In remote events people are usually not very involved and often get sprinkled. Some participants lose track and have no chance to understand the topics that are based on them. Dealing with an unknown learning success is extremely difficult for the trainers. They usually repeat what they have already said and tire the participants even more. A common level can be reached if everyone speaks at the same time to understand a topic.
The current crisis is forcing us to remotely collaborate and is making digitalization even faster. The shortcomings in bringing about a common understanding or joint decisions, which were already apparent before the crisis, are intensified in digital collaboration and significantly limit the possibilities with remote collaboration tools. Employees complain about hours of video conferencing, while students stagnate in online lectures. This makes it all even more important to offer e-learning solutions that create interaction between participants and the instructor and ensure collaborative learning.
Everyone gets a chance to have their say at the same time
The rule that only one person speaks at a time is intensified in online events. Participants are requested to switch to “mute” so that only one person can speak. The features in the collaboration tools also bear witness to this destructive restriction, which prevents joint learning and interaction.
Of course, several participants cannot speak at the same time, otherwise the noise and confusion would be enormous. With the remote DecisionMaker, all participants can speak at the same time and everyone’s opinion becomes visible to everyone.
Only for 36% of the participants scientific work is important. For the majority of 64% it is moderately important and for no one (0%) it is unimportant.
The learning process is adapted to the brain architecture, the inseparability of emotions, intuition and cognition, the KiE Trilogy. The understanding of one topic must be established before moving on to the next, otherwise you will lose participants. To struggle through not understanding a topic is a simple decision.
The question is how far the last topic was understood. With the DecisionMaker, which has aspects of gamification, it is clearly visible where the students stand with their know-how.
Lecturers no longer have to read from the students’ faces what they think, but see the previous understanding as a clear KiE number. It is only in relation to this assessment figure that trainers as well as participants recognize how much the participants would need in order to follow. Those who prefer analog can also use the KiE cards.
It is now clear to everyone that two participants need support to be able to continue following. In this example, the trainer knows that three quarters of the participants have already reached the learning goal and can then plan his or her approach.
The first step is not enough: “I haven’t understood it yet”, so the trainer would have to consider what the participant is missing. The participant has the knowledge of what he has already understood and what he would still need to understand a topic.
The Resource Question is asked: “What do you need to go from understanding (7) to understanding (8)? The responsibility is rotated and the participant is given the competence to identify what else he needs. The trainer gets the chance to do it well. He can plan his attention for the one quarter of the participants and include the knowing three quarters for support. This way of learning is unfamiliar at the beginning, but is very quickly rewarded with the joint learning success. The DecisionMaker works anonymously so that the students can enter on their own responsibility without shame what they still need to understand.
The persons in need ask themselves what else they need. Then, with the resources of all, understanding is created together, without continuing to bombard all students with something you don’t know if they are interested in.
WeQuality Process: The WeQuality Process is used to evaluate the students’ answers. Here too, evaluation is done first and then the thought is given to what else is needed. The resources of the whole team are activated to let the answer mature to a higher quality together. The students who already know more give impulses as to what else is needed to complete the answer.
The feedback also represents a quality process. Here, too, the KiE Scale and the following Resource Question are suitable for further improving the courses.
Recommendation rate as internal quality assurance
At the end, the INeKO Institute uses the Net Promoter Score (NPS), which can be displayed on the KiE Scale.
The NPS has undisputedly become an important metric for measuring customer satisfaction worldwide and has been learned as the KiE Scale NPS. Finally, the recommendation rate of DecisionMaking is always performed anonymously with the remote DecisionMaker. This eliminates any anchor effects and influence from participants and trainers.
Practioner of DecisionMaking
As further main topics the following DecisionMaking Processes will be discussed.
Prioritization Process: Students learn to prioritize in a playful way by evaluating and prioritizing the given teaching topics. Especially for managers and agile teams, prioritization is part of everyday business.
Commitment Process: After prioritization comes commitment to bring about a jointly supported decision.
In the DecisionMaking seminars at the INeKO Institute at the university of cologne , students learned about DecisionMaking Processes in theory by directly applying them on a workshop day. The DecisionMaking Processes can be combined with each other and thus be adapted to different decision situations – from the maturity of quality, to prioritization, to the Commitment Process.
Learning with joy
The high level of interaction with the KiE-DecisionMaking Processes and the online DecisionMaker makes learning fun. Both students and practitioners feel at eye level, understood in their needs and actively involved. This creates a pleasant and refreshing learning atmosphere.
Aligned to the human decision process, the participants first evaluate the topics and then search for the resources they need. The previous evaluation also shows whether others can answer the questions. The knowledge deepens for everyone, with question posers, answerers, trainers and listeners learning together.
The teaching material is structured according to the agile-way-of-working in stories in a Kanban board. Each learning block is followed by an exercise in small groups. The focus is on transfer tasks that encourage students to integrate basic knowledge, tools and processes into their everyday work and to apply them at home. Learning for practice.
The Practitioners of DecisionMaking were enthusiastic about the way the knowledge is transferred and the content learned. The certificates of achievement showed the development as an individual and as a group, which was a joy to experience for all participants. The equality of all in this high level of interaction should be emphasized, as the feedback of one participant illustrates: “The interaction and responding to all questions led to a better understanding”.
Remote learning is possible
Through the DecisionMaking Processes and the DecisionMaker, participants were always integrated into the learning process at eye level. The methods can be applied both remotely and together in the group. The participants were enthusiastic:
“I didn’t think of anything else during these 8 hours because it was so interesting. I usually play games on my smartphone or edit my e-mails”.
Oktober 2020, Elsa Graf Dual Student HWTK University and KiE Labs. Inc. Mountain View, California (Silicon Valley)
“The learning process was very different. There was no bulimic learning, we learned together.” Participant of the Practitioner of DecisionMaking Seminar