FR201 - The Creative Blend: New Tools to Engage Learners
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FR201 - The Creative Blend: New Tools to Engage Learners

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Apply creative techniques for engaging learners before, during, after (even long after!) formal learning.

Apply creative techniques for engaging learners before, during, after (even long after!) formal learning.

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  • Have available: Will It Blend?
  • Live class with facultyFlown all around the worldSpending a lot of $$ and valuable expert time on the 101 level for everyone.Opportunity to teach managers at the same timeHad to make sure they were ready to apply – and that content could be applied in the business when they get back
  • Entrepreneurs don’t have time to spend away from officeIn order to shrink a 3 day workshop to 1 day, need to come in and hit the ground runningPrice point can’t change though – because people buying the class won’t see it priced as a 3 day class it’s only 1 day.
  • Wanted to increase the class sizeStudents wanted to take the class but couldn’t fit live session into their schedule Class is case-based so I do believe that students benefit in several ways from a case class:Being put on the spot to discuss a situation with a professor,Have a give-and-take with the professor (and other students),Hearing the opinions (often contradictory) of other students,Defending his/her position against challengeshttp://www.samoore.com/2012/07/18/using-video-as-proxy-for-a-class-discussion/Scott Moore www.samoore.com Flipping helped busy studentsAs far as I can tell, no one is busier than the students in my classes. They have group projects in 4-5 classes, they have homework in those classes, they have clubs & sports teams & fraternities & sororities… Oh yeah, and class to go to. Having much of the material for the class online (lectures, exercises, assignments) provides an added bit of flexibility for the students (and for me, if I’m going to be truthful about it).Flipping helps students of all abilities to excelStudents coming into any technology-related class that I teach always seem to have a huge variety of backgrounds and related skill. Some students barely need my lecture, some think they don’t need my lecture but realize later that they do (this is the group that I’m most excited about potentially reaching), and a final group knows that they need my lecture but need to listen to different parts of it at different speeds.Flipping increases student-teacher interactionI always enjoy working with students who want to learn. It’s easily the best part of my job. Anything that potentially increases the amount and/or quality of this part of my life is a good thing. I’m not looking to get out of having class, but I am looking to stop students from feeling like they have to come to class if they don’t want to. I have always thought of class time as the limiting resource when designing a class. I know that I only have X amount of hours for a class; the major question is “how should I spend this highly valuable time?” Well, if I can allocate more of it to working directly with students who have chosen to come to class so that they can work with me on a problem personally important to them — I can’t ask for more than that.Flipping changes classroom managementAs I have written about before, I have quite a history working with flipped-like classes so I have seen this in action. Classes run this way are so exciting, so energetic. Students get engaged with the material, with each other, and periodically with me. It is exhausting and invigorating to be a part of. I definitely did have to roam the class to periodically remind students to get back on task — they are kids, after all — but it’s nothing like having to wake the kids up who are sleeping during a lecture because of boredom. Flipping makes your class transparentI am very much looking forward to letting the public (parents, other professors, other students, legislators, executives) in on the exciting things we are doing in class. Just like when we published the blog for a class I taught last semester, it got the student’s attention and gave them a sense that what we were doing was “real.” It would also be great if the videos ended up getting comments and feedback from beyond our classroom walls. We’ll just have to see how it goes.
