During this unsettling time when we are advised to self-isolate because of coronavirus, many dog training professionals are exploring ways to continue business as usual in an effort to serve their clients and to maintain income. Taking your training classes online is one way to achieve this.

While the current priority is to fill in a gap until work life returns to normal, think of this as an opportunity to develop new lines of business and materials that will support your work well into the future. 

This resource is intended as a sweep through a few key considerations as you design and implement your first online course. The goal is to get you up and running quickly. Down the road, you may wish to invest more energy into developing a robust online learning component of your business. For now, let’s just get started!

Initial Steps

There are endless configurations for how you might go about implementing your course. First and foremost, the models and strategies you choose should be driven by the needs of the learners and the nature of the topics and objectives. It can be tempting to tell your students everything you know, but deeper learning happens when they are actively engaged in the learning process. 

Dog training classes would typically use one or all of these three instructional models:

Direct 

Is the focus on developing skills? Are you providing step-by-step instructions to achieve a specific outcome? Then you are probably going to lean toward direct instruction. 

Examples of methods in this category include teacher-led presentations, written instructions, and demonstrations. 

Indirect

Is the focus on exploring concepts and encouraging critical thinking? Then more indirect approaches can help your students to make connections and problem-solve.

Examples of indirect activities are quizzes, matching exercises, analysis of content (videos, documents, etc), and creation of training plans. 

Experiential

Will your students benefit from doing different exercises, and reflecting on their own performance and progress? Experiential learning is a process of developing knowledge and skills through direct experience. No doubt all dog training classes aim to achieve this. However, true experiential learning takes the doing a step further; as instructors we need to foster ways for learners to identify needed changes in their own skills and understanding.  

Experiential learning activities includes anything learner driven and hands-on. For example, following a demonstration of training a dog a new behaviour, you might ask your students to create a video of themselves following the same steps. This can be followed by self-reflection and peer or instructor feedback. 

Before we move on

There are additional instructional models that focus on independent study and collaboration. As there is considerable overlap with the three listed above, they are not elaborated on here.  

Creating your design and content

Keep it simple

Online course design work is never finished. You will always be improving the materials and format of your course. In light of that, do what you can now so you can move more quickly to continuing your dog training services.

In the early days of online teaching the focus was on organization and structure because there simply weren’t a lot of tools available. Nowadays, there is no shortage of ideas and tools! It is easy to be attracted to the bells and whistles and lose sight of our original instructional goals and learning outcomes. Stick to tools that are familiar to you or easy and quick to learn, and if a tool doesn’t fit your goals, put it aside. 

Be mindful of the amount of time you spend on making your content look polished. For example, when creating PowerPoint slides or websites, it’s easy to spend more time selecting a colour scheme and layout than it is actually creating meaningful content. 

Be inclusive

Use tools that your clients will likely be able to use easily.

While platforms like Facebook may offer quick and easy solutions for you, keep in mind that not all clients are also familiar with, or interested in using, this platform. If step one is to ask a client to create a Facebook account, then abandon that choice. It is simply too much to ask. 

Don’t underestimate the benefits of simple email communication! It is accessible and, used well, it can be very effective. 

Many free content hosting, learning management, and communication platforms provide exactly what you need to ensure everyone can participate. See the resource section below for links to these tools.

Remember online is different

It is impossible to replicate the classroom experience. This means you need to rethink design and format, and sort through different scenarios of how you will accomplish your course goals.

For example, in the classroom you may be able to speak passionately about your dog training experiences and hold attention for a long period of time, but keep in mind that in that venue you are communicating with more than your voice and can also receive clear signals from your learners about their level of interest.

You will also need to consider that communication is not always immediate. This is not necessarily a bad thing! It allows more time for thoughtful and organized questions and responses.

Provide easy access to content 

Avoid sending content as email attachments. Hosted content respects the individuals on the receiving end who might have challenges downloading and viewing materials sent through email. There are many free online services that store your content: Google Docs, YouTube, Dropbox, WordPress, Wix, to name a few.

