Starting (and ending!) with Why

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An exploration of online course building, with references to Simon Sinek, James E Zull and Lee LeFever, and an example course breakdown.

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  • Disclaimer: This presentation contains generalisations and sweeping statements.
  • And a sleep-deprived presenter...
  • Lee LeFever, author of the Art of Explanation
  • So having spent so far reinforcing that why is important, it seems important that I share a personal why with you. I believe the world is a better place when folks can freely learn what they need to know to let their talent and passion shine. I believe we learn best when we are inspired and inspiring people share with us their why.
  • Using google docs, quite text heavy, and hard to collaborate with
  • Fine for one with few comments - but gets messy with more people, and more density... So we switch to the Moodle space itself to build and design...
  • Fine for one with few comments - but gets messy with more people, and more density... So we switch to the Moodle space itself to build and design...
  • And realise quite early that we’re on different pages! The first version became an exercise in information transfer, rather than knowledge transfer The course sections here are very component focussed - which was an important part of the course, but we’ve quickly jumped into how, and missed why! We needed a tool that could help us etch out the course, without a heavy development time investment before we were clear on what we wanted.
  • So we trialled trello.org, a free tool, which allows for the creation of task lists, containing task items, with comments on them
  • So we trialled trello.org, a free tool, which allows for the creation of task lists, containing task items, with comments on them
  • Using trello allowed us to step back from the course space and talk through assumptions more thoroughly, to be able to do detailed task planning and high level overviewing
  • We assumed that our students wanted to learn, and that our task as course builders was to find a way to help them learn!
  • We needed to connect our student’s motivation to our teacher’s motivation
  • Telling stories - long before we had gaming consoles, we played on our own computers - which often encouraged us to upgrade our hardware to get a better gaming experience! In telling this story, we uncover hidden stories on how we got to a point where the hardware is locked down, and what implications that has for future development
  • Connecting our story to their story, and creating our story...
  • Once we understand the why better - then we can build better explanations
  • We assumed that our students wanted to learn, and that our task as course builders was to find a way to help them learn!
  • Starting (and ending!) with Why

    1. 1. Image source: http://blogs.neoseeker.com/Arietta/2278-error-404-page-not-found-earths-history-in-danger/
    2. 2. Starting(and ending) withWhyPresented by Lindy Klein@moodlechick
    3. 3. Question:What do these three have in common?What do these three have in common?Lee LeFever Simon Sinek James E Zull
    4. 4. Lee LeFever,author of“The art of explanation”
    5. 5. Most well-known forhttp://commoncraft.com
    6. 6. Simon Sinekauthor of“Start with Why”
    7. 7. Most well-known for theGolden Circle
    8. 8. James E Zullauthor of“The art of changing the brain”
    9. 9. Most well-known for exploring theconnections betweenneuroscience and learning
    10. 10. ANSWER:All three understand the importanceof WHY to the LEARNER
    11. 11. So what’s my why?
    12. 12. Etching it out...
    13. 13. Etching it out...
    14. 14. Beginning the build...
    15. 15. Beginning the build...
    16. 16. Rethinking the development stage...http://trello.org
    17. 17. Rethinking the development stage...http://trello.org
    18. 18. and then rethinking the course...Why are our students doing this course?Why are we building it?And are those motivations compatible?
    19. 19. and then rethinking the course...Why are our students doing this course?We can make assumptions, but it helps to askour students - so that they are cognitivelyprocessing it too!
    20. 20. and then rethinking the course...Why are we building it?Personal and organisational motivationscould include:* raising institutional profile;* sharing a passion for a subject;* skill building within an organisation;* and more...All of which are valid!
    21. 21. BUT:Are those motivations compatible?
    22. 22. We needed to go back to why!
    23. 23. Why build your own computer?Image source: http://au.ign.com/articles/2013/02/28/gaming-pcs-to-build-or-buyhttp://www.unicentrix.net/wp-content/uploads/2012/09/PC-2.jpg
    24. 24. Connect the learning scaffolding tothe learning process
    25. 25. What is my experience?How does that experienceconnect with the course?How is my whyserved by this how?Test it out!Changing the brain...
    26. 26. Then get the explanationshappening!
    27. 27. What is my experience?How does that experienceconnect with the course?How is my whyserved by this how?Test it out!Tell the whole story!
    28. 28. A different approach...
    29. 29. I’ve forgotten most of what I wastaughtBUT;I’ve remembered everything Ilearned
    30. 30. Further resources....Simon Senek - Start with WhyLee LeFever - The Art of ExplanationJames E Zull - The Art of Changing the BrainDaniel Pink - DriveJames Marcus Bach - Secrets of a BuccaneerScholarJoseph Grenny et al - Influencer: The Power toChange Anything
    31. 31. Questions?

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