Agile Teaching

Quality Learning

Agile teaching is a helpful and often necessary addition to agile learning. While agile learning relates to the learning goals of the employees, agile teaching supports goals that arise from the training needs of the employees as well as necessary changes within the teams or management. Fortunately, especially in companies that invest a lot of time in the selection of employees, teaching and learning goals often go hand in hand, which gives plenty of synergy effects.

Nevertheless, there can always be goals that are driven more strongly from the team and leadership culture than directly from the individual learners. For example, a team with accounting tasks could introduce a new accounting tool that all team members must be able to use. Or, for legal reasons, there has been a training requirement on, for example, data protection information to be implemented company-wide. Even with these teaching goals, however, the focus should be on the learners and their prior knowledge; interests and motivation are also taken into account in the teaching concepts. For example, formats such as our teaching story mapping workshop, in which decision-makers work together to create learning stories that can then be implemented, have proven their worth here.

What is “agile teaching” for us?

1. An in-depth analysis

A detailed analysis is the necessary basis in order to be able to design learner-centred teaching concepts that offer added value for both learners and companies.

2. A concept of agile teaching adapted to the needs

The agile Requirement Engineering combined with the methodology of modern teaching and learning research enables a good starting point for the subsequent conception of an agile teaching and learning setting. In this way, we can learn best whom and how to interview. Not only does it give us the best possible picture of the learners, but also of the subsequent application processes and the content to be conveyed.

3. An implementation according to agile principles (MVP)

The implementation according to agile principles in the sense of a minimum viable product makes it possible to create added value for the learners very early on: your valuable feedback will be integrated into the further development and thus a tailor-made solution will be guaranteed.

4. Continuous improvement based on clearly described criteria (continuous improvement)

Steady feedback and adaptation of the concept to changing framework conditions are the key elements of Continuous Improvement. This is how we achieve the highest possible quality.

Who is learning? What is the subject? How does the learning process look?

Our agile teaching concepts are essentially based on these three central questions. The “who” refers to the different groups of learners, their specific prerequisites, and how to tailor the content and teaching formats most effectively for them. The “how” refers to the processes in which the knowledge is to be used later. Teaching processes, methods and forms should reflect the work processes of the learners and, as far as possible, be interwoven – consequently, this concept should already be taken into account in the conception. If, for example, the teaching approach is to be used to support an agile transformation, it makes sense to use agile elements in the teaching concept in order to further facilitate the transformation. The “what” refers to the learning content, which can be continuously adapted and ideally offered in different formats in order to better meet the individual needs of the learner.