Train The Trainers 2.0 - Become a Trainer

At the end of the training programme, participants will be able to design and prepare a training session (active learning approach) and facilitate it in a professional manner adapted to the needs of their target audience. The programme integrates all modern standards and key markers of adult education.

The 3 mains objectives of this training programme are to be able to :

Design

• Understand how adults learn

• Design a blended learning pathway (instructional scenario, learning objectives, modalities, etc.)

• Design training modules using face-to-face and distance learning modalities, both synchronous and asynchronous

• Design effective assessment methods

Produce

• Build training modules across all possible learning modalities

• Produce face-to-face and distance learning activities (quizzes, etc.)

• Develop training materials aligned with adult learning fundamentals (memory span, engagement, dual coding, etc.)

Facilitate

• Set up and facilitate synchronous sessions within a training pathway (virtual classroom, face-to-face sessions)

• Organise the training room optimally in line with instructional design choices

• Manage different learner levels while taking into account one’s own emotions and those of the learners

• Assess learners’ acquired skills and knowledge

 Preparing a Training Programme

• Neuromyths: Distinguishing common myths related to learning

• Memory: Identifying key memory mechanisms and their application in training

• ZPD (Zone of Proximal Development): Understanding the concept and its application in training

• Cognitive biases: Identifying major cognitive biases and anticipating them in blended learning design

Teaching Approaches

• Identifying learners training needs

• Identifying key teaching and learning approaches

• Instructional strategies: Identifying different pedagogical strategies

• Learning modalities: Exploring pedagogical modalities in training contexts

• New teaching methods: Mastering and anticipating the use of appropriate instructional techniques and digital tools

Designing a Learning Pathway

• Instructional architecture: Defining what instructional architecture means in training

• Design workshop: Designing an effective instructional structure for training

• General and detailed design – the art of asking the right questions: Identifying key questions to rethink and redesign a training pathway

• Developing a well-structured general and detailed instructional design

• Tools overview: Identifying the most appropriate tools (physical and digital) based on pedagogical needs

Facilitation

• The art of face-to-face training: Facilitating in-person sessions according to best practices, from welcoming participants to closing a session, to ensure effective skills development

• Facilitating learning across different modalities

• Managing one’s own energy and that of the group

• Applying facilitation best practices to promote learning by doing and skill acquisition (TWI, etc.)

Assessment

• Quizzes as powerful learning levers: Selecting the appropriate assessment format

• Continuous assessment: Identifying assessment methods throughout the training pathway (before / during / after)

Required Individual Work

• Creating training modules – personal work required: minimum 2 to 4 hours

• Creating assessments for participants’ own content – personal work required: 1 to 2 hours

• Facilitating a training sequence – personal work required: minimum 2 to 4 hours

• Presenting inter-session work during synchronous sessions

Virtual Classroom 1 – 1 hour

• Programme introduction

• Collection of participants’ expectations

• Fundamentals of adult education

• Identifying relevant learning modalities for one’s training programmes

E-learning (mandatory)

• Assessment of learning outcomes and training success: methods and tools (30 min)

Further learning

• Knowledge vs Skills (20 min)

• Understanding learning processes: successfully adjusting your instructional approach (30 min)

• Neuromyths (30 min)

• Memory and cognitive functioning (30 min)

Virtual Classroom

• Feedback on the start of the programme

• Initiating instructional design for a blended learning pathway

E-learning (mandatory) 

• Learner cognitive biases (25 min)
  

Further learning (Optional)

• ZPD – Zone of Proximal Development (30 min)

• Teaching and learning approaches (30 min)

• Instructional strategies (30 min)

Face-to-Face – 1 Day

• Review of the learning pathway (virtual classrooms and e-learning)

• Co-design of training programmes

• Define an instructional architecture

• Define precisely an overall and partial educational objective (Bloom’s taxonomy)

• Testing instructional design and content production digital tools (PowerPoint, Genially, , Wooclap)

E-learning (mandatory)

• Instructional architecture (25 min)

• General and detailed design – the art of asking the right questions (30 min)

• Tools overview (30 min)

Virtual Classroom 3 – 1.5 hours

• Review of the training pathway

• Feedback on ongoing instructional designs

Face-to-Face – 2 Days

Over two days, participants will be prepared to produce and facilitate blended learning programmes through workshops, games, and, above all, practical simulations based on the instructional designs they have previously created.

• Facilitating a face-to-face sequence

• Types of assessment in training

• Assessment activities (Kirckpartick model)

• The potential of artificial intelligence in training

• Producing e-learning content (Genially)

• Ergonomics of multimedia documents

E-learning (mandatory)

• Knowledge reinforcement (30 min) 

• Continuous assessment: assessment modalities (30 min)
  

Virtual Classroom 4 – 1.5 hours

• Ergonomics of multimedia documents (summary)

• Metacognitive reflection on the training experience (critical perspective)

• Review of participants’ productions and facilitation throughout the programme

• Q&A session and commitments for future practice

Final Presentation (Assessment) – 1 hour

This training programme is intended for individuals wishing to become adult trainers and to develop the fundamental skills required for their new role.

Participants have little or no prior experience. They may have facilitated training sessions on their own, within their organisation, or for training providers.

Participants typically include:

• Future internal trainers

• Subject-matter experts with no prior training experience

• Occasional trainers with limited experience

To be eligible for the final assessment, candidates must have attended at least 80% of the total training hours.

Each candidate will be assessed based on a written portfolio presenting their training project (design, facilitation, assessment). This project will then be defended orally in front of a panel. 

The programme concludes with an assessment. Successful completion is validated by a certificate issued by the House of Training, the Chamber of Commerce, and the Ministry of National Education, Children and Youth.