As a part of this class, we were to design and deliver one learning task within our program plan to our peers. Out of the almost three years I’ve been in this program, I had the hardest time selecting an appropriate learning task and designing a learning activity that fit my audience and allotted time. I gathered valuable feedback from other students in the field prior to the facilitation exercise. I also questioned my coworkers to gain guidance and input on the best way to deliver a learning task about the importance of academic advising and complexity of university policy. I had no issues about facilitating an exercise. In fact, I was looking forward to engaging my peers in an activity. I love the art of interactive teaching and training. Looking back, I think the exercise was difficult for me for several reasons:
- Time – I only had 20 minutes (yikes!)
- Audience – my peers are not in the advising field
- Takeaway – integrating what they learned and applying it in their own context
The feedback validated my insecurities about this facilitation assignment. I chose to do a scenario-based learning activity surrounding university policy and procedure in advising meetings; therefore, my slides consisted of links to several important policies and resources around campus. My power-point was content-heavy for obvious reasons. Added to that, I clearly ran over time. I felt rushed toward the end and told my audience the takeaway rather than asking them. Overall, I learned that scenario based learning is an excellent activity with a high potential for learning (which I plan to keep in my program); however, I want to break down each policy in more depth for my new hires – perhaps using a scenario per policy/resource.
I love the fact that I’m constantly learning as a result of this class and program, especially from my peers. This class is truly representative of dialogue education in action – we are a community of learners each time we enter the classroom. As a result, I’m a better program designer and trainer. Thank you!