This presentation from Paul Signorelli and Sharon Morris was prepared under the auspices of the ALA Learning Round Table for delivery at the ALA Annual Conference on June 26, 2012 in Anaheim, California. "Ignite, Interact, and Engage" explores methods for creating engagingly effective learning opportunities face to face and online.
This PowerPoint presentation, complete with speaker notes, explores ways that library staff members (and others) can reach into their extended onsite-online communities to develop productive, sustainable collaborations; originally presented as a live webinar on April 18, 2013, for ALA Editions (for speaker notes, please click on "Notes" button near bottom of screen, near the "Comments" section)
This proposed presentation was prepared for delivery at the New Media Consortium Future of Education summit held near Austin, TX January 22-24, 2013. It's based on work I've done with my colleagues Maurice Coleman, Buffy Hamilton, and Jill Hurst-Wahl, and is part of our continuing efforts to support the development of social learning centers onsite and online for libraries and other learning organizations.
This PowerPoint presentation, complete with speaker notes, explores ways that library staff members (and others) can reach into their extended onsite-online communities to develop productive, sustainable collaborations; originally presented as a live webinar on April 18, 2013, for ALA Editions (for speaker notes, please click on "Notes" button near bottom of screen, near the "Comments" section)
This proposed presentation was prepared for delivery at the New Media Consortium Future of Education summit held near Austin, TX January 22-24, 2013. It's based on work I've done with my colleagues Maurice Coleman, Buffy Hamilton, and Jill Hurst-Wahl, and is part of our continuing efforts to support the development of social learning centers onsite and online for libraries and other learning organizations.
This presentation, delivered at the American Library Association 2014 Annual Conference (in Las Vegas) under the auspices of the ALA Learning Round Table, explores ways to assure that learners apply what they learn after leaving a training/learning session.
Have you been thinking about setting up a blog? Now's your chance to do it with some help so you get off to a great start. In this session, we'll talk different options for layout and strategy to creating a blog that is attractive and shares your message.
You'll Need: A Laptop and a (free) Wordpress blog installed.
> Blogging #1: 8:00 am - 10:00 am
Presented By:
Dawn Crawford - Colorado Children's Immunization Coalition
Laura Whitehead - Popokatea
> Blogging #2: 11:00 am - 1:00 pm
Presented By:
Dawn Crawford - Colorado Children's Immunization Coalition
Laura Whitehead - Popokatea
This presentation discusses:
- Online Learning communities
- A particular learning community that we built
- How that learning community was used
A lot of the principles, problems and lessons apply to any learning community, whether you create it in your VLE, on facebook, on Ning or just on a blog or a wiki. Whatever technology you use, there are principles here that you should be able to apply.
Probably, most importantly, this is about building a learning community that works. Because, in many cases, they don't.
This presentation, prepared for the Library Directors' meeting organized by the Library of Virginia September 19-20, 2012 in Richmond, VA, is one of three jointly delivered by Paul Signorelli and Maurice Coleman.
This presentation on the basics of creating strategic plans was designed for and delivered to ASTD (American Society for Training & Development) chapter leaders in a one-hour webinar on March 29, 2011. The webinar script is included in the speaker notes section.
Visual literacy is an important skill in our increasingly visual world.
This presentation will be shared at the Internet@Schools West Conference 2014 in Monterey, CA.
Presentation for TCEA 2015: “75-90% of learning in a classroom is visual. Improve visual literacy by utilizing online resources and incorporating photography into instruction so that students can read images as information sources and understand how to analyze, produce, and ethically-share images.”
This presentation, prepared by Hidden Garden Steps organizing committee co-chair Paul Signorelli for project artists Aileen Barr and Colette Crutchers presentation at the San Francisco Public Library (March 28, 2011) provides an overview of the Hidden Garden Steps project in San Francisco's Inner Sunset Distric and reviews the Moraga Steps project in the same neighborhood.
This first of four webinars on "Mastering Online Facilitation," originally delivered and delivered for SEFLIN, provides an overview of how to design and facilitate webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
This presentation, delivered at the American Library Association 2014 Annual Conference (in Las Vegas) under the auspices of the ALA Learning Round Table, explores ways to assure that learners apply what they learn after leaving a training/learning session.
