This is the presentation handout from my recorded session at the 2016 Learning Solutions Conference. This version includes speaker notes, since the live one was mostly pictures.
Children learn language differently than adults due to their developmental stage. Young learners have certain characteristics that influence their language learning, such as shorter concentration spans and a focus on meaning over individual words. The teacher's focus should be on communication and enjoyment to promote achievement using activities that make the most of learners' instincts, creativity, and pleasure in fun. It is counterproductive to rely heavily on the mother tongue in class.
This document discusses two teaching approaches: TTT (Test Teach Test) and PPP (Presentation Practice Production). It defines each approach and outlines their stages. TTT involves an initial test to determine students' knowledge, followed by teaching to address gaps, and a final test. PPP moves from the teacher presenting new language, to students practicing it in controlled activities, to freer production. The document notes advantages of each approach, like how TTT bases teaching on test results and PPP encourages independence. It also outlines disadvantages, such as TTT potentially discouraging students or being time-consuming. Examples are given of how to structure lessons for each approach.
This document discusses learning styles and provides information about the four primary learning styles: visual, auditory, kinesthetic, and mixed modality. It defines learning styles as approaches to learning based on how individuals best take in and process information. The document emphasizes the importance of teachers understanding students' different learning styles in order to present material in varied ways to accommodate all learners. It then provides details about characteristics and effective study habits for visual, auditory and kinesthetic learners. The document concludes by noting that mixed modality learners utilize all three primary styles and are generally the easiest to teach.
The document defines listening and distinguishes it from merely hearing. It discusses the importance of listening for individuals and teachers. There are five stages of effective listening: receiving without distraction, understanding by asking questions, remembering key points, evaluating the information, and responding based on comprehension of the message. Listening is an active process that requires focus and engagement with the speaker.
The document discusses strategies for improving reading skills. It recommends reading materials that interest you on topics that are at your level or slightly challenging. It suggests reading in depth on a subject by reading multiple books on the same topic to build familiarity with ideas and vocabulary. For difficult material, it advises listening to audio versions first to become familiar with the rhythm and content. The key is to read a lot and recognize that understanding everything is not necessary to enjoy reading. Regular reading leads to improved reading ability over time.
This document discusses various learning theories that are important for educators to understand, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and theories, explains the importance of learning theories for educators, and discusses different types of student learning and the cone of learning model. The six main learning theories covered are behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning.
This document discusses different learning styles - visual, auditory, and kinesthetic. Visual learners, who make up 65% of the population, learn best when they can see information through pictures, diagrams, displays, and handouts. They benefit from supplemental materials to accompany lectures. The document provides characteristics and advantages and disadvantages of visual learning. It offers tips for how visual learners can help themselves, such as finding visual representations of concepts and using concept maps and color in note-taking.
Children learn language differently than adults due to their developmental stage. Young learners have certain characteristics that influence their language learning, such as shorter concentration spans and a focus on meaning over individual words. The teacher's focus should be on communication and enjoyment to promote achievement using activities that make the most of learners' instincts, creativity, and pleasure in fun. It is counterproductive to rely heavily on the mother tongue in class.
This document discusses two teaching approaches: TTT (Test Teach Test) and PPP (Presentation Practice Production). It defines each approach and outlines their stages. TTT involves an initial test to determine students' knowledge, followed by teaching to address gaps, and a final test. PPP moves from the teacher presenting new language, to students practicing it in controlled activities, to freer production. The document notes advantages of each approach, like how TTT bases teaching on test results and PPP encourages independence. It also outlines disadvantages, such as TTT potentially discouraging students or being time-consuming. Examples are given of how to structure lessons for each approach.
This document discusses learning styles and provides information about the four primary learning styles: visual, auditory, kinesthetic, and mixed modality. It defines learning styles as approaches to learning based on how individuals best take in and process information. The document emphasizes the importance of teachers understanding students' different learning styles in order to present material in varied ways to accommodate all learners. It then provides details about characteristics and effective study habits for visual, auditory and kinesthetic learners. The document concludes by noting that mixed modality learners utilize all three primary styles and are generally the easiest to teach.
The document defines listening and distinguishes it from merely hearing. It discusses the importance of listening for individuals and teachers. There are five stages of effective listening: receiving without distraction, understanding by asking questions, remembering key points, evaluating the information, and responding based on comprehension of the message. Listening is an active process that requires focus and engagement with the speaker.
The document discusses strategies for improving reading skills. It recommends reading materials that interest you on topics that are at your level or slightly challenging. It suggests reading in depth on a subject by reading multiple books on the same topic to build familiarity with ideas and vocabulary. For difficult material, it advises listening to audio versions first to become familiar with the rhythm and content. The key is to read a lot and recognize that understanding everything is not necessary to enjoy reading. Regular reading leads to improved reading ability over time.
