Albert Koffi Holali AdamaviTraining 100+ teachers on Brightspace and edtech
Formal training sessions, online and in person, on how to do tasks in Brightspace, Kahoot, Mentimeter and SharePoint, with advice on using edtech to give students a better experience. Each training runs from needs analysis to follow-up.
- Role
- Trainer and adviser, from needs analysis to follow-up
- Audience
- Teachers at Collège Boréal
- Format
- Online sessions and in-person workshops
- Results
- 100+ teachers trained (from registration lists), 94% satisfaction (after-training survey)
Sessions, video guides and resources are proprietary to the college, so none are shown here. The flow below illustrates how I run a training from start to finish. It is not a recording or a screenshot.
How I run a training, from start to finish
The six stages behind my trainings. Select a stage to read what I do.
Needs analysis
Past feedback, follow-ups, support tickets and short interviews, plus a profile of the teachers, show what they need to do and what stops them.
Preparation
I set the goal, choose the tools and prepare the platform or room and the materials.
Design
Accessible visuals, learner-centred activities and scaffolding resources, a prototype of the first activity, plus a practice course I create for the session and register teachers in.
Delivery
A live demo, then teachers do the task themselves in the practice course, with help, online or in person.
Evaluation
A short survey right after each session, based on Kirkpatrick’s training evaluation principles, plus short interviews. I adjust the next session from the results.
Follow-up
Step-by-step video guides, channels for questions or help, and troubleshooting and regular check-ins on whether teachers use what they learned.
My role
I run formal training sessions for teachers, online and in person as workshops. Teachers learn how to use Brightspace, Kahoot, Mentimeter and SharePoint, and how to do real tasks in them. I also advise them on using educational technology to give their students a better experience. I do not just present the tool. For each session I create a course and register the teachers in it, so they practise what they learn and get the real experience. I own the whole cycle: needs analysis, preparation, design, delivery, evaluation and follow-up.
The design challenge
Teachers arrive with different confidence and little time. A session has to leave them able to do a task on their own, and the learning has to last after the session ends. That is why the design includes scaffolding resources and follow-up, not just the live session.
How I worked, step by step (ADDIE)
These stages follow the ADDIE design process (Analyze, Design, Develop, Implement, Evaluate), with follow-up added.
- 1
Needs analysis
I start from evidence, not guesses: feedback from previous trainings, follow-ups, support tickets and short interviews. I profile the teachers, their confidence, their time and the tasks they need to do with each tool, and I identify what usually stops them. This sets the session’s goal and level of interactivity.
- 2
Preparation
I set a measurable goal for each session, choose the tools and prepare the materials and the room or online space.
- 3
Design
I design visuals, learner-centred activities and scaffolding resources around one task at a time, with accessible materials and no extraneous cognitive load. I build a practice course in the tool and register the teachers in it. I prototype the first activity and adjust it before building the rest.
- 4
Delivery
I run the session online or as an in-person workshop. After a live demo, teachers practise in the course I created, so they experience the tool, not just a presentation.
- 5
Evaluation
Right after each session, teachers answer a short survey based on Kirkpatrick’s training evaluation principles, and short interviews add detail. I analyze the results and adjust the next session.
- 6
Follow-up
I share scaffolding resources that support behaviour change, including step-by-step video guides teachers can watch after the workshop and whenever they need them. I open channels where teachers can ask questions or get help, troubleshoot, and check in regularly to see whether they are using what they learned.
Frameworks in this course
Experiential learning
Teachers practise in a real course I create for the session, so they experience the tool itself. A presentation alone would not give them that.
Kirkpatrick’s model
The survey measures reaction. Follow-ups check behaviour: are teachers using what they learned? Both shape the next session.
Scaffolding
Step-by-step video guides support teachers from first attempt to independent use, at the moment they need them, which is how a session turns into a changed habit.
Adult learning theory
Sessions are practical, relevant to the teacher’s own course and self-directed.
Socio-constructivism
In workshops, teachers learn from each other by comparing how they would use a tool in their own courses.
Cognitive load and Mayer’s principles
One task at a time, with short, signaled resources and visuals in place of dense text, so teachers’ effort goes to the task and not to decoding the material.
What teachers said
Teachers answer a short survey after each session. Kirkpatrick’s model judges training on four levels: reaction, learning, behaviour and results. Comments are anonymous and in French. The English lines are my translations.
« Excellent formateur et excellentes mises en situation »« Albert était à l’écoute et a bien répondu à mes questions »« j’ai plus de confiance dans mes connaissances de Brightspace »« Je me sens plus confortable avec « travaux » dans Brightspace »Where teachers asked for more
Praise tells me what to keep. These comments tell me what to change.
- Less time on introductionsIn one session, round-table introductions took about 25 minutes. Teachers wanted that time for Brightspace. What I changed: participants now introduce themselves in the chat, within 5 minutes.
- A stronger openingOne participant felt the first 5 to 10 minutes could have been more engaging.
- More practice time, and fewer technical problemsTechnical difficulties limited practice with creating, submitting and grading assignments in one session. Others asked for more time or a slower pace.
In a workplace setting
Training teachers on a tool and changing their habits is the same job as rolling out a new system or process to employees: needs analysis, hands-on practice, follow-up, and evaluation across Kirkpatrick’s four levels.
What this project shows
- I give teachers a real practice environment, so they experience the tool instead of watching a presentation.
- I run a training end to end, from needs analysis to follow-up.
- I plan for behaviour change, not just attendance: step-by-step video guides teachers can use on demand, support channels and regular check-ins.
- I evaluate every training, read the critical comments as closely as the praise, and act on them. 94% satisfaction across all sessions.
Next case study
Phishing awareness course: design document
Hiring for a training role, or need a course built?
Hiring
I’m open to instructional design and training specialist roles, in French and English. Send me a note, or start with my résumé.
Work with me
I design accessible, interactive online courses in Articulate Rise, Storyline, Brightspace and H5P, and I train teachers on Brightspace, SharePoint and Snagit. Tell me who the learners are and what they need to do.