CARTA principles of
remote training delivery

Remote training program creators may guide themselves by the following principles:

#1 Focus on participant

The state of openness to the course participants’ needs is essential to the learning process. The course participants are responsible for their own educational progress, but is the responsibility of the trainer, the sponsors of the learning initiatives, and the fellow co-trainees to assure the environment where any participant benefits from openness, knowledge transfer and skill growth. Whenever you put the participant in the center of the experience you have a great chance of achieving openness to learning.

#2 Positive mood/ low tension

Reduced psychological tension yields learning opportunities. To promote states of low tension it is important for the course participants to get to know one another as well as their trainer and relate to the subject matter in a productive way.

#3 Compensation principle

When kinesthetic elements are few or absent, they will be compensated by audio and visual elements (for experience extension and amplification).

#4 Interchangeability

Beyond the specifics of each kind of content there is a set of reusable activities that can be included in various online courses after being minimally adapted, and the designers of learning activities will invest time and creativity to conceive them in generic and reusable forms.

#5 Content minimization

The remote delivery of courses needs the content transmitted in “presentation” format to be minimized and the content to be converted for usage in practical activities, which must represent 65-75%, if not more, of the total duration of a course. Content minimization constitutes the first step in turning traditional content into remotely deliverable content.

#6 Individual engagement

To compensate for the participants’ eventual reserved attitude, which naturally narrows their engagement, the trainer will allot time to involve each of them in course activities.

#7 Tolerance

Although we encourage trainers and course participants to interact freely, we understand that one or more participants may impose personal limits to interaction with the others (i.e., in terms of privacy and public exposure). Trainers should be open to the unfolding of training activities even in the situations in which course participants wish to have minimal visual interaction (e.g., if webcams are turned off). We accept and respect the occurrence of these cases.

#8 Complete content

The content created by the participants can be disseminated through a variety of software tools. This content is complete only when the results of the participants’ activities are readily available for consultation.

#9 Value realization

Only seldom will the participants spontaneously understand the value received through the remote training course. The session trainer must set up activities that enhance the understanding of this value among all the participants. Debriefing activities support this principle. (For instance: how is this course going to help me? What are its valuable components in my view? How do I prioritize my preferences?)

#10 Structured process

The usage of a structured delivery process yields results that are significantly better than those mediated by the trainer’s charisma. It is easier to learn by following a clear method than by immersion in an environment imbued with the trainer’s personality.

#11 Support for others

Each participant influences the others’ learning experiences, whether he or she is aware of it or not.