Learn How to Deliver Virtual Experiential Learning Activities

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Hi, everyone. And welcome to today’s webinar, Learn How to Deliver Virtual Experiential Learning Activities, hosted by HRDQ-U and presented by Jamie Thomson.
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My name is Sarah, and I will moderate today’s webinar.
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The webinar will last around one hour. If you have any questions or comments, please type them into the question area on your GoToWebinar control panel. And we’ll answer as many as we can during today’s session.
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And today’s webinar is sponsored by MTA Learning an Eternity to Store. MTA Learning has over 35 years worldwide experience of designing, supplying and facilitating innovative experiential learning activities, training resources, and people development programs. … is based upon research out there published training tools for more than 40 years. HRD Q has been a provider of research based training resources for classroom virtual and online soft skills training.
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I’m excited to introduce our presenter today. Jamie Thomson. Jamie helps Facilitators, Unleash Unleash The Power of Experiential Learning. Known for his engaging and empowering style and creative approach. Over one thousand facilitators and trainers from 37 different countries have attended his Train the Trainer programs, and they leave his training programs with the tools, skills, and confidence to deliver powerful experiential learning activities.
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Jamie’s Creative approach is combined with rigor, a rigorous corporate and academic background.
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He started his career with the White Strategy Consulting Practice in 2003, and joined MTA in 2008. In 20 16, he won the EU Excellence in Human Resource Scholarship from Leeds University Business School to further his study of organizational behavior and organizational psychology.
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He has data on the business school as a leader in residence, and guest lecturer, and retains an academic interests in team development and facilitation. Thank you for joining us today.
2:02
Nope. No problem. Well, thank you. Thank you very much Sarah, for inviting me along say that an absolute pleasure to have 70 participants here is here as well.
2:13
So I’ve got 45 minutes with you to help you unleash the power of experiential learning online.
2:20
And I know, it’s, it’s really popular Canadian session, our physical experiential learning not too long ago. There’s a big request about how we could translate online check, So here I am today.
2:31
And just just to reach time, I guess, how passionate I am about using experiential learning, the line to the arguments in context I’m going to be delivering today are based on my experience of using virtual learning, 35 different countries.
2:47
And the experience I’ve gained, and my team of gain, from helping thousands of organizations around the world use physical, experiential learning tools. What I’ll be talking about, a journey we’ve been on since Cove Edge, translating our physical, experiential learning methods into an online online learning environments.
3:09
And think, even though we are transitioning to digital, I’m more passionate and experience learning than ever, because one of the trends I’ve observed recently is so many short commoditized courses on lighting 5, 5 … conversations. And I think with remote teams, all around the world, it’s really more important. Never.
3:28
We owe it to our participants today, but really thought provoking and engaging online experiential workshops help our participants capitalize on their full potential and asphalt showing you today.
3:48
To just just to recap of the objectives, these were the HRD key objectives. But what I really hope is at the end of this session, are showing you how you can deliver online experience. And also show you how easy isn’t possibilities to create the same wonderful social experience that we often create in the classroom.
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As Well, get you to think about, how we can deliver experiential learning that address the higher order cognitive skills that really enables to take organizations.
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And so the methods, are we using?
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I’ll just give you a little bit of context and a little bit of background, and then we’ll get on to the fun part.
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I’ve got some video of online experiential learning in action and so on. OK, each is OK to play the assessor, I’ll get you to watch it. Again, to think about how you could use a standard learning to work with your participants.
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And beyond the written objectives for me, fantastic experiential learning leaves participants misstate to reflection. At least people searching out complexities.
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Trying to make sense of what’s happened.
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Most importantly, compelled to take action. And so I’ll leave the action up to you, but I hope part of it is getting online, actually starting to meet your training more engaging and more impactful.
5:16
So if you’re attending my last webinar, I asked this question of that, of the group, what is the experiential learning? People are saying things like learning through, doing.
5:28
For me, it’s a little bit more than that, and I think it’s important just to position it.
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So it’s about developed for me, developing understanding skills, behaviors, and attitudes through reflection, on personal experience.
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And it’s not personally experienced pace, which is so crucial.
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I think it’s what we use facilitators may find really difficult in an online space.
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How can we create really personal, powerful experiences that enable reflection through the medium of zoo.