  • “Dziuban, Hartman, and Moskal (2004, p.3) describe blended learning as a “pedagogical approach that combines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment.” The opportunity to tap into a larger range of strategies and solve pedagogical problems attracts faculty to blended courses.”http://blended.online.ucf.eduCORPORATE ASTD’s definition"It is the use of two or more distinct methods of training. This may include combinations such as: blending classroom instruction with on-line instruction blending on-line instruction with access to a coach or faculty member blending simulations with structured courses blending on-the-job training with brown bag informal sessions blending managerial coaching with e-learning activities" ASTD Elearning Handbookhttp://books.mcgraw-hill.com/authors/rossett/bl.htmWhat blended learning should mean is: using the best delivery methodology(ies) available for a specific objective, including online, classroom-based instruction, electronic performance support, paper-based, and formalized or informal on-the-job solutions.1“Top 10 Challenges of Blended Learning” by Jennifer Hofmann. Training Magazine, March 2011.
  • Faculty members teaching blended courses report improved outcomes such as students:Arrive in class better prepared (Bauer, 2001; Cameron, 2003),Write more effective and longer papers (Benbunan-Fich & Hiltz, 1999; Garnham & Kaleta, 2002; Murphy, 2002-2003; Spilka, 2002),Earn higher scores on exams (Garnham & Kaleta, 2002; O’Toole & Absalom, 2003),Create higher quality projects (Benbunan-Fich & Hiltz, 1999; Cameron, 2003; Garnham & Kaleta, 2002; McCray, 2000),Engage in deeper and more meaningful discussions of course content (Garnham & Kaleta, 2002; King, 2002; McCray, 2000; Murphy, 2002-2003), andDemonstrate a better understanding and deeper exploration of concepts (Bauer, 2001; Cameron, 2003)Succeed at an equal or higher rate than students in traditional courses (Dziuban, Hartman, Moskal, Sorg, & Truman, 2004; Dzuiban, Hartman, Juge, Moskal, & Sorg, 2005; Dziuban, Hartman, & Moskal, 2004).Why I botherMore & deeper engagementLonger period of connection with material … less time in classroomHarder to hide & slide byCheaper – they come prepare and ready to learnMore connection with the real worldEasy way to get in your spaced learningBuild marketing to new learners into the delivery/performance of the courseDiffering resources availableAccess to some content even between ILT sessionsLearn how to learn vs. get spoon fedTap into the exploring What’s more: If you’re a fan of connectivism as a learning construct, then blending in informal, personalized learning approaches allow that space to create connections and extra more useful information
  • Make the rapidly changing material the least “hard” codedBe prepared to support / curate / facilitate / babysit Teach learners how to use the tools Release your grip on SCORMBe ready to address firewall issuesChoose your redundancy across media carefullyKeep the learning front and center, regardless of the toolPrepare your managers for this!Prepare your trainers for this!
  • Media selection must be based on the learning context, the skills to be taught, the practicality of the situation and what theory indicates would be appropriate.Dick and Carey, 1996

