Craig chats with Lillian Soon, Kate Graham, Karyn Romeis, Laura Overton, Christie Fidura and Don Taylor on the ‘actions’ that they personally took away from their attendance at Learning Technologies 2011, along with the challenges that they anticipated in trying to achieve them!
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Craig chats with Lisa Johnson on the subject of her teams’ recent *award winning* work with the use of internal wikis and ‘just-in-time’ performance support videos.
Listening time: 25mins
Subscribe to the podcast in mp3 format: Lisa’s back!!!
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Why get the bus to campus when you can study online?Kiczcales, G. (2014) Online to improve on-campus Digital Learning Blog, UBC, Vancouver BC, April 14.
UBC’s flexible learning strategy
Nearly two weeks ago, Eric Grimson, the Chancellor of MIT, and I spent a day at the University of British Columbia consulting on the university’s strategy for flexible learning. I’ve been somewhat constrained by a confidentiality agreement, as UBC’s flexible learning strategy is still at the development stage and has yet to be formally approved, but one of the Provost’s team responsible for developing its strategy, Gregor Kiczales, has an interesting blog that he describes as a conversation about digitization of the channel between educators and learners, and what that means for university education.
The impact of online learning on the campus
In his most recent post, Gregor discusses ‘one of the most important themes they [Eric and I] both stressed: the main reason for a university like UBC to explore online learning is to improve the on-campus learning experience.’ Certainly it was one of the points I made, that a combination of online learning and campus teaching will offer benefits to many students, by increasing flexibility and also by enabling instructors to focus on what the campus experience does best. However, it is not in my view the main reason for online learning.
I was arguing for more analysis to be made of what the campus can offer that cannot be provided more conveniently or more effectively online, with the implication that much of what we currently do on campus would actually be better replaced by online learning. What I would challenge in particular is that discussion is best done face-to-face. My experience is that very high levels of academic discussion are equally possible online as in class.
This brings me back to my law of equal substitution, which basically states that almost all teaching and learning outcomes can be just as effectively accomplished on campus or online, given good course design, although there will always be exceptions. In general, though, what determines the appropriateness of either mode are non-pedagogical factors, such as comparative costs, the differing needs of different types of students, the training of instructors, and the resources available.
I certainly believe that for young students straight out of high school, the social, sporting and cultural aspects of a campus are very important. Again, though, I question whether there is sufficient focus on these aspects today, especially in commuter universities, where a majority of the students travel in for lectures then go home. If the campus experience is so important for learning, then universities such as UBC need to really change the first and second year experience, with a move away from very large, impersonal lectures to more small group learning and more direct contact with senior research faculty. In other words, the current model, which keeps classes small for post-graduate students and large for first and second year undergraduates, should be inverted.
UBC is attempting to break up the large lecture classes, but the the cost of doing this, and the willingness or otherwise of faculty to spend more time with undergraduate students, are real challenges. It may be more realistic to focus on related academic and cultural activities that lie outside of formal courses or programs, and on those things, such as hands-on access to equipment, that cannot be done online.
Horses for courses (or rather, different courses for different horses)
The other point that really needs to be made is that public institutions such as UBC now face a much more diverse student population, with very different needs. Thus UBC has both young residential and young commuting students, local, national and international students, pre-university, undergraduate, graduate and lifelong learners, students with different levels of English language ability, gregarious and shy learners, and on and on. Every one of these groups probably needs a different range of options regarding the campus experience and the delivery of learning.
Thus I would argue that UBC also needs to focus just as much on fully online learning, or distance education, as on blended learning, or on improving the campus, as important as that is. In particular the lifelong learning market is growing rapidly, and is increasingly important economically in a highly competitive knowledge-based economy. Furthermore, lifelong learners are able and willing to pay the direct costs of for instance professional masters programs or more specific short courses or modules leading to badges or certificates. Such lifelong learners have already been through the campus experience, already have the fundamental lab or studio skills from hands-on learning, and can therefore handle more indirect forms of teaching, such as simulations or remote labs. It is for such learners that online learning is particularly appropriate.
Yes, much more flexibility
Thus UBC is absolutely right to focus on providing learning flexibly, i.e. in a wide variety of ways, to meet the diverse needs of students. In the end, students should be able to choose from a variety of ways of studying, while meeting the same teaching and learning objectives. This will require various mixes of online and classroom teaching within the same course or program. The technology to some extent does allow this ‘personalized’ learning, but it also needs to be accompanied by a major re-thinking of course design and how students can access learning, within a realistic cost framework.
Doing it right
Lastly, I have to say that in my view, UBC is way ahead of most universities in considering the impact of technology, not just on the campus, but on the whole learning experience and in particular the likely impact of changing markets on the university. I admire the way it is addressing these challenges. Thus my one day at UBC after an eleven year absence was a particularly appropriate way to conclude my career as a consultant.
