Search Results for: engag

Manifesting in principle

25 March 2014 by Clark 1 Comment

The launch of the Manifesto has surfaced at least a couple of issues that are worth addressing. The first asks who the manifesto is for, and what should they do differently. That’s a principled response. The second is just how to work differently in the existing situations where the emphasis is on speed. That’s a more pragmatic response. There are not necessarily easy answers, but I’ll try. Today I’ll address the first question, and tomorrow the second.

To the first point, what should the impact be on different sectors? Will Thalheimer (fellow instigator), laid out some points here. My thoughts are related:

Tool vendors should ensure that their tools can support designers interested in these elements. In particular, in addition to presentation of multimedia content, there needs to be: a) the ability to provide separate feedback for different choices, b) the ability to have scenario interactions whereby learners can take multistep decision paths mimicking real experiences, and c) the ability to get the necessary evaluation feedback. In reality, the tools aren’t the limitation, though some may make it more challenging than others. The real issue is in the design.
We’d like custom content houses (aka elearning solution providers) to try to get their clients to allow them to work against these principles, and then do so. Of course, we’d like them to do so regardless! I’ve argued in the past that better design doesn’t take longer. Of course, we realize that clients may not be willing to pay for testing and revision, but that’s the second part…
…we’d like purchasers of custom content to ask that their learning experiences meet these standards, and expect and allow in contracts for appropriate processes. If you’re going to pay for it, get real value! Purchasers need to become aware that not meeting these standards increases the likelihood that any intervention will be of little use.
Similarly, if you’re buying pre-made content (aka shelfware), you should check to see if it also meets these standards. It’s certainly possible!
Managers and executives, whether purchasing or overseeing in-house teams, ideally will be insisting that these standards be met. They should start revising processes both external (e.g. RFPs) and internal (templates, checklists and reviews) to start meeting these criteria.
And designers and developers should start building this into their solutions (within their constraints) while beginning to promote the longer term picture.

Of course, we realize that there are real world challenges. The first is that the internal elearning unit will have to be working with the business units about taking a richer and more meaningful approach. Those units may not be ready to consider this! The ‘order taker’ mentality has become rife in the industry, and it’s hard for a L&D unit to suddenly change the rules of engagement. It will take some education around the workplace, but to ensure that the efforts are really leading to meaningful change mean it’s critical.

The second caveat is that not all of these elements will be addressable from day 1. While we’d love that to be the case, we recognize that some things will be easier than others. Focusing on meaningful objectives and, relatedly, meaningful practice are the two first priorities. (While I suspect my colleagues might instead champion measurement, I’m hopeful that making more meaningful practice will drive better outcomes. Then, there’ll be a natural desire to check the impact.) When the meaningful focus is accomplished, trimming extraneous content becomes easier.

The goal is to hit the core eight values first, as these are the biggest gaps we see, and integrate many of the principles: performance focused, meaningful to learners, individualized challenges, engagement-driven, authentic contexts, realistic decisions, real-world consequences, and spaced practice. With those, you’ve got a real start on making a difference. And that’s what we’re about, eh? We hope you’ll sign on!

Cathy Davidson #LSCon Keynote Mindmap

21 March 2014 by Clark Leave a Comment

Cathy Davidson gave us an informative, engaging, and inspirational talk talking about how we’re mismatching industrial approaches in an information era. She gave us data about how we work and why much of what we do isn’t aligned, along with the simple and effective approach of think-pair-share. Very worthwhile.

Serious Conversation

18 March 2014 by Clark 1 Comment

We’ve already received the first request for an article on the Serious eLearning Manifesto, and it sparked a realization. We (my co-conspirators are Will Thalheimer, Julie Dirksen, and Michael Allen) launched the manifesto last week, and we really hope you’ll have a serious look at them. More, we hope you’ll find a way to follow them, and join your colleagues in signing on.

What has to happen now is people need to look at them, debate the difficulties in following them, and start thinking about how to move forward. We don’t want people just to sign on, we want them to put the principles into practice. You may not be able to get to all from the beginning, but we’re hoping to drive systematic change towards good elearning.

The Manifesto, if you haven’t seen it, touts eight values of serious elearning over what we see too often, focusing on the biggest gaps. The values are backed up by 22 principles pulled from the research. And we’ve been already been called out for it perhaps being too ‘instructor’ driven, not social or constructivist enough. To be fair, we’ve also already had some strong support, and not just from our esteemed trustees, but signatories as well.

