More about learning…. from the french class

More about learning.... from the french class
This is further to the last post – Learning about learning in a French language class.   I cannot help note down a few more amazing design elements among all others, before I talk about how the French teacher facilitated.    The class really revolutionize the conventional ones where all just listen and repeat ‘Je mange, Tu ...

Learning about ‘learning’ in a French class

Learning about 'learning' in a French class
I have recently started a 3-weeks French class with the University of Lausanne.   I am amazed not only with my newly learnt French but also the learning design.   It is very well designed and in fact, much better than quite a lot of workshops I experienced in the corporate world.  Just look at the photo ...

Secondary Source of Income

Secondary Source of Income
  A recent conversation with a fellow coach came to something rather interesting.   Our argument is that in order to the job well, a practitioner (on people development e.g. coach, OD consultant, facilitator and even therapist) need to have some kind of secondary source of income. He / she cannot rely solely on such developmental ...

Rethinking Experiential Learning – Part 2

Rethinking Experiential Learning - Part 2
(Continued from my last post of the same topic) I was involved in running an outdoor experiential learning activity recently in an Executive Education event.    Interesting insights – First, it actually can be run in a way that works for certain learning objectives.   Second, I possibly ‘contributed’ to the limitation of such learning approach. Learning ...

Rethinking Experiential Learning – Part 1

Rethinking Experiential Learning - Part 1
I gained some new perspectives on experiential learning recently.   In the last few years, I had growing skepticism on this learning approach.   Experiential learning approach has its merits.   First, it takes the participants into unfamiliar context, both conceptually (e.g. climbing the wall instead of finishing a powerpoint) and physically (e.g. in the wood instead of ...

Intended Messiness – Part 3

Intended Messiness - Part 3
The 2nd question to reflect on is ‘What are ‘good’ odd moments and what are those ‘bad’ ones to avoid?’    By ‘bad’, I mean those odd moments which are not conductive to the learning objectives.   As such, the answer to this question is really ‘it depends’.   On one extreme, if the learning intervention is about ...

Intended Messiness – Part 2

Intended Messiness – Part 2
Following from the argument from the last post, there are 2 questions How to assist the participants to learn from the odd moments instead of just staying in the ‘complaint’ mode in those moments? What are ‘good’ odd moments and what are those ‘bad’ ones to avoid? Capitalizing Messiness – To the first question, the ...

Intended Messiness – Part 1

Intended Messiness - Part 1
Scenario – Along with others, you designed and ran a 3-day workshop.   For various reasons (e.g. flow design, learners’ composition), on Day 2 morning, a few participants criticized strongly and openly their workshop experience on Day 1.   It was a hard time for the facilitators to deal with the dynamics on spot, and adapted subsequently. ...