Learnlets

Asked about why I used the word pedagogy instead of andragogy, I think it’s worth elaborating (since I already had in my reply ;) and sharing. In short, I think it’s a false dichotomy. So here’s my analysis of andragogy vs pedagogy.

Looking at Knowles’ andragogy, I think it’s misconstrued. What he talks about for adults is really true for all learners, taking into account their relative cognitive capability and amount of experience. So I fear that using andragogy will perpetuate the myth that pedagogy is a different learning approach (and keep kids in classrooms listening to lectures and answering rote questions). Empirically, direct instruction works (tho’ it’s interpretation is different than the name might imply, I once pointed out how it and constructivism properly construed both really say the same thing ;). 

There was an article that posited five differences, and I see a major confound; the article’s talking about andragogy as self-directed learning, and pedagogy as formal instruction. That’s apples and oranges. It really is more about whether you’re a novice or a practitioner level and the role of instruction. Age is an arbitrary element here, not a defining factor. Addressing each point:

1. Adults are self-directing learners. No, in things they know they need, they can be, but also they may have their bosses or coaches pointing them to courses. Plus, for areas where the adults are novices, they still need guided instruction. Also, owing to our bad K12 and higher ed, we’re not really enabling learners to be effective and efficient self-directed learners. Further, kids are self-directed about things they’re interested in. But we make little effort to ground what we do (particularly K6) in any reason why this is on the syllabus. 

2. The role of learner experience. Yes, this matters, but it’s a continuum. Also, you always want to base instruction on learner experience, because elaboration requires connecting to and building on existing knowledge. Yes, we do tend to do give kids abstract problems (particularly in math), which is contrary to good learning science. “Only two things wrong in education these days, the curriculum and the pedagogy, other than that we’re fine.” Ahem. We teach the wrong things, badly. 

3. Adults generate interest in useful information. So does everyone, but that’s not a matter of developmental level. Kids also prefer stuff that’s relevant. We’ve developed a curriculum for kids that is out of date, and we don’t motivate it. Everyone has a curriculum, and there are degrees of self-direction, but it’s not a binary division.

4. Adult readiness to learn is triggered by relevance (yeah, kind of redundant).Kids also learn better when there’s a reason. Hence problem-based, service-based, and other such philosophy’s of learning. Even direct instruction posits meaningful problems. Again, the article’s comparing an ideal human learning model compared to a broken school model. 

5. What motivates learners are real life outcomes. Really, we’ve covered this, everyone learns better when there’s motivation. Children learn for grades because no one’s made it meaningful for them to care!  Kids will pursue their learning when it makes sense to them. John Taylor Gatto made the case that kids could learn the entire K6 curriculum in 100 hours if they cared! Kids do learn outside of what’s forced on them from schooling, be it Pokemon, polka, or porcupines. 

Thus, in the comparison between andragogy vs pedagogy, I come down on the side of pedagogy. It’s the earlier term, and while ped does mean ‘kid’, I still think it’s really about learning design. Learning design should be aligned to our brains, not differentiated between child and adult. Yes, there are developmental differences, but they’re a continuum and it’s more a matter of capacity, it’s not a binary distinction. That’s my take, what’s yours?

I stumbled across the Elements of UX diagram again, and happened to wonder if it would map to LXD. Here’s my stab:

And the text, as usual.

In a justifiably well-known image (PDF), Jesse James Garrett (JJG) detailed the elements of (web) user experience. I’ve been involved in the parallel development of UX and ID (and cross-fertilized them), so I wondered what the LXD version would be. So, of course, I took a stab at levels of LXD design.

To start with, JJG’s diagram works from the bottom up. The five levels, in order, are:

1. The original objectives and user needs.
2. That leads to content requirements and/or functional specifications. 
3. The next level is an information architecture or interface design that is structured to meet those needs. 
4. Those semantic structures are then rendered as an information design with navigation or interface design.
5. The top level is the visual design, what the user actually sees or experiences.

