From Trainer to Agile Learning Facilitator: How Teaching and Learning Works in Digital Times

Preface
Contents
1 The “Learning Revolution”
	1.1  The Performance Problem
	Basic requirements for learning to solve the performance problem
	1.2  Learning Becomes More Diverse: Learning Formats
		1.2.1  Learning Principles: Formal or Informal—Guided or Self-directed
		1.2.2  Blended Learning: Combining Learning Formats
	Learning formats—then
	The 70-20-10 Model
	1.3  What Does All This Mean for the Trainer?—Six Theses
	Stages of workplace learning
	References
2 Create Learning Architecture
	2.1  Order Clarification and Needs Analysis
		2.1.1  Set Performance Goals
		2.1.2  Technology and Participant Check
		2.1.3  Further Tools for Clarifying the Task
	2.2  Rough Planning
		2.2.1  Collect, Reduce and Sort Content
	2.3  Select and Interlock Learning Formats
		2.3.1  Select Learning Formats
		2.3.2  Methodically Link Learning Formats
		2.3.3  Four Examples of Learning Architectures
	2.4  Extension: Individualized (adaptive) Learning Paths
	2.5  Planning and Implementation of Formal Learning Formats: The Learning Diamond
	2.6  “Planning” and Implementation of Informal Learning Formats: The Learning Framework
	2.7  Implementation Check (continuous)
	How does learning work?—A “REWÜ”
	References
3 Presence Training in Blended Learning
	3.1  Orientation
	3.2  Introduction and Content Development
	3.3  Processing Content
	Rethinking presence
	References
4 Online Training
	4.1  Technical Requirements
	4.2  Virtual Presence of the Online Trainer
	Elements for slide design
	4.3  Problem: Lack of Attention
		4.3.1  Give Tips for a Good Learning Environment
		4.3.2  Make Sure There is Interaction!
			4.3.2.1  Interaction Functions and Ideas for Methodological Application
		4.3.3  Keep it Short!
	4.4  Online Trainings in Blended Learning
		4.4.1  Orientation
		4.4.2  Introduce and Explore Content
		4.4.3  Processing Content
	References
5 E-Learning
	5.1  E-Learning in Blended Learning
	5.2  Learning Videos: the New Flipchart of the Trainer
		5.2.1  PowerPoint as an Authoring Tool for Learning Videos
	5.3  Video Creation with PowerPoint
		5.3.1  Phase 1: Conception
			5.3.1.1  Plan Didactic Structure
			5.3.1.2  Select Video Format
			5.3.1.3  Formulate Speaker Text
			5.3.1.4  Develop Storyboard
		5.3.2  Phase 2: Production
			5.3.2.1  Storyboard Illustrating
			5.3.2.2  Animating Objects
			5.3.2.3  Show Slides
			5.3.2.4  Export Video
	References
6 Informal Learning
	6.1  Tasks of the Learning Companion
		6.1.1  Performance Clarify
		6.1.2  Supporting Learners
		6.1.3  Developing Culture
		6.1.4  Designing Infrastructure
	References
7 Change Design
	7.1  Learner: “From Consumer to Designer”
	7.2  Leadership: “From Grantor to Developer”
	7.3  Personnel Development: “Performance Enhancement Instead of Happy Sheets”
	7.4  Trainer: “From Trainer to Agile Learning Companion”
	Conclusion
	References