Reblog of a worthwhile piece of work: "The 10 Biggest Breakthroughs in the Science of Learning"

When you think you have all the answers for training and instructing, something new is written or something old is rediscovered.  As we begin a new year perhaps we can take time to reflect on some fresh thinking about how we learn and teach.  Melanie Foster presents some interesting research

The 10 Biggest Breakthroughs in the Science of Learning | Online PhD Programs

Are you thinking of writing a new story in 2013?

As we approach a new year, many people will reflect on their current job or career and decide to pursue something new.  Perhaps it is out of boredom or a feeling that you have achieved all you can. Perhaps it is because you have been unemployed and see no prospects with your old skills.  Whatever the reason, this blogger has some good ideas for how to find the passion that might help you discover your future story.  

The Short but Powerful Guide to Finding Your Passion

The power of a story

When it comes to storytelling revealing a greater idea or lesson, I recently came across one that truly expanded my perspective on technology, creativity, and what it can do for people.   Aside from the obvious lesson of the story, it inspired me to plan on taking a class or workshop outdoors to project part of a lesson on the side of a building using a projector.  The story led me to consider whether the change in setting might increase learning and openness to ideas for some concepts or lesson.


You must watch to the end to understand the potential for creative learning technology. James Powderly. The Creators Project http://creat.rs/a8NEFR

Does it matter what learning medium we swim in?

When presenting information to learners using face-to-face and eLearning (blended) medium, or just eLearning, we often wonder whether it will work for everyone. We have all, at some time, heard someone say they cannot learn online, that they need a class of students.  Others prefer an eLearning setting where they do not have to interact face-to-face. So what do we know about how we learn and what works?

Authors Akkoyunlu and Soylu (2008) examined the use of blended learning and the subsequent student perspective as it related to their learning style.  Probably the most common understanding of learning styles shared by educators revolves around the notion that people learn primarily through visual, auditory, and tactile stimulation.  This theory has been expanded by many to describe learning styles.  For this study the authors used David Kolb’s learning style theory that suggests adults, when learning new information or skills, have an individual preference for the methods and process by which they learn. His three styles include Accommodators (tactile, experiential), Divergers (reflective, interpersonal), Assimilators (self-directed, curiosity drive) and Convergers (concrete, practical).  In this study students were identified through an assessment as being divided between Divergers and Assimilators.

To examine student perspective the authors designed a 50 item questionnaire.  The majority of items (35) were used to identify students’ reaction to the use and features of the blended model while 15 items provide the students’ overall views of the experience and environment. The authors also measured student achievement based on scores of assignments and exams, projects and other medium.

The study concluded that Divergers had a less favorable view of blended learning than Assimilators.  This is not surprising given that Kolb described this group as needing social interaction and shared learning more than Assimilators.  Blended learning does offer less socialization than face-to-face formats

The study did not reveal any significant differences in achievement.  Both learning styles succeeded on assignments and other measures

The final aspect of student perspective measured by the study was how frequently and actively students participated in discussions and activities in the blended course.  The results indicated that Assimilators were more active.  This is also supported by Kolb’s belief that Assimilators preferred engaging in debate and discussion more than Divergers  

A key suggestion that grew from the study was for instructors’ to recognize how their own teaching style may impact students’ achievement and experiences in a blended format.  This is crucial as evidence suggests that instructors tend to deliver courses from their own learning style perspective. We teach the way we learn.

Akkoyunlu, B., & Soylu, M. (2008). A Study of Student's Perceptions in a Blended Learning Environment Based on Different Learning Styles. Journal Of Educational Technology & Society, 11(1), 183-193.

Five great places to get ideas

Here are five of my favorite sites to help come up with new ideas, make use of a good story, make learning effective, and find material for your training and presentations.

