Training techniques to enhance learner participation and engagement
OverviewQuestions:Objectives:
What does make a training effective?
How can instructors enhance learner participation and engagement?
Requirements:
Describe what makes training effective
Describe what makes a trainer effective
Identify some strategies that facilitate active, interactive and collaborative learning
- Contributing to the Galaxy Training Material
- Principles of learning and how they apply to training and teaching: tutorial hands-on
- Design and plan session, course, materials: tutorial hands-on
Time estimation: 60 minutesLast modification: Oct 20, 2022
Introduction
Effective training
Comment: Resources / Reading recommendationThis tutorial is significantly based on the 3rd session of ELIXIR Train the Trainer curriculum, but also:
- Teaching Tech Together Wilson 2019
- How Learning works, Ambrose et al. 2010
- Understanding how we learn Weinstein et al. 2018
- Instructor Training, The Carpentries
To get ready to teach this tutorial
- Read the chapter “In the Classroom” from Teaching Tech Together
AgendaIn this tutorial, we will cover:
Effective training & good trainer
question Quiz: What makes training effective and a good trainer?
Check your knowledge with a quiz!
- Self Study Mode - do the quiz at your own pace, to check your understanding.
- Classroom Mode - do the quiz synchronously with a classroom of students.
Training / teaching is effective if
- brings learners to Learning Objectives (LO)
- is engaging
- is well designed
A trainer / teacher is effective when they
- facilitates learning
- sets clear LOs
- identifies appropriate LEs
- is engaging
- is inspiring
- is empathetic
- is accessible
To help trainers, GOBLET (Global Organisation for Bioinformatics Learning, Education & Training (GOBLET)) developed this skill matrix:

The idea is that there are four areas in which a good trainer should be or become skilled. In many cases, trainers focus on the area of communication and are less aware about their “level” in the other areas.
This matrix is then a tool for self evaluation:
- In which area(s) do you feel you would need improvement?
- In which area(s) do you feel you are ok?
question Quiz: Reflect on your skills as a trainer
Check your knowledge with a quiz!
- Self Study Mode - do the quiz at your own pace, to check your understanding.
- Classroom Mode - do the quiz synchronously with a classroom of students.
Effective training practices for effective learning
We are now going to watch a short video (13 min) from Eric Mazur, professor at the Harvard University,
In this video, Eric Mazur discusses some of these teaching practices and a paradigm change: from the traditional lecture to active learning-based approaches. Can you recognise the main features of this change of paradigm?
question Quiz: Reflect on Mazur’s interview
Check your knowledge with a quiz!
- Self Study Mode - do the quiz at your own pace, to check your understanding.
- Classroom Mode - do the quiz synchronously with a classroom of students.
From the Eric Mazur’s interview but also as Mitchell Waldrop pointed out in Waldrop 2015, learners who actively interact with the material, the teacher, and other learners:
- will learn better and more
- will better remember what they learn
- will be more able to apply their knowledge to different fields
In other words, for learning to actually occur, instructors should select teaching practices (learning experiences) that promote active, interactive and collaborative learning, what Mazur expresses as “learning by doing”.
Let’s discuss a few more insights about active learning and stress the main differences between the most used technique worldwide (Lecturing) and the active learning approach. You will see that we are talking about an actual change of paradigm.
Active, interactive and collaborative learning
From Felder and Brent 2009, Active Learning (also called “Guide on the side”) is anything course-related that all students in a class session are called upon to do other than simply watching, listening and taking notes (aka typical teachning practice or “Sage on stage” approach):
Typical teaching practice: lecturing | Active learning |
---|---|
Teacher-centered | Student-centered |
Teaching by telling | Teaching by questioning |
Teacher speaks and students listen | Collaborative learning |
Few interactions student/teacher and student/student | High interactivity (student/teacher, and student/student) |
Few questions | Discussion with teacher follows, not precedes |
The same few students engaged | All students engaged |
Do you recognise the paradigm change proposed by Eric Mazur?
With the help of Mazur, you hopefully started believing that active, interactive and collaborative learning is worth considering and deserves you give it a go in one of your future training courses.Should this be the case, you may have questions like:
- how do I choose the active learning techniques for my lessons?
- what “active learning” means in terms of “teaching / training practices”?