6:02
And that’s what my team and I spent more time working on, over the last couple, couple of years. So that’s what it could mean in terms of an output.
6:12
But in terms of the process, as well, I like to articulate, in terms of the stack trace facilitators might need to, to follow, because there’s a lot, to me, who can actually develop really good experience for my sessions.
6:27
First of all, we need to design the choose, an activity to be really good.
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Exploration activity needs to be linked to a bus theory, needs to have some set outcomes in mind.
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They need to prepare to facilitate it, and we then need to find a way to create this experience online, which is going to provide an opportunity to reflect skin deep enough.
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Then I need to debrief it because experience debrief is really not really valuable at all, and then finally, link it back to the workplace and demonstrate ROI demonstrate.
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So really great to get some feedback from you, as well. Just as we stop safe, in terms of the people we’ve got here today.
7:16
I’d love to know what makes you use experiential learning?
7:21
So I think Sarah is going to launch any, a poll for us. So what makes you guys use the experiential learning? If?
7:30
if there’s another reason entry into the questions, not the chat, And Sarah and I can start to read out.
7:39
Yes, so the poll is now live, so you can select one or more of the following options there, and we’ll give you some time to submit your answer, and then we’ll get those results up on the screen. And as Jamie said, if it’s another option that’s not listed on the screen, you can type that into the questions, and we will share off some of those responses.
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Great. We’ll give you 15 more seconds here to vote.
8:16
OK, great, now let’s get those results up on the screen, and Jami, do you see those on your side?
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I not know, rarely, Sarah is a little bit hard for me to see them. I can now, I can just carry you. Can you read some our sarawak, all kinds of things if people?
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What kind of things if people said yes, so kind of moving over here into the questions first we have people saying, Kelly said it to be engaging and that also said it to be engaging Catherine set to make trainings stick.
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We have that Mary saying: I use it to cement learning.
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Angela, it is also to clarify my mind about the subject. And as for the poll, we have 57% saying to inject some fun.
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68% saying it to energize this the perfect thing to develop soft skills, 38% develop qualities of the mind and 12% say that they’re not sure or have not thought of it.
9:17
Super, thank you. And, yeah, it’s, it’s really, it’s really interesting and this is indicative actually, all the results that I get asked this question, conferences or to the webinar, for confidence about using experiential learning, to inject some fun.
9:35
But for me, and what I really like to help facilitators do, is to focus on this idea of using experiential learning, to develop soft skills. But even more importantly, to found these higher level cognitive skills, these qualities of the mind, because I think that’s really where experiential learning can have some benefits.
10:00
We’ll talk about how we can do that as we as we go through, and maybe demonstrates as well.
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And it’s not just me, who thinks that I take a lot of inspiration from Harvard Business School.
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And they pioneered the case study method many, many years ago.
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And then the discussion methods, the discussion that experiential learning give you.
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That’s used when promoting coalesce uses the mind. A curiosity, judgement, the thinking. Again, these things that are going to help organizations go from good, good to great.
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So, yeah, especially if you have one challenge at this point how can you use exponentially more than just injecting fun? Just to take it to that next level.
10:46
So, we’ll get on to the online piece in a second, but just if take you back a bit to our pre courage.
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So I was using kits like these, IOT using them to run and help organizations room, physical, online, physical experience, your learning activity, activity to create a really rich social processes, simulation leadership scenarios, or teamwork scenarios.
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We’ve got people to communicate with each other, Gotta just think about how they could be more effective.
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People started asking me in March 20, 2020, whenever we can code, how can we start to replicate these wonderfully rich social processes online?
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And so it was my real mission is still my mission to create something, creating an online way of living spirituality, which is engaging.
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So I believe that we should have 100% engagement online, It will take 300 people, but in a kind of a normal training setting, the online activities should be accessible. So I know there’s lots of VR, AR solutions out there. That’s just not going to work if you need to do the training to 12 people.
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Processes across the globe, we just don’t get that kind of infrastructure in place.
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Should we really …, the US facilitators, most importantly, should capitalize on the power of social learning.
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So how can we actually create online experiences that enabled people to talk to each other, discuss and capitalize on Willpower, human, touch, and learning from each other. So that’s what, that’s what I’ve tried to do.
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So I’ll show you this in action now.