This systematic breakdown has been well recognized as a useful development framework. The development from need to semantics to implementation syntax suggests a logical development flow. As an aside, no one’s claiming we should develop in a linear manner, and there tends to be more up and down action in actual practice. Drilling down and then working from the bottom up as well is a well-known cycle of design!  

The learning equivalent, then, should similarly have a structured flow. We want to go from our needs, through various levels of representation, until we reach the learner experience. 

Given that we should be driven not by the goals for the interface but learner needs, I’ll suggest we start with the performance objectives.  Then, in parallel with user needs, I’ll stipulate that the other top-level definition comes from the user characteristics. These match the initial level stipulated. 

At the next level, I’ll suggest that the performance objectives drive assessment specifications, and the other decision at this level is for the pedagogical approach. We need to know what learners need to able to do, and how we’ll get them there.

As an intermediate representation equivalent to UX’s information architecture or interface design, I suggest from the assessment we determine the necessary practice activities required, and these are coupled with the necessary content requirements: models and examples, as well as the introduction and closing. Here we’re still at what’s required, not how it manifests. 

The next level is where we start getting concrete. We need to pick an overall theme or look and feel, and the flow of the experience. We’ll also, of course, need to make a consistent interface to support navigation and taking action. We know what we need to have, but we haven’t actually rendered it yet. 

Finally, we must render the necessary media. This will be the videos, audios, text, diagrams, images, and more that comprise the experience. This includes the actions to be taken and the associated consequences of each choice. 

That’s the equivalent structure I’m suggesting are the different levels of LXD design. Of course, this is a thought exercise, and so I may well have made some interpretations you could disagree with. For instance, I may have slavishly followed JJG’s levels too closely. Let me know! Also, it’s not clear whether this is a useful representation, so far it’s sort of a ‘because it’s there’ effort ;). You can let me know your thoughts on that, too!  

Here’s a story about where performance support would’ve made a task much easier.

And, as always, the text.

The other day, I had a classic need for performance support. Of course, it didn’t exist. So here’s a cognitive story about when and where a job aid would help.

Our Bosch dishwasher stopped near the beginning of the cycle, and displayed an icon of a water tap. The goal was to get the dishwasher running again. What with the layer of undrained water, we figured there was some sort of problem with the drain, clogged or the pump broken. M’lady had cleaned the drain, but the icon persisted. What now? Of course we could call a service person, but trying to be handy and frugal (and safe), we wanted to find out if it was something I could deal with. So, off to the manual.

Well, in this case, since I didn’t know where the manual was, I went online. I accessed the site and downloaded the manual. Only to find no guide to what the icons mean. What?!? This violates what we know about our brains, in this case that our memory is limited. The support section of the site did list the error codes, but numerically, not by icon. So, I had an indication I couldn’t map to a problem, let alone a solution. 

This is a real flaw! If you’re gonna use icons, provide a guide! Don’t assume they’re interpretable. (This had happened once before with this same appliance, with an impenetrable icon and no clue.) As a result, I had to call the service line. That wait took awhile (with more people staying home, they’re using their dishwashers more, and the appliances are therefore breaking down more). Once, the call dropped. The second time I had to stop because I had an upcoming call. The third time, however, I got through.

And a perfectly nice person listened, asked some questions, and then instructed me through a process. After hitting cancel (which automatically tries to drain everything and reset to zero) by simultaneously pressing two buttons linked by a line on the control panel, I heard noises in the sink like it was draining. After a minute, I was told to go ahead and open it up (yep, drained), turn it off and on, and then try running the cleaning cycle again. And, voila, it worked! (Yay!)

So, what’s wrong with this picture? First of all, there should be a clear explanation of what the icon means, as indicated above. Second, it should be clearly tied to a process to address the problem, including intermediate steps.This is so common, I am quite boggled that the great engineers that made our (very good) dishwasher aren’t complemented with a great technical communications team who write up a useful manual to support. It. Is. Just. Silly!