This document discusses various learning theories that are important for educators to understand, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and theories, explains the importance of learning theories for educators, and discusses different types of student learning and the cone of learning model. The six main learning theories covered are behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning.
This document discusses different learning styles - visual, auditory, and kinesthetic. Visual learners, who make up 65% of the population, learn best when they can see information through pictures, diagrams, displays, and handouts. They benefit from supplemental materials to accompany lectures. The document provides characteristics and advantages and disadvantages of visual learning. It offers tips for how visual learners can help themselves, such as finding visual representations of concepts and using concept maps and color in note-taking.
The document discusses the importance of effectively formulating instructions when teaching students. It notes that the way instructions are presented is crucial for successful learning. Some key points teachers should consider when giving instructions include determining the important information to convey, the order it should be presented, necessary materials, and whether students will work individually or in groups. Instructions should be short, easy to understand, precise, and demonstrated by the teacher. Teachers must prepare carefully and account for students' language proficiency levels to ensure instructions are clear. Checking for student understanding is also important to ensure they comprehend the instructions fully. Unclear instructions can lead to students not understanding or only catching parts of what needs to be done.
According to memory expert Dominic O'Brian, there are three principles to effective memorization: association, location, and imagination. Specific techniques include association, organization through chunking and categorization, using visual aids like chained images or the method of loci, and verbal methods like stories, acronyms, acrostics, rhymes and songs. Placing information in a vivid location and forming connections between items are important for effective memorization.
This document discusses brain-based learning (BBL), which engages strategies based on research on how the body, mind, and brain learn. It identifies key aspects of BBL like engagement, repetition, input quantity, coherence, timing, error correction, emotions, movement, social interaction, learning environment, and motivation. The document outlines pros and cons cited by experts and concludes by listing references on the topic of BBL.
Blended learning approach prepared by christianBSEPhySci14
Blended learning combines traditional in-person classroom learning with online learning. It allows maximum use of available technologies and resources to provide an optimal learning experience. A blended approach eliminates restrictions of time and space, giving students flexibility, while maintaining important face-to-face interaction and feedback from instructors. Effective implementation requires defining clear academic goals, supporting all students' needs, anticipating challenges to change, and adapting through continuous evaluation.
Speaking skills are the skills that give us the ability to communicate effectively. These skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking skills also help to assure that one won't be misunderstood by those who are listening.
This document discusses different types of memory and strategies for improving memory recall. It outlines five main types of memory: semantic, implicit, remote, working, and episodic. It then provides tips for visual, auditory, and haptic learners to optimize their learning styles. Finally, it lists over 20 techniques for improving memory, such as repetition, association, visualization, the use of mnemonic devices, and reviewing information over time.
This PPT will help us to know more about the comparison between young learners and adult learners. This PPT is created by Dwi Anggraeni, Maulida Swastuti, and Uun Kumala Sari.
- Vowels are speech sounds produced with an open vocal tract, without obstruction of air flow, and are classified based on tongue height, frontness/backness, and lip rounding.
- The document discusses the classification of English vowels, including short vowels, long vowels, diphthongs, and triphthongs. It provides phonetic transcriptions and examples of words containing each vowel type.
- Vowels are contrasted with consonants, which involve closure or constriction in the vocal tract, obstructing air flow. The complex English vowel system and unpredictable spelling are also noted.
This document provides guidance on teaching pronunciation to students. It begins with an introduction that explains common pronunciation errors students make and the importance of teaching pronunciation. It then outlines segmental and suprasegmental activities teachers can use. Segmental activities focus on individual sounds and include rhyming, minimal pairs, and hidden games. Suprasegmental activities teach features such as word stress, intonation, and misheard song lyrics through activities like stand up/sit down, adding arrows to songs, and guessing correct lyrics. The overall summary is that the document offers pronunciation teaching techniques including segmental and suprasegmental activities for teachers to use in the classroom.
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
Maria Montessori was an Italian physician and educator born in 1870 who developed the philosophical approach to educating children that bears her name. She observed that children progress through distinct developmental planes from birth to age 6, age 6 to 12, age 12 to 18, and age 18 to 24. During the first plane from birth to age 6, she noted the absorbent mind and sensitive periods where children are highly attuned to different stimuli. Her educational method aims to foster independence, observation of children, following the child's interests and needs, correcting mistakes gently, and providing a prepared learning environment. The teacher's role is to observe children and prepare materials to support their development according to Montessori's theories.
The document discusses different note taking and note making strategies for students, including preparing for lectures, taking notes from single sources, reviewing notes, assembling information from multiple sources, and constructing summaries. It notes that while note taking involves recording others' knowledge, note making is a more active process that helps with personal understanding as students learn about topics. Effective note taking and making requires several stages including preparation, recording information, review, and synthesis.
