How To Do A Citation For An Online Learning Brief

When trying to develop the perfect question for an online learning brief, one always must choose the right question. To do this, it is beneficial to use statistics.

How To Do A Citation For An Online Learning Brief

Challenge yourself with a brief

Whether you are a teacher or want to start a workshop, attending a digital communication course, or a talk in your office, a Digital Comm briefing is a great opportunity for you to dig further into digital communication skills, your preferred communication style, or teaching methods.

One of the most memorable aspects of a Digital Comm briefing is taking a short course. Your colleague may get bored with the information you are presenting, depending on how engaging and intriguing the information is. They may react by:

Mimicking your or challenging you in order to satisfy them

Deflecting your challenge (“I don’t really understand it” or “How did you come to that conclusion”)

Using sarcasm or being rude in response

A brief training session offers the chance to address a key topic and collect helpful feedback. Rather than the traditional “Presenter’s rules” approach, it allows participants to challenge and clarify the issues, so that it can be improved for next time.

I suggest starting with three questions:

What are the major issues you have encountered in applying this method to your work, live work, or social engagements? Who are your key audience (who is interested in this topic)? How important is this topic to them?

Because this isn’t a formal class, the topics are open-ended and might require a discussion or questioning from your participant. Begin by setting an agenda for the session. What is the purpose of this brief? What are you going to discuss? What is the root of the questions and what is your aim?

Where did this story come from?

Why did this decision or action impact your work or your relationships, or the work of others?

Who else are you trying to help?

Another key information need is clarity and consistency, especially on the topic of 3-step thinking, 2-Step Communication, and Focused Coaching/Leadership. It can get particularly confusing to start a case study with: 1-2-3 steps, when you are actually focusing on being systematic and structured. 2-Steps = Practice. Get into the habit of looking at strategies one at a time. Now, keep reiterating the 3-step case study format, and perhaps even have the participant say 1-2-3. Remember that this brief is intended for a person, so they need to feel in control and fully understand what is happening.

Another element to consider is the role of pacing and/or doing activities that are linear or on-the-go. If you plan to use any case studies, this would be a good time to look at the logistics of running one. There are many leading case studies from major institutions, and I would assume that in some form or another you already have planned out your case studies for next time. Keep with the sequence, and introduce the case study, then get into the action, end the case. This saves you the cost of extra outlines and the time it takes to cross-reference the case studies. I think you may find that this process allows you to produce material faster, while also reducing the amount of printbacks you need for the rest of the year. Again, have the participant say 1-2-3 – this is something they can do immediately! (Since this may cause a little anxiety for the participant who may fear or dislike the subject matter.)

A few other suggested questions for breaking down long-term training sessions include:

How many things or ideas do you want to get through in the first five minutes?

After what points do you need to reflect on? Do you wish there were more things to say?

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