Had a great trip last week to Sydney and got to meet many of the blog readers I’ve corresponded with over the years. If you haven’t attended an iDesignX conference, I recommend doing so. You get to meet many of your peers and sit in on some good presentations.
As I was returning home I ran into Dr. Werner Oppelbaumer at the Los Angeles airport. We had a few moments to chat about the state of the industry and what’s new in his research.
There’s a lot going on in our industry. What trends do you see when it comes to online training?
There is a lot of talk about MOOCs. The idea is very interesting but many of the courses are like old-school lectures put online. Their biggest challenge is a lack of identity coupled with reaching the next generation who have grown up on games.
At Werner Labs we’ve come up with a solution for both. As all trainers know, good training starts with a good logo. Don’t waste time trying to teach anything without an appropriate logo. Besides, if you don’t have a logo what will you put on your slides?
Werner labs created a prototype logo to build the MOOC brand and reach young people. We created a gamified logo to attract the young generation who only know how to play games and complain that their Red Bulls are too warm.
That’s interesting. I am sure that the gamification angle will pay dividends. Speaking of MOOCs, I’ve read that they have a very high drop off after initial enrollment. Any thoughts on how that can be fixed?
Yes. At Werner Labs we created a MOOC Collar™. When you enroll in a course we send a reminder collar which is connected to your course’s MOOC app. If participation drops, the instructor can send a friendly reminder. You can test the MOOC Collar™ app here
Click here to test the application.
Speaking of courses, there’s been a lot of buzz in the elearning community concerning the elearning manifesto. It addresses some issues with the current state of elearning and seems to cover a lot of the key points you’ve been pushing the last 40 years. What are your thoughts?
I actually just delivered a presentation concerning something similar. That’s why I was in Los Angeles. But here are a few quick thoughts. You can view my presentation below.
Impressive Logo. As I mentioned before, good training starts with a good logo. It looks like the manifesto team spent valuable time agreeing on a solid logo. I am sure that it was a challenge just getting to a consensus on the spelling of elearning eLearning.
Great presentation. When I first heard the hoopla I was concerned that the elearning experts were going to take me through some sort of interactive asynchronous learning experience. But I was mistaken.
I’m glad they decided to go with the tried-and-true formula of a synchronous meeting where they lectured and read their slides. It was so refreshing. I just leaned back in the chair, closed my eyes, and soaked it all up.
I will add that they did miss a golden opportunity to create an acronym to help us better remember the principles.
Creative Commons. Since the manifesto is under a Creative Commons license we are free to use it as we wish, even for commercial purposes. As you know Werner Labs is a for-profit enterprise and we are already working on manifesto-licensed merchandise.
The first two products are a winter coat inspired by East German manifesto writers of the past and Manifesto Pesto, a nice tasty pasta sauce.
Interesting observations. As always, thanks for the time and letting me post your presentation below. I’m sure we’ll learn something new.
Click here to view Dr. Werner’s presentation.Have a great day!
May 20 & 21: Fargo, ND (ASTD). Sign up for one or both days here.
Day 1: PowerPoint for E-Learning
Day 2: Build Interactive E-Learning with Articulate Storyline
June 11 & 12: Lincoln (ASTD). Sign up for one or both days here.
Day 1: PowerPoint’s No Longer a Slideshow Freak
Day 2: Getting Started with Articulate Studio ‘13.
October: Dallas (ASTD). Details coming.
More to follow.
Post written by Tom Kuhlmann
Ask an open question early, VERY EARLY, possibly even on the second slide. It sets the scene and expectations for your learners.
Don’t be afraid of silence. When asking a question SHUT UP and give people the time to think and respond.
Regularly acknowledge comments in the chat panel.
Presented by Roger Courville
12.30 – 13.30 GMT (UK time)
Brain research confirms what storytellers know from experience: we learn through storytelling. What’s more, we’re wired for it… we learn the pattern, rhythm and structure of storytelling before we learn the rhythms and patterns of written stories. Our job in learning and development is to impart knowledge and skills to create change, and while we don’t abandon facts, data, and processes, adding storytelling to the mix in the virtual classroom will add a powerful dimension to your success.
Join Roger Courville, of TheVirtualPresenter.com, and get ready to take some notes as you learn practical tips for how to construct story and take full advantage of delivering them in the virtual classroom.
Join us for this interactive live webinar to learn:
What story is (hint: it’s not “once upon a time”)How to choose the story or illustration right for youThree steps to transforming story for virtual classroomsFour tips for uniquely combining voice and visuals for improved impact
My key content take-away
If I’m honest, this session flew along so quickly due to the late start that I really can’t recall any of it, so I can’t say what parts of the content I can ‘take away’.
