Learning Design Questions. During a recent meeting with Jan Laurijssen of Kluwer and one of our clients, we discussed many ideas about learning design and how to move forward when implementing learning initiatives.
Part of that conversation was centered on the types of questions you should ask when approaching a potential learning issue. This blog entry is inspired by that conversation and outlines some good questions you can ask to get the ball rolling in the right direction. This is a non-exhaustive list of questions that can be useful to consider when people ask you to “deliver training” or “make some learning”. Some are more creative than others. You should not see this as a “list of things to ask” but inspiration for your consulting… They may help to ensure that you tackle the right issues in the right way (for the right reasons): Define the problem first It is important to begin with the end in mind and put first things first.
What are we trying to solve? Be sure learning is the answer Who needs to learn? StoryNexus. Dan Steer sur Twitter : "What @charlesjennings video on #702010 made us think today about #formal #learning initiatives cc @aerts_katrien. Ten Things I Believe About Workplace Learning. For nearly three years, I’ve been exploring social learning, informal learning, and the changing workplace.
My beliefs about workplace learning have evolved quite a bit over those years, partly by experimenting with new ideas and learning from the results, both positive and negative. I’ve also grown by narrating what I learn here, whether you call that learning out loud, working out loud, or showing my work. By describing my current thinking and sharing that publicly, I gain deeper understanding through many interactions with insightful people from around the world.
Some I know of and respect; many I’ve never met; and many I’ve been afforded the opportunity to meet because I follow this practice. I strongly believe my current understanding and knowledge wouldn’t be as rich without this critical knowledge management practice. What follows is a list of my top ten beliefs about adult learning in the workplace and the role of the Learning and Development (L&D) organization in it. Like this: Big data or Small Data. Using Big Data to improve learning, even with the Small Data we have today. Although the possibilities with Big Data for learning seem enormous, the probability of the everyday learning person achieving the Big Data dream seems small.
But the concept nonetheless pushes us to rethink our traditional approach to learning. Given the adoption of social-media tools around the world, the amount of data about people, their preferences and online behaviour never ceases to increase. IBM’s Chief Executive says “there will be 5,200 gigabytes of data for every human on the planet by 2020.” What we publish, like and share online helps marketeers, social scientists and others to personalise their offers (and sell you more stuff). Many ideas around Big Data for learning are centred on capturing data points concerning how formal learning happens, in order to improve that process. Although some organisations have started looking into Big Data, most do not have anything in place to capture the potential amount of data available.
Donald H. Ook prof. dr. Methods to Maximize Learning in the Classroom. The MindShift Guide to Digital Games and Learning. MindShift Guide to Digital Games and Learning How can games unlock a rich world of learning?
This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. The MindShift Guide to Digital Games and Learning [PDF] explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use. The MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the Joan Ganz Cooney Center at Sesame Workshop and the Games and Learning Publishing Council. Here's a preview of the table of contents: Introduction: Getting in the Game (Page 4) An overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play. What the Research Says About Gaming and Screen Time (Page 6) Much of the research around digital games and screen time is evolving.
UserGuide.pdf. Enhance Training and Other Formal Learning with Social Media. During my own ASTD Techknowledge session this year, I discussed various ways in which trainers and formal-learning facilitators can enhance their initiatives with social media.
The possibilities are endless and this post outlines tools that I find very useful, in addition to some best practices and other guidance. My PPT from the session can be found here on SlideShare… Why enhance your training (or other formal learning) with social media? Using SoMe in training should not be done because it can, or because its fashionable, although some of my clients ask to enhance their training for that very reason. Another interesting by-product for the trainer or organisation is the impact on Google SERP results – use of well-tagged social media applications can be good for marketing. Social media should be used in formal learning for the following reasons: Social media learning activities can bring value before, during and after classical formal organised “learning moment” Before training Good luck!
Ps. Katie Linendoll on using media skills for training and other learning. To round-off the ATD TK 2015 conference in Las Vegas, keynote speaker Katie Linendoll takes the stage.
Linendoll is a global technology consultant, speaker, writer and media personality who contributes regularly to TheToday Show and The Huffington Post. Linendoll says that her work in media can provide several tips for the learning professional, to help us to a better job of improving people. Here is what she has to say… Be a social chameleon This line comes from Red Bull, where Linendoll started her career in marketing and sales. Going around the country meeting lots of different people, her mission was to educate people on the drink, at a moment when no-one knew it.
If you want to connect to people, you need to “read the room” and adapt to people. Get trained yourself If you want to be an expert in your space, you need to be able to walk-the-talk. Comparing this to Robert Todd and Laura McBride’s session on the context conundrum, I was slightly critical of this point. @dan_steer. Daily DC Weather Report no5 - Sprokit on learning. Aaron Silvers and Megan Bowe on (the philosophy of) content wrangling.
ATD TK 2015, session TH304 is about content wrangling.
