This document discusses different training delivery methods and when each is most appropriate. It describes a fictional scenario where a detective is investigating a case of the wrong training delivery method being used. Through conversations with various characters, the detective fills out a chart summarizing the advantages, disadvantages, and best uses of instructor-led training, on-the-job training, and eLearning. In the end, the detective learns that a blended approach using multiple methods together is generally best for achieving both instructional and cost effectiveness.
The poem "Run It Out" encourages perseverance and effort in all aspects of life. It uses a baseball metaphor to emphasize that one must always give their full effort, even when the chance of success is small or the game is seemingly lost. Several repetitions of the line "Run it out" drive home the point that quitting should never be an option. The poem suggests that great accomplishments are only possible through consistent hard work and refusing to give up until the very end.
TH504 - Stop Thinking Like an Instructional Designer: Start Thinking Like a G...Karl Kapp
Instructional designers tend to think content first and then action. Game designers think action first. As a result, most games are engaging, intriguing, and immersive. Most instruction tends to be boring and perfunctory. Simply changing your mindset from instructional designer to game designer will help you to create engaging and effective instruction. Learn five methods to help you think like a game designer and change your stale training into an exciting and interesting experience for the learners.
Application on the Job:
Create engaging instruction using game design techniques.
Apply five methods for thinking activity first, content second.
Explore how game designers engage players and immerse them in the game environment.
Discover how game fosters action and activity.
B.Y.O.D.: The Engagement Abyss: Three Effective Methods to Engage LearnersEng...Karl Kapp
Learner engagement can be elusive. It is difficult to grab and hold a learner’s attention with so many smartphone distractions at their desk or at their fingertips. But engagement is possible through specific techniques that command attention and engage the learner.
In this session you will learn how to engage learners and how to present content using gamification techniques such as storytelling, feedback, and competition. During this session you will simultaneously learn about engagement techniques and experience them. These techniques will help you to create more engaging instruction within your own organizations or for your clients. You’ll be able to apply these simple techniques to your learning design almost immediately.
1) The document discusses three keys to interactive learning: game thinking, game elements, and gamification. It describes game thinking as using game techniques to engage people and motivate learning.
2) It outlines two types of gamification: structural which uses elements like points and badges, and content gamification which alters content to be more game-like.
3) The document advocates for incorporating elements like challenge, curiosity, and control to create flow and motivate learners intrinsically and extrinsically. It suggests using concepts like risk and failure productively in learning.
This document discusses different training delivery methods and when each is most appropriate. It describes a fictional scenario where a detective is investigating a case of the wrong training delivery method being used. Through conversations with various characters, the detective fills out a chart summarizing the advantages, disadvantages, and best uses of instructor-led training, on-the-job training, and eLearning. In the end, the detective learns that a blended approach using multiple methods together is generally best for achieving both instructional and cost effectiveness.
The poem "Run It Out" encourages perseverance and effort in all aspects of life. It uses a baseball metaphor to emphasize that one must always give their full effort, even when the chance of success is small or the game is seemingly lost. Several repetitions of the line "Run it out" drive home the point that quitting should never be an option. The poem suggests that great accomplishments are only possible through consistent hard work and refusing to give up until the very end.
TH504 - Stop Thinking Like an Instructional Designer: Start Thinking Like a G...Karl Kapp
Instructional designers tend to think content first and then action. Game designers think action first. As a result, most games are engaging, intriguing, and immersive. Most instruction tends to be boring and perfunctory. Simply changing your mindset from instructional designer to game designer will help you to create engaging and effective instruction. Learn five methods to help you think like a game designer and change your stale training into an exciting and interesting experience for the learners.
Application on the Job:
Create engaging instruction using game design techniques.
Apply five methods for thinking activity first, content second.
Explore how game designers engage players and immerse them in the game environment.
Discover how game fosters action and activity.
B.Y.O.D.: The Engagement Abyss: Three Effective Methods to Engage LearnersEng...Karl Kapp
Learner engagement can be elusive. It is difficult to grab and hold a learner’s attention with so many smartphone distractions at their desk or at their fingertips. But engagement is possible through specific techniques that command attention and engage the learner.
