1. Ambassador Corps
Webinar on the TBUSA Workshop: “Discovering TimeBanking – an Introductory Workshop”
Part I

2. The Agenda
Getting Started: Who’s Here? Hello’s, Setting up a “Round Table,” (10 minutes)
Agenda (2 minutes)
Webinar Objectives (2 minutes) + Clarifications/Expectations (4 minutes)
Introduction to the elements of the TBUSA Workshop: “Discovering TimeBanking – A First Introduction” (7 minutes)
Adult Learning Principles (20 minutes)
Getting ready for the Webinar Part II – 3 steps: (7 minutes)
Review Assignment for Part II (3 minutes)
Schedule Webinar Part II and Close out (5 minutes)

3. Webinar Objectives Webinar Part I Objectives
Review the elements of the Discovering TimeBanking introductory workshop
Consider the role of Adult Learning Principles in holding a successful presentation
Review four Adult Learning Principles
Reflect on how those principles were applied in the webinar
Prepare for Part II of the Webinar
Webinar Part II Objectives
Review each of the elements of the Discovering TimeBanking Introductory workshop, applying the Adult Learning Principles you reviewed in Part I
Consider how you could apply/adapt the elements for different situations

4. “Discovering TimeBanking: A First Introductory Workshop”
The Workshop -- Step by Step
Hellos, Presenter Introductions Plus The Main Purpose of the Workshop: You’re Here To Learn About TimeBanking: Includes a sentence on what TimeBanking is and A short description of its scope in the US and Worldwide
Introductions: Fit to size of group
Agenda
What is a TimeBank? Plus: What is a Time Credit, Where are TimeBanks used? (Takes the explanation deeper, gives some specific examples of TimeBanks)
The TimeBank Game: Simulating some simple TimeBank exchanges + TB Core Principles
TimeBank Cartoon: Shows that there are individual, group, organization exchanges
TimeBank Video: Look out for individual, group, organization exchanges – then review after
What might TimeBanking do for your group/community/ organization? Include examples from network
Questions, Thank You, and Close

5. Adult Learning Principles
Question:
Take a moment to recall a workshop or class or instructor that you took as an adult and really found powerful – Either as a participant or as a facilitator
Consider: What made it work?

6. Participant Input: Responses to the Question
Q: What have you personally experienced as being powerful in learning situations?
Opportunities for active participation
Break-out sessions that opened the door to team-building
A sense of safety
Break-out time where we applied the concepts and got down to work
“Stories that stick” and provide powerful illustrations
A combination of 1. visuals 2. verbal 3. the principles and ethics that underlie what I’m learning
Accepting people for who they are, so that diversity becomes a value in its own right
Being clear about who’s responsible for the learning: everyone in the room! It’s both a group and an individual responsibility.

7. Two Teaching Basics Plus Four Key Adult Learning Principles
Learner Centered
Oriented to doing/doing instead of listening/ knowing about
Four Key Adult Learning Principles*
Readiness – what do the learners need and want?
Prior experience – what do the learners bring that’s relevant and useful?
Autonomy – how can the learners be contributors and decision-makers in the process?
Action/Experiential – how can they take action asap?
(From “Telling Ain’t Training” by Harold Stolovitch and Erica Keeps:

8. Participant Input: An Important Question Was Raised…
This question was raised by a member of the group and led to a rich and enlightening discussion:
Q: As a presenter/facilitator, how do you reach your goals for the training if participants take a strong role in determining the shape of the learning situation? Isn’t there a contradiction there?
Among the responses from the group were these:
Learning is never a one-time event – it’s a series of steps.
Learning situations are never a one-way event. What can be achieved in a single session is shaped as much by the readiness of the participants as it is by the skills of the facilitator.
We differ in how we learn. For instance: 1. Action, 2. Generalizing, 3. Reflection are three ways of learning – and individuals tend to prefer one over the other two. By involving the participants, the facilitator increases the chances of creating the varied learning experiences that members of the group will need.
An illustrative story about two children learning to swing on a rubber tire. One jumped on immediately. The other one first watched, and watched, and watched.
Please feel free to add any additional responses that you recall or would simply like to add!

9. Getting Ready for Part II
Assignment: Prepare for Part II
Review the Workshop Elements
Review the materials provided
Plan to make a practice presentation
Try it out with a friend (or, even better, with a small group of friends)
What do you like/ What feels awkward?
Can you see applying the adult learning principles?

10. Review, Evaluation and Close
Review how the principles were used in the webinar
What worked? What could work better?
Schedule Part II
Thank You’s
Close