Traditional courses often focus on the live part of classroom demonstration, but due to the limitation of classroom time and situation, the expected training effect can not be achieved well. We can consider expanding the curriculum and gradually break through the border barriers of "before, during and after class" to make the curriculum more "flexible" (as shown in figure 1). The key lies in "between taking and putting", focusing when taking, diverging when putting, and putting forcefully and naturally.
Next, we will introduce the specific operation method from the three stages of the course (Figure 2).
Before class-"before class"
"Pre-preparation" refers to the preparation and publicity work before the start of the course. By designing a series of pre-class preparation activities, students are guided to understand the objectives, background and basic contents of the course, and at the same time provide reference information for further optimization of the course.
We can strengthen it through the following links (as shown in Figure 3):
The pre-class part starts with six links: "course publicity, registration screening, stimulating learning motivation, investigating course objectives, course background information and course form content", and forms four groups of springs according to their respective receiving and publishing characteristics to improve the flexibility of the course. For your convenience, you can refer to the following formula:
Course publicity, registration and screening, careful consideration;
Learning motivation depends on stimulation, and research objectives are indispensable;
Know yourself as a contrast, the content information has long been known.
Course publicity (broadcast)
The goal of course promotion is to let the target students know the course arrangement and basic information. Specific operations can be presented in a diversified and three-dimensional way through the combination of online system and offline media, such as making posters, brochures, issuing WeChat course notices, and sending electronic invitations.
Registration Screening (Collection)
Combined with the course objectives and scope of application, the course students are preliminarily screened by combining online registration and offline registration, and their background information (such as gender, department, rank, proportion of learning style, etc.). ), so as to provide reference for the implementation and optimization of the course.
Stimulate learning motivation (release)
Through the way of "pre-class test+lecture", students' interest in learning is stimulated before class, the learning atmosphere of the course is created in advance, students' expectations for the on-site part of the course are improved, and students' learning motivation is strengthened. (The "pre-class test" in this session is a non-evaluative test, mainly to stimulate students' interest, such as personality test and proficiency test. )
Research course objectives (closed)
Through the way of "pre-class demand survey+classroom data sharing", we can know the curriculum needs of students and their superiors in advance, and then improve the accuracy and friendliness of the curriculum from two aspects: "curriculum optimization" and "on-site data sharing". At the same time, it can achieve the expected goal of "let students think ahead before concentrating collectively".
Course Background Information (Play)
Through the way of "learning materials before class+case creation", students are integrated into the curriculum design before class, which on the one hand improves the learning efficiency in class, and on the other hand, the cases taught are easier for students to understand and accept, thus effectively improving the transformation effect of training.
The formal content of the course (games)
For content that does not require on-site classroom training, especially simple lecture courses (such as rules and regulations, etc. ), students can learn the content in advance through the way of "learning before class+classroom assessment and answering questions", thus effectively improving the attractiveness and practicality of classroom scenes and further improving students' attention and participation in classroom scenes.
Classroom part-"teaching" and "practice"
"Coaching" refers to teaching and practicing flexibly in the course implementation, guiding students to fully participate in the course with a more accurate and systematic experience, and then trying to apply what they have learned to lay the foundation for the transformation of training effect.
We can strengthen it through the following links (as shown in Figure 4):
Part of the class begins with "focusing on course objectives, strengthening learning motivation, video detonation, exclusive case explanation, on-site assessment &; Question and answer and knowledge/operation card ",combined with the content before and after class, according to their respective characteristics, four groups of springs are combined respectively to improve the flexibility of the course. For your convenience, you can refer to the following formula:
On-the-spot goal to achieve * * * knowledge, and then strengthen motivation to help;
Video detonated manufacturing hotspots, and the exclusive case was strong;
On-site assessment solves confusion, with the focus on cards to help recall.
Pay attention to the course objectives (closed)
By sharing the information and data of pre-class demand research and the course structure, the course objectives are defined, so that students can achieve * * * understanding. The key to this link is to understand the course objectives. When explaining, we should pay attention to the correlation and consistency between information data and curriculum objectives and structure, and try our best to avoid the phenomenon of disconnection, which will affect the positioning of curriculum objectives and needs.
Strengthen learning motivation (closed)
Ways to stimulate learning motivation by coping before class (such as personality test, level test, etc. ), can satisfy students' curiosity, and can also strengthen the curriculum to meet students' individual needs, thus improving the friendliness and transformation effect of the curriculum.
Video Detonation (Receiving)
According to the actual needs of the course, we can expand the scope of classroom situational awareness by making videos or editing existing video materials, and at the same time lead out the theme or sub-links of the course in the most intuitive and impactful way to enhance the attraction of the course.
Exclusive case explanation (release)
By sorting out and processing the cases collected before class, a class-specific case is formed. At the same time, according to the needs of the course, guide students to discuss the content and solutions of the case on the spot, and then deepen the explanation of the content points through comments, so as to deepen students' understanding and application of the course content.
