Sitting here listening to Facebook CLO, interesting speech on different generations
70 20 10 rule
10 is traditional learning , 20 percent learning on small bites and job aids, 70 percent on the job training
Accountability for your own learning is very important to Facebook, this doesn't work well in regulated environments like my company
Thursday, January 26, 2012
Tuesday, October 25, 2011
A new draft presentation focusing a the concept of scenes within a slide based e-learning presentation.
A Scene to remember and a job aid to execute
I need to polish up how a job aid fits into designing an e-learning presentation around the notion of scenes. Notice I didn't say story. There are story elements that can make a presentation more engaging to a person but there are no characters or some of the more traditional components of a story.
Still a work in progress but I believe this can become a toolkit any instructional designer can use to remove excess content and focus on what is valuable to the learner.
-Mike
A Scene to remember and a job aid to execute
I need to polish up how a job aid fits into designing an e-learning presentation around the notion of scenes. Notice I didn't say story. There are story elements that can make a presentation more engaging to a person but there are no characters or some of the more traditional components of a story.
Still a work in progress but I believe this can become a toolkit any instructional designer can use to remove excess content and focus on what is valuable to the learner.
-Mike
Monday, July 18, 2011
Draft presentation of instructional design in the age of digital media
This is a draft version of a presentation on a new method of approaching instructional design. It maintains some of what has already been used including Bloom's Taxonomy but adds specific content on emotion and the unconscious. The methods to leverage these landscapes include social learning, stories, video and visual design.
Instructional Design in the Age of Digital Media (Draft)
Instructional Design in the Age of Digital Media (Draft)
Tuesday, March 30, 2010
Experiencing Self and the Remembered Self
I recently watched a TED talk by Daniel Kahneman and I have realized another advantage of the concepts of Self Determination Theory. Each of these components, Autonomy, Mastery and the ability to relate to others exist both in the experiencing self (acts in the present and can remember the past) and the remembered self (reflects on the past). This is different then say honesty which as a specific meaning changes over time. Every other year an event happens that seems to explain the core of certain leadership principles like honesty and integrity. But each of these defined leadership attributes happen in the remembered self. We look into the past for examples of honesty and integrity. These leadership principles are defined in the past. Someone can feel they act with integrity but its not really defined until after the event happens. This is different than autonomy, mastery and the ability to to relate to others as we experience each of these three in the present (experiencing self) and also in the remembered self(reflection in the past).
A new way to look at digital stories
Digital stories owe their roots to the history of storytelling and while I think most people would agree with this I am going to challenge the traditional way we should think of digital stories.
Digital Stories can be viewed as affecting three components of the main or secondary characters. These three components are the main driving force of Self Determination Theory. The three are Autonomy, the ability to master something, and the ability to relate to others.
I would argue every single interesting story you have ever heard touches on at least one of these components from a character perspective. The best stories are the ones told where it is clear there has been a change in the main characters feelings on autonomy, mastery and the ability to relate to others. In fact the best way to think of a story is a series of moments pictured in certain settings with other people that affect the main character's state of being. Self Determination Theory is one (there are other theories) of many theories that tries to describe the well being of an individual. And so what great digital stories do is to provide a shared path of understanding where a narrator can follow along on the character's journey into better understanding the autonomy, master of something and ability to relate to others. Along the way the narrator thinks about their own feelings on autonomy, mastery, and the ability to relate to others.
I would go so far as to say that learning in its purest form is the essence of how our views change on these three topics. That principles such as integrity, honesty, and other attributes are emergent properties of the three larger components. The ultimate emergent property among autonomy, mastery, and relating to others is what we commonly refer to as purpose or our life goal. But as we have experienced our feelings on autonomy, mastery and our ability to relate to others change and with it changes our perception on our life's purpose. We often think of our life's purpose as a freedom to do something (autonomy), a special ability to do something(mastery), or an ability to serve/support/counsel people (relating to others).
Digital Stories can be viewed as affecting three components of the main or secondary characters. These three components are the main driving force of Self Determination Theory. The three are Autonomy, the ability to master something, and the ability to relate to others.
