Instead of a lecture-drenched training programme,
Aughi Dalton pursues a total hands-on approach
along with a robust collaborative peer-led learning environment.
This coupled with its unique Total Immersive Learning Ecosystem (TILE)
vastly improves a student’s learning curve.
More importantly, we have been a proponent of the VAK model
that pigeon holes people
into the different preferred learning styles.
Students’ learning styles come in different colours.
Hands-on! Hands-on! Hands-on!
The marketingprofessional2.0 workshop is 100% hands-on…. (Workshops, assignments, research work and case studies). Shorn of all the bells and whistles of a usual marketing training programme, it takes you straight to the practical aspects – the nuts and bolts of real-life marketing.
You don’t feel you’re in class, with theory, theory, theory. Instead, you feel you’re out there in a real war of brands, deep in the trenches getting battered, bruised and bloody. It’s the savagely competitive , dog-eat-dog world of marketing where only the fittest survive.
Total Immersive Learning Ecosystem (TILE)
Immersive learning is a technique where students for a certain period are completely immersed in a particular topic(s) to the exclusion of everything else. Notes, podcasts, case studies, workshops, assignments and lectures, et al coalesce to explain/expound the topic concerned. Hence, the class is reading, listening, absorbing and working on nothing but only what is relevant to the topic.
(Tile is applied to only those portions that are highly complex and difficult to grasp easily)
The Total Immersion Learning Exercise (TILE), a close cousin to Block teaching, is a an instructional strategy where lectures, tutorials and other forms of teaching are provided in an intensive block, sometimes as short as a few days. Student learning is compressed, typically with students studying only one topic at a time.
Collaboration….let’s do it together!
It has been seen that students’ engagement and productivity levels improve impressively when working collaboratively as a team. There is a deep and abiding sense of duty, belonging and community that permeates the team environment. However, a team is only as effective as the sum of its parts. A team becomes effective only and only when it’s rhythm, it’s primal vibrations are fine
tuned for optimal performance.
This is where workshop coordination comes in.
The workshop nurtures team dynamics and performance by ensuring the right mix (sometimes homogeneous, sometimes heterogeneous majorly depending on the project deliverables). Equally important is the meticulous planning 0f optimally-designed tasks and processes, and norms that displace destructive or non-compliance behavior with a more leaning-in attitude. Numbers too are important. Too large a team leads to vulnerability to poor communication, fragmentation, professional fissures and free riding (due to a lack of accountability). The team coordinator is pivotal to allaying confrontation, disruption or conflict, at the same time building up on ownership,
Scaffolding makes it easier.
In scaffolding, we model and/or demonstrate how to solve a problem in the class. Students subsequently have a bash at the problem, either singly or jointly. We step in at appropriate intersections of their learnings and giving support only when needed.
The instructors create a crossover educational experience
Immersive Workshops –
Bringing the market into the class!
Workshops offer a unique and highly interactive learning environment.
Marketing scenarios are virtually created that cannot be otherwise reproduced in a classroom setting. In order to be a learning experience, marketing projects must be suitably tweaked to match the portions already covered by the instructor as well as suit the professional and understanding levels of a learner. Anything less than this may potentially confuse students leading to an absolute learning disaster.
Such Workshops are a big boon to the learner as they bring abstract learning màrketing scenarios to life, thus making real the very important, but difficult task, of recreating meaningful interactions for the learners. Bedsides deepening the engagement levels, the system also abundantly boosts motivational levels.
Of course, only faculty with appreciable experience in the industry as well conducting such Workshops on a regular basis can create the right simulations instead of lamentable text book adaptations
The workshop way
A difficult marketing concept is explained in the class. A workshop/assignment based on the concept
is conducted with students working in groups of 5 – 7 (called the Workshop Team). Teams will be expected to come up with viable solutions as a professor goes around from team to team guiding them, correcting them wherever they are going wrong and generally helping them to come up with viable marketing solutions. Students, at this point are encouraged to clear their doubts, if any, with the professor. This is something that cannot be done so easily and so effectively in a lecture room setting.
As the workshop progresses, more and more concepts are introduced and which form an integral part of the solution.
Moodling……learning marketing through doodling!
There is considerable overlap of concepts and models and theories in marketing, each with its own interpretation by different faculty with the result that there is general confusion in the student’s mind.
To obviate this problem, the mp2.0 workshop has a 2-point technique:
- It deputes only one faculty to cover these convoluted and confusing concepts instead of different people covering them with different explanations.
- It gainfully employs the Moodle (see box).The Moodle is basically a mind map skillfully adapted to help students to ‘join the dots’ and understand how different concepts seamlessly dove-tail into each other.
The Moodle is essentially doodling, but combines the best of mind mapping and flowcharting and infographics.
The Moodle was created because marketing with its near cousins – advertising , branding and IMC – has a deluge of concepts, models and theories numbering almost 160 which left students confused. They didn’t have the foggiest idea how they were connected to each other and in what marketing situations they were employed.
To Moodle is to doodle. Letting your brain go both left (rational route) and right (innovative route). When it goes right it comes close to Tony Buzans’s mind mapping model. When it goes left, it is more into flow charting and linearity.
Unlike a mind map, Moodles may radiate either from the center or even from anyone of the four corners of a sheet. It can be in linear or non-linear format.
It uses graphics, lines, text….just about anything your right brain fancies to convert a long list of ideas/ information into an highly organized ,visually exciting diagram that works in sync with your brain’s natural way of doing things.
It’s a highly effective way of having marketing/advertising information at your finger tips. Moodle is a creative and logical means of note-taking and note-making that literally “maps out” your ideas.
The great thing about mind Moodling is that you can put your ideas down in any order, as soon as they pop into your head. You are not constrained by thinking linearly, in an orderly fashion.. Simply, bring in any and all ideas, then worry about reorganizing them later.
Moodling helps you pay attention. It keeps you focused by creating just enough stimulation to prevent your brain from reverting to its default state, or “spacing out”.