And I don’t want to address the issues (yet), what we want to have happen is to get the debate started. So I didn’t accept the opportunity to write (yet another) article, instead I said that we’d rather respond to an article talking about the challenges. We want to engage this as dialog, not a diatribe. Been there, done that, you can see it on the site ;).

So, please, have a look, think about what it would mean, consider the barriers, and let’s see if, together, we can start figuring out how to lift the floor (not close off the ceiling).

Aligning with us

12 March 2014 by Clark Leave a Comment

The main complaint I think I have about the things L&D does isn’t so much that it’s still mired in the industrial age of plan, prepare, and execute, but that it’s just not aligned with how we think, learn, and perform, certainly not for information age organizations. There are very interesting rethinks in all these areas, and our practices are not aligned.

So, for example, the evidence is that our thinking is not the formal logical thinking that underpins our assumptions of support. Recent work paints a very different picture of how we think. We abstract meaning but don’t handle concrete details well, have trouble doing complex thinking and focusing attention, and our thinking is very much influenced by context and the tools we use.

This suggests that we should be looking much more at contextual performance support and providing models, saving formal learning for cases when we really need a significant shift in our understanding and how that plays out in practice.

Similarly, we learn better when we’re emotionally engaged, when we’re equipped with explanatory and predictive models, and when we practice in rich contexts. We learn better when our misunderstandings are understood, when our practice adjusts for how we are performing, and feedback is individual and richly tied to conceptual models. We also learn better together, and when our learning to learn skills are also well honed.

Consequently, our learning similarly needs support in attention, rich models, emotional engagement, and deeply contextualized practice with specific feedback. Our learning isn’t a result of a knowledge dump and a test, and yet that’s most of what see.

And not only do we learn better together, we work better together. The creative side of our work is enhanced significantly when we are paired with diverse others in a culture of support, and we can make experiments. And it helps if we understand how our work contributes, and we’re empowered to pursue our goals.

This isn’t a hierarchical management model, it’s about leadership, and culture, and infrastructure. We need bottom-up contributions and support, not top-down imposition of policies and rigid definitions.

Overall, the way organizations need to work requires aligning all the elements to work with us the way our minds operate. If we want to optimize outcomes, we need to align both performance and innovation. Shall we?

Exaggeration and Alignment

4 February 2014 by Clark Leave a Comment

In addition to my keynote and session at last week’s Immersive Learning University event, I was on a panel with Eric Bernstein, Andy Peterson, & Will Thalheimer. As we riffed about Immersive Learning, I chimed in with my usual claim about the value of exaggeration, and Will challenged me, which led to an interesting discussion and (in my mind) this resolution.

So, I talk about exaggeration as a great tool in learning design. That is, we too often are reigned in to the mundane, and I think whether it’s taking it a little bit more extreme or jumping off into a fantasy setting (which are similar, really), we bring the learning experience closer to the emotion of the performance environment (when it matters).

Will challenged me about the need for transfer, and that the closer the learning experience is to the performance environment, the better the transfer. Which has been demonstrated empirically. Eric (if memory serves) also raised the issue of alignment to the learning goals, and that you can’t overproduce if you lose sight of the original cognitive skills (we also talked about when such experiences matter, and I believe it’s when you need to develop cognitive skills).

And they’re both right, although I subsequently pointed out that when the transfer goal is farther, e.g. the specific context can vary substantially, exaggeration of the situation may facilitate transfer. Ideally, you would have practice across contexts spanning the application space, but that might not be feasible if we’re high up on the line going from training to education.

And of course, keeping the key decisions at the forefront is critical. The story setting can be altered around those decisions, but the key triggers for making those decisions and the consequences must map to reality, and the exaggeration has to be constrained to elements that aren’t core to the learning. Which should be minimized.

Which gets back to my point about the emotional side. We want to create a plausible setting, but one that’s also motivating. That happens by embedding the decisions in a setting that’s somewhat ‘larger than life’, where we’re emotionally engaged in ways consonant with the ones we will be when we’re performing.

Knowing what rules to break, and when, here comes down to knowing what is key to the learning and what is key to the engagement, and where they differ. Make sense?

Mac memories

21 January 2014 by Clark Leave a Comment

This year is the 30th anniversary of the Macintosh, and my newspaper asked for memories. I’ll point them to this post ;).