In this session you will learn how to engage learners and how to present content using gamification techniques such as storytelling, feedback, and competition. During this session you will simultaneously learn about engagement techniques and experience them. These techniques will help you to create more engaging instruction within your own organizations or for your clients. You’ll be able to apply these simple techniques to your learning design almost immediately.
1) The document discusses three keys to interactive learning: game thinking, game elements, and gamification. It describes game thinking as using game techniques to engage people and motivate learning.
2) It outlines two types of gamification: structural which uses elements like points and badges, and content gamification which alters content to be more game-like.
3) The document advocates for incorporating elements like challenge, curiosity, and control to create flow and motivate learners intrinsically and extrinsically. It suggests using concepts like risk and failure productively in learning.
Games, Interactivity and Gamification for LearningKarl Kapp
This session introduces, defines, and describes the concept of gamification, games for learning and interactivity. Kapp will dissect critical elements of games and describe how they can be applied to the design and development of interactive learning. The presentation is based on solid research including peer-reviewed results from dozens of studies that offer insights into why game-based thinking and mechanics makes for vigorous learning tools. You’ll learn how to create engaging learning using game-based thinking by matching instructional content with the right game mechanics and game thinking; how to move beyond the theoretical considerations; and three methods for designing interactive learning based on concepts from games
Slides from a talk by Dr Chris Atherton from the University of Central Lancashire about the brain's limits of attention and cognitive load, and how we can work around that to ensure that we still have people's attention (in education, technical communication, etc)
This document discusses gamification of learning and instruction. It presents the topic through a fictional story and case involving a detective investigating why learners are disengaged. Through clues and interactions with characters, it is revealed that there are two types of gamification - structural which uses game elements to guide learners through content, and content which alters content to be more game-like. Game elements that can engage learners are identified such as points, badges, leaderboards, challenges, stories, characters, and missions. The presentation models gamification techniques by incorporating a storyline, characters, audience participation, and competition.
Here are my top tips for giving great presentations based on going to and speaking at dozens and dozens of conferences and being inspired (or copying) other people's techniques.
This tutorial introduces the concept of lifelong learning and habits of successful lifelong learners. It defines learning and provides examples of lifelong learning. It then outlines 7 1/2 habits exhibited by successful lifelong learners, including beginning with the end in mind, taking responsibility for your own learning, viewing problems as challenges, having confidence as a learner, creating a learning toolbox, using technology to your advantage, teaching others, and making time for fun. It encourages the user to develop a personal learning contract to set goals.
This document summarizes a presentation on coding in public and developing expertise as a developer. It discusses stages of skill acquisition from novice to expert, the importance of deliberate practice for improving skills, and encourages creating a supportive environment for mentoring and receiving feedback to help developers improve through simulations, case studies, and code katas. The presentation notes it can take 10,000 hours of deliberate practice to achieve mastery in a field and provides references for further reading on expertise.
Tools of Engagement: "Tools of Engagement: Gamification, Storytelling and A...Karl Kapp
Using game elements to create interactive, engaging instruction doesn't have to mean investing hours and hours into the development of a full-scale Halo-type game. Creating an interactive, game-like learning experience can be done simply and easily with PowerPoint, a little imagination, and an audience response system. In this workshop, you will create an interactive game-like learning experience using game thinking and game elements such as storytelling, mystery, immediate feedback, and friendly competition. Learn how to craft a gamified instructional story based on learning science to engage, motivate and educate your learners.
NOTE: Please bring a laptop or a tablet with PowerPoint and a phone capable of texting so that you can both experience and design engaging game-like instruction.
PDD 2019 Engaging presentations and workshops - Kelly Kinguopces
This document provides engaging ways to deliver career presentations and workshops. It discusses using interactive tools like Mentimeter to poll audiences anonymously and gain feedback. It offers presentation tips like using animation, music, videos and templates to make presentations more memorable. Practical activities are suggested that use props, feelings, movement and fun to encourage audience involvement. Examples include using playing cards or sweets to prompt questions and using pictures to stimulate writing and reflection. The document also discusses using measurements of personal space to demonstrate professional communication concepts and provides a lateral thinking problem solving activity.