Let this site browse and search for places you would never find.  stumbleupon
This page is a wonderful tool to help keep your thinking right  Logical Fallacies

For times we need a little more practical ideas  10-biggest-breakthroughs-in-the-science-of-learning/

A fun resource for presentation ideas and  embedded visuals footagefirm.com

I thoughtful perspective on storytelling   The Drawing Board

Thoughts on using Prezi

Prezi is becoming more popular than ever as people tire of Power Point and give it a try.  Many people ask me if there is training available or if I will train them how to us it.  While there is a tutorial on the Prezi website,  most people will learn by trial and error, much like they learned Power Point.  There is one Youtube video I found that was helpful. How to use Prezi video.

The one thing to remember is that Prezi, just like Power Point, is only as good as the creator.  It can easily become entertaining but not effective in promoting or aiding in learning. The rules are the same for any presentation tool.  You can use it to get attention before presenting an idea or task. Not a bad idea and Gagne would approve.
   
You can use Prezi to reveal your learning objectives. If you do be brief and "frame" each objective by itself. They stand alone in your instructional design so don't group them together.  

Use Prezi to help learners recall what they already know.  You can use pictures and video along with text very effectively in Prezi, and use "paths' to link back to objectives.

Now is when Prezi needs to be in the background.  As you and the learner begin the process of learning, keep Prezi on standby to illustrate a key idea or image.   Prezi, like Power Point does not teach. It is a tool. 

As the learning progresses, you can turn to Prezi to follow a path through layers of ideas and steps.  This is where it can be a visually stimulating way to connect learners with objectives  

Finally, Prezi is valuable as a tool to help retain and transfer learning. It is easily made available to learners to review and return to in the future.  It can even be downloaded to stand alone on a USB drive or mobile device.   

Have fun using Prezi.

Designing your training

There are many, many, many approaches to training design used by trainers and instructional designers. This is not to replace those ideas but offer a broad view of how to think about your approach before you begin.

First, determine how you can map the training into a modular format that makes sense in terms of your objectives, planned exercises and activities, available technology for communication, feedback, and assessment.  Take a broad view.  By mapping a training session into modules with specific but associated elements, rather than simple objectives, you can develop a better picture of what pieces would work best with what delivery methods.

Next, identify which elements require social interaction and which can stand alone as independent activities. Where will you want people working together and where alone?  Within each module, categorize each element accordingly.  At this point, consider what delivery method would be most appropriate for each objective and associated activities and exercises. In recognition of the varied preferences adults have for how they learn something new (Kolb's Learning Style) select a variety of methods for each content and topic area.  For example, to introduce the issue of discrimination in hiring you might show a link to a news broadcast in Texas on a case, handout a written story on the same case, and have students share their views in a backchannel tool like twitter or todaysmeet.com as you watch and read.  From there you can drive an educate, open debate on the topic.

For each module and objective, choose the on-going, in-process (formative) and final achievement (summative) assessment methods you will use.  Depending on the nature of the objectives (Blooms taxonomy ), determine whether the assessment requires your observation and participation (role play, presentation of arguments, etc) or whether it could be student directed (reflective exam, peer evaluation) Subsequently choose the proper form and create the assessment.

Finally, reflect on the overall training and where you might expect students to encounter obstacles to learning, either internal or external. Where might technology be an issue (slow devices or connections, lack of tools)?  Where might students be unprepared or unskilled in using technology (using twitter or texting)?  What concepts might be too complex for some students and require one-on-one time to explain?  What topics might be so dull that students might struggle with motivation?  At what points might you need to incorporate more stimulating practices and a lighter format to keep students engaged?  For each possible obstacle, plan a response or pro-active strategy. 

More about storytelling

There is an upcoming opportunity to learn more about using stories in presentations and learning events in the Atlanta area. It will be a worthwhile night. Join Kelly Vandever for: Connecting the Dots Through Story: How to Find and Develop Stories to Make Your Training Stick

http://www.astdatlanta.org/Events

Storytelling and Talking Frogs - post-session transfer of learning

Storytelling and Talking Frogs PowerPoint

I thoroughly enjoyed the day at the ASTD Atlanta ACE2012 Conference and Expo, August 20th 2012.  Met some interesting and gracious people. Enjoyed some fine sessions and walked way with good ideas, good connections, and good feelings.