Have you been thinking about setting up a blog? Now's your chance to do it with some help so you get off to a great start. In this session, we'll talk different options for layout and strategy to creating a blog that is attractive and shares your message.
You'll Need: A Laptop and a (free) Wordpress blog installed.
> Blogging #1: 8:00 am - 10:00 am
Presented By:
Dawn Crawford - Colorado Children's Immunization Coalition
Laura Whitehead - Popokatea
> Blogging #2: 11:00 am - 1:00 pm
Presented By:
Dawn Crawford - Colorado Children's Immunization Coalition
Laura Whitehead - Popokatea
This presentation discusses:
- Online Learning communities
- A particular learning community that we built
- How that learning community was used
A lot of the principles, problems and lessons apply to any learning community, whether you create it in your VLE, on facebook, on Ning or just on a blog or a wiki. Whatever technology you use, there are principles here that you should be able to apply.
Probably, most importantly, this is about building a learning community that works. Because, in many cases, they don't.
This presentation, prepared for the Library Directors' meeting organized by the Library of Virginia September 19-20, 2012 in Richmond, VA, is one of three jointly delivered by Paul Signorelli and Maurice Coleman.
This presentation on the basics of creating strategic plans was designed for and delivered to ASTD (American Society for Training & Development) chapter leaders in a one-hour webinar on March 29, 2011. The webinar script is included in the speaker notes section.
Visual literacy is an important skill in our increasingly visual world.
This presentation will be shared at the Internet@Schools West Conference 2014 in Monterey, CA.
Presentation for TCEA 2015: “75-90% of learning in a classroom is visual. Improve visual literacy by utilizing online resources and incorporating photography into instruction so that students can read images as information sources and understand how to analyze, produce, and ethically-share images.”
This presentation, prepared by Hidden Garden Steps organizing committee co-chair Paul Signorelli for project artists Aileen Barr and Colette Crutchers presentation at the San Francisco Public Library (March 28, 2011) provides an overview of the Hidden Garden Steps project in San Francisco's Inner Sunset Distric and reviews the Moraga Steps project in the same neighborhood.
This first of four webinars on "Mastering Online Facilitation," originally delivered and delivered for SEFLIN, provides an overview of how to design and facilitate webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
Presentation was delivered at the American Library Association Annual Conference (Washington, D.C., June 2010) under the auspices of ALA's Learning Round Table; event featured formal presentations, a panel discussion including a few of those interviewed (Louise Whitaker, Maurice Coleman, and Sandra Smith) for the forthcoming ALA Editions book "Workplace Learning and Leadership:
A Handbook for Library and Nonprofit Trainers" (May 2011), and included discussion between panel and audience members.
This second of four webinars on "Mastering Online Facilitation," originally designed and delivered for SEFLIN, focuses on the need to engage in assessment before proceeding with the design and development of webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
First of two web analytics presentations by Char Booth and Paul Signorelli for ALA TechSource. Presentation delivered as a live webinar on January 20, 2011; part 2 on January 27, 2011. Part one focuses on web analytics basics and how to effectively use and present the information gathered through web analytics tools. Script included in speaker notes; for more information, please visit http://www.alatechsource.org/blog/2010/12/ala-techsource-workshop-library-analytics-inspiring-positive-action-through-web-user-da.
This presentation, prepared by Paul Signorelli and Samantha Becker for delivery at the New Media Consortium 2015 Summer Conference (in Washington, D.C.), focuses on developing skills needed to deal with unexpected change--particularly for those working in educational technology. The slides were designed by Samantha; Paul wrote the script that is accessible by clicking the "Notes" icon directly below and to the right of this description.
This session, prepared for an American Library Association Annual Conference LITA presentation in June 2015, continues explorations on bringing onsite and online colleagues together via social media tools including Google Hangouts and Twitter.
This presentation for ASTD (American Society for Training & Development) chapter leaders offers tips on how to effectively recognize and reward volunteers so they remain engaged within the organizations they serve. Co-presented by Paul Signorelli and Rick Kerner, ASTD National Advisors for Chapters advisors, on December 5, 2012 as part of ASTD's ongoing series of webinars.
