What’s the Story on Learning Styles? | Faculty Focus

We have this tendency in higher education to throw babies out with bath water. It derives from dualistic thinking. Either something is right or wrong, it’s in or out, up or down. As mature thinkers, we disavow these dichotomous perspectives, but then find their simplicity hard to resist. They make complicated things easy.

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Any number of us have had our doubts about learning styles. The instruments that detect, name, and classify these various approaches to learning just seemed too straightforward. How can there by only two or even four styles? And how can every learner fit neatly into one of those boxes? We also worried about how students responded to them. “I’m a visual learner,” one told me, “I don’t do textbooks.” A certain learning style then excuses one from other learning modalities?

via What’s the Story on Learning Styles? | Faculty Focus.

My take:  This is a detached and well-reasoned discussion on the polarizing issue of Learning Styles. What I like is that it goes beyond the purported lack of scientific rigour and speaks of the impact on learners themselves, e.g. “I’m a visual learner”.  If nothing else, this article should be required reading on both sides of the ongoing debate.

Mark Bennett – obituary of an education entrepreneur – THE PRACTITIONER HUB

A little under two years ago, Mark Bennett was forced to mark his sixtieth birthday by gathering his employees together and telling them that the company was on the verge of running out of money. He was, as usual, working every hour he could to ensure its survival. For six weeks he had met with three or four potential partners a day, and impressed upon them how iSchool could transform education, and perhaps healthcare and agriculture too, across vast swathes of the world.

via Mark Bennett – obituary of an education entrepreneur – THE PRACTITIONER HUB.

 

My take:  I knew of Mark Bennett’s work by reputation and I was in awe of his efforts to improve education in Africa.  We complain a lot about our networks and our tools, but his challenge make our concerns look petty by comparison.  The world of education has lost a pioneer and a visionary.

Little ol’ me on a big, big stage Down Under

I am thrilled and humbled to share the news that I have accepted an invitation to speak at the 2015 EduTECH congress in Brisbane, AU, in June.

To say that I am floored and in a little bit of shock would be like describing Arthur C. Clarke as a guy who “wrote a little”.

This event is different from most L&D gatherings in that the speakers all use a TED-style format for their talks, and this is definitely terra incognita for me. So, I’m going to engage in a little ‘working out loud’ as I share some of my preparations and thoughts as I get ready for this “talk of a lifetime”.  That said, I am especially looking forward to meeting Ryan Tracey at this event, and hopefully Helen Blunden as well.

This kind of reward is not a singular one. I thank my friends, colleagues, my PLN, and my wife, for their support, encouragement, and inspiration. I will be standing on the shoulders of giants as I take that stage.

Flexible working is smart working – Virgin.com

Flexible working is currently causing a lot of debate. The introduction of our unlimited leave policy got the world talking. Opinions have been divided – some people are staunchly against it, others don’t understand how it can be implemented, while Virgin’s careers inbox has never been fuller.

via Flexible working is smart working – Virgin.com.

 

My take: Sir Richard Branson has never been one to do things in a conventional fashion and this initiative certainly ranks with one of his more unorthodox moves.  However, it seems to be paying some dividends and will likely form the basis of future research in organizational development.

Myths and Facts about Brain Training

Credit to Juan Domingo Farnos for sharing this link via Scoop.It.

While I get the general concepts of brain plasticity, the research jury is basically “out” on the long term benefits of brain training. At best, the results are inconclusive if viewed objectively. Much of the research is considered biased (e.g. Conducted by the vendors offering such products/services) and may not stand up to scientific scrutiny.

This infographic will share a little insight into the claims compared with the facts.

The Truth About Brain Training Infographic
Find more education infographics on e-Learning Infographics

What makes a great community for learning & knowledge exchange

Mark L. Sheppard:

I think this post speaks to the heart of what makes a great #PLN. This kind of network needs to be more than just a bunch of connections with peers: it needs purpose, trust, and continual sharing. As always great artwork from Julian Stodd helps to illustrate the points.

Originally posted on Pushing at the edges...:

I’m a big advocate of the potential for peer led networks and communities to help improve performance, build shared understanding and develop professional practice. I’ve written about this before and I’m looking forward to talking about my experiences of building networks and communities in and beyond the workplace at the Learning Technologies conference at the end of this month. I’ll maybe see some of you there, and if you’re coming along you can also pick my brains at an LT eXchanges session on the 28th Jan.

As Julian Stodd has expressed beautifully in his work on the Social Age, agile learning and community building are key to how we can continue to make sense of our rapidly changing world. We have moved on from (or at least we should have) assuming that the classroom or instruction are always the best route for helping our teams make sense of their work, learn new…

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Dear Phil: A letter to a colleague about Design Thinking and L&D

Dear Phil:

Always great to hear from you, and I’m sharing some of my thoughts and findings from the Design Thinking MOOC I tackled a little while back. I’m glad you asked me to do this, and I hope you don’t object to the approach, but I figure this “letter” will let me get into a little more detail and spark a some Q&A.

So, here goes.

As you know, particularly in our time on that joint ID project in 2011, I’m a big fan of rapid, and flexible, processes. Yeah, I know that I was a little platform focused at the time, but I really wanted to get away from that slow, deliberate, linear design process that just doesn’t play nicely with the complexities of online asset development.  The rapid prototyping model I espoused was, on reflection, good for sparking some thoughts about different ways to do things, and to explain a new approach. However, I admit it was a little light on the details of exactly how to make it work in practice.

Enter Design Thinking.

Design Thinking Process (as hex diagram)

Design Thinking Process (as hex diagram)

This deceptively simple process is the basis for my new vision on L&D problem solving. When we think about it, Phil, that’s really what we tend do to as IDs: we solve problems. Sometimes we solve big ones, sometimes, we have to tackle a whole bunch of small ones to get past a roadblock.