In particular I appreciated the help and support of a few people in my session, Storytelling and Talking Frogs.  Kelly McMichael was with me from the beginning and delivered a great segment to demonstrate the power of a great story.  Clare, Holly, Andy, Ray, Laurie, all accepted my request for improve acting, storytelling, and comedy.  Incredibly brave and they came through better than I could hope for.

When we present our message, in an interview, a staff meeting, a training session, or a formal presentation, the process is the same.  We set the mood for the message, we create the story and let it unfold, and we create a call to action. We use theater, storytelling, and hypnotic suggestion to create the ideal learning opportunity - because when we present our message we want to change actions, behavior, hearts and minds And if we believe in the message we are morally obligated to do the best we can.

This is the PowerPoint presentation I used. All the embeds may not run when you open it.

Storytelling and Talking Frogs PowerPoint

Post session handout from Story telling and Talking Frogs

Post session handout from Story telling and Talking Frogs presented at ASTD Atlanta ACE2012 Conference and Expo, August 20, 2012

Post-session handout from Storytelling and Talking Frogs

This is one session being presented at the ASTD Atlanta ACE2012 conference, August 20th.  Join us! Still time to register at: ASTD Atlanta Register Here

Keep stories fresh

Storytelling has become a more common topic for presenters and trainers in recent years. The idea of using stories as dynamic learning tools, and motivational vehicles is accepted by most educators and learning professionals.  Not so well known is how to use storytelling with social media.  How do you use storytelling in your blog, Facebook page, twitter feed, or web page? It is not a simple matter of posting information.  You need to consider the story you are telling and how each post and tweet connect to and relate back to previous "chapters".  The more your story resonates with readers the more they are likely to come back, use your service or product, and in the case of elearning, the more they will retain what they learn.  Here is one take on the topic.

Storytelling. Keep it fresh. Prendismo: Charleen Heidt - Using Social Media To Tell A Story

Using Social Media to Tell a Story

There will be more discussion of how to tell stories on social media in the future. 

Infographic

Pre-session handout - Story telling and Talking Frogs

Before you attend Storytelling and Talking Frogs at the ASTD Atlanta ACE2012 conference,  take a look at this copy of the pre-session handout we will be working with during the session.  Get a head start with your transfer-of-learning.  Reflect on the questions and be ready to learn more. 

First 60 seconds have the most impact

              

What do you do in the first 60 seconds of your presentation, training, interview, report, or briefing, to generate excitement, create anticipation, and find the motivation of your audience?

What does YOUR body language tell your audience? Do you know who your character is?

Before you make an important statement that you want people to hear, what do you do?

Who do you talk to in a room when you deliver material? 

Do you know what your voice sounds like? Do you capitalize on sounds?

The Story

              

Do you plan your story every time you speak to others? Do you answer questions the audience might want to know? 

Do you know how much time you spend talking and asking compared to your pauses?

What are your favorite stories to use in presenting? Are they yours?

Can you tell great jokes to keep your audience interested?

Are you always, always, always ready with an alternative plan?

Too short? Too long? Are you prepared for the unexpected? 

Last 60 seconds have most impact

What do you do to create a lasting image and re-motivate participants?

Do you often trail off, use trite phrases, and leave the audience to draw its own conclusions?

How well do you use undeniable truths, reverse links, and silence?

Working With Collaborative Groups: Know Yourself

New article published on Ezine.
http://bit.ly/MOUZGW

Letting Learners Lead

I just finished facilitating a class for a group of students in a graduate program with Central Michigan University. I had designed a final assessment that required them to write, in a research style paper, what they had discovered over the course of the class. It was a flexible assignment but did require them to write with academic discipline and satisfy a rubric I would use to evaluate their paper.  Somewhere mid-week, something happened to change that.