- which is the most effective technique I can incorporate in my teaching?
- is there any “ideal” teaching technique I should absolutely learn?
There is not “the” ideal teaching technique nor the “most effective” teaching technique.
You may remember from the Nichols’ steps of curriculum design, that it is essential that you align learning experiences to the learning outcomes of your course. In other words, for each LO, you should identify the learning experience(s) that will best support the achievement of the LO.
More generally, to decide how to teach and choose the most appropriate learning experience(s), you may use three criteria:
- What is your purpose / goal (is it to inspire learners? is it to ensure they will remember a concept?)
- The Bloom’s level at which you intend to teach (a specific topic; this may change from topic to topic)
-
The learning outcome(s) the learning experience is designed for
For example, a lecture is not suitable to teach learners implement an algorithm. It may show how to do it, so that they may be able to describe how to do it, but if you want them to be able to do it, you will have to choose a learning experience where learners will have the chance to practice algorithm implementation.
Inspired by Eric Mazur and the idea of active learning, Via et al. 2020 created this useful table to reinforce the concepts discussed in previously and provide with criteria to choose the most suitable learning experience(s) for the Bloom’s level, TG(s) and LO(s):
Learning experience | Highest Bloom’s levels supported | Example TG(s) “This LE will allow me to…“ | Example LO(s) “Learners will be able to…“ |
---|---|---|---|
Lecture, webinar | Remember, Comprehend | Inspire learners, ignite learners’ enthusiasm, clarify/explain a concept, provide an overview, give context, summarise content | list the key points of the lecture/webinar, summarise take home message(s) |
Exercise, practical | Apply, Analyse | Help learners digest course materials, solve typical problems, apply knowledge, show how to do things with appropriate guidance, give an idea of how a tool works | follow a set of instructions or protocol, calculate a set of results or outcomes from a given protocol |
Flipped class | Apply, Analyse | Teach learners how to formulate questions, help learners to memorise new information & concepts, or analyse & understand course materials | summarise the content material, *ask* appropriate questions |
Peer instruction | Synthesise, Evaluate | Prepare learners to defend an argument, give learners opportunities to explain things, thereby helping to develop critical thinking & awareness | explain how they solved an exercise, evaluate others’ choices/decisions, diagnose errors in the exercise-solving task |
Group discussion | Synthesise, Evaluate | Give learners opportunities to practice questioning, develop new ideas & critical thinking | communicate their own ideas, defend their own opinions |
Group work | Synthesise, Evaluate | Promote collaborative work & peer instruction, provide opportunities for giving/receiving feedback, & digesting course materials | provide feedback on their peers’ work, share ideas, explain the advantages of team-work |
Problem-solving | Synthesise, Evaluate | Promote learner abilities to identify & evaluate solutions, develop new ideas, make decisions, evaluate decision effectiveness, troubleshoot | diagnose faulty reasoning or an underperforming result, correct errors |
Comment: Learning experience vs Teaching practiceIn the table, Learning experience (from the learner point of view) is the Teaching practice (from the teacher point of view).
You should be kind of familiar with some of the learning experiences listed in the table, e.g., lecture/webinar, group discussion, work in groups, problem solving. Some of you might not be familiar with the techniques of “peer instruction” and “flipped classroom”.
These two techniques can be implemented in many different ways and incorporated into your course in a “light way” or very extensively. This will depend on your familiarity with the technique. At the beginning, our suggestion is that you try with something “minima”, test it, see how you feel and how learners receive it, and then you increase the amount of learning experiences involving peer instruction and flipped classroom.
Peer instruction
Peer instruction is a 1-to-1 instruction done in a scalable way by interleaving formative assessment with learner discussion.
In its “traditional” form, the teacher
- Gives a brief introduction to the topic.
- Gives learners a multiple choice question (MCQ) that probes for their misconceptions
- Has all the learners vote on their answers to the MCQ
- If the learners all have the right answer, move on
- If they all have the same wrong answer, address that specific misconception
- If they have a mix of right and wrong answers, give them several minutes to argue with each other in groups of 2–4, then vote again
You may also be creative and implement this technique in your own way.