The word (wrangling) seems to fit the first speaker, Aaron Silvers. A very peaceful looking man, I can imagine him coming in to put order into the mess and bring everything together. As a learning designer, technologist and strategist, he has worked with the NFL, US departments of defence, homeland security and education …and plenty of others. His equally cool co-speaker Megan Bowe works at Knewton, is a principal at consultancy company “Making Better” and co-created the “Up to All of Us” community. Would you like to audit all the content in the organisation to know what is out there and to organise it better? If the answer is yes, you need to do a good job of content wrangling: Find what you have and make it usable for your people. Megan tells us the primary steps for getting your content in order: Silvers suggests that we take a lean approach to this work, focussing on what really matters: Where are our users? Thanks for reading! Vegas Videos 15.2 - Bianca Woods on Simulations and Video Games - ATDTK15 TH103.
How to convert your learning into story, step-by-step. Following a sweet true-story-based and lovely introduction from Aaron Stroud, his wife Katie takes the stage to tell us about story for learning during session W202 of ASTD2014.
She said that when she researched the topic herself, she found a lot of information about the importance of story and it’s benefits, but not much about how to actually go about developing a story for learning purposes. I’m glad to hear this, because I had the same experience. Of course, I have lots of little story-examples that I occasionally use to illustrate a point in training. They work well, people remember them and they can create some thought, humour and emotion.
But what I want from this session is to find out HOW to turn a process of learning activities into a thin-red line that can enhance the learning experience across the training… Katie started by telling her own rags to riches story * When listening, I was drawn to hear more and I started to like her more. Place it – where does the problem happen? Vegas Videos no6 - Chad Udell on the Amazing Possibilities. 21 Inspiring Quotes & Thoughts On Mobile Learning. Forms sells function. “Form follows function.”
Designers have said this for years. And in the learning world, it is equally true: The learning initiative or environment (form) must be shaped to achieve its goals (function). But the most successful product developers know another truth: “Form sells function”. The product can be designed to be perfectly functional, but if it doesn’t look beautiful, no-one will buy it. Case in point: Smart watches. What does this mean for the learning world? If you are working on a new approach to learning in your organisation, don’t forget that your buyer is not the learning geek who will immediately see the functionality of your new product.
To make things beautiful, we can learn from both the designer and the marketer. If you are starting the New Year full of functional learning resolutions, please don’t forget to put some beauty in the form. Thanks for reading @dan_steer Like this: Like Loading... Why Emotional Learning May Be As Important As The ABCs : NPR Ed. Thomas O'Donnell reads about Twiggle the Turtle to his kindergartners at Matthew Henson Elementary School in Baltimore.
Elissa Nadworny/NPR hide caption itoggle caption Elissa Nadworny/NPR Thomas O'Donnell reads about Twiggle the Turtle to his kindergartners at Matthew Henson Elementary School in Baltimore. Elissa Nadworny/NPR Thomas O'Donnell's kindergarten kids are all hopped up to read about Twiggle the anthropomorphic Turtle. "Who can tell me why Twiggle here is sad," O'Donnell asks his class at Matthew Henson Elementary School in Baltimore. "Because he doesn't have no friends," a student pipes up. And how do people look when they're sad? "They look down! " Yeah, Twiggle is lonely. These are crucial skills we all need to learn, even in preschool and kindergarten. So shouldn't schools teach kids about emotions and conflict negotiation in the same way they teach math and reading? Emotional Intelligence 101 O'Donnell says his students are really taking to the lessons. "Sorry! " The Long Game.
Vegas Videos no6 - Chad Udell on the Amazing Possibilities. The Unique Affordances of Mobile Learning. Chad Udell, Managing Director of Float Mobile Learning and author of “Learning Everywhere” is telling ASTD TechKnowledge 14 participants about how awesome mobile really is. “There is SO much possibility” ??? I’ve heard this message before. I wondered why I would join this session. I was a non-believer. Finally, thanks to Chad, I get it… For the last 2 or 3 years, Tony Bingham has been opening ASTD conferences saying that mobile is important.
I could not have been further for the truth. Mobiles can do a lot of stuff. Here are some functions that many of today’s smartphones contain… CameraMotion detectorGeolocationPortable memoryMicrophoneNotificationsTouch screen …to really get the most out of mobile, you need to think of the different possibilities mobile affords us. ..and then ask: What can you do with these affordances? During our awesome interactive session with Chad, the audience did a lot of brainstorming on possibilities per those functions. Mobile is awesome. Like this: Like Loading... Poems - Six honest serving men. I KEEP six honest serving-men (They taught me all I knew); Their names are What and Why and When And How and Where and Who. I send them over land and sea, I send them east and west; But after they have worked for me, I give them all a rest. I let them rest from nine till five, For I am busy then, As well as breakfast, lunch, and tea, For they are hungry men.
I know a person small— She keeps ten million serving-men, Who get no rest at all! She sends'em abroad on her own affairs, From the second she opens her eyes— One million Hows, two million Wheres, And seven million Whys! The Elephant's Child. Les neuf recos des neuros pour vos pedagos by yann Coirault on Prezi. Apprendre en 2014 : le professionnel belge tient à l’apprentissage en classe. Exploring the implications of ‘the era of big data’ for learning and teaching. Much has been written about the ‘era of big data’ and the implications of these developments in relation to research practices. The HEA’s focus on pedagogical practices, however, requires a rather different, albeit related, focus. The aim of this summit was to bring together colleagues who are interested in exploring these issues in order to work together to generate realistic and transferable recommendations that could inform HEA Social Sciences support for the sector in the future.