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So I’ve tried to demonstrate, I’ve chosen the NASA challenge, and I’m sure many of you familiar with the NASA challenge ship, it was 1962 psychology experiment.
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And it was originally developed to look at how groups made decisions that will move the problem first.
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Survival challenge, very well known, but I think it’s a nice showcase for looking at how you can create collaborative, online, experiential learning activity.
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So, this not only give participants is that they’ve, this beta crashed on the moon, and they have to decide which 15 items, most important, have to rank them from most important, to least important.
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And so, they’ve got some time individually to commit to a ranking.
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To me, that’s really important in terms of a process, because it needs that people committee, kind of an emotional level to what’s going on.
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Next discussion more powerful and then they go through to a group face, So, yeah, your role in this audience is too, watch a video of them in action.
13:50
And observe I’m saying can put some notes into the question. What is helping the group make effective decisions on what is the what is hindering the group? Make effective decisions? Because, if we start to understand that, I can start to understand how helps understand how we can use the experiential learning to take groups.
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After watching, put your thoughts into the chat, plus for clarifying objectives, plus for the positives.
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Prefixing the minus for anything you don’t find too helpful.
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If you something which is helpful, prefixing plus two, which says hindering the group, prefix with A minus, just as A A bit of a bit of a point check in the original psychology experiment.
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These the kind of things NASA were C G S C might be helpful or unhelpful, in terms of effective decision making. So, avoiding arguing fewer points: Voiding Win Lose Arguments.
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Avoiding changing your Mind to avoid conflict.
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Avoiding conflict reduction techniques.
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Viewing differences of opinion is helpful with some positive and viewing rapid agreement as suspects, So usually, front load, when I’m doing experiential activities, in terms of pointing out learning outcomes, but I think fused facilitation can be helpful to Michelle’s getting on that executable by actually too much. So have a look to see what’s going on.
15:24
That’s from a soft skill point of view, but also if you really want to understand that power experiential learning, you might want to look at it from a cognitive process point of view as well. So this is Bloom’s taxonomy, I’m sure are familiar with it. But just to bring it to front of mind.
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What do you see people do when they’re taking part in experiential activity?
15:45
How they’re using lower order cognitive skills, like remembering, or slightly more higher seats.
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Say, This is how I set up the activity.
15:58
Now, um, if you cast your mind, back, the first step in an experiential first thing we struggle with, as facilitators to choose an activity set for all my activities online, into a, into a library, or allocate to a specific learning outcomes.
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The pages space for collaboration on my platform. So, I sent my creative room as a facilitator.
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And then what I do is I send people a URL, and you could do this to send people URL via Zoom.
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Get them to join really easy, syndicator Joan up, and then you can then they get the brief on a, join up an end date.
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Then you as a facilitator can allocate them a particular particular group, and then they get their brief, Then they go to go. So in this case, they have a bit of time to do the individual rankings so they can drag and drop.
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And you, as a facilitator, can see how they are getting, getting home.
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So once you’ve done that, you need to move through and how it will go into the team.
17:12
So, you’d have everybody on Zoom and you’d be ready to go?
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Just to recap your role as audience is, too, give your opinion on watch, How can you hindrance to be active sale?
17:30
Let’s see. What happens?
17:33
So, I’m gonna play you a video of a recent experiential session.
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I did remember your role is to see what’s helping hindering the team to be active.
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two us to agree. How to backfill items.
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Right.
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But it’s absolutely a priority.
17:58
Yep.
17:59
Yep, I’m an agreement.
18:03
Yeah, OK, for everything *** Oh, sure.
18:07
I think Porter Becker.
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So, just to kick off.
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Survive?
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Days without Water, Yeah.
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Yeah.
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Shop. So, very well.
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Temperature.
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So, there?
18:45
Well.
18:49
Yeah.
18:51
Yes, sir.
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MR.
19:05
OK, OK, OK!
19:17
Remember, too, I don’t really think about OK, I’ve been mixed with the water. It’s probably got more nutrients that just want to. Keep the water.
19:36
Very good point.
19:39
I don’t know what kind of container of water.
19:46
Wow!
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What’s there?
19:51
Yeah.
19:54
How do we eat?
19:56
I think about it for a long time.
20:01
You get to rescue.
