It's gospel that adults want to be actively involved in their own learning. The problem is identifying activities that actively engage learners. This column describe a method I've used with audiences ranging in size up to 350, a method that has people active within a minute of the session's start, and that both sets the stage for other active learning activities (e.g., programmed lecture, as I explained in my first column in MM's July/August issue) and makes learners responsible for the ...

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