Even with hosted content you need to consider the format and file size of any materials you intend for clients for download. Most students will be able to read on the web or download a PDF. Other less common file formats should be reconsidered. Ideally, your hosted materials have options for both viewing online AND downloading. 

Organize your content using standardized headings, file names, and structures. Avoid publishing the same information in a different places. This what the Web is designed for – linking! This consistency and streamlining will make it easier for students to find and revisit content.

Keep the course manageable 

Determine how much of your interactions with your students need to be scheduled (real time) and what can be done through asynchronous (anytime) communication. You may be surprised at how little really needs to be scheduled.

Chunk your content into small, manageable pieces, and keep it on topic. For example, a 3-minute instructional video is more likely to be watched to the end than an 20-minute video.

Consider the learning curve for your students. It takes time to learn and navigate a new learning environment, and to create their own content such as videos of their training sessions.

Delivery

Create a rhythm and flow

Plan activities and your communication around a schedule. For example, consider a Sunday “Get ready for…” sneak preview of the week, or a short weekly recap video. Use your imagination and keep it the same each week. The more we build anticipation in our courses the stronger the engagement. 

Communicate clearly

It takes time to craft your communication so that it is clear and concise. Students may not realize the effort you take, but they sure will appreciate it. Some quick tips:

• Use headings to chunk the information
• If you mention a resource available on the Web, LINK to it rather than explain how to find it. (Starting out you might include navigation tips, but fade these out over time for the sake of brevity.)
• Keep your writing crisp and concise
• Use bullet points instead of long paragraphs
• Use visuals to convey information quickly
• Any important details that students might need to revisit, such as due dates, should be in written text (not video!)

Manage time well

While there is a place for one-to-one communication with individual students, this is simply not scalable in an online course. You will soon run out of time if you try to respond to questions and provide feedback to each student. Instead, consider that all students will benefit from hearing the questions and answers that emerge throughout the course.  

Publish a frequently asked questions (FAQ) page that you can add to over time and re-use in future courses.

Build a database of “canned” responses over time to avoid re-writing the same information. 

Depending on your strengths and skills, it can be less time-consuming to create short videos than to write everything out (However, consider your students’ time as well.)

Make good use of any scheduled time with your students. If you plan to lecture, consider recording that and instead use “real time” for discussions and other activities. 

Always create content with the idea it can be reused in future courses. 

Be yourself!

Just as with in-person classes, the more you appear relaxed, use humour, and admit to your shortcomings, the more likely your students will feel comfortable in their participation. 

Having said that, it’s possible to inject too much of yourself into the course. For example, turning the camera on yourself is a great way to be present and establish a connection with your learners. However, there is no need for your learners to watch you during an entire lecture. Give them speaking points and visuals instead!

Final comments

As mentioned, this resource only touches on some of the key considerations for designing and implementing your first online course. There’s much more to the process and it takes time and effort to create really effective learning experiences. You don’t need to do everything all at once! And remember, some of the most successful courses use very basic tools and simple designs.

Resources

As I was busy assembling a list of free, cloud-based tools to support dog trainers who would like to move their classes online, I came across this amazing crowd-sourced resource launched by Stephen Downes. Following my own advice not to duplicate information, I’ll consider merging my findings with this list!

Creating an Online Community, Class or Conference – Quick Tech Guide 

Earlier this month I participated in a Nose Work workshop in Kamloops facilitated by Ann Gunderson . It seemed like a perfect opportunity to observe the teaching part of the workshop while I learned about the topic. I had planned to bring Maxwell, but as it happened, I ended up participating without a dog because of the high temperatures, so that freed up some time and attention for taking notes.

About this Case Study

This case study is simply an account of a workshop event as a way to highlight practices that influence quality and participation. The purpose is to encourage reflection and discussion among dog trainers. As a participant in the workshop, the analysis reflects my own experience.