20:03
I’ll come to the next.
20:06
Is a map something that we think would be useful to Anchorage?
20:13
Leyva?
20:17
Useful.
20:19
That’s it.
20:23
Crisis crisis.
20:27
Class.
20:31
Hills in the way.
20:33
They’re useful.
20:40
Over there is a report.
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Without assuming.
20:48
I think that’s incredible.
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Yeah.
20:55
Witness where you’re on, which direction to go?
21:03
I have it.
21:04
Have you got any alternative states?
21:08
Yeah.
21:12
Guns.
21:16
Particularly used for your target located furniture.
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What is it?
21:28
Good point.
21:30
Does it doesn’t mean we’re on the Moon, and these are all the other planets, in which case it would be useful to see me.
21:42
So we can go for now. I’m just going to finish and we’ll just have a chat about what we can consider. Say.
21:54
Got some great, great comments in the box as well, and, Sarah, do you have visibility of the kinds of things that people with people were saying? So what kind of what kind of skills and behaviors did you did with people typing in there, Sarah?
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Yes, we have good listening. Good analysis. People are invested and fully present.
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All right.
22:22
Prioritizing and asking questions.
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We had come on.
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They voted at one point, a facilitator role, Now they’re streaming in here, working together.
22:41
Are some of the responses we received? Yeah, it’s interesting, Isn’t it? Even just from, thank you, Sarah. Even just spend 2 or 3 minutes of activity, We can still get a really good sense of how the how the group page, before we can touch on some more of their skills in a second step. And what we’ve already managed to do so simply is to create an online experience. It was nice to see one of the comments that was, everyone was invested evening, just that simple 3 or 4 minutes, you could tell everybody was fully engaged with online experience.
23:18
We were starting to use many of the different skills that would help us make decisions with, with, in groups. And in this particular activities, once you’ve finished, you get a ranking of how individuals perform. So how affect their decisions, compared to how effectively group was as well.
23:41
So straight away after this activity, you have a quantitative measure of individual versus group decision making progress. And what’s quite interesting Miss Drew, is that to Sue’s had an 80% accuracy rate in the individual decision making.
24:03
But the T where we had a 73% individual accuracy rate. And if you remember watching series in the activity, she knew quite shy, not so confident. Saying we really seem to work with her on an individual level as well about helping her to be more assertive and more punchy in terms of her arguments on her articulation.
24:25
Because, because she didn’t do that, actually group suffered in terms that overall decision decision making quality. So, but back back to the real focus, which is the quality of the soft skills. How would I what would I do next? Well, for me, in terms of running online excruciating, we’ve preached a wonderfully rich.
24:50
So show process. But now, we need to get some meaning from it.
24:56
So, what I’d do is I’d send people off individually, I would give them, let them have a coffee, get them to think about how they performed, how they performed against theory, good decision making. So take people argued for the rankings thing we sold out in that three minute clip.
25:15
Did people take time to understand their own rankings? I’m not sure they did.
25:20
Um, did they want to avoid conflicts? Sue certainly did.
25:25
Did they see different opinions? Helpful? Not always. So edgy, which we can you can see, there are lots of different avenues ways we could explore and get people to engage your line line process.
25:40
So I’d send people away individually. I then get people back to the group for you. In terms of the group review questions you might ask after just watching that three minutes.
25:54
Any thoughts into the chat box? What kind of questions my people ask the group based on what you’ve, just based on what you’ve just seen?
26:04
Got any, any thoughts, audience, what questions might ras agree, which could help them?
26:09
crystallize our learning on my point? Thought provoking?
26:13
Can type your response into the questions and we’ll share off some of those responses.
26:21
So we have, what did you use to get all voices in the room from Mary?
26:28
Did the group work well together from Stephanie?
26:31
Yeah, from Jaffa, did everyone contribute, were they encouraged to give their ideas mm Curtis that says, how do you perform as a team? What did you do well? What could you do differently?
26:44
And Kay said, how confident did you feel speaking up in the grill?
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And John says, Ask them how they feel about their processes and results.
26:54
And we have so many coming in here. We have one more share, off, one more friends, from Stephanie, that’s a different group, feel comfortable sharing their thoughts.
