NextB® is our new teaching methodology. It is a blended, participative, visual, entertaining and collaborative methodology which optimises the training experience of the student, improves the retention of knowledge and increases its impact.
NextB® is the new teaching methodology developed by our training team. The objectives that we proposed when creating this new methodology were:
- Making training more collaborative
- Increasing gamification in the classroom
- Encouraging visual learning
- Incentivising the participation of students
- Giving continuity to training outside of the classroom
- Taking advantage of the numerous online resources available.
Starting with our previous B+ methodology, we have created NextB®, which divides the course into 3 phases:
1. Course Ready
Activities to be carried out by students before presential training. The main objective of this phase is to introduce students to the dynamic of the course, explain the objective of the training in detail, motivate them to make the most of it, and align prior knowledge and expectations.
2. Course Action
This phase is the core element of the training experience – the course itself. The course is structured in training blocks of 90 minutes at the most, which always introduce a practical activity. Likewise, three types of activities are defined: explanatory, practical and evaluation, and in all we have emphasised increased gamification, encouraging visual learning and incentivising participation.
Obviously, each course will require different activities depending on what its objectives are. Even so, nextB® encompasses a set of transversal activities for all courses.
Explanatory transversal activities:
- Learning Blocks
- Kanban of the course: Points to be addressed are set out in a list or agenda, with what has been covered and what is outstanding.
- Daily Role Mission®:
Daily Role Mission® is a simple card game that we have created to incentivise the participation of students on the course, increase their interest, share experiences and consolidate knowledge. Each day, students must assume one of the 5 roles proposed, and carry out the tasks involved in that role. During the course, students must change their role.
The roles are:
Knows what we have learned today better than anyone
Wants to know everything, asking and asking again
Shares their stories and experiences with us
Tells us everything that is happening
Knows all the resources that are available
- Final Infographic
Practical transversal activities:
- Core case study
- Kahoots: Online questionnaires for test type questions and self-evaluation of the level of learning, understanding and establishment of knowledge. Carried out on mobile or tablet.
- Ice Breakers
- Power Card
Evaluation transversal activities:
- Door Feedback:
- Beyond the evaluation survey: Specific actions on things to keep in the training and things to improve for future editions. (Qualitative feedback)
- Mid-course evaluation: We do not only use this technique on the last day. We can do so at the end of the day or at any time to receive immediate feedback and be able to react quickly.
- Course Kudos: Feedback between students/colleagues to show gratitude or congratulate a contribution.
- Swimming with the Sharks: Role plays simulating real world scenarios. Advice and techniques are provided for effectively managing these situations in a safe environment.
- Individual Action Plan
3. Course Impact
The main objective of this phase is to help students to apply the knowledge acquired during training, as well as to incentivise their interest in continuous learning online. It encourages the creation of collaborative spaces in which students can exchange knowledge, resolve queries and share experiences or interests.