About the workshop

This was a full weekend of Nose Work workshops that included a choice of a morning or afternoon 4-hour session on Saturday, an evening presentation, and a 4-hour session on Sunday. I participated in the Saturday afternoon session. There were 8 working spots. It took place at Five Star Dog Training facility in downtown Kamloops.

Ann began the workshop by providing an overview of the steps to Scent Detection Training and introducing herself. We then moved into a series of sessions where each working team (handler and dog) took turns working through an exercise. This included odour games using scent placed in boxes, and a shell game and “stop & go” game using scent placed in plumbing fixtures.

Observation notes and analysis

Pre-workshop

Participants registered using an online form. They were asked to select from a list to indicate the dog’s Nose Work experience and trained odours, as well as any anticipated behaviour challenges that might come up during the workshop (e.g. dog reactive/aggressive, human reactive/aggressive, nervous of new places, nervous of flooring, nervous of loud sounds).
In addition, participants were asked to provide some background information about themselves and hopes for the workshop.

Collecting this information in advance of the workshop is helpful in a number of ways:

• Level of expertise in the room — How much time and detail should be devoted to the basics of the subject matter?
• Room set-up — Are there any special considerations for the working space, pathways to and from the working space, proximity to people and dogs, special etc?
• Pacing — Will some working teams require more time? How will this impact the depth and variety of workshop activities?

Preparation

The workshop space was set up in advance, with areas to designate the team working space, presentation and discussions, and dogs. Special consideration was given to the high temperatures.

It was not possible to crate dogs in vehicles. All dogs needed to be crated or contained in an xpen inside the facility. This is where pre-workshop information is very useful. It also emphasizes the need for a Plan B (and C) because there are factors we can’t control, like the weather. Special equipment was needed to provide a comfortable environment (e.g. shade cloths, door props and barriers)

Implementation

Ann began by introducing herself. This included her background working with dogs, the story about how she became interested in Nose Work, and what qualifies her for being there. Most importantly, she expressed her passion for the topic.

The importance of introductions are often overlooked in workshops. In fact, sometimes introductions are omitted completely. Never assume that participants already have this background information! It’s also very valuable as an instructor to situate yourself in the room — people want to know why you are there. Ideally the host of the workshop will handle part of the introductions, as this helps everyone to understand the roles of the individuals involved.

At the beginning of the workshop Ann emphasized that we learn through observation, and how important it is to watch ALL the dogs working. More than once during the afternoon she came back to the point about observation, how each dog is so different, and how behaviour changes in different environments so it’s important to stay tuned in. She pointed out those changes, often with a rhetorical question “Did you notice how Brighty was more engaged when we did x?” What is key here is how well Ann integrated the request for participants’ attention into the curriculum.

Ann used a whiteboard, especially during the first part of the workshop, to outline the foundational information, and plans for the day(s). She included visuals on the whiteboard to explain concepts, and referred back to them frequently. Ann also listed the dog/handler teams and running order.

The use of visuals (whiteboard in this case) seems like a simple idea, but it is not very common in dog training workshops, possibly because the venues don’t come equipped with the drawing
and presentation materials. Something as simple as listing the running order in a place where everybody can see it makes the changeover process much more efficient.

Ann emphasized key points, such as the importance of training in small steps, the pitfalls for taking big leaps, and that you simply need to work with the dog you have. She didn’t spend a great deal of time going into detail. Rather, she relied on questions from participants to fill in any gaps or clarify misunderstandings.

There is so always so much information that can be “covered” in a workshop. However, it is important to consider how much listening participants can do all at once. A format that solicits questions and input from participants might not ensure that all topics are addressed, but it is more likely to keep everyone engaged. Also when dogs are ready and waiting to participate, it is best to move on to working sessions.

Ann used several effective metaphors to explain the training and learning process: ladders for taking small steps and not leaping ahead, and training as a circle — rather than going backwards we are simply moving around the circle. She also told stories, sometimes drawing on her own teaching experiences.