This document contains 64 multiple choice questions about English grammar, literature, and language teaching. It covers topics like parts of speech, figures of speech, plot elements, narrative techniques, and approaches to teaching English. The questions are designed to test knowledge of linguistic and literary concepts as well as best practices in language instruction.
This document discusses reading skills and strategies for teaching reading. It outlines four language skills - listening, speaking, writing, and reading. It describes the nature of reading and what effective readers do, such as having a clear purpose and guessing meanings from context clues. It discusses principles of reading and different methods of reading like skimming and scanning. It also outlines activities that can be used before, during, and after reading like predicting, information transfer, and gap filling exercises. The conclusion emphasizes that reading instruction should focus on developing students' skills and strategies through an interactive process involving pre, during, and post reading activities.
Lesson 3 talking about teaching language to young learnersOwlApple
The document provides guidance for teaching young language learners, discussing how to introduce topics and related vocabulary, structure activities at different cognitive levels, and emphasizing the need for a supportive learning environment that encourages risk-taking and reflection. Effective topic teaching involves selecting an engaging topic, brainstorming related activities and language, considering the focus and approach for each activity, and sequencing them to build language skills over time.
The CALLA approach is a cognitive academic language learning approach that focuses on teaching language learning strategies to help students become independent learners. It involves 5 phases: preparation, presentation, practice, evaluation, and expansion. During preparation, content, language, and learning strategy objectives are identified. Presentation demonstrates how new information builds on prior knowledge and teaches strategies. Practice is student-centered with scaffolding. Evaluation involves student self-assessment of objectives. The goal of CALLA is to help students understand themselves as learners and take responsibility for their own learning.
This document discusses visual learners, who make up 50-65% of people. Visual learners tend to learn by watching and seeing new concepts. They remember faces but struggle with names, look around new places to analyze everything, use organization, and often daydream when listening for long periods. They prefer using visual aids like graphs and pictures to learn, plan before acting, and draw explanations if talking is insufficient. Around half of people are visual learners.
Jerome Bruner's theory of learning posits that learning is an active process where students construct new ideas based on their existing knowledge. Bruner believed instruction should consider students' readiness and be structured in a spiral format so that concepts build upon each other. His theory also emphasized discovery learning and using scaffolding techniques to support students' development of language and understanding.
This document discusses how to teach reading to students. It recommends that students practice different reading skills like scanning, skimming, and detailed comprehension. When selecting texts, teachers should choose topics that engage students and consider students' level. Authentic texts from everyday life are best. Predicting content before reading helps students understand better. The tasks given should match the topic. Good teachers fully exploit reading texts by integrating them into class discussions and follow-up activities that study the language and activate usage.
Mind Map of Bite size is the right size: How microlearning shrinks the skills...Ruthmony Hong Brininger
I attended the session entitled, "Bite size is the right size: How microlearning shrinks the skills gap" given by Alex Khurgin of Grovo. The session took place at the 2015 Learning Solutions Conference and Expo in Orlando, Florida.
I created a mind map of the session. One of the key takeaways that I had from the session was although microlearning is better for learner engagement, it doesn't replace but supports the macro.
I explore Microlearning, its benefits, alignment with the millennial workforce, some myths surrounding its adoption and provide a ready-reckoner to Learning & Development professionals to design an ideal bite-sized learning course.
The document discusses the importance of effectively formulating instructions when teaching students. It notes that the way instructions are presented is crucial for successful learning. Some key points teachers should consider when giving instructions include determining the important information to convey, the order it should be presented, necessary materials, and whether students will work individually or in groups. Instructions should be short, easy to understand, precise, and demonstrated by the teacher. Teachers must prepare carefully and account for students' language proficiency levels to ensure instructions are clear. Checking for student understanding is also important to ensure they comprehend the instructions fully. Unclear instructions can lead to students not understanding or only catching parts of what needs to be done.
According to memory expert Dominic O'Brian, there are three principles to effective memorization: association, location, and imagination. Specific techniques include association, organization through chunking and categorization, using visual aids like chained images or the method of loci, and verbal methods like stories, acronyms, acrostics, rhymes and songs. Placing information in a vivid location and forming connections between items are important for effective memorization.
This document discusses brain-based learning (BBL), which engages strategies based on research on how the body, mind, and brain learn. It identifies key aspects of BBL like engagement, repetition, input quantity, coherence, timing, error correction, emotions, movement, social interaction, learning environment, and motivation. The document outlines pros and cons cited by experts and concludes by listing references on the topic of BBL.
Blended learning approach prepared by christianBSEPhySci14
Blended learning combines traditional in-person classroom learning with online learning. It allows maximum use of available technologies and resources to provide an optimal learning experience. A blended approach eliminates restrictions of time and space, giving students flexibility, while maintaining important face-to-face interaction and feedback from instructors. Effective implementation requires defining clear academic goals, supporting all students' needs, anticipating challenges to change, and adapting through continuous evaluation.