One student asked me if they could do something else to demonstrate what they had learned, besides a paper.  They reminded me that I had been teaching them about being a self-directed learner and how the education system stifles creativity, leaving many adults with little innovative energy. Being one who encourages students to challenge me and question the way we always do things, I thought, why not.  Let the student take the lead on their own final assessment.  The only stipulation I added was that they provide me with a rubric or tool to help me be objective in evaluating how well they demonstrated learning.

Here is what they produced:  Two extensive crossword puzzles; a jeopardy game; a slide show that used images to trigger the viewer to identify theories and concepts; a movie.  Other student opted for the paper but I was impressed with the novel ideas and they truly demonstrated each student’s learning.

Amazing things happen when you let the student lead.    

Workplace Learning Special – Atlanta Conference and Expo Preview: Align, Connect and Engage

Interview with myself, Sarah Glibert, and Leigh Anne Lankford about the upcoming ASTD Atlanta conference
Workplace Learning Special – Atlanta Conference and Expo Preview: Align, Connect and Engage

Getting the most out of a professional conference

What should I do to get the most out of the conference?

Dress professionally

Bring a friend or colleague

Read all you can about the presenters and sessions.  Go to their websites and blogs

Choose one session that you would not normally be interested in

Sit with people you do not know

Sit in a front seat for each session and be there early

Have a 30 second introduction of yourself.  Focus on two important things you do in your job.

Introduce yourself to anyone sitting next to you behind you and in front of you and ask them planned questions:

What brought you to the conference?

(and/or) What made you choose this session?

What have you enjoyed the most so far?

What do you do? (followed by) What is the most interesting part of your job?

Then and only then ask if you can connect with them on Linkedin (ask for a card or have them write their name on the back of yours) and give them a card.

Video clips for learning

New to technology?  Want to learn quickly about podcasts, blogs, RSS and more?  Trainers needing video clips new ideas?  Nice site to help out. Commoncraft

Calling all writers

For you aspiring writers who think you cannot get published or read, try this out.  It's a place for you to practice your trade without dear of failure. If you are a professional in education, learning, instructional design, you need a place to show your skill and tell your story. It's called Hubpages   http://bit.ly/Ke3Tvb

Maintaining Focus in Groups

There is little chance for people to get together as long as most of us want to be in the front of the bus, the back of the church, and the middle of the road” (Braude’s Treasury of Wit and Humor). How to bring individuals together in organizational groups, and expect positive outcomes, is a question whose answer lies as much in the mystery of human nature as with the science of group dynamics.  One promising approach to successful group facilitation is to act as a lens, continually refocusing the group on its origin, its development, and its hopes. It calls for facilitators to recognize the uniqueness of a group’s structure, to help the group focus on itself and its purpose, and to use leadership and facilitation skills to add credibility to the facilitator.

1. A Philosophy of Group Structure

The larger the group the less effective the outcome. If you can control the size of the group, do it. Over fifteen people are difficult to keep focused. Two, three, or five is a good size for resolving detailed technical problems, but such a small group may lack the broad base needed to produce outcomes likely to gain the consensus of the larger organization. Seven to fifteen seems to stimulate the necessary creativity. I attended one meeting where more than 30 people with diverse backgrounds attempted to prioritize a list of problems. Because the group couldn’t reach consensus, the formal leaders had to make final decisions on almost every item. The outcome was so poor they held another meeting within a month, this time with 16 people. In part because of the smaller group, they produced a better product and achieved consensus.

2. Oil and water don’t mix.

Understanding group members, their backgrounds, education, and authority are factors to consider when determining the final size of the group. Avoiding known personality conflicts and obvious differences in knowledge levels can go a long way toward helping the group remain focused on issues and problem solving rather than personal disputes on expertise. When I facilitated a meeting of logistical experts, I failed to recognize a known personality conflict between two authority figures. Members of the group aligned themselves with one or the other. The group’s purpose became blurred and they failed to achieve any of their objectives. The problem may have been prevented by selective invitation or by holding a one-on-one meeting of the two parties before the meeting, to establish ground rules for a truce.

