Certainly, you have heard of training, that's the mode of teaching and learning where adults learn what is immediately beneficial for them (and by extension others) in some practical context, such as work, home or play. It aims primarily at improving skills to fill some gap and to meet some prioritized need. To be effective, this training does not occur outside the practical context. It requires regular feedback and reinforcement with supports. Progress needs to be measured, maintained and pushed forward.
So when I write that a training course should be developed, you might already see the irony. Courses do not often sit in the practical context. They kind of just happen. Someone receives a paper saying they survived it and have shown skills improvement. Once the course is done, so is the learning and measuring. Certainly, there is no pushing forward. The training course actually seems counter-intuitive to the act of training and its intentions.
Equally, if you managed to read the title of this post and series, you should be commended as it is a mouthful. You will also notice it has that word collaborative, which may have so many squirm in their seat. We know that collaboration, when not done right, can actually cause more grief than it is worth. Friends have been won and lost over many a collaboration project. Why? Collaborating itself is a skill, often not directly taught, measured or applied, and yet it is summoned at a whim as if it were some magic spell to make stuff happen. So building training that requires training in collaborating should be a real doozer, right?
Do not close this article just yet. It has worse news yet to report. The article is going to talk about a system. The article is going to propose how to make training (that should not be in a course and will never be built by more than one) should be perpetuated with procedures and resources, making creating nonsense more efficiently and effectively.
So I ask you to read on. This series is like that disaster movie, where even though it's a superficial B movie, you have to watch it until the end just to see who survives.
In the next post, I will discuss this whole idea of having a system, as having and developing a system is the first critical step in developing training courses collaboratively.
So when I write that a training course should be developed, you might already see the irony. Courses do not often sit in the practical context. They kind of just happen. Someone receives a paper saying they survived it and have shown skills improvement. Once the course is done, so is the learning and measuring. Certainly, there is no pushing forward. The training course actually seems counter-intuitive to the act of training and its intentions.
Equally, if you managed to read the title of this post and series, you should be commended as it is a mouthful. You will also notice it has that word collaborative, which may have so many squirm in their seat. We know that collaboration, when not done right, can actually cause more grief than it is worth. Friends have been won and lost over many a collaboration project. Why? Collaborating itself is a skill, often not directly taught, measured or applied, and yet it is summoned at a whim as if it were some magic spell to make stuff happen. So building training that requires training in collaborating should be a real doozer, right?
Do not close this article just yet. It has worse news yet to report. The article is going to talk about a system. The article is going to propose how to make training (that should not be in a course and will never be built by more than one) should be perpetuated with procedures and resources, making creating nonsense more efficiently and effectively.
So I ask you to read on. This series is like that disaster movie, where even though it's a superficial B movie, you have to watch it until the end just to see who survives.
In the next post, I will discuss this whole idea of having a system, as having and developing a system is the first critical step in developing training courses collaboratively.
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