Speaking skills are the skills that give us the ability to communicate effectively. These skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking skills also help to assure that one won't be misunderstood by those who are listening.
This document discusses different types of memory and strategies for improving memory recall. It outlines five main types of memory: semantic, implicit, remote, working, and episodic. It then provides tips for visual, auditory, and haptic learners to optimize their learning styles. Finally, it lists over 20 techniques for improving memory, such as repetition, association, visualization, the use of mnemonic devices, and reviewing information over time.
This PPT will help us to know more about the comparison between young learners and adult learners. This PPT is created by Dwi Anggraeni, Maulida Swastuti, and Uun Kumala Sari.
- Vowels are speech sounds produced with an open vocal tract, without obstruction of air flow, and are classified based on tongue height, frontness/backness, and lip rounding.
- The document discusses the classification of English vowels, including short vowels, long vowels, diphthongs, and triphthongs. It provides phonetic transcriptions and examples of words containing each vowel type.
- Vowels are contrasted with consonants, which involve closure or constriction in the vocal tract, obstructing air flow. The complex English vowel system and unpredictable spelling are also noted.
This document provides guidance on teaching pronunciation to students. It begins with an introduction that explains common pronunciation errors students make and the importance of teaching pronunciation. It then outlines segmental and suprasegmental activities teachers can use. Segmental activities focus on individual sounds and include rhyming, minimal pairs, and hidden games. Suprasegmental activities teach features such as word stress, intonation, and misheard song lyrics through activities like stand up/sit down, adding arrows to songs, and guessing correct lyrics. The overall summary is that the document offers pronunciation teaching techniques including segmental and suprasegmental activities for teachers to use in the classroom.
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
Maria Montessori was an Italian physician and educator born in 1870 who developed the philosophical approach to educating children that bears her name. She observed that children progress through distinct developmental planes from birth to age 6, age 6 to 12, age 12 to 18, and age 18 to 24. During the first plane from birth to age 6, she noted the absorbent mind and sensitive periods where children are highly attuned to different stimuli. Her educational method aims to foster independence, observation of children, following the child's interests and needs, correcting mistakes gently, and providing a prepared learning environment. The teacher's role is to observe children and prepare materials to support their development according to Montessori's theories.
The document discusses different note taking and note making strategies for students, including preparing for lectures, taking notes from single sources, reviewing notes, assembling information from multiple sources, and constructing summaries. It notes that while note taking involves recording others' knowledge, note making is a more active process that helps with personal understanding as students learn about topics. Effective note taking and making requires several stages including preparation, recording information, review, and synthesis.
This document contains 64 multiple choice questions about English grammar, literature, and language teaching. It covers topics like parts of speech, figures of speech, plot elements, narrative techniques, and approaches to teaching English. The questions are designed to test knowledge of linguistic and literary concepts as well as best practices in language instruction.
This document discusses reading skills and strategies for teaching reading. It outlines four language skills - listening, speaking, writing, and reading. It describes the nature of reading and what effective readers do, such as having a clear purpose and guessing meanings from context clues. It discusses principles of reading and different methods of reading like skimming and scanning. It also outlines activities that can be used before, during, and after reading like predicting, information transfer, and gap filling exercises. The conclusion emphasizes that reading instruction should focus on developing students' skills and strategies through an interactive process involving pre, during, and post reading activities.
Lesson 3 talking about teaching language to young learnersOwlApple
The document provides guidance for teaching young language learners, discussing how to introduce topics and related vocabulary, structure activities at different cognitive levels, and emphasizing the need for a supportive learning environment that encourages risk-taking and reflection. Effective topic teaching involves selecting an engaging topic, brainstorming related activities and language, considering the focus and approach for each activity, and sequencing them to build language skills over time.
The CALLA approach is a cognitive academic language learning approach that focuses on teaching language learning strategies to help students become independent learners. It involves 5 phases: preparation, presentation, practice, evaluation, and expansion. During preparation, content, language, and learning strategy objectives are identified. Presentation demonstrates how new information builds on prior knowledge and teaches strategies. Practice is student-centered with scaffolding. Evaluation involves student self-assessment of objectives. The goal of CALLA is to help students understand themselves as learners and take responsibility for their own learning.
This document discusses visual learners, who make up 50-65% of people. Visual learners tend to learn by watching and seeing new concepts. They remember faces but struggle with names, look around new places to analyze everything, use organization, and often daydream when listening for long periods. They prefer using visual aids like graphs and pictures to learn, plan before acting, and draw explanations if talking is insufficient. Around half of people are visual learners.
