 Hour Training Agenda’s for the 10 Steps of CAP 1-Hour Training Agenda Team 1: Preparation: Place flip chart pages (10) around room, each one devoted to 1 step of CAP process. Explain Exercise (5 min) Participants write one comment or idea explaining each step (15 min) Discussion (What do we have, what’s missing) (35 min) Questions (5 min) Wrap-Up: pass out 1-page CAP handout (10 steps) and share on-line resources. Team 2: Session Objectives: Understand purpose of CAP Decipher “CAP Speak” Feel comfortable talking about CAP Learn where to find more info Lightening Round: You’re Responsible! (30 min) 1st Day on the Job Scenario/case study Quickly read out loud What do you need to know? What would you do? Summary/Highlighting Key points Purpose of CAP Handout with 10 Steps Terminology Relay (20 min) 4 Groups Flip Charts on wall with two columns: CAP Terms in one column and definitions in the other Members of each team take turns matching terms w/definitions. The first team done gets a prize. Review and discuss answers Resources Demo (5 min) Handout with links and bulleted list Wrap-Up (5 min) 3-Hour Training Agenda Team 1: Introduction and Ground Rules What do you know regarding CAP now? Questions & impressions Story of CAP – Short Video Break Out Groups Order cards with 10 questions Discussion BREAK Game Questions & Group Discussion Did we answer your questions? What do you think now? Team 2: Welcome, Objectives & Introductions (20 min) CAP Quiz (On CAP 2 Pager read before training) (20 min) Introduction to CAP & local examples (with questions) (20 min) Work groups to apply CAP concepts for a simple project (30 min) Pick up to 8 things that are important What tells you its healthy or working well? What are the problems? Share diagram on wall (30 min) Design one good strategy with effectiveness measures with picture on wall locating where participants fit in (40 min) Wrap-up and participant last comments (20 min) 6-Hour Training Agenda Team 1: Before the training send out homework assignment to participants to become familiar with background of CAP and terms. Brief Introduction/Overview Form 3 – 4 teams with a mix of job types (self-selection exercise) Present brief photo slideshow/video/etc. presenting an example site for CAP Groups then go into discussions to define the scope from different perspectives (Marketing, Science, Philanthropy, etc.) Who is missing from the team? How does this apply to each job type (from individuals in the groups perspective) For EACH CAP Step 3 thru 10: Present a short explanation/definition Then lead group through each step for the example site Discuss how to update and make the CAP process iterative Round table discussion on “How does this process apply to our own work” Go around the group to hear favorite new thing each participant learned NOTE: Time breakdown TBD Team 2: Welcome and ground rules (30 min) “What are you doing here?” (30 min) Introductions Initial guess on what your role is in the CAP process (facilitated using visual presentation of 10 CAP steps posted on the wall) Provide handout with 10 steps defined Case Study Presentation (30 min) Presented by a guest from outside of the chapter Situational ID Steps (30 min) Staff uses case study by presenter to ID each of the steps Break out on individual steps (45 min) Small groups do assigned reading and answer in small group some questions Group Discussion (60 min) Human Role Chain Revisit roles and compare to what you thought earlier in the day Wrap up     PAGE  PAGE 6 Notes from Interactive Learning session – CAP Rally 2008 Summary: the three primary reasons people identified as reasons we use PPT rather than some type of interactive learning were: Time Commitment (overlaps with PPT is easier) Fear other methods won’t work as well PPT is easier <=NOhijrŽ³“µÄÅŲŁżž’    + 1 f g m  ‚ < B [ w óźóįóŚÖŅĖƶƦ¶œ¶Ć¶ĆŒ¶œ¶Ć‡uphd`\hd\h }`hĪhrDØh }`hrDØ>* hZW>*hZWhrDØ56hZWhrDØ5 h:5jŪh”R¾hZW6Uh”R¾hZW0J6jh”R¾hZW6Ujh”R¾hZW6Uh”R¾hZW6 h”R¾hZWhS^h: hZW5>*h:5CJaJhS^5CJaJhZWhZW5CJaJ$=hij  f g ‚ ® Ę ī < [ d k w  ģ " J }  ÷÷õõõõõõõķåååõķķķõŻõŻŻŻõ & Fgd }` & Fgd }` & Fgd }`$a$gdZW"22c3żżżw }  ģ ņ ó  0 5 j m | } ƒ  — ¦ ź ė j p  Ž ³ Ć ī ō ! # . / 0 2 3 ; < A B M U V a m u v Š •  ž ² ³ “ µ ¶ ÷óļ÷ļóļåļŽļŽŁļ÷óÕóÕóÕ÷óŃĶŃĶÅĶĮ½Į½Į½Į½Įø°Į¬Į°Į¬Į°Į¬Į„Ķ ’jh”R¾UmHnHu hZW5 hrDØhü;żh§}Nhü;żhü;ż5 h:5hvZöhü;żh }`hĪ>*hĪh'Y"høtō h }`>* h }`6>*h }`h }`6>*h }`hrDØh }`hrDØ>*7 ė  ? j  ³ ī ! 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