Creating Positive Learning Environments & Experiences

Ingredients

By Vanessa Trower

There are a variety of ingredients that go into making a positive learning environment and depending on your audience; the list will vary. Over the years as a learning professional, I truly believe the success of the learning transfer is deeply dependant on the delivery, not just the instructional design of the program. We can foster effective learning and transform the experience of learners when we define and understand what actually is a positive learning environment for the audience. Bucholz & Sheffler describe a positive environment is one in which learners feel a sense of belonging, trust others, and feel encouraged to tackle challenges, take risks, and ask questions.

Learning professionals need to create that environment to support learners, this will increase their learning capability and support a growth mindset throughout the training. According to Barkley in Student Engagement Techniques, positive learning leads to endorphins in the blood, which in turn gives the feeling of euphoria stimulating the frontal lobe. The frontal lobe supports learning, cognitive skills and creative abilities, how can we ignore that?

Think of it like having great food at a restaurant but unfortunately, they gave poor service and had no customer experience strategy, so you walk away giving a negative review dinner rating. Similar to a restaurant, a positive learning environment never happen by accident – it is the outcome of actions taken by instructional designers, learning managers and professionals who understand adult learners and create the environment as part of the design.

Spend design time on the ingredients (strategies) which will create a positive learning environment, coach your trainers on this topic, consider your audience and if appropriate; you may list these in the session plan - this applies to both face to face and virtual facilitation. 

INGREDIENTS for Making a Positive Learning Environment.

Ingredient 1: Effective Learning Outcomes -Clear direction for learners is the beginning of clear communication. Learning outcomes should be clear, the learner should know what the goal post is. Talk through the learning outcomes with your learners, don't leave them just sitting in your well-formatted session plan. If creating learning outcomes is new for you, do some research into Blooms Taxonomy and as a bare minimum use, this formula Verb word + topic + context = learning outcome.

Here are examples using the formula and Blooms Taxonomy cognitive levels of learning.

• Level 1 (Remembering) - Define the use of Excel VLOOKUP formula in datasheets.
• Level 2 (Understanding) Compare the value propositions for each customer segment.
• Level 3 (Apply) Prepare immigration documents in accordance with relevant requirements and legislation within the required timeframes for submission.
• Level 4 (Analyse) Appraise the food handling practices within a commercial kitchen environment.
• Level 5 (Evaluate) Test water contamination to determine potentially harmful to human consumption.
• Level 6 (Create) Produce a 10-minute short film using Adobe Premiere Pro editing software.

Ingredient 2: The training approach - One size does not fit all. When combining a variety of training approaches you can create a conducive and positive learning environment. We need to prepare activities that best support the learning for that audience. Conducting an audience analysis helps you identify the skills to develop at the appropriate level. Effective learning professionals integrate a range of activities in the training program.

Use a variety of training methods including instructor-led, business simulation, modelling, practice and feedback, pairing participants for discussion and discovery, questioning techniques to promote cognitive learning, puzzles, games, videos, podcasts, crosswords to match the meanings, card matching, photo cards or drawing to name a few.

Also, consider an inclusive instructional design approach. Take into consideration colours, typography, language, audio, visual presentations and charts. Consider your whiteboard handwriting and the colour marker used. Give learners several options for accessing the information, your participants will not only learn the content better, but it will build a positive learning environment with respect for each other.

Ingredient 3: Facilitator phases and questioning - These are the phases that can boost the thinking process of learners. To support a growth mindset in learners, the facilitator needs to build on all ideas, including different viewpoints. Create your list, practice them and be prepared to use them when in training, we have all had challenging moments from participants but being well prepared and focused on giving a positive experience means you being prepared to react positively. Here are some examples I use when facilitating.

Ingredient 4: Self-awareness - Part of planning for a positive learning environment is to self-reflect. Sarah Benes and Holly Alperin in Essentials of Teaching Health Education discuss knowing yourself, exploring personal beliefs and values for positive learning environments. Ask yourself, am I aware of my values, beliefs, potential biases, triggers, cultural competency or experiences that may influence my delivery or responses for this training?

Facilitators need to have a high degree of self-awareness as potential biases can influence their responses affecting psychological safety in the environment. Amy Edmondson describes psychological safety as a “climate in which people are comfortable expressing and being themselves”. When coaching new trainers I use a comparison method of training responses to support psychological safety.

Ingredient 5: Session Culture Building - It's our responsibility to foster a space where learners want to learn. The training culture built should encourage risk-taking, asking questions, never passing judgement, respecting each other and encouraging learners to be open to learning. The trainer needs to build that training room culture, etiquette and procedures collaboratively with participants in a positive manner. Please, no more telling them the rules at the beginning, as a group set the scene together.

Ingredient 6: Greet every participant on arrival to the training (within 3 seconds) – This applies for face to face and virtual classrooms. As participants enter the room (or virtual room) smile, make eye contact and give each other a friendly verbal greeting. If you are facilitating online look into the lens of the webcam giving eye contact to establish trust.

Depending on your character and the topic, you may want to try a high five, handshake (or toe tap) or music on entry to get that positive energy flowing. This way, every participant has had positive human interaction with you within seconds of arrival to support a respectful and harmonious relationship between you and other learners. The next time you attend a training session – observe the trainer if they fulfil this one.

Preparing for a positive environment will create the conditions for success. After each session, review like a food critic, each time you continually add the extra ingredients and share your experiences, so we can all learn from each other.

Takeaway Menu - References & Suggested Resources

Face to Face class: AITD Facilitation Masterclass

Textbook: Becoming a Teacher 5th Edition Colin Marsh

Internet: https://tips.uark.edu/using-blooms-taxonomy/

LinkedIn Learning: Train the Trainer Ajay Pangarkar

Discussion with Article Author: linkedin.com/in/vanessatrower/