3. Use a wide-angle lens.

Setting an agenda is often the first step for many facilitators. It is often the first misstep. True, groups may seem to wander at first, but it is part of the process of taking ownership of the meeting and its objectives. Set an agenda if the group’s purpose is focused in a narrow beam, such as deciding on loan applications. In most cases, however, agendas appear to be attempts to gain control and can meet with resistance. I watched a Quality Improvement Team facilitator discover the drawback of agendizing a group. He insisted on strict compliance with the agenda and QIT process, frustrating the group to the point that they went out of their way to deviate from the norm. The agenda stifled creativity. What should have taken two months took six, resulting in a complicated solution that was rejected outright. Some members lost faith in the quality improvement process. If you want to focus on an agenda, use a wide angle lens. Make the agenda broad and loose to help maintain focus, not restrict vision.

4. Real men don’t eat quiche.

Defining the group’s social culture is also important. This is commonly done in early stages as the group attempts to identify its task. Edgar Schein explained the dilemma confronting a group in an article entitled “Organizational Culture,” in American Psychologist. He wrote that the group must decide if it will be “...self-destructive and reconstructing versus self-enhancing.” Will the group members be expected to change, set aside, or destroy personal behaviors? Or will they be encouraged to cultivate personal differences? Reconstructing works for high task groups such as the military, where common culture and norms are important. Self- enhancing suits creative groups that require an open flow of ideas, where members can assume the core culture but retain their own norms. In all cases the group must decide its social purpose. Group structure is the complex but important first step for a facilitator to recognize and try to influence. As-with a camera, choose the long lens and all your pictures will be out of focus.

Great example of the power of a story

Great example of the power of a story

Reflecting to Avoid Mistakes

Overcome the mistakes Learning and Development professionals make.

I try to remain sensitive to how well I am managing myself as a Learning and Development professional.  It is easy to become complacent when we are busy with projects or our jobs seem secure and we are having success.  But that can be the best time to stop and reflect on where we are on our timeline and how well we are truly serving ourselves and others.  I have used this self assessment exercise before and it still works.

   

Rate yourself in the following areas

1 -poor       3 -fair      5-excellent

How well do you adequately define your unique qualities in terms of capabilities and credibility in blogs, Linkedin, or sites with professional profiles? 

How well have you precisely defined who prospective clients are, both internal and external? Key Decision Makers (KDM)?  Key Decision Influencers (KDI)?

How well do you market services and products?

How well do you focus on relationships marketing?

How well do you create and maintain successful relationships with KDMs and KDIs?

How well are you perceived as an authority in the field?  Here’s how:

·      Write!  Start with small articles for monthly newsletters for local professional groups.  Send copies of published work to other organizations.  Put articles together for publication in national journals or magazines. 

·      Speak!  Speak at local professional groups and conferences. 

·      Get involved!   Join professional organizations such as SHRM, ASTD, and ISPI.  Become an officer or get involved in activities.

How well do you write winning proposals. 

·       Build rapport with internal and external clients

·       Understand client objectives and budgets

·       Define the scope of the work.  A major cause of client dissatisfaction.  Be precise about the scope and terms of the assignment and commit it to paper.

·       Cover all work performed with an agreement.  Document the scope of work, schedules, and deliverables.

Remember to restrict available time to 50% or less on any one client.  More than this takes away flexibility to adapt to current and new clients.

Try to devote 15% of time to marketing all the time. Even if you only work inside your organization, you need to market yourself.

Always give special treatment to old clients.   Return phone calls, visit them, etc…

Finally, review your values and principles from time to time.  Are they still real?  Do you consider them in all that you do?  If you do not have any, here are some I have lived by

Be myself, sincere and truthful - No one likes to hire some who appears anxious

Respect the value of each person - Listen and consider carefully

Analyze the gaps - Look for larger problems, not symptoms

Understand the limits of my ability to change others - Don’t oversell myself

Have a plan - Change takes time

Change the people processes before you change the business processes

Set priorities and have only a few at one time

Laugh at the ridiculous