Below are the abstracts and presentations from the speakers at the summit. These presentations were designed to ‘set the scene’ for group discussions at the summit -highlighting as they do issues and opportunities that are already emerging through the use of big data in learning and teaching. Making our mark: the important role of social scientists in the ‘era of big data’ Rebecca Eynon (Senior Research Fellow, Oxford Internet Institute, University of Oxford) Community engagement through data Discussion.
7 Tips for Using Social Media in Classroom Learning. Instructional designers: Do you have a “friend” in Facebook? Integrating social media into performance improvement is a hot topic, but how do you make sure your techniques get plenty of “likes” from learners? ASTD’s T+D magazine featured an article by Dan Steer, Improve Formal Learning with Social Media (note: you must be a member to view), that offered guidance for adding this element to classroom-training events. Here are some relevant highlights from the article based on my work with SweetRush’s clients. Ensure social media is worth using for your training event. 1. 2. 3. 4.
Use social media before, during and after training. 5. 6. 7. Some learning professionals worry that low-quality content posted on a community space will reflect negatively on their entire training event, and that a community space will need constant monitoring. Steer’s article focused on some fantastic ideas for weaving social media into a live training event. Video tools, apps and tips. It’s the final concurrent session of ASTD2014, we are going to make a video. It should be easy, (almost) free, relevant and successful. Bring it on Stacy Bodenner! So, your CEO comes to you and says “Make me a film for our 30th anniversary”. You have a USB microphone, a webcam and $300… * * I’m secretly hoping to beat this budget, but frankly, it’s not much of a cost to off-set if you will make more than one film Tools you might want A reasonably good microphone – the speaker proposes a Go Mic for $40 A pop-guard if you want to avoid “T” and “P” popping sounds on your audio.
What apps or software can I make video with? ScreenR allows you to capture whatever is on your PC screen + add audio. Little tips See also my tips from Matt Pierce at ASTD2013 Thanks for reading! Like this: Like Loading... Wandering corporate trainer, learning and development consultant, conference speaker and professional El-Magico. Enhance Training and Other Formal Learning with Social Media. Ger Driessen’s Vision of Big Data for Learning and Performance Support” Josh Davis on “The NeuroScience of Learning” : How to make learning stick. SoMe for Learning Managers – Practical Case no1: Formal International Social Learning. Dan_steer : Are you a #learning gangsta... Witter / ? Daily DC Weather Report no5 - Sprokit on learning. Daily DC Weather Report no5 - Sprokit on learning. Josh Davis on “The NeuroScience of Learning” : How to make learning stick.
Ger Driessen’s Vision of Big Data for Learning and Performance Support” Big Data for Learning in a Call-Centre. Josh Davis on “The NeuroScience of Learning” : How to make learning stick. Dan_steer : Catching up with #learning... ASTD 2014 International Conference & Exposition Session Details - TU202 - Sweet Caroline! A Super Set List for Sensational Learning Sessions! ASTD TK Recap: Survey Results From Mobile Learning Affordances Session. ASTD 2014 International Conference & Exposition Session Details - M115 - Practical Usage of Social Media for Formal Learning. Dan Steer Music. Diversity Rap. ASTDTK14: Experimenting and Engaging to Create Effective Learning. Ol_lam : Knowledge workers have to manage... Big Data for Learning in a Call-Centre. Enhance Training and Other Formal Learning with Social Media. Vegas Videos no1 - #astdTK14. The world’s first School in the Cloud opens in the UK.
SoMe SoLearn books. Learning Methods A to Z. David Kelly on Curation and Learning. Dan_steer. Dan_steer : Oh yes I AM speaking at #astd2014... @dan_steer #astdtk14 session introduction. ASTD TechKnowledge 2014 Session Details - TH303 - Genghis Khan Never Used Webinars: Why Collaboration Technology Is Only Part of the Answer.
What are the added-values of integrating social media into formal learning initiatives? What are the issues that people face when doing this? What are the added-values of integrating social media into formal learning initiatives? What are the issues that people face when doing this? The A to Z of Social Media for Academia. The A to Z of Social Media for Academia. NetAppVoice: The Crisis Of Corporate Learning (And 3 Steps To Solve It) ASTD TechKnowledge 2014 Sessions W202 and FR202: Practical Usage of Social Media for Formal Learning.
Het ABC van de Toekomst van HRD, B = Big Data » NVO2Blog. Karen Kocher: KISS and Tell at Cigna. The only 3 questions that count. For anyone planning to join one of my ASTD TechKnowledge 2014 sessions, please take a moment to introduce yourself... Donald H Taylor on “Raising the Level of the Learning Profession” Charles Jennings on “Unleashing the Full 100%”