Hands up for long weekends! The Mr had Columbus Day off and I took a PTO to extend our weekend. It’s amazing how much an extra day can affect a weekend. I finally got the FRC Firehose splash site up and running – I highly recommend that you check it out. I’ll do a separate post on that process later.
We also finally hit the milestone of finishing The Year of Weddings. We had five weddings this summer, two of which the Mr was the Best Man and two in which I was a bridesmaid. The wedding before this last one I was traveling the entire week before. Apparently, the Mr was bored enough that he learned the Gangnam Style dance while I was gone. The quote that became the title of the post occurred after he was cajoled to perform it at the latest wedding. I have a feeling this is going to become just as reoccurring as kids requesting Hanson at robot competitions just to irritate him. If you really want to see it, here it is:
*Note: I have absolutely no idea who the other dancing guy was.
Grad school is totally kicking my butt right now. I don’t know what’s so different about this semester vs the last ones, but it definitely feels different. It could be because I’m schlepping down to Dorchester for class on a weekly basis, or that the online course is far more involved than any other online course, but I feel like I’m constantly playing catch up. Last week we discussed behavioral learning – aka carrot and stick. I somehow got most focused on a quote from the book that touched upon how behaviorism was the original basis for No Child Left Behind, which then got skewed in the implementation down to the state level in that they felt that NCLB was all stick, no carrot. I don’t know if the rest of the class got my observation (by replacing the learner as the most granular with the school in this case), but I still think it’s an interesting piece to think about. Additionally, we did a behavioral piece where my ridiculously competitive side shone like the beacon that it is. We won, so that’s all that matters. 🙂
Last class was one of those where it flew by – I was shocked when I looked at my phone! Those are the best classes. We split up into “generations” and summarized how we felt about ourselves and how other generations felt about us. I was pretty surprised that out of a class of 30 there were only 5 of us who could classify as…ugh…”Gen Y”. I can’t stand that term, probably because it feels so throwaway compared to Gen X.
When discussing what defined us, the internet was an obvious choice. Somehow, though, I had forgotten that 24 hours news and the advent of cable was such a defining point within our generation as well. I’ve never known a time without hundreds of channels, each with differing viewpoints. I remember watching OJ Simpson and his Bronco and when Princess Diana died. I remember 9-11 and when we were electing a new Pope. All of those instances would have been completely different without constant news coverage.
I’ve also grown a new appreciation for adult learning, or andragogy. I never thought of myself as teacher material, hanging out with kids all day and lecturing. My training methods definitely lean more towards the andragognous: making learning a conversation, including lots of activity, making learning relevant to real life.
Those of you who wish I would post more, you’re in luck. Part of my participation grade for the 602 class is to post in my blog about what I’m learning about. For those of you who loved my rant about discussion boards, this is actually an idea I can get behind…mostly because it feels more honest and less doing it for the sake of doing it. Maybe it will even get me back into blogging more frequently.
However, I am a tad behind in my posting duties for class because I won a scholarship to visit Dreamforce and I was out in CA all last week. So, I’m still playing catch up, forgive me.
So why do I call myself spoiled? Because I have to take the one in person class this semester and I had it easy all last year. I have to drive 3 hours round trip to “scenic” Dorchester every week as opposed to doing my classes in my pyjamas. I had to – gasp – buy real books instead of digital Kindle editions. I have to talk to people (well, that’s never a problem).
My point is, the study of andragogy, or adult learning, shows how different adult learners are from children. They have different motivations, they are coming from a different frame of mind, they work differently. We did an exercise in class the week before describing adult learners, which the prof put into a Wordle word cloud. The larger the word, the more frequently it showed up.
There’s lots of theories about how adults learn, even those which look like they’re stolen from J.K. Rowling (I’m looking at you, Illeris), but I think what stuck out to me is that we have a long way to go in our study of andragogy. Education has been around for centuries, but adult learning has only had a few decades of research. It’s also very tied to the American baby boom, as that was the first generation to create a formal need for adult learning. We see learning in general expanding from the silos of LMSs into the open world, and I think the theories around adult learning will spread out as time goes by.
And when it comes down to it, if I really want this degree, I have to be all those things that an adult learner needs to be. Motivated, experienced, self directed. I guess I can suck it up a little.
Hey all! I’m looking for website evaluators and advisors to fill out this questionnaire for me. All responses are confidential and will not be shared with HQ – they’re for a class in my Masters program. Thanks in advance – please share!
I’m not going to bury the lead here: I think it is lazy for e-learners to rely on integrated discussion boards as a complete and authentic discussion solution.
Last semester I was in two classes that were completely online. Both have a “discussion” part of the grade that I was failing miserably at. Why? Because the discussion is so forced. Each of them require I post by Wednesday and then by Sunday I have to respond to five classmate’s comments. While I don’t mind at all posting to the board with my thoughts on the reading, I think what bothers me most is that most everyone is phoning in the responses. I don’t think my classmates are bad people, or that the intent was poor.