Note: this isn’t a learning experience. It’s just fine that I don’t recall what the last time’s icon was or what it meant, and maybe what this icon meant and what I should do. It should be infrequent enough that it’d be unreasonable for me to have to recall. Instead, I should be able to look it up. Put information in the world!  In the long term, this should save them buckets of money because most people could self help. Clearly, they’ve gone to numeric codes, but they could’ve just added in the associated icons, or given a mapping from icon to numeric code. Something to help folks who have the pics. 

This is just bad design, and it’s so obvious how to ameliorate it. People will self-help many times, but only if they can!  Just as you shouldn’t be creating a training course when a job aid will do, you can save a help call when a job aid can address most of the problems. Use performance support when it makes sense, and doing so comes from understanding how we actually think, work, and learn. When you do, you can design solutions that meet real needs. And that’s what we want to do, no?

On Twitter today was a question from an organization that, frankly, puzzled me. Further, I think it’s important to understand why this was a bad question. So here let me unpack several illustrative problems.

First, the question asks “What kind of learning do you prefer?” My initial response is: why would you ask that? What learners prefer has little to do with what outcomes you need to achieve. We should design for the learning outcomes.

Then, there’s the list of elements:

• Video-based learning
• Article-based learning
• How to guides
• Interactive quizzes

There are several problems with this list. First, why this subset? This isn’t a full suite of alternatives. What about simulations, scenarios, or games? AR or VR? Podcasts? Why this selection?

Then, the options lack full definitions. What do they mean by ‘video-based learning’?  Is it just a video, with no assessment? Is it really ‘learning’ then? Of course, if the ‘-based’ means assessment as well, how is that separate from ‘interactive quizzes’? Similarly for articles. What is included?

Yet guides and quizzes aren’t ‘-based’. Are we assuming they’re full learning solutions? That’s questionable. A how-to guide, aka performance support, might yield an outcome, but it doesn’t guarantee learning. There are lots of factors that would influence that. And interactive quizzes, without models and examples, would be a slow way to develop expertise.

Another problem is in the separation of the elements. So, for instance, a ‘how to’ guide could be a video or an article! There’s the Youtube video I used to fix my dryer, or the step by step instructions I used to figure out how to run cables on a monitor. Likewise, interactive quizzes could include video or point to an article. These aren’t mutually exclusive categories.

The point is that this is a bad question. It’s already been taken down (I wasn’t the only one to question it!). Still, there’re lessons to be learned. (Maybe the most important is to ensure your social media marketing person has enough knowledge of learning not to do such silly things, but I can’t assume that’s the locus of the problem. It’s just a hypothesis I’ve seen play out elsewhere. ;) While there are times it makes sense to ask provocative questions, there’s also a reason to have conceptual clarity.  At least, that’s my take, I welcome yours!

Sparked by a conversation, I generate some animation thoughts.

And, as always, a transcript.

In a conversation the other day, my colleague mentioned how she was making a practice of creating animations. I found this interesting, because while I think animations are important, I don’t do them all that much (or so I thought). Particularly intriguing was the notion of what principles might guide animations, including when to use them. I was prompted to reflect, and so here are some animation thoughts.

First, let’s be clear what I mean. I’ve argued that we don’t use graphic novel/comic formats enough, and that likewise applies to cartoons. Which are also known as animations. Yet, that’s not really what I’m talking about. I think we could use them more, but that’s another reflection.

Instead, here I’m talking about animated diagrams. And I think there are times when these are not just engaging, but cognitively important. Diagrams map conceptual relationships to spatial ones, and can add additional coding with color and shape. Animations add the dimension of time, so these relationships can change. In my categorization, these are dynamic diagrams, useful when the conceptual relationships change in important ways depending on other factors.