2012-06-19--Horizon Report, Technology, and LearningPaul Signorelli
This presentation, for delivery by Samantha Adams and Paul Signorelli on June 19, 2012 at the ASTD Mount Diablo Chapter Monthly meeting, uses a Google+ Hangout as the delivery vehicle. Covering the results of the 2012 New Media Consortium Higher Ed Report, the session was designed to discuss cutting edge technology in education and training by demonstrating the sort of technology trainer-teacher-learners are using.
Keynote for Indiana Library Federation Conference, Indianapolis, IN, November 14, 2012. Full text of talk available at: http://peterbromberg.com/indiana/FRAMECHANGE.pdf
Technology and Change: It's good for business, is it good enough for education?Hazel Owen
The notion that education prepares you for the rest of your life is flawed. Rather, education helps you develop the lifelong learning skills that will help you to be responsive to change as it happens.
It might be argued that, public confidence in higher education has been declining steadily as the gap between the 'relevance' seen (by students, communities, and commerce) between what students are being prepared for and the lives they are going to live.
I wanted to ask the question (perhaps a little controversial)
Are tertiary institutions innovative (something several claim to be) or are they simply doing the same things they have been doing for years, just using different tools?
Are we preparing students to be ethical, able participants in communities - online and face-to-face?
The Creativity (R)Evolution - Trondheim Developer's Conference 2014Denise Jacobs
There's a movement brewing built upon leveraging the transformative power of creativity to help us work and create better so that we can produce work infused with meaning. Discover how by instilling tiny habits to cultivate your creative spark, and finally, fomenting creative collaboration based on the tenets of improv and open spaces, you can take the spark of Creativity (R)Evolution and use it as the impetus to push you, your teams, and your companies to create Betterness.
Sometimes making choices in our career paths is difficult. Wouldn't it be helpful to have guidelines to help us make decisions that open up your options rather than shut them down? Discover how choosing creativity, a growth mindset, finding your Flow, and being a Maker puts you on the path of having infinite possibilities in your career, creating a clear path to a future where you can not only be awesome, but also do meaningful work.
Sometimes making choices in our career paths is difficult. Wouldn't it be helpful to have guidelines to help us make decisions that open up your options rather than shut them down? Discover how choosing creativity, a growth mindset, finding your Flow, and being a Maker puts you on the path of having infinite possibilities in your career, creating a clear path to a future where you can not only be awesome, but also do meaningful work.
Similar to 2012_06-24--ignite_interact_engage--ala_anaheim[2] (20)
This deck, which includes speaker notes prepared for a highly interactive opening keynote session, was used to set the stage for a dynamic daylong exploration ("From eLearning to Learning: The Library, Community, and Learning Innovation") for Mount Prospect Public Library's 2016 "Staff Inservice Day" May 13, 2016. The deck is part of an online suite of components designed to be used as stand-alone learning objects or in tandem with each other and benefited tremendously from continuous collaboration with the onsite "co-conspirators" who participated as co-learners..
A Storify document captures some of the online exchanges participants were having throughout the day and for a few hours after the onsite event concluded:
https://storify.com/paulsignorelli/from-elearning-to-learning-the-library-community-a From eLearning to Learning: The Library, Community, and Learning Innovation
Online documents that were collaboratively created by participants in a series of onsite breakout sessions are available to Mount Prospect Library staff on their intranet.
Links to blog articles documenting the planning and facilitation process will be posted here as soon as they are available.
For more information about how this onsite-online (blended) event was organized, how it produced concrete results for participants, or how you can work with Paul to have a similarly innovative day of learning designed for your organization, please contact Paul Signorelli (paul@paulsignorelli.com)..
This one-hour session for PCI Webinars features a discussion of what trainer-teacher-learners in libraries can learn from the New Media Consortium (NMC) 2015 Horizon Report > Higher Education edition about ed-tech trends, challenges, and technologies. Speaker notes include excerpts from the report, which is available free of charge online at http://www.nmc.org/publication/nmc-horizon-report-2016-higher-education-edition/.
This presentation, prepared for a PCI Webinars session, explores ways Connected Learning can be integrated into learning opportunities for library staff and learners . (Speaker notes available by clicking the "Notes" button in the lower right-hand corner of the SlideShare display.)
