Blog Archives

P2Pu Badge Project 1 (proposed)

Preamble

I am using this post as the basis for my proposed Badge project for P2PU. I’m keeping it relatively high level and I want to include the issuer, receiver and other possible roles. Any and all commentary is welcomed and actively solicited.

DISCLAIMER: This proposal is neither endorsed nor sponsored by the team of L&D professionals who run the twitter chat discussed herein. It is being used as a vehicle for a possible badging framework across similar professional development chats. Read the rest of this entry

More MOOC-ing!

In spite of my mixed feelings about the Stanford DNLE MOOC, I am taking on another MOOC in the form of the Open University’s Open Learning Design Studio and their MOOC: “Learning Design for a 21st Century Curriculum“.

I am going to be adding some different tags and categories to try and keep things all straight, but I’m interested to see what lessons I can glean from what is – largely – a course designed for Higher Education.  While I do have Higher Ed affiliations, I get the sense that this “21st Century Curriculum” is broad enough to allow for applications across a variety of sectors. I’m also interested to make more connections with other L&D folks and gain from their experiences.

Stay tuned!

Pinterest: It took a while, but I get it. Finally.

Pinterest LogoIn many respects (for those who subscribe to such things), I am a typical Taurus, and stubborn as hell. I admit that there are times when I will resist trying new things until I know I can see the benefits for me. Once I “get it”, however, I’m unstoppable.

That paragraph accurately sums up my experience with Twitter. While initially skeptical, I have now – as most of you know – embraced the tool enthusiastically because I see the value from a personal and professional point of view. A secondary benefit is, of course, the entertainment value.

And then came Pinterest…

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Thoughts on Atrixware’s recent post on Destructive Trends in Learning

I follow a number of vendors through my Facebook presence and this post from Atrixware caught my eye. The title certainly had some drawing power because L&D professionals are frequently (and often unwittingly) engaged in destructive behaviour. Not for themselves, of course, but in terms of learning outputs and impact. Let’s face it: we’ve all been there.

The major thread of the article is that the e-learning community is akin to the Lemming, following leaders or new ideas in droves. I suppose there’s some anecdotal truth to that assertion, in much the same way people become enchanted with the zeitgeist of the day in their work or social circles.

While the general guidance is OK at a basic level for L&D, I struggle somewhat with their points, so here are my thoughts. Read the rest of this entry

Simplifying Learning – From Jane Hart

This Mind map is from Jane’s June 4 chat about simplifying learning. Very interesting to explore and look at the things I’m already aware of as well as the ones that I need to take a much closer look at.

Sadly, I can’t get the map to embed properly, so the link will have to suffice.

My experience with Snapguide: Thoughts, implications, and a wishlist

It was one of those “Just in Time” moments for learning. I had been sharing some photos of a trip into Toronto through Instagr.am and cross-posting them to Facebook. A grad school classmate asked me how I achieved the effects. After listing the tools I used, she jokingly asked when I’d have the e-learning course ready for her to teach her how to do it all. Undaunted, I figured this was a good opportunity to try out Snapguide. Read the rest of this entry

Overcoming PSTD – A different kind of learning

Much of what I blog about here is workplace learning, particularly in corporate settings, but we know that “learning” is really as much about behaviour evolution and modification as it is about learning how to work Widgets 2.5 after an upgrade.

The folks over at Military Minds are doing wonderful things to help those dealing with PTSD.  Until recently, serving members and veterans of all stripes were not encouraged to acknowledge and address their issues, but there’s a change afoot to reduce the stigma associated with this disorder.  Military associations aside, I’m very hopeful that efforts like these will help raise awareness and improve research into PTSD so that anyone suffering from this issue – regardless of what triggered it – can benefit from it. As a side-benefit, awareness improves on the outside so that we can help support and encourage those afflicted.

Our minds and well-being are too valuable to leave un-healed.   If we can learn to overcome it, we can likely learn to do almost anything.

3 Aspects of Deep Learning …

3 Aspects of Deep Learning ….

I love what John E. Smith (@StratLearner) has to say about this topic.  It’s closely related to a previously-mentioned post of mine that’s still in the works.  As L&D professionals, we need to be aiming for “deep learning” but it seems that our efforts often wind up only getting to a more superficial level; an issue that speaks more to overall implementation and adoption issues, rather than a specific ID fault.

What’s most telling for me is the opening quote. Read it, and you’ll see why.

e-Learning Project Autopsies – What Quincy M.E. can teach us about e-Learning Projects

Photo credit: http://sharetv.org/shows/quincy_meAfter five straight days dissecting and evaluating a select group of e-learning projects developed by external vendors, I felt a little bit like I was playing Quincy, M.E.  That’s honestly what the last week has felt like, because it was long, invasive, messy, and clinical. Yes, I know I’m dating myself somewhat, but CSI didn’t really work as a comparison because there’s so much “gee whiz” science involved there. Quincy, on the other hand, relied on instinct, experience, intuition, and good, old-fashioned detective work.

I’ll preface my comments by saying that this is not an indictment of the process or the players involved, rather, it’s a reflective summary of some things I wanted to share about how these kinds of projects can work more effectively down the road.