But I do think it is lazy. Here’s why:
In an ID program, you are failing to explore new technologies by relying on the pre-baked board. So maybe you don’t have a choice in the LMS that your program chose, I understand. And I’m familiar with the school policies that require a participation grade. But to rely on the technology that comes within the LMS is like sitting on the sidelines when the rest of the world is dancing. There are so many more ways to have discussion! Web chats, video responses, the list goes on and on. And by exposing new Instructional Designers to the many ways to get discussion across over the internet, the more they are likely to adopt it in their future portfolio.
The internet is no longer a closed-wall universe. Back in the early ages of the internet, it was almost required to have a discussion board. But as sites become more social and there are more and more places to login I follow an acquaintance on twitter who was encouraged to post discussion on twitter with a particular hashtag. I
Focusing the grade on the original response does not encourage discussion. If the rubric explicitly states that I get full credit if I respond to five students, then I will respond to five students. If that student responds back, I will not get notified until I log back in again. When am I most likely to log back in again? Next week, when I have to respond to discussion again.
Please don’t get me wrong and think I hate discussion boards, because I think they still have lots of use on the internet! I’ve been involved in the same board for over a decade and keep coming back because the discussion is thorough, the technology on the board alerts me and allows me to rely via email, or through an app.
Sure, whining on the internet is about as old as the discussion board itself, so how do you stretch discussion beyond the board?
Make comments public. Most people try to put their best foot forward when something is being publicly scrutinized. Students will do the same, and even better, if they can take it with them in an online portfolio, then there is a double benefit.
Encourage discussion with a broader audience. Allow students to comment, but make them engage their own audiences instead. Have them command their own discussion and show how their friends and colleagues respond. This encourages students to build their networks and utilize them in constructive discussion.
I’ve been sitting on this post for a while, but I think it’s time to get back into blogging. I should be commenting on my current classes to make sure I get the full points allotted, but I felt the need to finish it instead. Funny how that works sometimes.
I’ve decided to consolidate the blogs The Edu-Engineer and Tres Boucher so that I can provide a richer experience. Part of that includes moving all the posts from Edu-Engineer over to Tres: here’s one of many.
Training Adults: The Art of the Long Program
Originally posted Aug 9, 2011
It’s August. For the past four years, that means I just wrapped up multiple back to back week-long training sessions that take up most of July. Usually that means that I’m with about a dozen teachers in our training room teaching on a variety of topics during the day and entertaining them in the evenings.
Let’s switch to winter for a second. I’m not a huge figure skating fan (I’m more of a bobsled person myself), but I know people who love watching long program/free skate figure skating. They prefer it to the shorter competition, naturally called the “short program”, because it allows the skater to include all of the technical jumps with some extra time for artistic flourish.
But how does this relate to training? In my opinion, training adults over the course of a week requires different tactics than when training over the course of a day or two. A shorter training needs to be “just the facts”, but long training can add some flourish. This is a great thing, as you’ll want to flourish a little to make sure your trainees are interested all week long. Here’s some tips I’ve accumulated over the years to help keep attention and retain information:
Break it up. One of the worst things that you can do is to sit someone in a room all day and train on one thing. Instead, keep it light and switch up the subjects. We train on software in the morning and hands on activities in the afternoon specifically to keep trainees active after the inevitable post-lunch coma.
Channel your speaking heroes. Who do you consider to be a good speaker? Search the internet and study how great speakers talk. The TED talks are a great place to begin, as well as watching comedians. Watch them and ask around the 7 min mark: why am I still engaged in their speech? Is it a great slide show? Is it the stories that they tell? I don’t remember where I picked this up, but when I discuss creating unique usernames I always casually throw in the user ID “8675309” as an example. I love watching my group smirk as their brains get the reference. If they’re smirking, I know they’re still listening.
Keep the flow. You know that awkward moment while showing off software when the internet is loading and you’re left staring at your audience? Instead of utilizing that time, we apologize for the internet or stand there and wait. This is core time when you can bring up refresher information, reinforce where the user can find this page in the system, why this piece is important, etc, etc, etc. During pauses I like to borrow a tactic from yoga teachers, especially Bikram yoga, who talk constantly through the move. As you’re holding that toe stand, they’re utilizing their voice to keep you focused on the task at hand and hold it that much longer. By talking and keeping it interesting through those quiet moments, your audience will stay with you.
Don’t teach them everything they need to know. I would rather have someone know where they need to go for assistance after the training than to feverishly take notes on everything. Self-directed training is growing in leaps and bounds as the internet generation joins the workforce, and I try to encourage searching and creating a knowledge network in my older learners. As companies it’s a waste to put training materials on the internet and create communities if our target market doesn’t know that it is available.Plus, if they’re not taking notes, they’re more likely to ask questions and be engaged.
I think the best “long program” sessions act more like conversations, where as I’m talking they’re asking questions about how to utilize it in their personal situation. What tactics do you use in your training sessions to keep your trainees engaged? How do you measure success during training?