The document provides advice on what NOT to do when creating a presentation. It advises against putting all text from your speech on slides, as it will lead to crowded, boring slides. It also warns against grammatical errors, distracting backgrounds, excessive bullet points, hard to read fonts, unnecessary sounds, and using Comic Sans font. The document emphasizes keeping the audience engaged and not overloading them with poorly organized information.
The document provides guidance on preparing and presenting papers and posters at conferences. It discusses how to choose a suitable conference, write an abstract, structure presentations, deal with feedback, and reduce presentation nerves. Tips are provided on clear design of slides and posters, using visuals effectively, answering questions, and referencing sources. The goal is to help researchers develop high-quality abstracts, presentations, and posters to communicate their work at academic conferences.
This document outlines an entrepreneurship and employability skills training workshop that takes place over multiple days. Day one focuses on introducing the difference between employment and entrepreneurship. It also provides an overview of employability skills, which are divided into three categories: effective relationships, workplace skills, and applied knowledge. Participants engage in activities to identify, categorize, and reflect on important employability skills. The document also includes a case analysis exercise about challenges a recent graduate may face in the workplace. Overall, the workshop aims to provide participants with basic skills for success in employment and business.
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.
The Path of Pain: Mastering Game Design in 20 steps - takeawayKacper Szymczak
We all have a Design Muscle. In order for it to create what one wishes it to, it must be trained. It must be submitted to painful exercise. It must be strengthened to the level where it won't matter if the time is lacking, if your boss wants 10 versions just to scrap them all, if the editor is crashing, if the topic is boring, or you're working on a clone. The philosophy the speaker will present is grounded on mastering excellence and focusing on the fascinating craftsmanship of game design, which is - as often forgotten - a world of fun in itself.
Performed live at Game Industry Conference 2016.
The document discusses the "10,000 hour rule" which suggests that it takes 10,000 hours of practice to become an expert in a skill or domain. It notes that the rule is more about deliberate practice than just time spent, and that not all practice hours are equal. Deliberate practice requires setting specific goals, getting feedback, and focusing on improving weaknesses. The document provides examples of how experts like Magnus Carlsen were able to accelerate skill development through deliberate practice.
The document provides 10 tips for realizing one's potential in their career and professional development. Some of the key tips include taking charge of your time and prioritizing what is important; committing to specific goals and tracking your progress; getting out of your comfort zone and embracing new challenges; and focusing on continuous self-improvement and understanding how you can add value. The overall message is that individuals have the power to influence their own career paths and should focus on small daily improvements to maximize their potential over time.
The document provides lesson plans and activities for English language learners at different levels. It includes discussions of routines of successful people for intermediate learners and habits for elementary learners. Younger learners will describe their favorite toys and tell stories. Activities incorporate speaking, listening, reading, and writing skills and can be done individually, in pairs, or as a class through online platforms. The lessons aim to help learners reflect on their progress and success.
This document provides an overview of a workshop on self-efficiency. The workshop aims to help participants recognize and eliminate waste through lean thinking and six sigma principles. It discusses how eliminating waste can improve business performance and customer satisfaction. The workshop structure involves discussing how to ask effective questions, techniques for improving memory and recall, conducting a self-assessment, and learning about lean thinking, six sigma, and changing attitudes to increase profits by reducing waste.
