Startup Business Training. No 8
December 19, 2020 Published by Thomas Cullen
Throughout our training, we use several principles to ensure people learn rather than be the subject of training.
The idea behind blended learning is to combine offline with online activities, using multiple methods of instruction, and is best suited to those starting their own business.
The overall approach is that of Blended Learning with a focus on three core techniques
- Experiential Learning
- The Power of Three
- Problem Based Learning
Blended learning is sometimes called “hybrid learning”, “inverted teaching” and “flipping the classroom” where instruction methods and course content is provided online. This allows for a more dynamic, interactive experience flexible, and differentiated learning.
The use of blended learning assists the role of the instructor to become a facilitator. It enables the instruction process to provide flexible delivery options depending on the subject and content of the program and the capabilities of the participants. See https://sherpha.com/about-us-starting-your-own-business/
We provide informal virtual platforms for participants for collaborative learning which leads to an improved learning experience.
Another key principle of our blended learning techniques is that the collaborative working between participants improves group activity which in turn increases the information flow that is gathered from our online sources and/or lessons which enhances the participant’s learning experience.
As part of our blended learning approach we use the following techniques https://sherpha.com/training/
1 / Experiential Learning is an engaged learning process whereby students “learn by doing” and by reflecting on their experience
Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.
“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).
2 / The Power of Three
Have you ever heard of the Rule of Threes? It’s a guideline used widely in writing and communicating that dictates your message is clearer and more effective when you can convey it in three parts. For example, in the Declaration of Independence, Thomas Jefferson wrote that every American had an inalienable right to “life, liberty, and the pursuit of happiness.” Drop any one of those, and the sentence is somehow less effective.
The brain finds it relatively easy to grasp threes — elements, colors, and fonts. Push that marginally up to four and the brain gets confused about where to look and what to do and sends the eye scampering
The United States Marine Corps believes strongly in “The Rule of Three.” An article on The Corps in INC. magazine says, “The rule dictates that a person should limit his or her attention to three tasks or goals. When applied to strategizing, the rule prescribes boiling a world of infinite possibilities down to three alternative courses of action. Anything more and a marine can become overextended and confused…….The marines experimented with a rule of four and found that effectiveness plummeted.”
For thousands of years, the number three has been imbued with a mystique; a power that has seen it placed at the center of rules governing effective communication within all aspects of culture. https://sherpha.com/training/
When it comes to communicating ideas, the intelligentsia has always understood how human beings are programmed to process information through instinctive pattern recognition.
And when it comes to speeches, some of the most powerful men in history, including Winston Churchill, John F. Kennedy, Martin Luther King, and Barack Obama – fill their speeches with Rule of Three techniques to persuade, to assure, and to rule. No small testament to its power to improve, focus and co-ordinate see https://sherpha.com/maps/
3 / Problem based Learning
“Problem-based learning (PBL) is a participant-centered pedagogy in which participants learn about a subject through the experience of solving an open-ended problem found in trigger material.”
In problem-based learning (PBL) participants use “triggers” from a real-world problem case or scenario to define their own learning objectives. Subsequently, they do independent, self-directed study and then refine their acquired knowledge. Thus, PBL is not about problem-solving per se, but rather it uses appropriate problems to increase knowledge and understanding.
At each step of the learning process, the participants must decide what they know or can do already and what they need to know or learn how to do in order to continue. They then must find that knowledge or learn a skill and incorporate this into their developing framework of understanding and competency.
Thomas Cullen Founder and C.E.O, www.sherpha.com
Ireland and U.K.
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