Jerome Bruner's theory of learning posits that learning is an active process where students construct new ideas based on their existing knowledge. Bruner believed instruction should consider students' readiness and be structured in a spiral format so that concepts build upon each other. His theory also emphasized discovery learning and using scaffolding techniques to support students' development of language and understanding.
This document discusses how to teach reading to students. It recommends that students practice different reading skills like scanning, skimming, and detailed comprehension. When selecting texts, teachers should choose topics that engage students and consider students' level. Authentic texts from everyday life are best. Predicting content before reading helps students understand better. The tasks given should match the topic. Good teachers fully exploit reading texts by integrating them into class discussions and follow-up activities that study the language and activate usage.
Mind Map of Bite size is the right size: How microlearning shrinks the skills...Ruthmony Hong Brininger
I attended the session entitled, "Bite size is the right size: How microlearning shrinks the skills gap" given by Alex Khurgin of Grovo. The session took place at the 2015 Learning Solutions Conference and Expo in Orlando, Florida.
I created a mind map of the session. One of the key takeaways that I had from the session was although microlearning is better for learner engagement, it doesn't replace but supports the macro.
I explore Microlearning, its benefits, alignment with the millennial workforce, some myths surrounding its adoption and provide a ready-reckoner to Learning & Development professionals to design an ideal bite-sized learning course.
This is the presentation handout from my recorded session at the 2016 Learning Solutions Conference. This version includes speaker notes, since the live one was mostly pictures.
Bite-sized learning involves providing training to employees in short sessions, such as one or two hours, rather than lengthy all-day sessions. This allows organizations, such as hospitals and call centers, whose employees cannot be away from work for long periods, to provide training while minimizing lost work time. Bite-sized learning can be delivered through various formats, including e-learning, and helps eliminate information overload for employees. It also makes planning training events less complex for organizations.
L&D needs to be about value not cost; outcomes not activity; proven contribution to the business not audience delight. Traditional development solutions are either bespoke or off-the-shelf – the first is slow to create, expensive and lacks responsiveness; the latter tends not to be fit for purpose, a one-size approach that fits no-one.
Discover how a bite-size, modular learning approach can offer programs that allow for mass customization which can be delivered quickly, half as cheaply, and at scale.
In this 30 minute webinar recording, you will:
- Discover the Engage-Participate-Activate journey that boosts learner transfer by 17%.
- Get into the science and psychology behind bite-size.
- Revolutionize your thinking on designing interventions.
Speaker: Dr Sebastian Bailey, President, Mind Gym Inc.
As the need to attract, retain and grow talent moves to the top of the strategic agenda, L&D has the chance to become as vital to business as finance or marketing.
In the new world, L&D needs to be about value not cost; outcomes not activity; proven contribution to the business not audience delight.
Traditional development solutions are either custom or off-the-shelf – the first is slow to create, expensive and lacks responsiveness; the latter tends not to be fit for purpose, a one-size approach that fits no-one.
Distracted Employees? Distract Right Back with Bite-Sized Learning and Talent...Saba Software
Is your workforce distracted or overwhelmed? Not finding the time to complete their learning or fill out evaluations? No problem — you just need to distract them with your learning and HR programs!
Today's reality is that everyone — employees, managers and even your coworkers in learning and HR — are pressed for time. Lack of time will negatively impact any program, but talent and learning can still thrive. The key is shifting focus to bite-sized tasks suited for today's work habits (i.e., mobile) so that development, evaluations and coaching become “snackable” — taking only a few minutes of valuable time!
Join us for this 30-minute TIM talk, where Charles DeNault, Senior Director of Product Marketing at Saba, will discuss which processes are best suited for bite-sized learning as well as provide some suggestions on how to transition your programs to be more snackable.
Consider these statistics:
On average we check our phones 150 times per day.
We typically work on a task for 7 minutes before switching to another.
This document provides guidelines for developing effective employee training programs using bite-sized sessions. It discusses three main advantages: retention, where shorter sessions allow employees to better retain key information; reinforcement, as frequent shorter sessions help reinforce core values and competencies; and cost and tracking, as bite-sized training reduces costs since less is spent on actual events which have limited impact without follow up. The document encourages using bite-sized, consistent training to maximize information retention and organizational development at a lower cost.
The document discusses how to deliver bite-sized learning. Bite-sized learning involves short learning chunks focused on a single topic that can be consumed individually or together. It is used to provide faster and more reusable learning that is better tailored to learners' needs. Effective bite-sized learning involves analyzing learning needs, authoring content in small modular pieces, publishing content in different systems, delivering content through various channels, and analyzing learning analytics. Bite-sized learning allows for more flexible, scalable, and measurable content that can be adapted to different learner journeys.
Using bite-sized content to close the Skills GapDawn Poulos
Talent is a CEO issue. With complexity growing faster than expertise, the skills gap is keeping these leaders up at night. Look at the research and understand what you need to do to meet the needs of the modern workforce.