Flipped classroom
In its standard approach,
- Before the course, out of class, students prepare to participate in class activities
- During the course in the class, students practice applying key concepts with feedback
- After the course, out of class, students check their understanding and extend their learning
Flipping class requires a lot of preparation. The teacher need to explain the method to learners and make an “agreement” with them: they have to commit to work on the materials you will give them prior the flipped class and you will commit to give them “manageable” materials.
Don’t start by flipping an entire course. Start small. Test. Add up.
Other teaching practices for active learning
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Brief question-and-answer sessions: a classic to distribute attention
-
Think, pair, share: a lightweight technique that helps people improve ideas through discussion with their peers
-
Take notes together / shared notes
-
Work in groups, e.g. with projects
-
Pair programming
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Discussions / debate with all learners (as for brief Q&A session, teachers should make sure that everybody has a voice)
-
Brainstorming with all learners (as for brief Q&A session, teachers should make sure that everybody has a voice)
-
Hands-on activities, e.g. running tools on their own, commands, analysis
Galaxy is a great tool for that. That is why tutorials from the GTN are developed around that ideas.
-
Have learners make predictions
Research has shown that people learn more from demonstrations if they are asked to predict what’s going to happen. It fits naturally into live coding / analysis: after adding or changing a few lines of a program, the teacher asks the class what is going to happen when it runs.
If the example is even moderately complex, prediction can serve as a motivating question for a round of peer instruction.
-
Build an artefact, e.g. concept map
question Quiz: Which strategies for active learning training did you use?
Check your knowledge with a quiz!
- Self Study Mode - do the quiz at your own pace, to check your understanding.
- Classroom Mode - do the quiz synchronously with a classroom of students.
Practices and behaviors to improve delivery and learning
About teaching practices / learning experiences, we learned to
- Select learning experiences according to the criteria discussed earlier
- reflect on your TG(s)
- write LOs AND identify the corresponding Bloom’s level
- Select learning experiences allowing learners to achieve LOs
- Always remember that learning occurs BY DOING
- Be aware of other practices and behaviours supporting:
- interactivity
- a positive and engaging learning environment
- active and collaborative learning
- stimulating lessons
- frequent feedback
Other teaching practices that can improve content delivery. Specially supporting
- interactivity
- a positive and engaging learning environment
- active and collaborative learning
- stimulating lessons
- frequent feedback
Here are some examples of practices to achieve goals above. None of the practices described here are essential
- Start with introductions
-
Begin by introducing yourself: If you’re an expert, tell them a bit about how you got to where you are. If you’re only two steps ahead of them, emphasize what you and they have in common. Whatever you say, the goals are to make yourself more approachable and encourage their belief that they can succeed.
-
Introduction of learners to each other
- In a class of a dozen, it can be done verbally
- In a larger class or if they are strangers to one another, you can have them each write a line or two about themselves in the shared notes or split into small groups or breakout rooms.
-
-
Pay attention on how you set up the learning environment (both in presence and online)
- Learners environment: Send setup instructions per email before and have everyone run some tests at the beginning to check
- Yours: Same as learners and food / drinks
- Introduce blended multimedia materials to create engaging activities
- Collect instant feedback (see dedicated tutorial)
-
Let learners do recaps: Organise recap sessions at the end of lessons or at the beginning of the following ones where learners are actively involved. You may ask them to do the recaps.
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Repeat each questions aloud back to them before answering to ensure you and all the other learners understood the question and gives you a a chance to redirect the question to something you’re more comfortable answering
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Introduce physical exercises, short, relaxing breaks: In day-long training courses, you may introduce very short sessions of stretching (or even one moment meditation and then doing 1 minute meditation together). You might feel ridiculous, but you have no idea of how learners appreciate these types of activities and how these create a relaxed climate in the class.
-
Introduce challenges or games: Gamification can be a very powerful and engaging technique. Before using gamification, it is though better to learn how to do it.
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Never teach alone. Teach together. Whenever possible: With two or more trainers in the classroom, the class can be observed from different angles, it is easier to detect learners who are not comfortable or struggling or lagging behind. It is possible to provide one-to-one support without stopping the lesson flow. It is also important that trainers teaching together provide feedback to each other.
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Assess prior knowledge and mental models to tailor the lesson on learners’ actual needs, to address misconceptions, to learn about your learners (see dedicated tutorial). The more you know about your learners before you start teaching, the more you will be able to help them.