27:03
Yeah, fantastic. Well, I can, I can tell, I’ve got a super enthusiastic group of participants with me today who are very much bought into open-ended process questions.
27:14
And what’s nice for me, just listening to that wonderfully rich and diverse range of responses is, actually, it’s maybe even, just the sessions maybe started to provoke some thoughts.
27:25
And you, as facilitators, asked the kind of questions you could, You could ask, after you get your participants involved in such a simple activity and, Yeah. Well, well done audience, Imam.
27:41
I have some questions lined up. Next is no, But I didn’t think I could beat your answers to, to be honest. So, I might have said things like, How much time did you spend clarifying your objectives? Should me, it was just interesting how quickly the group type did. They were so, task focused. They didn’t spend any time on process. How are we going to achieve this? What success going to look like to Mary’s point? How are we going to install a voice ahead, Wasn’t really any kind of process, discussion tool.
28:14
I would love to know to what extent this ideas. They did it. sometimes the other times.
28:21
To what extent they explore opinions, even seeing the convergence sometimes sometimes not.
28:28
So already, I’m starting to see several opportunities to work with this group to help them become better at decision making.
28:36
Not only just to very small amount of online experiential learning, kind of the right platform on the right, the right right setup.
28:47
And so, um, we do that, But then the question of, will look, how can we relate it back to the workplace, And it’s important to your exterior this.
29:00
But I know from my experience is even more important in the air in the U S where ROI is, is really, is really king, And so then I’d be starting to try to get participants to transfer the learning from the group discussion into into the workplace A or B savings.
29:20
We knew your team escapes me more effect to make the workplace. What can you commit to now? And by doing that, I’m getting people to take ownership.
29:30
They’re developing personalized solutions, which is the right fit for them, Not to me.
29:35
I’m also if I’m going to work with them for a long time, I’m getting them to commit to things.
29:42
I’m going to get to hold them to account two, Am I going to find an individual strengths that they can capitalize on that will enable the team to for more effectively?
29:52
Um, just an example you’ve just watched.
29:56
wouldn’t it be fantastic feature team member could say something about Susan hammers.
30:02
They find each seuss’s contributions and the shrimp So they so choose wouldn’t that make us Senator mount an effective team player going forward? But we could never have that discussion.
30:14
Next, we created the right learning platform, which gave us all to see what was going on.
30:20
Then, also, we might be able to look at some of the things which are holding the team, back, some more destructive behaviors, some of the things which are actually not helping us perform very well.
30:31
But now we’ve got a corner there.
30:33
We’ve seen it online, we can maybe highlight in a non confrontational way, particularly because it wasn’t in a seemingly inconsequential tasks, which is just about saying what we might want take on the new, Robert, anything work related seeming kind of get out of context and deal with.
30:53
So, what was interesting for me, as well as our partners to the group, because we didn’t really cover this, will give you share, so what?
31:03
What did you see people doing audience in the NASA challenge in terms of Bloom’s taxonomy? What kind of things?
31:12
did you see the group to, where the remembering, understanding apply, analyzing? What were they doing? Just put your emphasis into into the question, Sarah.
31:22
Let us know what you say.
31:26
We have understanding and applying, evaluating, analyzing, more, evaluating.
31:33
We have a lot of evaluating and analyzing, coming in from the group, allowing one another to speak and be heard, remembering, applying and evaluating, creating bombing analyzing, and evaluating. Yeah, thank you. So yeah, we’ve got yeah, that’s kind of what I would expect, really.
31:54
So we’re getting towards the top of the pyramid with that style of activity, which, for me, is fantastic. Because, back to my earlier point, at the beginning of the webinar, what worries me about so much digital learning at the moment, is it’s all focused on remembering and understanding and apply. Not tapping into these higher order cognitive skills, which we really need in the workplace.
32:18
I’m surprised someone said creating, And I wish I could have a long, longer conversation with them about what they saw, me that was made. What was missing from that activity.
32:31
It’s still quite simple, experiential activity for me. I’m not sure.
32:37
We’re necessarily touching those higher order, that the highest order cognitive skill and say, well, I’m going to do now, is to show you another activity, which I think enables participants to really start to apply some of those higher order skills. I talked about how I set up and the principles behind it.
33:00
So, it’s an activity called perspectives.
33:08
And this is what participants would see in the activity.