My presentation for the SEDA Conference 2013 in Bristol.
I'm discussing my research on bite sized teaching. This approach involves short 1 or 2 week courses, with 1 short task per day and a social component alongside.
Bite Sized Training: Onboarding for Generation Y and ZOded Ilan
The challenges in onboarding the first digitally native generation; Why support and training needs to be smart and responsive, and how to cater to the EXPECTATIONS of this generation. Also describes Iridize step-by-step guides and walkthrough technologies.
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This document summarizes a workshop on creating lean research techniques. The workshop covered challenges in research such as delivering insights faster and recruiting users. It discussed lean UX principles like design thinking, agile development, and collaboration. Techniques for lean user research included creating a consolidated source of insights, educating all employees on users, conducting weekly user interviews, and running rapid iterative user testing. Challenges of these techniques like startup costs and managing large panels were also addressed. The goal was to facilitate collaboration and sharing of experiences to discover solutions already tried or brainstorm new methods.
Design Thinking : Prototyping & TestingSankarshan D
The design team will now produce a number of inexpensive, scaled down versions of the product or specific features found within the product, so they can investigate the problem solutions generated in the previous stage. Prototypes may be shared and tested within the team itself, in other departments, or on a small group of people outside the design team.
https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process
The document outlines an agenda for a design workshop day focused on elearning. The workshop will cover conceptualizing elearning design, demonstrations of elearning examples, and a discussion of next steps. During the day, participants will learn about elearning processes and models, how to engage and direct learners, and tips for designing engaging elearning content, such as keeping it light, conversational, and focused on actions. The workshop aims to help participants understand how to design effective and compelling elearning experiences.
Effective Digital Diary Studies / UXPA Webinar May 2016Sara Cambridge
The document describes a digital diary study conducted over 8 months with 40 people who use fitness trackers. Participants were asked to report on 5 things they do with their tracker each day by submitting a short video and answering questions. The study found that while people believed they checked their trackers frequently, they actually checked them and had the tracker with them less often than assumed. It also uncovered significant technical errors unknown previously to the client. Digital diary studies are effective at gathering contextual information cost-effectively, capturing repeated behaviors, providing instant feedback, and uncovering latent needs.
User Story Mapping: Discover the whole story, build the right productJoan Choi
This document provides an overview and summary of the book "User Story Mapping: Discover the whole story, build the right product" by Jeff Patton. The book discusses how using a technique called Story Mapping can help product teams focus on users and their experiences, improve communication, and ultimately build better products. Story Mapping is a process that involves writing out stories step-by-step, organizing them, exploring alternative stories, distilling them into a "backbone", and slicing out tasks to achieve specific outcomes. It is presented as a way to create a better environment for developing more effective products.
Designing to save lives: Government technical documentation Laurian Vega
In this presentation the speakers will discuss the methods and strategies of writing technical communication in the design of software for the government sector with the broader goal of evaluating best practices for how to create a positive user experience for a particular user group. Creating software for the government, and specifically in defense contracting, involves understanding a specific set of user needs and a variety of command and control net-centric contexts ranging from real-time analytics, cyber-situational awareness, to strategic and operational planning. The best practices for designing and writing for such a diverse set of needs involves tight integration with the software development team, stakeholders, and users such that the right words and elements are incorporated into the interface and that the technical documentation properly reflects the software’s features. The presenters will further discuss examples of content strategy driving from their industry experience and expertise.
Session 8/8. Workshop roundup. The Strategic Content Alliance, JISC sponsored workshops on Maximising Online Resource Effectiveness, held on different occasions throughout 2010 and delivered by Netskills.
This is a crowd-sourced repository of all possible hacks for a developer's career growth. Combine a couple of them as your time allows and you will have a great recipe to the next level in your career.
For this research, we compiled our knowledge base and also specifically
crowdsourced diverse ideas & opportunities from technology leaders in different stages of their careers to build this map for developer careers.
A workbook that facilitates a User Centered Design Charrette created by students in the Human Centered Design and Engineering Department at the University of Washington.
A project sprint is a framework where teams work through an entire project from start to finish in a short time period using human-centered design techniques. It helps explore opportunities and unknowns with minimal risk. The fluid framework involves discovering user needs through empathy, developing solutions, delivering prototypes to test with users, and repeating the process of learning until the final product. Project sprints can be applied to new products, improving existing products, and other projects to create impact.
Rejuvenating Agile Operations By Putting Lead And Cycle Time Front And Centre.Zan Kavtaskin
Agile methodologies such as Scrum, Extreme Programming and DSDM emerged in the 1990s and most of them were inspired by the Lean Manufacturing movement. While Lean Manufacturing focuses on increasing value and reducing cycle time, work in progress and lead time, Agile methodologies tend to focus on methods. Over the past few decades these methods became dogmatic, businesses struggle to align these methods with their goals and practitioners become disenchanted when they run out of Agile methods to increase delivery speed.