-
Learn learners names and use them
- Avoid homework in All-day formats: Learners who have spent an entire day programming will be tired. If you give them homework to do after hours, they’ll start the next day tired as well.
Each of the techniques presented here will make your classes better, but you shouldn’t try to adopt them all at once. The reason is that every new practice increases your cognitive load as well as your learners’, since you are all now trying to learn a new way to learn as well as the lesson’s subject matter. If you are working with a group repeatedly, you can introduce one new technique every few lessons; if you only have them for a one-day workshop, it’s best to pick just one method they haven’t seen before and get them comfortable with that.
Conclusion
question Quiz: What is the highest Bloom’s level supported by each teaching technique?
Check your knowledge with a quiz!
- Self Study Mode - do the quiz at your own pace, to check your understanding.
- Classroom Mode - do the quiz synchronously with a classroom of students.
Key points
Select learning experiences according to the Training Goals, write the Learning Objectives and identify the corresponding Bloom’s level
Select teaching practices (learning techniques) that will allow learners to achieve the LOs
Always remember that learning occurs BY DOING, which means that learners will be able to DESCRIBE something if and only if they will have the chance to practice it; they will be able to APPLY a rule only after having applied themselves the rule, and that, in order to successfully practice the APPLICATION of the rule, they must remember the rule, they must have understood it and how it can be used for applications, and they must have seen examples of how to apply it.
Be aware of other practices and behaviours supporting interactivity, a positive and engaging learning environment, active and collaborative learning, stimulating lessons, frequent feedback
Frequently Asked Questions
Have questions about this tutorial? Check out the FAQ page for the Teaching and Hosting Galaxy training topic to see if your question is listed there. If not, please ask your question on the GTN Gitter Channel or the Galaxy Help ForumQuizzes
Check your understanding with these quizzes
Which strategies for active learning training did you use?
- Self Study Mode - do the quiz at your own pace, to check your understanding.
- Classroom Mode - do the quiz synchronously with a classroom of students.
What is the highest Bloom's level supported by each teaching technique?
- Self Study Mode - do the quiz at your own pace, to check your understanding.
- Classroom Mode - do the quiz synchronously with a classroom of students.
What makes training effective and a good trainer?
- Self Study Mode - do the quiz at your own pace, to check your understanding.
- Classroom Mode - do the quiz synchronously with a classroom of students.
Reflect on Mazur's interview
- Self Study Mode - do the quiz at your own pace, to check your understanding.
- Classroom Mode - do the quiz synchronously with a classroom of students.
Reflect on your skills as a trainer
- Self Study Mode - do the quiz at your own pace, to check your understanding.
- Classroom Mode - do the quiz synchronously with a classroom of students.
References
- Felder, R. M., and R. Brent, 2009 Active learning: An introduction. ASQ higher education brief 2: 1–5.
- Ambrose, S. A., M. W. Bridges, M. DiPietro, M. C. Lovett, and M. K. Norman, 2010 How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
- Waldrop, M. M., 2015 Why we are teaching science wrong, and how to make it right. Nature News 523: 272.
- Weinstein, Y., M. Sumeracki, and O. Caviglioli, 2018 Understanding how we learn: A visual guide. Routledge.
- Wilson, G., 2019 Teaching Tech Together: How to Make your lessons work and build a teaching community around them. CRC Press.
- Via, A., P. M. Palagi, J. M. Lindvall, R. E. Tractenberg, T. K. Attwood et al., 2020 Course design: Considerations for trainers–a Professional Guide. F1000Research 9:
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Citing this Tutorial
-
Bérénice Batut , 2022 Training techniques to enhance learner participation and engagement (Galaxy Training Materials). https://training.galaxyproject.org/training-material/topics/teaching/tutorials/learner_participation_engagement/tutorial.html Online; accessed Thu Apr 03 2025
- Batut et al., 2018 Community-Driven Data Analysis Training for Biology Cell Systems 10.1016/j.cels.2018.05.012
Funding
These individuals or organisations provided funding support for the development of this resource
This project (2020-1-NL01-KA203-064717
) is funded with the support of the Erasmus+ programme of the European Union. Their funding has supported a large number of tutorials within the GTN across a wide array of topics.