Site assessment &; Answer the question (receive &; Put)
For purely didactic courses (such as rules and regulations, etc. ), you can use the method of "assessment+answer" for classroom demonstration. Self-study before class and on-site assessment can not only improve teaching efficiency, but also enhance students' autonomy in the course; At the same time, the interaction of question-and-answer session can make up for the understanding deviation of systematic explanation and improve the satisfaction of the course to students' individual needs.
Knowledge/operation scorecard (put)
The actual drill in the classroom is the key to the training transformation, but the time in the classroom is often limited, which will give students a feeling of just trying. The embarrassing situation of "everyone is forced to stop as soon as they find the feeling" is very unfavorable to the later training transformation.
By making knowledge/operation cards, the actual on-site drills can be extended to after class, on the one hand, the time of actual drills can be extended; On the other hand, students with card tips will not forget the knowledge/operation points, which is convenient for practicing anytime and anywhere in combination with the working environment.
After class-"Help" and "Comment"
"Help and evaluation" refers to providing students with an environment of continuous support after the end of the course, helping them to transform the training effect, evaluate the training effect and continuously optimize the course.
We can strengthen it through the following links (as shown in Figure 5):
After-class part starts with six links: content review, support and guidance, mutual help community, course evaluation, evaluation feedback and result marketing. Combined with the content of the course, according to the characteristics of receiving and releasing, three groups of springs are combined respectively, which improves the flexibility of the course. For your convenience, you can refer to the following formula:
Content review and refocusing, support and guidance can not be less;
Mutual aid community promotes growth, and the result evaluation is effective;
Feedback summary is helpful to optimization, and the continuous marketing effect is good.
Content review (receipt)
By changing the traditional examination-based learning effect acceptance method to the content review method based on online learning or content card, students can recall the course content and try to apply it to the work situation.
Support, guidance (release)
When students return to work from the classroom, due to the different working environment and classroom exercise, there are often some problems in the application process, which affect the change of behavior. It is embodied in the following four aspects:
◇ Too busy to stop, no time to apply;
◇ Forget what you have learned;
I don't know when it should be applied;
I don't know how to apply it in the work environment.
On the basis of helping students recall the contents of the course, we should provide continuous and effective support and guidance to students in the practical application process, and effectively promote students to realize real changes in behavior. In the process of guidance and feedback, you can refer to the following points:
◇ Clear requirements and inform the key points in advance;
Show the important steps of success and help students build confidence;
◇ Confirm whether the trainees' understanding is correct;
◇ immediate feedback, positive feedback;
Evaluate the effect of the exercise.
Mutual aid community (released)
In addition to the guidance and help of lecturers, we can also build a mutual aid community for students, build a platform for learning and communication, keep abreast of students' learning status and problems after class, create a positive and continuous learning atmosphere, and use the power of groups to promote individual behavior practice.
Course evaluation (closed)
According to different evaluation needs, the course effect is evaluated in corresponding ways.
Response level (students' preference for training)
Online learning management system (online assessment)
◇ Learning level (the degree to which trainees study and train)
Online learning management system (online assessment)
◇ Behavior level (the extent to which trainees use training knowledge)
Observation, interview and behavioral reflection tools
◇ Result level (improvement degree of operating results)
Interview, business data analysis
Evaluation Feedback (Upload)
According to different course contents, choose the appropriate time period for feedback of course evaluation. For different feedback objects, select the corresponding feedback methods, which can refer to the following types:
Overall project feedback
Feedback target: the management of the company
Feedback content: project background introduction, project introduction, course satisfaction evaluation results (response level), students' learning evaluation results (learning level), students' direct superiors' evaluation results on students' behavior changes (behavior level), positive effects of the course (result level), suggestions on course improvement and promotion, etc.
Feedback mode: evaluation report
◇ Feedback to students' superiors
Feedback target: students' superiors
Feedback content: course background review, course introduction, evaluation of students' learning effect, next-stage training demand survey, thank-you letter, etc.
Feedback methods: evaluation report and interview.
Feedback to students.
For all the students
Feedback target: all students
Feedback content:
Review of course objectives, review of learning process (including application process), feedback of overall effect, encouragement and gratitude to students, etc.
Feedback methods: course review activities and emails.
For individual students
Feedback target: individual students
Feedback content:
Review of course objectives, review of content points, summary and reflection in the application process, evaluation and feedback from direct superiors, investigation of training needs in the next stage, encouragement and gratitude to students, etc.
Feedback method: E-mail
Results Marketing (Release)
After the course is over, the marketing of the course results should be carried out in time. Through the mode of "point divergence" and "system connection", it provides regenerative blood and nutrients for the learning organizational atmosphere and ecological learning circle.
Feedback target: all employees of the enterprise (including those who did not attend the course)
Feedback content:
Course introduction, wonderful review, management comments, student feedback, business department feedback, etc.
Feedback methods: internal publications and WeChat platform.
Finally, let's review the flexible setting formula of the course as a whole (as shown in Figure 6):
Courses can be "flexible". When we establish this mode of thinking, we will find more space to play and more spatial connections, which will help us to create a learning organizational atmosphere and learning ecosystem more systematically and creatively.