Interestingly, in the conversation, it came up what one form of her animations were diagram builds. I use diagrams a lot, not only to communicate, but as a tool for my own understanding! And, I’d done some builds, but after Will Thalheimer’s Presentation Science course I realized I needed to do that more systematically (and now do so). Building diagrams is helpful. Cognitively, a diagram can be overwhelming if there are too many elements. By starting at one point, and gradually adding in other elements, you can prevent cognitive overload. And in a presentation, in particular, you want to highlight important points.  

However, I also think that there are things worth indicating how they work dynamically. Like how a content system would work, e.g. context and rules combining to pull content out by description. Or how coordinates change based upon trigonometric values. I haven’t done much of this, for the simple reason that I don’t have a good animation tool. And, yes, I’m aware that you do motion in PowerPoint and/or Keynote, but I haven’t gotten into it. Time for a skill upgrade!

There are problems with animations, and guidelines. John Sweller’s cognitive load plays out with Dick Mayer’s work on multimedia research (as captured in his book with Ruth Clark: eLearning and the Science of Instruction), as indicated above. Thus, you shouldn’t try to have people read text while watching visual dynamics (use audio). Also, you should help people focus attention by removing extraneous details and/or highlighting the appropriate focus. 

The general principles of media apply as well. Accessibility suggests some alternate representations. Timing suggests having a pause ability for any animation longer than a certain time, and of course the ability to replay. Similarly, the animation design should use appropriate white space, highlighting, and other aspects that make it visually clear and appealing. 

Overall, I’d suggest that there are times when animations are the best option for conveying dynamic conceptual information. To use them, however, you have to take into account our cognitive limitations. So, these are some of my animation thoughts. I welcome yours. 

Ok, I know I just talked about this, but something happened to sharpen my understanding. Recently, a colleague was advocating, for a product she’s responsible for managing, that she was aware that people were “not used to reflowable text” And, frankly, that surprised me, but also explains the problems I’ve railed about in the past. Because reflowable text thinking is a key to moving beyond hardwired formatting to separating content from description. 

As I’ve bemoaned before, the notion of people hardcoding the way a page looks drives me nuts. If you want to change anything (and I frequently find ways to improve things), it’s very hard to do. It takes a lot of fussing. And, yet, I have been aware of tools that are just for doing detailed page layout. This comes from the days of print, and having to handset the lead into a page to produce a newspaper and the like. But we’re not there anymore.

Too, I’ve had an advantage. I had the opportunity to learn to use a word processor very early on. I had vi, the Unix visual text editor to write with, allowing editing, and LaTex to specify visual details, while I was a college student (I was glad to abandon my typewriter!). Then, I got a Mac II and Microsoft Word (2.0) to write my PhD thesis. This was a boon, because I could write, and define things like margins and what headings look like. And, automagically, my paper came out from the printer (ultimately, I had to tweak a few things) ready to pass the library lady with her ruler. 

The point was that I was not fussing about how each page looked, I was instead specifying things like:

• that a top level header required a page break beforehand (e.g. starting a new chapter), 
• hat the next level header was left justified, 
• that a heading should always be printed with the next paragraph or line of text, 
• and so on. 

And when it was printed, it looked right. If I changed paper size, or margins, or what have you, it adapted. 

That’s separating out what I’m saying from how it behaves across screens, devices, printers, etc. And that was useful for the web, mobile, and more. It’s responsive design. And, it’s the key to moving our content and experiences forward. 

It’s about describing behaviors, instead of hand-coding them. And having them refer to centralized descriptions. Which is a lot like coding, having new objects inherit the properties of their predecessors. And, it’s about Web 3.0, the semantic web. 

Look, this has seemed to be something not all folks seem to be able to get their mind around. And, I hope that’s not true, that it’s learnable. Because we have to come to grips with this. It’s already happening across the business in pretty much every other area. We can’t lag; we need reflowable text thinking, because our audience needs flexible content. When we can gain considerable power at the expense of some rethinking, that’s a fair tradeoff, in my mind. I welcome your thoughts.