My key facilitation take-away
Roger was approximately 30 minutes late due to t’internet outage in Oregon, however the other facilitators stepped up to the mark and very quickly facilitated and promoted a number of quick fire Q&As via the chat panel. Because the questions were relevant, there was still a level of ‘conversation’ taking place, handy to have this in the back of my mind should things ever go belly up in one of my sessions.
Presented by Karen Hyder
14.00 – 15.00 GMT (UK time)
While the benefits of virtual classroom training using tools such as WebEx, Adobe Connect and GoTo Training may be obvious to you and your learners, your managers aren’t sold. They feel face-to-face training is the only way to control the learning experience and that the transition to online learning will be too difficult. They’ve seen too many boring webinars where participants multi-task throughout and they believe that an attempt to move training online will be a waste of time and resources.
In 2010, 88% of eLearning Guild’s survey respondents agreed that” when setup and use properly, online training was as effective as good face-to-face training.” Attend this session to experience what it takes to set up and use virtual classroom tools properly.
Discuss ways to maximize the advantages and overcome the objections of virtual classroom deliveryIdentify key considerations for managers and plan what you’ll do and say to make your case for moving your training online.
My key content take-away
Comparison of webinar / virtual classroom tools is difficult due to keeping up with the rapid development of these tools. This Wiki page is a well maintained comparison of web conferencing software.
My key facilitation take-away
Karen used the chat ‘pod’ feature within Adobe Connect which allowed her to separate specific conversations from the backchannel ‘waffle’. I like the idea of this and would be keen to see if there is a way ‘post session’ to match the questions up with the relevant ‘chat pod’.
Presented by Bob Mosher
15.30 – 16.30 GMT (UK time)
The virtual classroom is becoming commonplace. It offers many wonderful enhancements to the traditional brick-and-mortar classroom. The elimination of travel, the integration into the workflow, and its ability to take advantage of space learning are three wonderful advantages of this emerging medium. The danger lies in the content and context lost over time. Performance support can be the tie that binds bringing everything together and enabling knowledge transfer at a level rarely seen before.
This session will explore a new distance-learning model which encompasses performance support as a critical part of the journey.
In this session we will explore:
The GEAR four step approach to distance learningHow to design performance support to optimize space learningWhat instructors need to do to guarantee engagement
My key content take-away
Introduce Performance Support tools EARLY, don’t introduce it ‘afterwards’. Make them a part of our formal programmes, upfront of when people are having to use them for real
My key facilitation take-away
Bob used quick and dirty techniques for marking up or annotating his slides during the session. This was in stark contrast to the clinical design of the slides. This worked really well and helped the annotations to stand out.
Overall experience
Today was a great experience, I acquired some info in every single session. There were a number of people who attended every session so to a degree my concern over ‘overload’ may be mute… however, I’m not sure that the audience is typical of the majority of learners – after all, it’s our field!
I’m still doubtful that a days worth of online activities could work in the ‘real world’….
What do you think?
If you haven’t seen this article by Float Learning, then I’d advise you taking a look, particularly if you are / have plans to maximise the growing mobile device phenomena (if you aren’t, prepared to be overtaken by your your employees AND your competitors).
One of the interesting aspects of this article was Chad Udell’s desire to see a mobile authoring platform that utilised a devices native functionality.
I’ve seen 3 mobile authoring platforms so far in the UK
GoMo by Epic
Linestream by Line
K Tango by Certpoint
none of which allow the devices native functionality to be tapped into. Furthermore, having spoken to each of these organisations it appears that none of them have any plans to incorporate the functionality into their platform anytime in the near future.
So, I’d like to repeat Chad’s plea
Chad continues his long-running hope that a mobile learning development tool will be released that takes advantage of the affordances of mobile devices, whether it be through sensors, multitouch/gestural input, and so on. Many eLearning tool vendors say they support mobile learning output, but honestly, they mostly just mean they come with a channel to get the output onto a mobile device via HTML or maybe a set of mobile-optimized templates. Someone in 2013 will change that
If you are aware of any platforms that allow a ‘Joe Average’ end user to create mobile resources that tap into the devices native functionality then please let me know or of you already own such a platform – please get in touch as I’d love to take a closer look, possible even Beta test???
Here are a few of the bits ‘n’ bobs that I created during my recent attendance at the Learning and Technologies Conference 2013. The videos are probably worth watching first as they may well add some context to the detail (or lack of) within the mindmaps.
I have made the mindmaps into ‘Wikimaps’, so please feel free to add to them for the ‘greater good’.
Day 1
Making learning a memorable experience
Mobile Performance Support
Day 2
Understanding Learning
(Whilst reviewing this mindmap, it dawned on me that it is the ‘poor relation’ of a mindmap that @britz spearheaded a few months ago which a number of us contributed to – I’m sure you’ll agree it’s a better map)
How to make games-based learning work for you
I hope you find these to be of use and hopefully you’ll be able to add to them….
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