As context, I was programming for the educational computer game company, DesignWare. DesignWare had started out doing computer games to accompany K12 textbooks, but I (not alone) had been arguing about heading into the home market, and happened to run into Bill Bowman and David Seuss at a computer conference, who’d started Spinnaker to sell education software to the home market, and were looking for companies that could develop product. I told them to contact my CEO, and as a reward I got to do the first joint title, FaceMaker. When DesignWare created it’s own titles, I got to do Creature Creator and Spellicopter before I headed off to graduate school for my Ph.D. in what ended up being, effectively, applied cognitive science.

While I was at DesignWare, I had been an groupie of Artificial Intelligence and a nerd around all things cool in computers, so I was a fan of the work going on at Xerox Palo Alto Research Center (aka Parc), and followed along in Byte magazine. (I confess that, at the time, I was a bit young to have been aware of the mother of all demos by Doug Engelbart and the inspiration of the Parc work.) So I lusted after bitmap screens and mice, and the Lisa (the Mac predecessor).

My Ph.D. advisor, Donald Norman, had written about cognitive engineering and the research lab I joined was very keen on interface design (leading to Don’s first mass-market and must-read book, The Psychology of Everyday Things, subsequently titled The Design of Everyday Things, and a compendium of writings call User-Centered System Design). He was, naturally, advising Apple. So while I dabbled in meta-learning, I was right there at the heart of thinking around interface design.

Naturally, if you cared about interface design, had designed engaging graphic interfaces, and had watched how badly the IBM PC botched the introduction of the work computer, you really wanted the Macintosh. Command lines were for those who didn’t know better. When the Macintosh first came out, however, I couldn’t justify the cost. I had access to Unix machines and the power of the ARPANET. (The reason I was originally ho-hum about the internet was that I’d been playing with Gopher and WAIS and USENET for years!)

I finally justified the purchase of a Mac II to write my PhD thesis on. I used Microsoft Word, and with the styles option was able to meet the rigorous requirements of the library for theses without having to pay someone to type it for me (a major victory in the small battles of academia!). I’ve been on a Macintosh ever since, and have survived the glories of iMacs and Duos (and the less-than stellar Performa). And I’ve written books, created presentations, and brainstormed through diagrams in ways I just haven’t been able to on other platforms. My family is now also on Macs. When the alternative can be couched as the triumph of marketing over matter, there really has been little other choice. Happy 30th!

Gaming Learning

20 January 2014 by Clark Leave a Comment

Remember the game Where in the World Is Carmen San Diego? The game had you chasing an international fugitive, and you had to decipher clues about world facts to figure out where to go next to catch her, using an included world almanac. The claim for learning was that it developed knowledge of world facts. And that was patently shown to be wrong by Cathie Sherwood, then at Griffith University (if memory serves). What she showed was that kids learned how to use an almanac, but didn’t remember the information pointed to by the clues. And this is a consistent problem with educational software.

I’ve been thinking about games for the simple reason that I’m keynoting and doing a panel and a session about gaming and learning at NexLearn’s Immersive Learning University conference next week. I’ll be talking about how to design them, and lessons from games for the design of learning and assessment. So when I read this recent article, while generally supportive, I had a problem.

The good thing with the article is that it argues that we should be doing more with games to support learning, and I couldn’t agree more. When properly designed, games provide deep and meaningful practice. And we could be tapping into much more of the facets of games for designing learning experiences. Challenge, decisions, and consequences in a safe environment.

So what bothered me? At one point, the article does on about what skills are required in computer games, things like problem-solving, strategy, etc. And, yes, games do require those skills. However, what many have done wrongly is say that the games develop those skills, and this is wrong. For instance, when Kurt Squire was touting the learning outcomes of Civilization, it came from a teacher who scaffolded that understanding, not intrinsically from the game. Similarly, when my kids were playing Pajama Sam (a great series of games with interesting stories and appropriate challenges), we were scaffolding the learning.

For some, requiring skills will develop them. For the 10% or so who survive despite what we do to them ;). But if you want to be sure they’re getting developed, you need to do more than require them, you need to scaffold them. And we could do this if we wanted to. But we don’t. The existence of coaching for higher-level learning skills in the game environment is essentially non-existent. And I just think this is a shame. (Many years ago I was proposing research to develop a coaching environment on top of a game engine, so it could be available in any game designed with that engine, but of course it was deemed too ambitious. Hmmph.)