This presentation/facilitated discussion for faculty members at Saint Mary's College of California explores what faculty members can do to better prepare students (particularly in a liberal arts college) for success in the contemporary workplace. (Press the "Notes" button--lower right-hand corner of this SlideShare display--for speaker notes.)
This presentation, prepared and delivered for PCI Webinars, begins with a brief summary of the ATD (Association for Talent Development) 2014 State of the Industry report, surveys a couple of related ATD documents, then focuses on 12 aspects of the state of the training-teaching-learning industry in summer 2015. Topics covered include Clark Quinn's "Revolutionize Learning & Development"; science of learning; learning to learn; adaptive learning technologies; the continuing evolution of MOOCs; flexible learning spaces; and others. Speaker notes accessible by clicking on the NOTES option below the slides.
This "invited talk" for the KIPA (Knowledge & Information Professiona Association) 2015 Annual Conference in Denton, TX (March 6-7, 2015) explores what the New Media Consortium "2015 Horizon Report > Higher Education Edition" calls a key trend in educational technology.
This summary of the extremely popular New Media Consortium Horizon Report > 2014 Library Edition (more than 1 million downloads since publication of the report in August 2014) was prepared for and delivered through PCI Webinars. Topics include key trends, significant challenges, and emerging technologies for their impact on libraries across the globe. More information about the Horizon Project is available at http://www.nmc.org/nmc-horizon/. Speaker notes are available with the deck and can also be found at http://paulsignorelli.com/PowerPoints/2014-12-18--Horizon_Report_for_Libraries.ppt.
This third of four webinars on "Mastering Online Facilitation," originally designed and delivered for SEFLIN, focuses on organizing material, scripting, and preparing/rehearsing for webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
This presentation, facilitated PCI Webinars on July 17, 2014, explores how libraries are increasingly serving as lifelong learning centers to the benefit of their communities.
This presentation, prepared and facilitated for local library branch programs and neighborhood association meetings in spring/summer 2014, is an updated version of a conference presentation originally given in Davis, CA by Paul Signorelli and Aileen Barr in March 2014. Presenter notes are included with the slides.
This interactive session reviewing mentoring basics, types of mentoring, and mentoring tips that can be used onsite, online, or in blended onsite-online mentoring situations was prepared for and presented through PCI Webinars on May 22, 2014. The session ends with an exercise designed to encourage participants to immediately put the content to use in their own workplaces,and includes a few resources for further exploration of the topic. Although the target audience was colleagues working in libraries, the content can easily be adapted for use in other worksites.
This presentation about what trainer-teacher-learners can draw from the New Media Consortium 2014 Horizon Report > Higher Education Edition was prepared for members of the Golden Gate Chapter of the Association for Talent Development (ATD)--formerly the American Society for Training and Development (ATD) for delivery on May 15, 2014 in a blended event with Paul Signorelli onsite and Samantha Adams Becker co-presenting via a Google Hangout feed.
Flights of Fancy: Taking Mosaic Design & Grassroots Fundraising to New HeightsPaul Signorelli
Delivered at the 15th Biennial Community Built Association Conference (in Davis, CA) with artist Aileen Barr, this presentation reviews how the two ceramic-tiled staircases and adjacent gardens in San Francisco's Inner Sunset District were created through extensive community collaborations that drew donations from across the United States and a few other countries--and may be inspiring a third set of ceramic-tiled steps in the same neighborhood.
This "Social Media, Library Partnerships, and Collaborations: More Than a Tweet" presentation was delivered for PCI Webinars on February 20, 2014.The consistent theme is that developing relationships via social media over a long period of time creates the foundations for successful collaborations and partnerships between libraries and the communities they serve
This daylong presentation for library directors attending the Northeast Kansas Library System Library Directors Institute on November 7, 2013 in Valley Falls, Kansas, is designed to help participants further hone their skills in fostering community collaborations through a series of conversations and exercises demonstrating the collaborative process.
