Do | Watch | Play – The Livetech Way

30 May Do | Watch | Play – The Livetech Way

Just days after I started with Livetech, I had the unbelievable opportunity to travel out of state to see the curriculum in action. It was in blustery Philadelphia in early winter. Drizzling and windy outside, I braced myself against the cold, walking past eateries and businesses to get to the community library where training was held.

Inside the library, the setting was warm and energetic, a stark contrast to outside. The instructor and students were deeply engaged in iPad training. Participants were navigating through the slides, following along with their devices to take selfies, send texts, and explore the Internet—many for the very first time.

It grew quiet during the “do” parts of the curriculum and then laughter filled the air during the “play” parts of the curriculum. I watched as they made their own discoveries and grew confident in their newfound skills.

I knew then that Livetech’s approach to adult learning aligned precisely with mine, and I couldn’t wait to jump in and help with future programs.

The Livetech Approach

Educational researcher, David Kolb said “Learning is more effective as an active rather than a passive process.” And this is truly a Livetech core value. With the “do, watch, play” approach to experiential learning theory, Livetech is a cutting edge game changer, wowing participants and ensuring they leave with practical proficiency.

Experiential Learning

Experiential Learning Theory states that adults learn best when they are directly involved through experience rather than indirectly involved through memorization. From birth, learning happens while doing. Just hearing, seeing, or reading cannot take the place of doing. There is simply no more powerful teacher than experience.

Kolb reveals the cyclical nature of experiential learning by explaining how it takes place in four stages:

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DO!  Concrete Experience 

Concrete Experience (CE): This first step in the cycle shows how adults absorb knowledge best when learning is more than “death by Powerpoint.” CE seeks to create an emotional response through engaging physical activity.

Livetech employs CE in the “DO” part of the curriculum through pop-ups and hands-on experiences. Participants are immersed in the process and experience “aha” moments while operating the technology.

WATCH!  Reflective Observation and Abstract Conceptualization 

Reflective Observation (RO): This second step demonstrates that adults need to reflect on what they observed in order to make sense of it. Examples of RO include watching an action unfold (demonstrations) and analyzing the process (scenarios, videos).

Livetech employs RO in the “WATCH” part of the curriculum with simulations and videos. Participants get to reflect on the process in these observations.

Abstract Conceptualization (AC): The third step in the cycle shows that adults need to make sense of their concrete experiences and observations through critical thinking. In fact, critical thinking time should be built in at a ratio of 10 minutes (for learning) to 2 minutes (for reflecting), known as “Chunk and Chew.” The success of experiential learning lies in the participant being able to interpret abstract concepts, generalize these ideas, and recognize the relevance to reality.

Livetech begins training by overcoming cognitive dissonance through discussion on the practicality of the technology. So workshops with AC encourage learners to think critically about application to their daily lives. The technology is not merely a cool toy. It has the capacity to make their lives easier and more enjoyable. Open inquiry and reflection helps them realize this.

PLAY!  Active Experimentation 

Active Experimentation (AE): Concrete experiences are the essence of AE because it is here that the participant gets to try it again, but this time, with understanding.

Livetech employs AE in the “PLAY” part of the curriculum to help participants retain the knowledge. According to the learning pyramids, “practice by doing” helps participants retain 75% of what they learned. “Teaching others” means they retain 90% of what they learned! During “PLAY,” participants perform practice exercises and help others.

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