33:12
So each, at the very beginning, each participant would have two pictures.
33:19
And if you say, if you’ve got, say, 16 participants, then you’ve got 30 to Stitch Toujours in total, and they have to arrange the images on the grid.
33:32
Now, the twist is that they can only see their own pictures. So, to recap, You’ve got a number of participants, each participant has two images to have to arrange the images on the grid, but each participant can only see their own picture. It’s not the picture of the people.
33:50
So, immediately, just starting to think about communication skills, situational awareness, big picture, and started organizing information.
34:02
So, the brief for this particular activity would be that each individual’s picture has been taken from a larger image, and this was an activist you invented for Canadian supply chain company. And it’s actually an image which represented the the organization or supply chain company. So that’s where they should be taken from.
34:29
The image represents the customer, the processes, and the values of the organization and also the customer’s needs V task for the team is to logically arrange that pictures on the grid, and they’ve got 30 minutes to complete tasks.
34:48
30 minutes all your, all the team members, must be able to explain how to create, is arranged and how pictures are range. They may not share that pictures via via webcam on GCP.
35:02
So, that’s the brief I gave them.
35:05
You, as an audience, I’d like you to think about the cognitive and soft skills that people have had an opportunity to apply, and, as per the previous examples, put them into the questions.
35:18
When you’re watching this video, you will primarily see the facilitator view.
35:25
Say, you will see what I can see, which is all the images that participants half.
35:32
That just helps me maintain the big picture.
35:35
What the participants will see, something more similar to the right hand screen, so they will, they will see the tiles, but if one, that teammates puts a tile onto the grid, they will only see a yellow square, they wrote to the detail, the image. That’s really to drive communication.
35:57
You might also notice that the brief is very big.
36:01
US, that was deliberate, we work in complex, and all that’s how I kind of uncertain environments that work, so, let’s make our experiential activities.
36:12
We reflect that complex, challenging reality.
36:16
Let’s not make it too simple in many ways, message is too simple, particularly if you’re going to be using it at the higher level.
36:25
So, let’s see what happens this activity. Remember, what is just make a note of any soft skills or cognitive skills. You see people having an opportunity to demonstrate and use. Let’s, I will play the video on that, right?
36:42
So, that you have to do.
36:50
So, I wish those two barnhouse onto the grid.
36:57
Ready to work out.
36:59
full image, from our individual base, if I put my title, can you guys see it?
37:08
Yellow box, OK.
37:14
OK, so, the one display is down to about three people in it, one in the red shirt and a yellow shirt.
37:26
I’ve got TV at the bottom, the bottom left on the table, that’s next to the red and the Yellow person, and then, of course, helps in the background.
37:37
You guys use your laptop and then, I’ve got some TVs and other things on there.
37:45
So, I’ve also got the guy on the left side of the show.
37:50
For a woman wearing A T-shirt, she’s kind of using ….
37:59
A direct social shock.
38:04
Sushi.
38:09
Orange T-shirt. Yeah.
38:13
Well, I was too sick picture in the top left-hand corner. It’s like a smaller picture.
38:24
Dishwasher.
38:29
OK.
38:37
Just stay.
38:41
I’m sorry.
38:43
That is the same column predictions.
38:50
Or is it together?
38:55
It could be a sequel or like a storyline.
39:01
So just kind of logically.
39:07
It’s a shock.
39:11
Rauser, I guess we could float.
39:19
Order to shop to arouse.
39:24
That’s why. I’ve got the White House?
39:28
I guess Direct Routing.
39:35
Right.
39:38
Yeah.
39:38
Just kind of tight timeline How it looks, yes.
39:48
We’re going to do that in the middle, because we haven’t got enough tiles to fill the whole thing up.
39:54
How are we gonna, how are we going to position them, I think we should start from the left, the car, go to the right, sorry, and see, very good server, side by side.
40:10
Second, slide, please.
40:15
Right.
40:17
Right.
40:21
Each picture.
40:28
Kaitlyn.
40:29
So, I’d go to What am I?
40:35
The, Making your Product.
40:41
So just just …, I think. Sorry.
40:49
So if we just, if we just move, just move on from there. So, yeah, how is, how is that activity?
40:56
different?
40:58
For me, what I hope you saw was far more serious than T in the group.