There is a science and an art to sparkling conversations. In this guide, you'll learn the basics of Conversations 101:
- My 25 Favorite Conversation Starters
- How to Talk to Strangers (in a good way)
- The Best Way to Create Conversational Sparks
- The ‘Eyebrow’ Trick (it sounds weird, and it is, but it’s EXTREMELY helpful)
- The Art of a Graceful Exit
Games, Interactivity and Gamification for LearningKarl Kapp
This session introduces, defines, and describes the concept of gamification, games for learning and interactivity. Kapp will dissect critical elements of games and describe how they can be applied to the design and development of interactive learning. The presentation is based on solid research including peer-reviewed results from dozens of studies that offer insights into why game-based thinking and mechanics makes for vigorous learning tools. You’ll learn how to create engaging learning using game-based thinking by matching instructional content with the right game mechanics and game thinking; how to move beyond the theoretical considerations; and three methods for designing interactive learning based on concepts from games
Slides from a talk by Dr Chris Atherton from the University of Central Lancashire about the brain's limits of attention and cognitive load, and how we can work around that to ensure that we still have people's attention (in education, technical communication, etc)
This document discusses gamification of learning and instruction. It presents the topic through a fictional story and case involving a detective investigating why learners are disengaged. Through clues and interactions with characters, it is revealed that there are two types of gamification - structural which uses game elements to guide learners through content, and content which alters content to be more game-like. Game elements that can engage learners are identified such as points, badges, leaderboards, challenges, stories, characters, and missions. The presentation models gamification techniques by incorporating a storyline, characters, audience participation, and competition.
Here are my top tips for giving great presentations based on going to and speaking at dozens and dozens of conferences and being inspired (or copying) other people's techniques.
This tutorial introduces the concept of lifelong learning and habits of successful lifelong learners. It defines learning and provides examples of lifelong learning. It then outlines 7 1/2 habits exhibited by successful lifelong learners, including beginning with the end in mind, taking responsibility for your own learning, viewing problems as challenges, having confidence as a learner, creating a learning toolbox, using technology to your advantage, teaching others, and making time for fun. It encourages the user to develop a personal learning contract to set goals.
This document summarizes a presentation on coding in public and developing expertise as a developer. It discusses stages of skill acquisition from novice to expert, the importance of deliberate practice for improving skills, and encourages creating a supportive environment for mentoring and receiving feedback to help developers improve through simulations, case studies, and code katas. The presentation notes it can take 10,000 hours of deliberate practice to achieve mastery in a field and provides references for further reading on expertise.
Tools of Engagement: "Tools of Engagement: Gamification, Storytelling and A...Karl Kapp
Using game elements to create interactive, engaging instruction doesn't have to mean investing hours and hours into the development of a full-scale Halo-type game. Creating an interactive, game-like learning experience can be done simply and easily with PowerPoint, a little imagination, and an audience response system. In this workshop, you will create an interactive game-like learning experience using game thinking and game elements such as storytelling, mystery, immediate feedback, and friendly competition. Learn how to craft a gamified instructional story based on learning science to engage, motivate and educate your learners.
NOTE: Please bring a laptop or a tablet with PowerPoint and a phone capable of texting so that you can both experience and design engaging game-like instruction.
PDD 2019 Engaging presentations and workshops - Kelly Kinguopces
This document provides engaging ways to deliver career presentations and workshops. It discusses using interactive tools like Mentimeter to poll audiences anonymously and gain feedback. It offers presentation tips like using animation, music, videos and templates to make presentations more memorable. Practical activities are suggested that use props, feelings, movement and fun to encourage audience involvement. Examples include using playing cards or sweets to prompt questions and using pictures to stimulate writing and reflection. The document also discusses using measurements of personal space to demonstrate professional communication concepts and provides a lateral thinking problem solving activity.
The document provides advice on what NOT to do when creating a presentation. It advises against putting all text from your speech on slides, as it will lead to crowded, boring slides. It also warns against grammatical errors, distracting backgrounds, excessive bullet points, hard to read fonts, unnecessary sounds, and using Comic Sans font. The document emphasizes keeping the audience engaged and not overloading them with poorly organized information.
The document provides guidance on preparing and presenting papers and posters at conferences. It discusses how to choose a suitable conference, write an abstract, structure presentations, deal with feedback, and reduce presentation nerves. Tips are provided on clear design of slides and posters, using visuals effectively, answering questions, and referencing sources. The goal is to help researchers develop high-quality abstracts, presentations, and posters to communicate their work at academic conferences.