During this presentation Zan will present some of his research and show how it is possible to amalgamate Agile methods, Lean Manufacturing and Data Science to get your business back on track.
See the full analysis here:
https://medium.com/@zankavtaskin/list/research-rejuvenating-agile-operations-by-putting-lead-and-cycle-time-front-and-centre-766cc7993007
Within 5 days, the document describes how to:
1. Apply the Design Sprint methodology to quickly test ideas and identify which to pursue, 2. Use storyboarding and paper prototyping to make ideas more concrete, 3. Obtain feedback from real users on a digital prototype to determine if the initial idea is good and worth developing further. The process enables identifying the right solution to a problem with limited resources in a short timeframe.
Virtual facilitation is a discipline that, when mastered, can have huge impact for individuals, teams and businesses. Here we present an introduction and give you some actionable tips to take into your day.
Even when COVID-19 containment is no longer necessary, our long-term future calls for less transportation and greater digital collaboration. Getting maximum impact will be invaluable for your organisation.
New York Bestseller Jake Knapp’s book, Sprint, explores how companies and teams can replicate Google’s sprint process to solve a problem within five days.
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4. Too much
content…
…but still try to squeeze
it all in?
..but it’s all important?
…but wish you could do small
module, knowing it better for
your audience?
5. How will this
session help?
In this session, you will learn:
• The benefits of bite-sized learning
in instructional
design (ID)
• How bite-sized chunks can
improve the learning process for
your users
• How to effectively describe the
process for creating bite-sized
learning within the
ID process
• How to create prototypes for a
bite-sized module ID project
• How to improve your ID process
by implementing bite-sized
modules in your projects
6. Has this ever happened to you?
Start the day early. Work on tight deadlines throughout the day. Leave late. Go
home for dinner followed by running errands. Finally get a moment to sit and relax.
How fried is your brain at that point when you sit down?
What if you just remembered a required elearning you had to do before you got to
the office tomorrow morning?
What if that elearning module was a 45 minute module?
How much of it would you be able to pay attention to?
How much of it would you want to pay attention to?
7. Is this a day in the life of your
audience?
A sales rep starts the day before the sun rises, grabbing breakfast on the go. They
travel from appointment to appointment talking to potential customer after
customer all day long, basically non-stop. They grab lunch on the go, just like
breakfast was and continue their day just like the morning was.
Finally they stop to get some dinner, finish up a few more calls and head home just
in time to tuck the kids into bed and get back to the computer to write up sales
proposals and enter information into CRM.
After all that, they remember they have some required
elearning to do.
How much time would they have to do elearning?
How long a module could they handle at that point?
How much of 45 minute module would they get through or
even remember?
8. How busy are we, either work
or life related?
What is our state of mind
when it comes to time for
elearning?
Example:
How do you attend webinars?
Do you register for them and
then hope to watch them
later?
Why were these situations
important?
13. Micro learning suits the constraints of the human brain with
respect to its attention span. This approach aligns with
research that proves we learn better when
engaged in short, focused sessions, than hour-
long sessions that cause information overload.
In this approach, the learning content is offered in short
durations of 3 to 7 minutes at the most to match the human
attention span.
Your brain on bite-size elearning
http://elearningindustry.com/awesome-resources-on-micro-learning
14. Neuroscientists have determined that we can only
absorb four to five pieces of information into short-
term memory at any given time, so by breaking it into
short chunks, it’s easier to understand and assimilate.
Neuroscience and bite-size elearning
Microlearning_Whitepaper_Final_012516.pdf
http://know.axonify.com/microlearning-whitepaper-ty
15. The reality is that to meet the
needs of today’s modern
workers, you need to offer them
the ability to access small bites
of information at a moment’s
notice, so they can pull
knowledge at the point of need.
Today’s world –
Instant Gratification
Microlearning_Whitepaper_Final_012516.pdf
http://know.axonify.com/microlearning-whitepaper-ty
16. 5-10 minutes is easier
then an hour
Less stress on the brain
when learning
something new
More time to think
about what they learned
and how to apply it
Benefits of bite-size elearning
17. In books like The Compound Effect and The Slight Edge, they
both talk about doing something towards your personal
development in bite-size chunks on a daily basis. They suggest
that you read 10 pages a day of a personal development book.
Do you have time at night to read
a 100 page book? However, what
about 10 pages?
And after 10 days, that 100 page
book is done. How many 100 page
books could you read this way?
Example of bite-size elearning
18. Learners are less
overwhelmed
More benefits of bite-size
elearning
Have any of your heard of or used
Lynda.com? They are amazing at bite-sized
chunks of large amounts of information. If
you need to learn an entire program, you can
by either going through each chapter at your
leisure, bits at a time, or the whole thing all at
once, chapter after chapter. But the choice is
yours, according to your schedule and how
much your brain can handle and retain
before becoming overwhelmed.