FR201 - The Creative Blend: New Tools to Engage Learners Presentation Transcript

  • 1. The Creative BlendMegan TorranceTorranceLearningASTD TechKnowledge 2013Session FR201
  • 2. Gary’s Challenges Upgrade expensive, one- shot live training events Strengthen transfer to on-the-job application Build manager engagement Reach global audience
  • 3. Susan’s Challenges Inconvenient live events required a critical mass to hold Content not localized Little support for in-the- moment need
  • 4. Kevin’s Challenges Reach an impatient audience … with extremely high expectations … but with inadequate budget for the task
  • 5. Scott’s Challenges Reach more students Break schedule barriers to participation Increase the interactivity for all communication and learning styles Prove it can be done
  • 6. Your objective Select and blend appropriate learning media from a wide variety of options to enhance the engagement, retention, and application of learning to the job.
  • 7. Your objective Identify several touchpoints in a typical learning process Mix it up to make it fun and Generate a list of media options & affordances make it stick. Select media options for relevant touchpoints in your own learning solutions
  • 8. What is blended learning anyway? “…using the best delivery methodology(ies) available for a specific objective, including online, classroom- based instruction, electronic performance support, paper-based, and formalized or informal on-the-job solutions.” Jennifer Hofmann, 2011 “Top 10 Challenges of Blended Learning” by Jennifer Hofmann. Training Magazine, March 2011.
  • 9. Why bother?Arrive in class better prepared Write more effective and longer papers Earn higher scores on exams Engage in deeper and more Create higher quality projects meaningful discussions ofDemonstrate a better understanding course contentand deeper exploration of concepts Succeed at an equal or higher rate than students in traditional courses http://blended.online.ucf.edu/
  • 10. Identify thetouchpoints
  • 11. What are touchpoints? touchpoint: a point of contact with a body of knowledge or skill, defined by the timeframe and the reason for the contact
  • 12. Where are the touchpoints? • Before they know they need it • Get ready for learning 5 Moments of Learning Need 1. Learn something new 2. Learn some more 3. Apply it 4. Solve a problem 5. Change something • Remember to do it • Teach someone else http://www.learningsolutionsmag.com/articles/949/are-you-meeting-all-five- moments-of-learning-need
  • 13. The media mix
  • 14. Videotrailer
  • 15. Pre-sessionreading http://www.amazon.com/Kevin- Daum/e/B001IGHODG/ref=sr_tc_2_0?qid=1342625718&sr=1-2-ent
  • 16. Testing http://www.torranceinc.com/roaringvideo/preworkshop_quiz/
  • 17. “Knowledge quest”on the web http://www.astd.org/Education/Certificate- Programs/~/media/Files/Education/Pre-Work- Files/RapidLearningTechniquesPreWork.ashx
  • 18. Flickr http://www.flickr.com/photos/bennettanneb/2945406767/
  • 19. Pinterest http://pinterest.com/alesesberg/education/
  • 20. Postwire
  • 21. Podcasts ThinkStock99820785
  • 22. Text &Tweet ThinkStock122578699
  • 23. Video breakoutpresentations TorranceLearning Download, Nov 2012
  • 24. Search
  • 25. Job aidsQuick reference guidesMemory joggers http://www.permacharts.com/p-658-coaching-skills-at-work.aspx
  • 26. Electronic performancesupport systems(desktop or mobile) American Red Cross First Aid Mobile App https://play.google.com/store/apps/details?id=com.cube.arc.fa&hl=en
  • 27. Blogs & socialgroups for learning& discussion
  • 28. Remindervideos www.roaringvideo.com
  • 29. Videopostcards
  • 30. Storycalendars www.snapfish.com
  • 31. Action learningteams DO COULD YOU ALL JUST GO… SOMETHING USEFUL. AS A GROUP. And learn something in the process and be sure to share it with us and apply it to other things when you get back on the job.
  • 32. Get the bossinvolved
  • 33. What haveyou used?
  • 34. Connect the dots
  • 35. Your mission … … choose an approach that’s appropriate to each learning touchpoint
  • 36. Because the media mix is fun … • Is it a big or a small message? • Do they already know it? • How often does it change? • Is it unique each time its delivered? … but, of course, it has to • Do you have to track usage? • support the learning. Does it require other people? • Does it require a tool? • Is it visual? Verbal? Auditory? • Will it be pushed out or pulled in? • Do they want it?
  • 37. Putting it all together 1 2 3 4 n b a 1 c e d Josh Bersin, Blended Learning Handbook (2004)
  • 38. But how do we track it in the LMS?!?!!?
  • 39. A case study: Behavioral Interviewing Elearning Live guided practice session Quick Reference Card
  • 40. A case study: Dow Marketing University Trailer short Elearning module Learning journal Manager module Manager discussion Testing Case-based live session
  • 41. Case Study: BIT330 Video lectures Class blog Twitter Video case presentations Live class lectures
  • 42. Case Study: Create, Shoot, Score! Books Webinar Test Workshop Webinar
  • 43. touchpoint + media =
  • 44. Lessons we’ve learnedDon’t hard code itBe ready to hand-holdPrepare the learnersPrepare your managersPrepare your facilitatorsAddress the firewallChoose your redundancy wiselyFocus on the objective
  • 45. Use your brain“Media selection must bebased on the learningcontext, the skills to betaught, the practicality ofthe situation and whattheory indicates would beappropriate.”Dick and Carey, 1996
  • 46. With great power comes great responsibility, spiderman
  • 47. The objective Identify several touchpoints in a typical learning process Mix it up to make it fun and Generate a list of media options & affordances make it stick. Select media options for each touchpoint in one of your own learning solutions
  • 48. More resourcestorrancelearning.com/blend
  • 49. Connect with Megan Torrance