Here’s what I really like about it.  First, it’s a people-centric process and it starts with Empathy. Sure, that’s not a stretch for us as L&D types, but it’s important that we understand the people involved and exactly who we are designing for.  Next, it forces us to actually define the problem that needs to be solved (this Business Insider article calls this “defining the challenges“).  So, in some sense, we can treat this like a needs assessment, but this process could be embedded within a larger ID task.  So if we are trying to figure out the best kind of activity for learning a performance-based task, we could use this process to get lots of ideas out, focus on a couple for prototyping, and then test them.  The other big part that I like is that we learn it’s OK to try different ideas and see how they work long before we get into hard-core development of a solution.  That traditional, linear process we tend to follow is predicated on the idea that we are working one solution on the hopes that it is the right one, and only after fully implementing it do we consider revisions.  In Design Thinking, we get to explore lots of different ideas, and there’s even some suggestions for how we could come up with them.  For example:

  • What are the most obvious solutions for this problem? (even things that you know already exist)
  • What can you add, remove or modify from those initial solutions?
  • How would a 5-year-old child solve the problem?
  • How would you solve the problem if you had an unlimited budget?
  • How would you solve the problem without spending any money?
  • How would you solve this problem if you had control over the laws of nature (think invisibility, teleportation, etc.)?

What you’re probably seeing, as I did, is that it’s not about the rapid production of content (although that’s helpful if you can save time/money where appropriate) but it’s about moving a little faster and being more agile in the ideas, prototypes, and testing department. Where possible, it’s also about changing the mindset of our stakeholders about what Instructional Design is and what goes into the process.  I also love that Design Thinking lets us take a different approach to user/stakeholder feedback.

Feedback capture grid

Feedback capture grid used in the Design Thinking process (as demonstrated by Stanford’s d.school)

In this case, it’s less about QA of content and proofreading (still important) but it give us the ability to guide the feedback into contexts that make sense to us (while pushing our stakeholder(s) to put context into their commentary).

I really, really wish we had used something like this on our project because I think we could have asked some better questions along the way.  If nothing else comes to fruition from the MOOC, I plan to use this grid for future feedback activities. I will also promote its use (or basic principles) among my colleagues.

The other sneaky thing I like about the DT approach is that it forces the ID to step outside their own preconceived notions of a solution.  You know how much energy we spend trying to sell people on our interpretation of their needs, and sometimes it’s still met with a collective, “meh“.  This is where Ideate comes in.  Once we have that empathic sense, and we have defined the problem, we can start looking at ideas. Lots of ideas. Crazy ideas. You know, the proverbial “throw it against the wall and see what sticks” kind of thing.

Where we did succeed on our project – albeit with a different model – was on the concepts of Prototyping and Testing. I think this where you and I found some serious alignment because you could see without prompting the value of putting a couple of prototypes for the learning solution together, hashing them out, and refining them until we had something we knew could satisfy the learning objectives but would also provide a reasonably engaging learning experience. With Design Thinking, I look at Prototyping as an extension of the Ideate process, and I come up with a number of different looks, feels, and features to explore. Given our experiences with a cloud-based platform, it was easier for us to think about lifecycle and maintenance issues, and they were easy to factor into the framework of the prototypes.

While Design Thinking won’t always get the users enthusiastic about making time for testing, it does help because we are capturing a lot more than just QC glitches. It’s not that QC isn’t important, it’s just that we can manage the bigger-picture user experience issues through feedback and let the QA folks handle the typos and other things that might occur when we get into full-blown development of the solution.  The approach here makes the user think about the four questions in a more positive and helpful frame of mind. The other thing I really, really like about using this method is that we aren’t stuck using Likert-style rating scales as the basis for our feedback. Because the users are so integrated into the Design Thinking process, we can use their comments and statements as the basis for deeper questioning and exploration of their reactions to the various prototypes. It’s also a way of closing the loop on their initial thoughts and feelings that we captured when defining the original problem.  It’s so organic and so instinctual that it just makes sense to leverage this framework for ID.

It may seem a little cliche, Phil, but I think there’s a bright road ahead for us in Instructional Design from adopting new ideas like Design Thinking. A growing number of practitioners and experts in my PLN are seeing it as a nearly ideal blend of agility, flexibility, and user-centric thinking. I’ve found that it minimizes some of the temptations to skip things like analysis because Empathy is so critical to Problem Definition. Next time we chat, I’ll share some of the behind-the-scenes stuff I’ve been doing so you can see some of the Design Thinking for ID in action.

Stay in touch.  Best to you & yours,

-Mark

Paul Bloom: The origins of pleasure | Talk Video | TED.com

Why do we like an original painting better than a forgery? Psychologist Paul Bloom argues that human beings are essentialists — that our beliefs about the history of an object change how we experience it, not simply as an illusion, but as a deep feature of what pleasure (and pain) is.

via Paul Bloom: The origins of pleasure | Talk Video | TED.com.

 

I’ve often wondered, informally, if this applies to the design and development of learning solutions and interactive assets.  Are we more likely to ‘appreciate’ or savour something ostensibly mediocre if we think it took a lot of work to pull together? Conversely, are we more inclined to dismiss something that looks really great, but was pulled together using tools that save on labour or effort?

What comes to mind is a TV commercial from a number of years back for a food product that a woman is getting unwrapped in her kitchen, then mussing up her hair, tossing flour on her face, and then – feigning exhaustion – takes it in to a waiting table of guests who applaud her efforts and remark on how much effort it must have taken.

There’s some validity in comprehending the basic psychology of what we appreciate and what we like, and what our minds tell us about perceived value of effort and cachet.

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