19. Steps for breaking
information down into
bite-sized chunks
Think of it like a book
What’s the title?
Break the information down into
chapters.
Break those chapters into sub-
sections within the chapter.
• How will those sub-sections
layout on a slide?
• Did you keep those chapters as
one chapter?
• Did the content grow into
another chapter?
• Do all the chapters fit with the
title?
20. How to take your long modules
and make them bite-sized
22. Example:
The Human Body
continued
Sub-sections for Head
•Eyes, Nose, Mouth, Ears, Brain,
Scalp
Sub-sections for Torso
•Heart, Lungs, Ribs, Stomach,
Liver, Kidneys, Gall Bladder
Sub-sections for Limbs
•Arms, Legs (but within those,
fingers/wrists, toes/ankles)
Break down within all those?
Organs, Skeletal
24. Example:
Sales Process
Chapters
• By main concepts
• By process breakdown
http://www.isixsigma.com/tools-
templates/process-
mapping/avoid-four-most-
common-mistakes-sales-process-
mapping/
27. Even a game can be used as bite-size chunks of elearning. For
example, I created a game that has multiple territories to work
through. If you are using an LMS and authoring tool that
allows for resuming modules, then your users can work through
a game at their leisure while still completing required elearning.
We are instructional designers, which means that you are
creative geniuses who can come up with all sorts of ways to
provide elearning for your users.
Games as bite-sized elearning
28. Steps for prototyping
within the ID process
1.Micro-prototype development
2.Review with stakeholder
3.Full prototype development
(includes design, graphics and
full functionality of one section
of the project)
4.Review with stakeholder
5.Confirm approval of full
prototype
6.Replicate out to full build of
complete project from the full
prototype
7.Review with stakeholder
8.Confirm approval of completed
project
9.Publish project
29. How to create prototypes for an
ID project
Prototype on Paper
First I will mention a couple of free (for one project at a time
anyway) online services for prototyping.
Prototype on Paper allows you to snap pictures of hand
drawn pictures, link items on the slide to other slides and
send for review. Here’s an example of a paper drawn
prototype turned into a clickable prototype:
https://popapp.in/w/projects/55253812d089f0e855d08900/
mockups/55253813d089f0e855d08904
30. How to create prototypes for an
ID project
Invision
Invision also allows for online collaboration, real-time
design collaboration and tours, version control and sync,
unlimited user testing with video capture of users testing
your prototypes and even has project management built
right in.
Here is an example of a web app prototype:
https://projects.invisionapp.com/d/main#/projects/5812346
/screens
(you will need to create a free account to see this sample)
32. How to create prototypes for an
ID project
I like to use my authoring tool (Articulate Storyline2) to make
prototypes because I can start with one file, and just build on that
right through to the completed version. I save different versions
along the way, but it is easy to keep building this way if my authoring
tool is going to be what I build the project in.
I normally up-rev to multiple versions throughout the development
process, but for demonstration purposes, I’m going to show you this
example in one file with a different
scene for each version, micro-prototype, full
prototype and final version.
33. How to improve your
ID process by
implementing bite-
sized modules
• One large project is planned,
but it is broken down by mini-
projects
• Smaller projects have shorter
timelines for development and
release
• Flexibility to release the bite-
sized modules on a schedule to
allow time for absorption,
retention and practice
34. Improve your ID process by
creating bite-size modules in
your projects
35. Improve your ID process by
creating bite-size modules in
your projects
Based on what you learned in this session, how can you improve your ID
process by implementing bite-size modules in your projects?
I think you got a great start here today by learning about the benefits as well
as the process. So you started the LEARN part. Your next step is to go and
PRACTICE this in your own projects. Everyone has their own way of doing
things, and I get that. I have given you an introduction and guidelines today,
but I’m sure as you bring them into your projects, you will IMPROVE them
according
to your own process. If you continue to work
with bite-sized modules in your ID process,
you will be SUCCESSFUL in streamlining your
implementation process.
36. My gift to you
Microlearning: Small Bites, Big
Impact
Bite-Sized Learning – several
resources in this area
17 Awesome Resources on Micro-
Learning
Brief is Beautiful: Bite-Size Content and
the New E-Learning
The Age of Bite-sized Learning –
What it is and why it works
7 Things we learned from Deloitte’s
“Meet the Modern Learner”
37. My gift to you
Free Prototyping Tools
Invision – Prototypes, Feedback,
Collaboration, Workflow, User
Testing, Boards
POP – Prototyping on Paper
Authoring Tools (not free)
Articulate Storyline 2
Adobe Captivate 9
7 Top Authoring Tools – Learning
Solutions Magazine