Ann moved quickly into the phase of the workshop where handlers worked with their dogs, and all other participants were observers. She made use of what was going on in the room for distraction training. Also, Ann had clearly thought through the equipment needed to work with dogs safely. In this photograph, rather than work with a fearful dog directly, Ann is coaching Jan from behind a barrier as they work with Ben.

Before we began working with dogs, and each time we moved to a different activity Ann took the time to debrief, and to check in to see if there were any questions. Often Ann would share what she noticed about individual teams, remembering the details of the session and the name of the dog! Then, Ann would outline the next steps — the next activity, or if a break, what time to return. These are small but critical details! Also, Ann would align each activity, and observations with each dog, with the foundational information (e.g. steps to detection training and pathways of the brain).

Throughout the workshop, Ann moved around a lot, used humour, and was animated. She demonstrated actions as she was explaining them. However, she also sat and joined the circle for conversation and questions. This helped to bring people in closer, and listen. I noticed that as the chairs became more spread out, and dogs were working, participants did tend to multi-task. The seating arrangement is key to keeping everyone engaged, but this can be difficult to achieve when participants are also attending to their dogs and needing more space.

Post Workshop

Courtenay Watson from Five Star Dog Training, the organizer and host, followed up with email to thank participants and to provide links and further resources that were mentioned during the workshop.

Summary

Running a workshop requires attention to detail and the ability to think on your feet and adapt. It also takes practice to present material in an engaging way, and to adjust according to the level of expertise and energy in the room — and in this case, the heat! Hopefully these notes from Ann Gunderson’s workshop provide tips and areas for consideration in running your own workshop.

Julia Morton and I just launched a new Discussion Group in Facebook called Teaching Dog Trainers How to Teach People. The idea came about several months ago as we compared notes about our own experiences as participants in workshops and in client sessions with dog trainers.

We wondered how dog trainers learned the pedagogy of their discipline, which has some unique aspects to say the least. For example, it can be overwhelming to attend to the logistics of creating an optimal learning environment when there are also dogs involved, and owners who are still gaining the skills to manage them. Also, the general population is often brimming with ideas about how to train dogs, and most of their beliefs need need to do a 180. Not the easiest audience, at times.

Now more than ever we are connected with dog trainers through social media, and it’s hard not to notice that some trainers, while extremely knowledgeable about dogs, can sometimes be lacking in communication and people skills. This has been magnified in recent years as more trainers engage in Facebook discussions. There are so many missed opportunities in these discussions; with better communication skills, and with teaching as our goal, we can advance toward better care for all the animal companions of the world.

Research into available resources and events for dog trainers related to teaching people yielded very little. However, as we find and have a chance to review resources we’ll be adding them to our Scoop.it page dedicated to this topic. Also, any resources that are generated through our discussions will be curated. If you have any to add please leave a comment below or in the Facebook Group.

A brisk scan of dog training programs revealed that the development of instructional skills is often treated as a separate unit — content to be covered but not necessarily integrated and practiced during the program. This was revealing. Plus Julia and I noticed the teaching topic came up often in dog training forums, or more specifically, the need to learn more about how to teach.

So there it is. A forum devoted to teaching dog trainers how to teach people seemed timely, and it was a topic of interest that we felt we could contribute to and support. Combined we have heaps of background in learning theory, social media, facilitation, canine behaviour, training methods, and media and communication.

Who knows, maybe support for developing instructional and communication skills goes beyond helping individual dog trainers. Could improved instructional and communication skills be the catalyst for change? There are more positive reinforcement trainers than ever before, but are we effectively reaching the general public? Can we compete with popular media to move toward transformation? We won’t get too lofty with our goals…yet. It’s easy to get excited about the prospects though.

For now, here’s a description of the Teaching Dog Trainers How to Teach People group, and an open invitation to everyone who has in interest (In other words, you don’t have to be a dog trainer!):

As dog trainers we bring so much knowledge, experience, practice and skills to our work with clients. We see what our clients need to learn. We know what we need to teach. However, this is where our service as a dog trainer often falls short — the part about HOW to teach.

This group is for asking for, and giving, advice about how to teach caregivers.