Page 321 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 08 11/20/02 12:51 PM Page 310
310 The Creative Training Idea Book
Practice
Like all other elements of your session, make sure that you practice with the equipment
that you will actually use and know how it functions before the start of your session.
Cue up the video to the opening scenario
Unless there is a textual message at the beginning of the tape that adds value or credi-
bility, do not show it. An example of introductory information that might be shown
would be a series of vignettes that are preceded by a statement that they are based on
real events, current laws, or that the presenter in the video has special qualifications
(e.g., a lawyer).

Keep it short
When possible, show shorter sequences rather than an entire video, especially if the
video is more than 20 minutes long. This complies with the concepts of attention and
brain-based learning you read about in Chapter 1.

Jot down key points
Prepare a short guide or talking points of things that you want to reinforce from the video.
You can cover such items before and after participants view it. Points might include
character descriptions, their roles, or some specific content element (e.g., things that are
controversial or for which law or policy may have changed).

Prepare learners
Let participants know what they are about to see by briefly explaining content. Assign
participants to look for specific information (see Video Evaluation Sheet in Tools for
Trainers in the appendices). You may even want to turn it into a competition where one
side of the room looks for certain information while the opposite side looks for other
things. Award the team that finds the most issues a prize.
By assigning tasks, you raise expectations that participants are supposed to watch
and will be held accountable. Following the video, have a quick review of key points,
relate the information to program content, and stress how the material ties to the real
world or their workplace.

Stay in the room
Do not start a videotape and leave the room for extended periods. If you are not pres-
ent, you cannot monitor learner reactions to what they see. Also, if the equipment mal-
functions, you have wasted valuable training time and will likely appear unprofessional
for not being there to handle the situation.

Respect copyrights
If you are conducting a public seminar (paid) and use clips or an entire video in your
program, obtain written copyright permission. Also, remember that you cannot legally
borrow or lend a training video for use in a program. Only the original purchaser or