And don’t get me wrong, the article didn’t make wrong statements, it just reminded me of the problem that has bugged me and also I think damaged the industry (think: why is the term ‘edutainment’ tainted?). But we need to be careful what we say and how we talk about it. We can develop meaningful learning games, but we have to know how to do it, not just put game and instructional designers in a room together and expect them to know how to create a success. You need to understand the alignment of elements of learning and leverage those to achieve success. Don’t settle for less.

2013 Reflections

31 December 2013 by Clark 1 Comment

It’s appropriate to look back at the year, here at the end of it. Reflection is a powerful and all-too-neglected tool. My year started off with a bit of travel and ended up with a lot of thought, writing, and preparation.

I started off with a bang, with two separate trips for presentations in Saudi Arabia with a few weeks of each other (phew!). The second included a paper that was a stab at rethinking formal learning: Redesigning Design (warning, PDF). It integrated my previous discussion of activity-centered learning with backwards design. And visiting foreign countries is something I enjoy, if not getting there ;).

I also presented at a wide variety of events, from regular venues like ASTD‘s TechKnowledge and ICE, and the eLearning Guild‘s Learning Solutions, mLearnCon, Performance Support Symposium, and DevLearn. More unique opportunities included the Professional Association of College Trainers and the International Conference on College Teaching and Learning. I attended Association for Educational Communications and Technology just to hear what’s happening on the academic side.

I always enjoy such opportunities. The most interesting aspect to me are the discussions that emerge after sessions, whether I’m the one presenting or I’m getting a chance to listen to someone else. The conversations in-between are also interesting, with colleagues old and new. Having a chance to mingle informally adds a valuable component to professional interactions.

Which was the driving force to attend a couple of retreats that are a different sort of professional reflection. This past year I attended Up to All of Us, and a second, similar, get together, both for the second time. These were opportunities to recharge and connect with like-minded colleagues. The ability to listen and interact in natural settings over an extended period is a separately valuable type of interaction.

Some of my best interactions came online in small groups, not least the Internet Time Alliance (the rest of you know who you are). The chance to interact with colleagues like Jay, Jane, Charles, and Harold continues to be a fabulous boon. My only regret is that we didn’t quite get things going the way I’d originally hoped we would. Despite the intellectual firepower, we didn’t converge on a unified model until too late. I admit my limitation in that I couldn’t really be prepared to ‘go to market’ until we had a core framework that would serve as the basis for tools, a book, etc. When we finally did, it was too late as everyone had gone off in their own directions, of need. The model is still important, and will be revisited in the forthcoming tome, and while it can serve as a basis for us working together (we’re still an entity, and available), but the real benefit to us is the continued opportunity to interact intellectually as well as personally.

I engaged in client work as well, of course, which is yet another powerful opportunity to learn, coupled with the opportunity to contribute. I was fortunate to engage with a variety of different organizations in facilitating design and strategy, including some mobile work. I like it when I can help clarify concepts, leading to tighter design, as well as raise the full spectrum of issues leading to more comprehensive strategies. I really enjoy getting into specific contexts, coming to grips with the issues, looking for matching models and frameworks, and systematically working through them to provide innovative solutions. Not when you’re doing the ordinary, but when you are uncertain what’s needed, or need to take it up a notch, is where I’ve been able to add real value.

I spent much of the latter part of the year working on my next book, to be out this coming year. I’m not happy with the state of the industry, nor the pace of change, so the book and another initiative (stay tuned) are a couple of stabs at trying to make things better. If you’re reading this, you’re more likely part of the solution than the problem, of course ;).

I’d also agreed to do a number of chapters in books and articles, so as soon as the book manuscript was done, I had to scramble to meet my other deadlines. As well as presentations for some of this coming year’s commitments; a topic for another post. You’ll see more writing emerging in articles, chapters, etc, soon. Duck!

Personal life was not neglected, I took a couple of weeks off this summer to travel with the family on an East Coast US History tour, from Boston, through New York City, to DC, with a side trip to Gettysburg. It was not only pleasant, but also a learning experience in many ways, both seeing new things, and seeing them through different eyes. I also spent some time in the wilderness, backpacking through Yosemite National Park, a different sort of retreat, but equally valuable. We also dealt with the passing of my mother, which was not unexpected. It’s odd to finally be the eldest, the patriarch as it were.

I have to say it was a good year, despite the challenges. And it leads me to be optimistic, looking forward, as is my wont. I hope that, as you look back on your year, you find insight, inspiration, and satisfaction.

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