41:03
The group was hafiz deal with an ambiguous problem. There wasn’t any prior knowledge to fall back home, so they were having to spend a lot more time on that process. They were confused there are certain, they were having to listen to each other. You could tell them the hesitancy voices. They were happy to present ideas. They were happy to admit they were they were vulnerable.
41:26
And so, by changing the style of the activity, I’m throwing in some more unknowns, we can start to simulate the kind of challenges that people might want to face in the, in the workplace.
41:41
Um, just any, any thoughts from the floor on that question as well? So, how are some activity?
41:49
How’s activity different? What did, what do people see?
41:53
How might we apply that activity?
41:58
Yes, so we have asking questions and communicating tasks.
42:03
We have confirming information, IT aiding the full aspect, they communicated a lot more, definitely creating, and the taxonomy.
42:16
Opinion better, listening and collaboration, last, structure in the activity setup.
42:22
Everyone needed to communicate, asking, confirming, and creating are some of the other responses we received. Yeah. Thank you. Thank you, Sarah. And it’s. and it’s nice. People have noticed, there was more communication as well. I wonder, I wonder if that’s because they’d already done a prior task as well. So it’s that experiential learning in action is the group actually starting to apply some lessons from the previous task and able to apply them forward.
42:52
I’d like to pick on ideation as well. Absolutely. So, and that comes through the lack of structure.
42:58
So when you’re designing experience activities, how can you use the lack of structure to get people to apply these higher order cognitive skills?
43:11
I keep getting on it, but for me, that’s so, that’s very cool.
43:16
Talked about how it could apply this activity, and to me, the kind of things that I’ve seen that activity, I think it’s lovely for leadership styles may be it may be a subtle way influencing sanitation.
43:31
There’s a lot around coping with ambiguity, pause time, and that’s activity. Look quite confused.
43:37
But he was brave enough to admit he was brave enough to be vulnerable.
43:41
So people could help him.
43:44
The group hadn’t really made a decision, much harder decision to make a massive challenge, because you don’t even have a framework for making decisions.
43:56
How, what we actually doing first, and then only can we start to make decisions. We need to think strategically. Somebody mentioned kind of resource allocation, and who’s going to do what, and how are we going to communicate. That ties in nicely. Is that …
44:11
also prioritization, I think, showing that brief video you watch, we started to touch on that sick walks important to us. In terms of how we start to this, this arrangement. What success going to look like? So again, we’re just starting to move away from the classic, communicating, questioning, team, working.
44:35
Soft skills that we often think about. An experiential language definitely moved away from rejecting fun.
44:40
We’re really now starting to touch on the quality of the mind, which I think really such a key part of to experiment.
44:50
So just start to wrap some of the thoughts up, I think for me, when you get experiential learning, right, there’s this huge potential.
45:00
I see empty merchant platform under shade, you’ve been using leadership modules, you used for online assessments. You can use it for career development workshops.
45:13
Super, For bringing social theories to live. So, for example, the NASA challenge can also be used to get people to start to get people to think about the impact of interventions within teams.
45:27
You could use perspectives to get people to think about how to manage it, project, and, of course, soft skills, this theme, which should be talking about, all right, so, if you, if you like what you see, and then, the, I’ve put all my ideas onto this platform now, called ….
45:48
She said, there’s about eight different activities on there now, too.
45:54
If you’ve got access to the platform, you are able to log on, you’re able to create roofs, and you’re able to create these immersive experiences that enable you to have these really powerful discussions, which we’ve actually started to have, just to the power of, the, of, the chatbox on this, this webinar. So we’ve got some simple activities, NASA challenge, I think, would fall into that simple activity.
46:18
And then some more complex activities, For example, the activity perspectives you’ve just seen.
46:25
Or you might have an activity which explores ethics and values, law, For example, a corporate activity that looks around looks at raising self-awareness and developing emotional intelligence.
46:37
If none of those activities to your needs then do you reach out? Because we’re able to do some customization, you can develop bespoke activities.
46:48
Wow.
46:50
If you’d like to get an access to the platform, even if you’re just a trial, just just reach out to me. Oh Sarah, and we can help you with that.
46:59
We can help with that, or you can just get active cell line or reach out to us for multiple multiple licenses Which would be better for you.