Designing Engaging Learning for Library Staff and UsersPaul Signorelli
This presentation, prepared for PCI Webinars, helps trainer-teacher-learners explore, in an interactive way, a variety of resources including the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model; Malcolm Knowles' work on adult learning (andragogy); Robert Gagne's nine events of instruction (from "The Conditions of Learning"); and Char Booth's USER (Understand, Structure, Engage, and Reflect) model, Participants, through their interactive approach to the session, should have a rudimentary road map to designing an engaging learning opportunity in their own organizations by the time the session ends. Speaker notes are included with the slide deck.
This presentation, delivered at a San Francisco Department of Public Works Street Parks Project workshop on Saturday, January 28, 2012, demonstrates how a community-based project--the Hidden Garden Steps--raised $10,000 through a two-hour event.
Training, Teaching, and Learning 2012: State of the Industry ReportsPaul Signorelli
This "State of the Industry" report for the ASTD Sacramento Chapter features a brief summary of AST's recently released 2011 Staet of the Industry report and includes references to other workplace learning and performance (staff training) updates. Presentation delivered January 23, 2012 in Rancho Cordova, California.
Discover the innovative and creative projects that highlight my journey throu...dylandmeas
Discover the innovative and creative projects that highlight my journey through Full Sail University. Below, you’ll find a collection of my work showcasing my skills and expertise in digital marketing, event planning, and media production.
Putting the SPARK into Virtual Training.pptxCynthia Clay
This 60-minute webinar, sponsored by Adobe, was delivered for the Training Mag Network. It explored the five elements of SPARK: Storytelling, Purpose, Action, Relationships, and Kudos. Knowing how to tell a well-structured story is key to building long-term memory. Stating a clear purpose that doesn't take away from the discovery learning process is critical. Ensuring that people move from theory to practical application is imperative. Creating strong social learning is the key to commitment and engagement. Validating and affirming participants' comments is the way to create a positive learning environment.
LA HUG - Video Testimonials with Chynna Morgan - June 2024Lital Barkan
Have you ever heard that user-generated content or video testimonials can take your brand to the next level? We will explore how you can effectively use video testimonials to leverage and boost your sales, content strategy, and increase your CRM data.🤯
We will dig deeper into:
1. How to capture video testimonials that convert from your audience 🎥
2. How to leverage your testimonials to boost your sales 💲
3. How you can capture more CRM data to understand your audience better through video testimonials. 📊
The world of search engine optimization (SEO) is buzzing with discussions after Google confirmed that around 2,500 leaked internal documents related to its Search feature are indeed authentic. The revelation has sparked significant concerns within the SEO community. The leaked documents were initially reported by SEO experts Rand Fishkin and Mike King, igniting widespread analysis and discourse. For More Info:- https://news.arihantwebtech.com/search-disrupted-googles-leaked-documents-rock-the-seo-world/
Event Report - SAP Sapphire 2024 Orlando - lots of innovation and old challengesHolger Mueller
Holger Mueller of Constellation Research shares his key takeaways from SAP's Sapphire confernece, held in Orlando, June 3rd till 5th 2024, in the Orange Convention Center.
In the Adani-Hindenburg case, what is SEBI investigating.pptxAdani case
Adani SEBI investigation revealed that the latter had sought information from five foreign jurisdictions concerning the holdings of the firm’s foreign portfolio investors (FPIs) in relation to the alleged violations of the MPS Regulations. Nevertheless, the economic interest of the twelve FPIs based in tax haven jurisdictions still needs to be determined. The Adani Group firms classed these FPIs as public shareholders. According to Hindenburg, FPIs were used to get around regulatory standards.
