Try to stay lean and as engaging as you can. How you create the elearning modules and learning journal is up to you.I try to capture the critical information and the type of stuff they may need to reference on the floor when they’re away from the elearning course. The main point here is to create a note-taking section for them to use with the elearning modules.I also like to include a few fill in the blank sections for critical information. For example, if I show parts of a machine, I’ll include that in the learning journal or give them an activity where they label the parts of the machine on the paper. I like to add visual clues where it makes sense. Create a note-taking section that corresponds with the elearning module.This establishes an agenda and the expectations for the time in training. You want to map out a series of tasks over the two-week period. Each module consists of an elearning course and some real-world practice activities. For example, you have a two-week program with five modules. Determine how long the formal training should last.Let them know that the learning journal is their personal training manual that they can always reference later if they need more help. Detail how the program works with the peer coaching, practice activities, and learning journal. Explain the overall training objectives and expectations.Here are a few of the main sections you can include. There are a number of ways to design a learning journal that bridges the course content with the real world activities. Or you can insert a formal training record in the learning journal that is completed and forwarded to whoever it is that tracks training. This can serve as an informal training record. It can be as simple as a detailed task list that the learner can review and mark off when completed. Upon completion of the training, the learner runs through a self-assessment. Use a calendar or schedule to list the practice activities. The peer coach facilitates the hands-on instruction or practice activities that correspond with the elearning module. It’s a great way to find and fill gaps in understanding. This helps her assess the learner’s level of understanding prior to doing some hands-on activities. In addition, the peer coach has review questions to pose after the elearning is complete. Inside the journal you can ask some review questions. It can be used to take notes and jot down quick questions to ask later during the time with the peer coach. The learner uses the journal to follow along with the elearning course. Each module combines some elearning with hands-on instruction. The goal is to keep it flexible and manageable. The training program is broken into chunks or modules. Here’s a rough breakdown of how I’ve used the learning journals in the past: I usually include a formal record of completion that can be forwarded to the manager or human resources department if needed. For the organization, the journal acts as a record for the training program. For the learner the journal can be used as a personal work manual that contains key information, personal notes, and other resources relevant to the job, even after the initial training period. Often during the training time (especially with elearning courses) we only get one shot at the information. It sets expectations for the training program with specific activities. By including a calendar of activities and objectives, the journal acts as a map for the learning process. It also has the benefit of complementing both the learner’s schedule and that of the peer coach. Elearning courses let you compress a lot of the instruction and content which can save time during the training. The learning journal is used as a bridge between the learning that happens in the elearning course and what happens in the real work environment.
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