This document outlines an entrepreneurship and employability skills training workshop that takes place over multiple days. Day one focuses on introducing the difference between employment and entrepreneurship. It also provides an overview of employability skills, which are divided into three categories: effective relationships, workplace skills, and applied knowledge. Participants engage in activities to identify, categorize, and reflect on important employability skills. The document also includes a case analysis exercise about challenges a recent graduate may face in the workplace. Overall, the workshop aims to provide participants with basic skills for success in employment and business.
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.
The Path of Pain: Mastering Game Design in 20 steps - takeawayKacper Szymczak
We all have a Design Muscle. In order for it to create what one wishes it to, it must be trained. It must be submitted to painful exercise. It must be strengthened to the level where it won't matter if the time is lacking, if your boss wants 10 versions just to scrap them all, if the editor is crashing, if the topic is boring, or you're working on a clone. The philosophy the speaker will present is grounded on mastering excellence and focusing on the fascinating craftsmanship of game design, which is - as often forgotten - a world of fun in itself.
Performed live at Game Industry Conference 2016.
The document discusses the "10,000 hour rule" which suggests that it takes 10,000 hours of practice to become an expert in a skill or domain. It notes that the rule is more about deliberate practice than just time spent, and that not all practice hours are equal. Deliberate practice requires setting specific goals, getting feedback, and focusing on improving weaknesses. The document provides examples of how experts like Magnus Carlsen were able to accelerate skill development through deliberate practice.
The document provides 10 tips for realizing one's potential in their career and professional development. Some of the key tips include taking charge of your time and prioritizing what is important; committing to specific goals and tracking your progress; getting out of your comfort zone and embracing new challenges; and focusing on continuous self-improvement and understanding how you can add value. The overall message is that individuals have the power to influence their own career paths and should focus on small daily improvements to maximize their potential over time.
The document provides lesson plans and activities for English language learners at different levels. It includes discussions of routines of successful people for intermediate learners and habits for elementary learners. Younger learners will describe their favorite toys and tell stories. Activities incorporate speaking, listening, reading, and writing skills and can be done individually, in pairs, or as a class through online platforms. The lessons aim to help learners reflect on their progress and success.
This document provides an overview of a workshop on self-efficiency. The workshop aims to help participants recognize and eliminate waste through lean thinking and six sigma principles. It discusses how eliminating waste can improve business performance and customer satisfaction. The workshop structure involves discussing how to ask effective questions, techniques for improving memory and recall, conducting a self-assessment, and learning about lean thinking, six sigma, and changing attitudes to increase profits by reducing waste.
There is a science and an art to sparkling conversations. In this guide, you'll learn the basics of Conversations 101:
- My 25 Favorite Conversation Starters
- How to Talk to Strangers (in a good way)
- The Best Way to Create Conversational Sparks
- The ‘Eyebrow’ Trick (it sounds weird, and it is, but it’s EXTREMELY helpful)
- The Art of a Graceful Exit
1) The document outlines an AIESEC conference focused on leadership, learning, and innovation.
2) It describes various sessions at the conference around developing leadership skills and strengths.
3) It includes an exercise where participants rank the importance of items needed to survive on a simulated moon landing, intended to demonstrate the value of collaboration over working individually.
The document discusses the concept of deliberate practice, which involves practicing in a very focused and structured way to improve performance. It provides five key elements of deliberate practice: 1) it is designed specifically to improve weaknesses with a teacher's help; 2) it allows skills to be regularly repeated; 3) it provides continual feedback; 4) it is highly demanding mentally; and 5) it is not enjoyable but requires pushing through discomfort. The document emphasizes that great performers spend years engaged in deliberate practice, often putting in 10,000 hours, and it separates deliberate practice from mindless repetition without clear goals.