1. Ignite, Interact, and Engage:
Maximizing the Learning Outcome
Presented by
Sharon Morris
D irector of Library
D evelopm ent & Innovation,
C olorad o State Library
m orris.sharon@ gm ail.com
Paul Signorelli
Writer/Trainer/ onsul
C tant
Paul Signorel & Associates
li
paul paulsignorel
@ li.com
ALA Annual Conference
June 24, 2012
Anaheim
Sponsored by
ALA Learning Round Table
#ala12soclearn
31. For More Information
Sharon M orris
201 E. C olfax Avenue
Paul Signorel & Associates
li
D enver, C O 80203
1 032 Irving St., #51 4
303-866-6730
San Francisco, C A 941 22
M orris_ s@ cd e.state.co.us
41 5.681 .5224
http:/ www.C olorad oStateLibrary.org/
/
paul@ paul signorelli.com
Twitter: @ csl sharon
http://paulsignorell i.com
Twitter: @ paul signorel li
http://buil ingcreativebrid ges.word press.com
d
32. Credits & Acknowledgments
Slide Design by Paul Signorelli
(Images taken from flickr.com unless otherwise noted):
Fireworks: From Tom Bricker’s photostream at http:/ www.flickr.com /
/ photos/ bricker/
tom 5709640847/ sizes/ / photostream /
m in/
Pum pkin C oach: From Rharkness’s photostream at http:/ www.fl / ickr.com /photos/ rharkness/ 8239723/
71 sizes/ / photostream /
m in/
Mushroom : From Express Monorail’s photostream at
http:/ www.flickr.com /
/ photos/expressm onorail/ 3487850561 / sizes/ / photostream /
m in/
Ship: From Sanbeiji’s photostream at http:/ www.flickr.com /
/ photos/ sanbeij 31 35083430/
i/ sizes/ / photostream /
m in/
M ain Street Without People: From Aspex Design’s photostream at
http:/ www.flickr.com /
/ photos/ aspexd esign/ 84961 687/
61 sizes/ / photostream /
m in/
C elebration: From Andy Castro’s photostream at http:/ www.flickr.com /
/ photos/ ycastro/
and 2681 078762/ sizes/ / photostream /
m in/
C ond uctor: From Loren Javier’s photostream at http:/ www.flickr.com /
/ photos/ lorenj avier/3372602932/ sizes/ / photostream /
m in/
Twitter Graphic: From JoshSeman’s photostream at http:/ www.flickr.com /
/ photos/oshsem ans/ 4271 359/
j 341 sizes/ / photostream /
m in/
Telling: From Averain’s photostream at http:/ www.flickr.com /
/ photos/ averain/ 5336663293/ sizes/ / photostream /
m in/
Sharing: From Loren Javier’s photostream at http:/ www.flickr.com /
/ photos/ lorenj avier/ 59031 2881 9/ sizes/ / photostream /
m in/
Inquiring: From Scott Barlow’s photostream at http:/ www.flickr.com /
/ photos/ barl0w/ 2983543331 / sizes/ / photostream /
m in/
Buil : From Thom Watson’s photostream at http:/ www.flickr.com /
d / photos/ thom watson/ 3201 95241 3/ sizes/ / photostream /
m in/
Gepetto and Pinocchio: From Loren Javier’s photostream at
http:/ www.flickr.com /
/ photos/ lorenj avier/4941 1 45924/ sizes/ / photostream /
m in/
Whale’s Mouth: From Thomas Hawk’s photostream at
http://www.flickr.com/photos/thomashawk/16600473/sizes/m/in/photostream/
Tom orrow Land : From San Diego Shooter’s photostream at
http:/ www.flickr.com /
/ photos/ nathaninsand iego/ 4901 963/
701 sizes/ / photostream /
m in/
Q uestion Marks: From Valerie Everett’s photostream at http:/ www.flickr.com /
/ photos/ eriebb/
val 3006348550/ sizes/ / photostream /
m in/
Editor's Notes
Since we’re a stone’s throw away from Disneyland, we might as well put ourselves into the right frame of mind here and draw from the masters of engagement across the street. When we think about learning, we need to be thinking about something so fun, so dynamic, and so successful that everyone wants to join us rather than seeing what we offer and what we do as something to be endured.
It starts from the moment we arrive, as we hope you noticed when you walked in the room this morning and saw that we were waiting for you rather than hiding from you.
It continues with a sense that no one—absolutely no one—is going to sit this one out on the sidelines as an inactive or inattentive observer.
And it continues, from the initial to the final moments, with a sense of engagement that never lets up.
All too often, we enter onsite or online learning situations where we feel as if we’ve walked onto an empty set. We know something is going to happen, but there’s no sign that anyone is ready for us or that the set is even designed for the purpose that drew us there in the first place. So let’s make sure that doesn’t happen this morning. Let’s look around the room we’re in, ask ourselves whether it’s set properly for a first-rate learning experience that ignites and engages the learner in each of us. Please take two minutes and rearrange the area around you in away way that you believe will make it more accommodating for you in your role as a learner.