47:09
So, thank you, everybody, for joining. my My webinar. I hope it’s been interesting.
47:16
I hope it’s been informative. I hope I’ve made you think a little bit about how you can use experiential learning to help develop your, your participants.
47:26
And for me, I hope I haven’t given you to me ANSYS because to be really effective, experiential learning has no closure.
47:36
There should be that Niggling jar and condition of uncertainty.
47:40
Just like a pebble in a sheet, that keeps you thinking and keeps you working out what you can do.
47:47
And in this particular case, how you can work with your participants, how to really capitalize on that potential.
47:53
So, does anyone have any questions?
47:59
Yeah, so if you have any questions, type them into the questions box there. We have a few minutes here to answer those for you, and this first question is coming from Alex, who asks, How do you can see leadership?
48:14
Convince leadership, Sorry about that, of the importance of experiential learning in this day and age, when there is so much emphasis on the broad reach and low cost of learning online, Yeah, I think, yeah, you’re right, and that’s the question we have on the previous webinar. So thank you, Alex.
48:30
I think, I think for me, it’s well get Get Involved in it.
48:34
That’s a great way to sell it, but go back to Bloom’s Taxonomy.
48:38
What what do we want our participants to develop? Do we want them to be able to remember and apply?
48:46
Or do we want them to be able to create and evaluate and analyze patterns?
48:53
They need is always want. always want their people to be able to use and develop the quality of their mind. So, I mean, I think, for me, that’s, that’s the key thing. Focus on the, on the real benefits, which is about developing those higher order skills.
49:11
They’re going to drive your organization forward and, and how help you be the witness.
49:19
Great.
49:19
And we have another question here from Mary, who asks, do you think that experiential learning in a virtual setting is just as powerful as, you know, and in person doing face-to-face?
49:34
Yes, so that’s show a question, but maybe maybe a slight lorenz’s, so I think if you have people who primarily were face to face, then absolutely, it’s not as good. You might expect us to face-to-face learning with them, and that’s because the context of the learning, I think, impacts on its effectiveness.
49:58
So contexts, people work in him, impacts the effectiveness of the learning, and get them, in terms of the five.
50:05
Would you say, if you have remote teams, and they work in a virtual space all the time, I actually think it’s probably even more powerful to experiential learning online, because it’s, it’s more relevant. It’s a closer match, It’s more specific.
50:22
So, in that case, I think it’s, I think it’s even more powerful if I had a choice, I do it face-to-face, but only if I had face-to-face teams, have remote teams.
50:31
I’d be very happy to keep all my experiential learning online in the virtual space.
50:39
Great. And we have had a few more questions come through about the platform that you use for this exercise. A bit about that, but could you, could you elaborate on that some more for, for people who are interested, you have cost? And so, it was, it was a platform I developed over covert in response to people asking me how they could run experiential learning online, say, prior prior to code, I was getting people to manipulate bits of plastic and de Triomphe in a physical space, So they put the online platform enables participants to manipulate ideas, data, evidence, pictures in a virtual space.
51:20
It’s a platform which I’ve got on my website. You can, there’s some trial activities you can, you can access on there. And so you can reach out to me and have a child of all the activities.
51:33
What it does is, it allows you to send a URL to participants.
51:37
Participants can join that room using the URL, and then you create the experience, you get into the activity while they communicate on Z, and then you go for you.
51:49
Usually, few process, start to help help people learn how people might emerge that potential.
51:58
Well, great. And with that, we have answered all the questions from today, and that concludes our Q and A Thank you so much, Jamie, for a really informative webinar today.
52:08
No problem. Thank you. Thank you very much. Share apps. Absolutely. A pleasure working with you. And thank you, everybody, for attending. If you keep in touch, scan that QR code at the bottom and reached out to me very happily talk, experiential learning.
52:25
And be of any assistance that counts, I say. Thank you, everybody.
52:29
Yes. And today’s webinar does qualify for one SHRM credit hour there. So if you’re interested in that, and keep on the lookout. Because you’ll receive an e-mail this week about how you can receive that, and make sure that you join me next week for our webinar strategies to create the team culture you want and need with, Kevin Eikenberry. And with that, thank you, Jamie, and thank you all for participating in today’s webinar, Happy training.
52:56
Thank you.