Hi all,

I am working on the classroom element of a wider blended course and as always with any new piece of work, it's good to take a step back and think "What if..?" before getting stuck in.

The course will be centred on customer experience and I am interested to know what new or emerging good practice / new tools and techniques people are designing into their classroom sessions these days?

New solutions, innovations and developments in the world of learning technologies are well documented and continually blogged about and are easy to tap into but it feels as if the anything relating to classroom is very much under the radar - so wondering if there's a missed opportunity here!

I get it that classrom has certain limitations built into it but am sure that there must have been some great new ideas put into place over recent years to add to the more traditional tool kit.  For me, the latter includes group discussions, case studies and scenarios, presenting back on a set brief, role plays and skills practice, knowledge checks, audio and video clips as stimuli etc. 

Any ideas on what people are doing over and above that list would be of real interest or even just any different takes on how best to leverage any of those items on the list.

Thanks all!

Duncan

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Replies

  • Hi Duncan, 

    There is a real space for learning through play - having a game based approach in the classroom, where people are in a situation and have challenges to solve as a team, to score the most amount of points (the more subtle the detail, the more points they score). This works really well to engage people, but to also get a strong learning message across - learning through play is also very memorable.

    Real Play also works well - you could create a story that the whole days follows that they 'act out' their responses (not sure this would work with your audience though - as I know them).

    Another thing to consider is a scenario that builds throught the day - as things are learnt, the scenarion builds - then towards the end of the day there could be a real 'twist' that throws everything up in the air and they are timed to solve the issue for the customer?

    I'm happy to chat about any of these in more detail.

    Thanks

    Rachel 

    • Hi Rachel,

      Thanks for these ideas.  Some really good suggestions here.  We can talk through more next time we catch up!

      Thanks, Duncan

  • This reply was deleted.
    • Thanks Kathryn, some interesting ideas here.  Definitely keen to look at building more collaboration in through use of technology. The point about gamification is a great suggestion to and I can see this would particularly work well with learners in sales based roles.  I really like the idea of 'disrupting' the delivery with microlearning sessions.  I need to explore microlearning generally but can you highlight any case studies or examples of how it works in this particular context please?

      • This reply was deleted.
        • Thanks for this additional information and the link to the podcast Kathryn, really useful and definitely something I can explore.  Thanks for your help!

          Duncan

  •  Hi Duncan

    I have seen more use of You Tube and clips from Ted Talks in the 'classroom' over the last 12-18 months. Also more intentional practice, involving the facilitator giving each member of the group a 'real play' scenario.

    Karen

    • Thanks Karen, I've not come across 'intentional practice' before (to my knowledge!) Can you recommend any good resources to learn more about this?  Also 'real play' sounds interesting.  How does this differ from the (dreaded!) role play?

      • Hi Duncan

        Real play is about creating the context of the situation at the same time as allowing the learner to be themselves. So where in role play they would act or take on the persona of someone else, real play is more about the learner using real situations from within the workplace and practicing them in a safe environment. So for example this works well for courses such as coaching skills, where the individual can actually bring a case study/real example to the workshop to work through and play out in a safe environment using the skills and techniques they have learned during the session. Also learners don't  necessarily need to practice with one another, you could bring actors in or other experts from inside/outside the organisation.

        Intentional  practice is practice with a purpose!  Intentional practice requires focuses attention from the learner and is conducted with a specific goal of mastering a skill or improving performance. Intentional practice starts in the classroom with an activity such as real play but then continues in the workplace. It takes 66 days for a new behaviour to become automatic so it is key with soft skills that the intentional practice is done each day for that period of time to truly embed it.

        Hope this helps

        Karen

        • Thanks Karen, that's really helpful follow up. Thanks for your time in bringing each of those to life!

          Thanks, Duncan

          • HI Duncan/Karen,

            Love the idea around 'intentional practice' and specifically the point of making sure that is done each day to truly embed it.

            In an example I can think of, the drive behind a programme I was asked to work on was to increase the number of customers using their loyalty cards. As we all probably know, loyalty cards present the opportunity to gather more data from customers on their habits and behaviours, in turn leading to better targetted experiences leading to an increase in spend.

            What particularly stood out in the approach I selected was the piece that Karen was talking about, the intentional practice. We made sure managers (and peers) were all fired up to spot this intentional practice being done by individuals. In turn this led to some really useful conversations to embed these behaviours. Coupled with sharing the statistics on how well things were improving and the earlier work we'd done to really get the buy-in from the team in making this happen, it was rewarding to see the results coming back in.

            There I think lies a couple of clues. Whatever we do in the 'classroom' to bring this sort of stuff to life, there's a couple of key questions maybe to consider.....

            - What's the performance need here?

            - What's in it for the individuals? Why should they buy in to adopting these new behaviours?

            - How can we keep the conversation going beyond the classroom?

            - Who can support with this e.g. Line Managers? What resources, tools and support might they need?

             

            Just some uneditted thoughts as I'm reflecting on this discussion Duncan! Hope this helps.... Be interested to keep this conversation going.

This reply was deleted.

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