Now let’s up the ante a bit and really bring this place to life. Taking another two minutes, do anything with the tools and materials you have at hand to brighten up the room. Make it fun. Decorate it—and yourselves. Our goal is to create something memorable, something that will make this a learning experience that makes a difference to you and those you serve because you didn’t immediately put it out of mind the moment you left the room.
And there you have it: An example of experiential learning. The point here is that studies show we learn better if we are in stimulating environments, if we are active rather than passive, and if the learning experience is memorable—or, in the current jargon, “sticky.” Your thoughts and observations?
Any of us involved in training-teaching-learning knows there is real magic in the power of the room whether it’s a physical space or a virtual learning space. And as we see Twitter and other social media tools more and more seamlessly being incorporated into our learning spaces, we begin to realize that the blending of those onsite-online spaces is increasingly important. If we embrace rather than fight the use of social media tools and the devices that support them, we break down barriers to learning and find ourselves immersed in a far more engaging world of learning than any of us could have anticipated 10 or 20 years ago. So let’s live by the very example we’re attempt to create here: Let’s open this session up a bit by encouraging those who are interested to follow and participate via the hashtag on this slide: #ala12soclearn, for ALA 2012 Conference, Social Learning.
If we use a tool like TweetDeck, we not only acknowledge Twitter and other social media tools as part of our playing field, but we also use them to ignite, interact, and engage and significant levels that can help us develop something sustainable—something that can last beyond the time we spend with our learners. Let’s take a look at how this works by setting up a live feed for this session right now and returning to it as time allows throughout this session. If we do this right, you’ll be able to continue what we begin here and use it to your advantage—and to the advantage of those you serve. [TweetDeck demo]
So, what you’ve just seen is how you can avoid fighting something you cannot defeat: Our learners’ comfort with and desire for inclusion of social media tools in their ongoing learning endeavors. And if you want to know more about how this backchannel via Twitter works, we highly recommend Cliff Atkinson’s book The Backchannel . You’ll see a reference to it again among the recommended resources at the end of our presentation today. Your thoughts, reactions, and questions?
Now we will discuss a framework for engagement. Please check out the handout that we passed out. On this side you will see that this, based on Bloom’s Taxonomy, is a simple way of thinking about presentations and engagement. Note the five catagories, which we will go through in a second. But first, let’s just note that audience members—you--bring your own expertise to any presentation or workshop. The presenter can decide how much to engage the audience to get member expertise and even build member expertise.
So, first, Telling in which the Presenter Role is to present the information (expert) Audience Role: Consumer (listen, reflect, learn on own) Content dissemination: Presenter talks, could have visuals (words projected, images, video) to illustrate the content Best use: When presenter is expert, "sage on the stage," people come to hear this person or their ideas How many have attended such a presentation? What worked for you? What didn’t? Potential pitfalls: Using text or visuals that distract from presenter's points; audience could drift Best practices: Presentation Zen, TED talks, etc.