Every so often, we have to go outside the organization to get some development work done, and we’re always asked to do some kind of review.  Well, with three particularly challenging projects, our review turned into a real post-mortem, and my old TV memories from the formative years came to mind.

In no particular order, here are the things that I learned from this process, thanks to ol’ Quince.

1. If we’re doing an autopsy we have more questions than answers.

If you’re finding that the review process is turning into an autopsy, you’ve likely missed a few key indicators on “cause of death” of your project. To my way of thinking, there’s no such thing as “death from natural causes” on an e-learning project.  What is surprising is that “foul play” could be a contributor. What’s more likely in many cases is a bit of a blanket crime I’ll call “educational malpractice” The line between that and “foul play” is that there’s usually no malice in “malpractice”.

What does this mean for the L&D professional?  You really need to have the proverbial ducks in a row when embarking on a project. While just as important for in-house efforts, you’d better make sure you have a very clear vision communicated to your external developer and you need to know what the project plan is actually going to look like.  In Air Force terms, we like to avoid trying to fly the airplane while it’s still being built.  For corporate folks, it may mean having to answer some very uncomfortable questions about the project, its aims, and the amount of money thrown at it…especially if you wind up either pulling the plug or getting something that doesn’t work for you, the learners, and the organization.  As Nick Laycock recently pointed out (rightly), a post-mortem is likely a self-fulfilling prophecy and has a negative connotation.

2. Simple detective work is never easy

Quincy was portrayed as someone who relied as much on deductive reasoning as he did on his microscope and scalpel. More importantly, he also spent time outside the lab asking questions and putting a big picture together.

You will likely spend a lot of time checking and re-checking decisions and outcomes. As much as you’ll rely on the “physical” evidence (I guess we can include email trails there).  Don’t be pushed into completing findings by a certain date if you don’t have all the facts.  In short, don’t give up on a review (or fail to conduct one) because there’s always something to learn.

On a more positive note, humans are notorious for failing to acknowledge what they have done correctly (with the exception of those possessing an overabundance of hubris), so why not take a look at the things that went well and strive to repeat them?

3. Some wounds are self-inflicted

Try as some might to make a murder look like a suicide, there are some tell-tale signs that a good Examiner can always determine (not all of  them physical).

The L&D professional has to rely on their instincts as well as the evidence, and they have to look at a lot of contributing factors in the project; everything from project methodology, through communications, and even a critical evaluation of their own efforts. For all you know, a decision made at your end that seemed innocuous at the time might have been the proverbial butterfly that triggered the hurricane later.  Other things that get in the way are repeated time and again from project management professionals: lack of sponsorship, “scope creep”, lack of flexibility, poor risk assessment, poor communications, and so on. I have been witness to (and occasionally a contributor to) some of the previous issues on projects.

4. Not all wounds are fatal

One of Quincy’s skills was his ability to sort through multiple traumas and figure out which one was fatal. This distinction was critical when more than one wound presented itself.

Similarly, I cannot think of a project that has been error-free. In fact, there are times when I think Murphy was a project manager. Errors, on their own, aren’t necessarily bad things.  They become bad when they are covered up, unrecognized, or dismissed. So, what do we do? First, let’s acknowledge that errors happen. A well-run project will probably have some Risk Analysis done in the planning stage and can serve as a guide for dealing with contingencies. Next, if errors happen, don’t hide them.  Acknowledge them. Be transparent.  Examine them and take a good look at the potential impact, and adjust as needed.  Embrace them as chances to learn.  Radical?  Sure it is!  But think about the gains received through honesty versus the costs of deceit? I know I’d have greater respect for a vendor who openly acknowledges and error AND has a plan to address it, as opposed to the one who has been providing sunshine & roses updates when they really don’t reflect what’s going on in the background.

5. Build a library and share findings

Can you imagine if every piece of evidence gathered for a case had to stand on its own with no linkage to similar happenings, or other revelations?  Unthinkable in police work or medicine, but seems to be a fact of life for organizations who have multiple projects on the go.

Part of your project plan should include a trek through your own archive of projects, findings, and lessons learned.  By starting out with this “let’s repeat success” mindset, you’re more likely to work out a stronger plan and set of goals than you would if you ignored the potential learning from previous projects. With the ubiquitous nature of social media technologies and the growth of Personal Learning and Personal Performance networks (thanks Mark Britz) we can pose questions, share lessons learned, and collectively improve our learning projects from concept through implementation.

Besides…we’re L&D professionals.  It’s in our nature to learn.  We spend a lot of time and energy promoting learning’s virtues but every so often (and I know I’m not immune to this) we’re blinded to our own need to acknowledge certain lessons.  To borrow and re-purpose a phrase, “Educator, teach thyself“.

Reflections on a “Magical” #lrnchat – Early Edition 03 Feb

The early edition of #lrnchat this week had a very special topic: Magic.

I get a real charge out of these innovative approaches to the chats. Sadly, I had a scheduling overlap so I’m combining my observations from the early part of the chat with a review of the transcript, along with a few of my own thoughts.

Everyone has their own impressions about the idea of Magic. Whether they consider it from the viewpoint of illusionists or seeing something happening in their lives that fills them with wonder, many believe there is Magic all around us.

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