Questioning in learning (december 24)


Using a short video, we will look at the role played by questioning learners in learning.



The motivations of adults in training (by Carre) (february 25)


The Kirkpatrick Evaluation Model (February 25)

The Kirkpatrick Evaluation Model is a structured framework for Measuring Training Effectiveness
Kirkpatrick's model is a widely recognised approach to evaluating the effectiveness of training. It is based on four levels of evaluation, enabling training to be analysed from different angles and demonstrating its organisational value.
The Four Levels of the Kirkpatrick Model:

  1. Reaction: This first level measures participants' satisfaction with the training. It enables us to gather their impressions and determine whether the training was perceived as useful and engaging. Evaluation is often based on questionnaires or post-training surveys.
  2. Learning: This level assesses the knowledge and skills acquired during the course. It is based on tests, role-playing exercises or practical assessments to measure participants' progress and validate that the learning objectives have been achieved.
  3. Behaviour: This stage analyses the application of what has been learned in the workplace. It aims to observe whether the skills developed are actually used in the field and whether they influence the learners' performance. Assessment methods include self-assessment, observation or interviews with managers.
  4. Results: The final level measures the overall impact of the training on the organisation's performance. This involves assessing whether the objectives set have been achieved, particularly in terms of productivity or improving internal processes.

The ‘New World Kirkpatrick Model’: An Evolving Approach.
A more recent version, the ‘New World Kirkpatrick Model’, retains these four levels while emphasising overall results from the outset. This model starts with level 4 (Results) to ensure greater consistency between the organisation's objectives and the expected effects of training. It also encourages training professionals to go beyond the traditional evaluation of levels 1 and 2 to focus more on behavioural changes in the organisation (level 3) and their measurable impact (level 4).
In conclusion, Kirkpatrick's model provides an effective and progressive method for analysing training and ensuring that it adds real value to the organisation organising the training.







The SMART method (March 2025)

The SMART method is used to define effective objectives and key performance indicators (KPIs) and to facilitate their achievement in management, project management and personal development.
To define the SMART method more fully, consider the SMARTER extension, which adds evaluation and revision to the initial model1.
The components of the SMART and SMARTER method are as follows:
• Specific: The objective must be precise. The objective must relate to a very specific element. This criterion makes it possible to avoid overly broad – and therefore overly vague – formulations, in favour of an objective  whose benefits can be quantified.
• Measurable: Achievement of the objective must be verifiable in concrete terms. The ‘ex post’ evaluation is linked to the notion of measurability. It is essential to take this aspect into account, as it allows the results to be monitored when setting objectives. It is not always possible or easy to quantify an objective, so some will be more qualitative than quantitative.
•  Achievable: The objective must be realistic and attainable.
• Realistic/Relevant: The objective must represent progress. This concept aims to differentiate the ideal situation – more difficult to achieve – from the concrete objective. The objective must be achievable with current resources or new resources that are reasonably accessible.
• Time-bound: The objective must be defined in terms of time. Without a timeframe, the objective could lose its concrete nature, making it impossible to verify its realisation.
• Evaluation: Determine who is in charge of the evaluation and how it will be carried out.
• Revision: Implement the necessary adjustment measures following the evaluation








micro-pauses and staggered activities (january 25)

 Very often during a session (especially if the training lasts several days), we are confronted with a drop in concentration from our learners, either because of fatigue, or because of distraction when a subject is complex or difficult. More often than not, we decide to bring forward the traditional break, even if it's not the right time.

Here are 2 alternative solutions that allow you to concentrate better throughout the day without disrupting the rhythm of the course as planned.
Some examples of 2-3 minute micro breaks.
When should they be taken? when you notice that the learners are tired (often in the middle of the afternoon).
How do you do it?
-close your eyes and think about something else
-look out of the window at nature, if possible
-walk around the room
-put on some music
-observe and manipulate an object of your choice in the room
-Stretching.
But don't touch your phone!


Staggered activities: We'll use this method not when people are tired, but when we feel that their attention has wandered (just as the afternoon resumes, or in the middle of a rather dry presentation, etc.). They will last 5-6 minutes
- Solve a riddle or a charade(http://www.rebus-o-matic.com)
- Give them an attention test like those on page 3 of ‘Trainer's tools’.
- A hidden word or mini crossword(https://www.educol.net)
- A jigsaw puzzle(www.jigsaw.com)
Always linked to the subject covered during the session or to the subject of attention.


role-playing in learning (february 25)








 

Inventory of learning techniques
(february 25)

 


⚫ 1. Presentation
⚫ 2. Demonstration
⚫ 3. Object manipulation: the learner is led to develop a manual or perceptual skill by manipulating an object
⚫ 4. Experimentation: the learner engages in an activity by following certain instructions and drawing conclusions.
⚫  5. Discussion
⚫ 6. Assessment: a diagnosis is made of skills, acquisitions, difficulties encountered in order to help people progress
⚫ 7. Training: repetition is used to facilitate learning.
⚫ 8. Reading
⚫ 9. Programmed teaching: using a compendium or electronic programme. The learner progresses step by step, as questions are asked.
⚫ 10. Multimedia
Adult Learning and Training Unit University of Liège
Inventory of techniques
⚫ 11. Simulation: role-playing games, business games, simulators.
⚫ 12. Case studies. Analysis of a complex situation.
⚫ 13. Exercises.
⚫ 14. Writing a text.
⚫ 15. Preparing a presentation.
⚫ 16. Investigation.
⚫ 17. Self-diagnosis (+ analysis grids, e.g. the strategic analysis grid).
⚫ 18. Mutual advice
⚫ 19. Building work tools.
⚫ 20. The project: preparing an action that will take place after the training course.
⚫ 21. Autoscopy
⚫ 22. Feedback corners
⚫ 23. Quasi experimentation
⚫ 24. Setting the scene