The second level is Sharing The Presenter’s Role is narrator or storyteller Audience Role: Listen, reflect, apply to their circumstances, learn on own Content dissemination: Presenter tells stories or uses metaphor to illustrate points, build rapport, bring emotional connection Best use: When presenter wants to connect to emotion of audience; illustrate an important concept (stories embedded in memory) How many of you tell stories when you do presentations? What are some of your suggestions for storytelling? A common pitfalls is telling stories that do not apply. What other issues might there be with this? (not telling the story well) One great source for storytelling is: Nancy Duarte Can you think of some best practices: Be specific with characters, setting, plot; story has to be believable and meaningful; metaphor has to be insightful and meaningful
The third technique is the one we are using now: Presenter Role: Facilitate discussion, Socratic, Ask questions, encourage discussion Audience Role: Reflect, respond, discuss, apply own knowledge, share expertise Content dissemination: Presenter asks questions of crowd; audience is asked to reflect, write down, discuss with others one-on-one; group discussion with report out Have you seen this work effectively? Can you provide examples? What are some potential pitfalls? (Audience does not participate, audience members distract or take over conversation) When would you use this technique? When wanting others to share knowledge or apply knowledge, when seeking active learning, "guide on the side," when wanting others to apply concepts to their own experience Best practices: get people moving (e.g., “stand up if you think this statement is true”); give clear instructions when breaking people up into discussion groups
Our fourth is creating an experience. The role of the presenter is to coach the members. Provide exercises or activities that get the audience to try, experiment. The Audience Role is to learn by doing, workshop Can you provide some examples of great exercises you have done in the past? Content dissemination: Audience acts out, experiments, or practices with concepts or tools What are some potential pitfalls: (People learn at different levels and coach needs to decide how fast/slow to go for all) When would you use experiencing? (When wanting people to "get" the content by internalizing it (e.g., practice five steps of giving and receiving feedback with a partner), in a laboratory setting when learning a computer program, online with screen share, etc.) Best practices: Again, give clear instructions, check in with people
The fifth is when the audience is fully engaged and fully exerting their role as experts. The presenter is there to help with production, or conducting, if you will. The audience members role is to create, make something. When you changed the room around, weren’t you reinventing? What are other examples of creating in a learning environment? Content dissemination: Presenter sets context then gives tools and instructions for audience to make their own What are some common pitfalls? (Audience gets off track, resource intensive, requires a lot of pre-planning, need to be flexible with uncertain outcomes) When do you use this? (When wanting others to engage and own their learning, acquire expertise, empower them, make them independent) What are some best practices with this level of engagement?
The front of the handout shows these in a progression which makes it seem like these five techniques have certain values but as we discussed, using each of these is dependent on you, your audience, and your goals. In fact, we would like to suggest that you have at least two of these in any presentation you do. Why would you think that would be the case? People learn in different ways and what works for one person may not work for the other. So the point is not if you use more than one of these, but when you do. On the back you see you can connect any of these in any way. What have we used so far for this presentation? We started out with Create (you revamping the room), then a bit of tell to learn Tweet deck, followed by engaging you in adding to the conversation which we term “inquire.” We want to give you more time to discuss and share with others.
Let’s take a few minutes to work through what we have just reviewed. Since we have a whale-sized topic to confront, we’re going to break this down a bit by having you work with people at your table to discuss those techniques: Telling Sharing Inquiring Experiencing Creating Discuss which one works best for you and your learners, and provide examples of how you that one has worked for you. How might you add others into your repertoire? As you work, please tweet your best ideas with that #ala12soclearn hashtag; we’ll keep the TweetDeck stream running in the front of the room, and you’ll be able to review it later on your own if you want to reinforce what we’ve been learning together.
Returning to our theme of the power of the room, let’s review a few of the ideas that came out of the discussions you had while diving into our learning whale’s mouth.
As we reach the end of our time together, we face a trainer-teacher-learner’s dilemma: Do we walk away inspired and slowly but surely see that inspiration fade away as our normal work routines begin to wear us down, or can we build our own sustainable version of a learner’s Tomorrow Land? We have the tools to remain ignited and engaged; we simply have to reach some quick agreements and decide what steps to take: Create online space for continuing discussion? Use: Facebook A Twitter hashtag A LinkedIn discussion group A Google+ Hangout
We started with the idea that we had to ignite from the beginning, interact, and create a likelihood of continual engagement.
We then continued on the theme of setting the stage—as you helped set this room—and doing all we could to keep the learning process lively and celebratory.
We started with the idea that we had to ignite from the beginning, interact, and create a likelihood of continual engagement. We then continued on the theme of setting the stage—as you helped set this room—and doing all we could to keep the learning process lively and celebratory. Our explorations took us down the path of looking for ways to blend our onsite and online learning capabilities, as we did here with Twitter and TweetDeck.
Together, we have explored a framework for engagement: Telling and Sharing
Inquiring and Experiencing
Creating and then diving in to pull it all together in an experiential fashion
And when all was said and done, we took a look toward creating the sort of training-teaching-learning future that we all would love to build. The rest is up to all of us. Let’s see what we can do.
If you’re viewing this later in Slide Show mode, you can click on any of these images—and the ones on the next slide—to get to excerpts for the books.