I would argue every single interesting story you have ever heard touches on at least one of these components from a character perspective. The best stories are the ones told where it is clear there has been a change in the main characters feelings on autonomy, mastery and the ability to relate to others. In fact the best way to think of a story is a series of moments pictured in certain settings with other people that affect the main character's state of being. Self Determination Theory is one (there are other theories) of many theories that tries to describe the well being of an individual. And so what great digital stories do is to provide a shared path of understanding where a narrator can follow along on the character's journey into better understanding the autonomy, master of something and ability to relate to others. Along the way the narrator thinks about their own feelings on autonomy, mastery, and the ability to relate to others.
I would go so far as to say that learning in its purest form is the essence of how our views change on these three topics. That principles such as integrity, honesty, and other attributes are emergent properties of the three larger components. The ultimate emergent property among autonomy, mastery, and relating to others is what we commonly refer to as purpose or our life goal. But as we have experienced our feelings on autonomy, mastery and our ability to relate to others change and with it changes our perception on our life's purpose. We often think of our life's purpose as a freedom to do something (autonomy), a special ability to do something(mastery), or an ability to serve/support/counsel people (relating to others).
Wednesday, March 3, 2010
The next big thing is small
This is likely the future of accessing the internet as least from a casual browsing standpoint, now called the Sony Dash. I love Sony and I grew up buying Sony products for their quality. I hope that they improve on this product and make it cheaper.
http://www.sonystyle.com/webapp/wcs/stores/servlet/CategoryDisplay?catalogId=10551&storeId=10151&langId=-1&categoryId=8198552921644695998
It is ultimately inevitable that the Sony Dash will shrink so that you can hang it. It will weigh less and look like a small TV, with a better picture quality but what will ultimately make this device a killer device is voice recognition combined with gesture ability. So when I walk into the kitchen I wave my hand over the device and say "Traffic", it automatically turns on and lists the current traffic conditions. This is really not far from being practical as the voice recognition can be done.
-Mike
http://www.sonystyle.com/webapp/wcs/stores/servlet/CategoryDisplay?catalogId=10551&storeId=10151&langId=-1&categoryId=8198552921644695998
It is ultimately inevitable that the Sony Dash will shrink so that you can hang it. It will weigh less and look like a small TV, with a better picture quality but what will ultimately make this device a killer device is voice recognition combined with gesture ability. So when I walk into the kitchen I wave my hand over the device and say "Traffic", it automatically turns on and lists the current traffic conditions. This is really not far from being practical as the voice recognition can be done.
-Mike
Saturday, September 6, 2008
Why you can't measure someone's learning
Some notes about why trying to measure a person's learning is like trying to find out the meaning of a person's life...
You can't measure someone's learning. There I said it. But's define learning to make sure there is no confusion. My definition of learning is the ability to acquire knowledge in pursuit of a goal. It is true that we can confine the measure of someone's learning say to a particular task/skill. But if that is the case then we should be specific because often the leaning objectives that we document don't really match what students/workers want out of a course.
Learning is about knowledge/experience, time, context, and meaning. Knowledge/experience is easy to understand because we have so many SME's and we all understand the nature of a specific knowledge base. Time is harder to understand because we really don't understand what defines one person's amount of time to another person's to learn something. What we do know is that a lot of information and a lot of time doesn't mean that a person will meet the learning objectives. Sometimes it is context that is the problem, the learning doesn't really match what the person will do. But often "meaning" is the problem because what is means for someone to really want to learn is hard to understand and in many cases impossible.
Rather than trying to measure learning, companies should seek those individuals whose meaning and purpose match their own. In essence the company should try to find out how their best employees can help them discover the company's true purpose and help the company be successful.
Mike
You can't measure someone's learning. There I said it. But's define learning to make sure there is no confusion. My definition of learning is the ability to acquire knowledge in pursuit of a goal. It is true that we can confine the measure of someone's learning say to a particular task/skill. But if that is the case then we should be specific because often the leaning objectives that we document don't really match what students/workers want out of a course.
Learning is about knowledge/experience, time, context, and meaning. Knowledge/experience is easy to understand because we have so many SME's and we all understand the nature of a specific knowledge base. Time is harder to understand because we really don't understand what defines one person's amount of time to another person's to learn something. What we do know is that a lot of information and a lot of time doesn't mean that a person will meet the learning objectives. Sometimes it is context that is the problem, the learning doesn't really match what the person will do. But often "meaning" is the problem because what is means for someone to really want to learn is hard to understand and in many cases impossible.
Rather than trying to measure learning, companies should seek those individuals whose meaning and purpose match their own. In essence the company should try to find out how their best employees can help them discover the company's true purpose and help the company be successful.
Mike
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