Mastering Workplace Performance for the Institute of Management StudiesJason W. Womack, MEd MA
The Mastering Workplace Performance course is designed to give you practical tools and methods, immediately, that help you get more work done...so you can get done more of what you want to do.
http://www.ims-online.com/widgets/search/outline.asp?id=womack1
Seminar Description
This course is especially designed for managers, project leaders, and individual contributors who know there are smarter ways of working and want to quickly learn those techniques; are responsible for efficient performance while simultaneously managing multiple priorities; and, want to step back, study, and implement new ways of working and managing their work.
Effective organization and time management techniques help people achieve their objectives. Understanding the fundamentals of workflow and the principles of human performance enable participants with the tools and the processes to get more of their work done, on time, with fewer resources, and with less stress.
The focus of this course is on managing the myriad of details that go into an effective work day and a successful professional career. Learn what top performers know, do and say about professional productivity and effective leadership. Organize your ideas, projects and tasks and learn how to prioritize meetings, emails, and professional goals.
Practice specific time and action management strategies you can implement immediately at your desk and with your team.
15%
The Principles of Productivity: How to combine personal working styles with company culture for success
20%
Setting the Stage for a More Productive Day: Knowing what you need and how to plan for more productive days
15%
Engaging Others in Upleveling their Productivity: Managing meetings, expectations and results
30%
Effective Time Management Techniques: 5 tools and techniques to use to get more done, faster, with less effort
15%
Assessing Progress and Enhancing Structure: Tracking resource management for measurable results
5%
Building an Accountability Program: Identify a workplace performance goal and plan for implementation
Project Retrospectives are an important part of any software development process. The Principles Behind the Agile Manifesto state that, "At regular intervals, the team reflects on how to become more effective, then tunes and adjusts its behavior accordingly." How can this be done? By taking the time to reflect and learn and proactively determine what should be done differently in the next iteration, release, or project. Linda's presentation will introduce techniques for project retrospectives, whether they are agile or not. The techniques help teams discover what they’re doing well so that successful practices can continue and identify what should be done differently to improve performance. Retrospectives are not finger pointing or blaming sessions, but rather a highly effective process in which teams reflect on the past to become more productive in the future. Linda will share her experiences with leading retrospectives of several kinds for dozens of projects—successful and unsuccessful, small and large, in academia and industry. Her lessons learned can be applied to any project to enable teams and organizations to become learning organizations.
If you could increase your brain power, then theoretically you could accomplish almost anything.
While having a healthy and strong body is highly important as well, most of us would probably agree that our activities are more reliant on our cognitive abilities rather than our physical ones.
Many people have computer-based jobs for instance, and this means that we need to use our brains to handle data, to manipulate software, or to come up with business strategies.
Much of our success comes down to our ability to interact with others which is very much dependent on our intelligence and brain power.
With Smarter Brain training guide you will learn the ways you can bring about tangible, measurable improvements in your life by focussing on ways to increase your IQ and your focus.
To make those first impressions with new hires count, LinkedIn has collected their favorite icebreakers to use during new hire orientation. Use these energizers to avoid a yawn-filled crowd.
Want more? Download the full Onboarding in a Box: http://bit.ly/1hjPoZG
Secrets from the New Science of ExpertisePaul Herring
Deliberate practice is the key to becoming an expert, not innate talent or simply accumulating hours of practice. Deliberate practice requires near-maximal effort outside of one's comfort zone, specific goals, feedback and improvements, and developing detailed mental models. It focuses on building skills incrementally with a teacher's guidance. While the 10,000 hour rule is an oversimplification, world-class experts have spent from tens of thousands to over 40,000 hours in deliberate practice of their field.
1. The document discusses reflecting on learning progress from the previous term and having students do a SWOT analysis.
2. It then describes an exercise where students line up their shoes in a circle and walk away from them to demonstrate that people learn differently and at different paces.
3. The discussion considers how success looks different for everyone, and having a classroom that is fair and differentiated for all students. Students are asked to create a vision for how the classroom can accommodate different learning next term.
Why You Should Learn Skills That Have No Application in Real LifeAlan Richardson
This document outlines an agenda for a workshop exploring skills that have no practical application. The workshop will begin with participants sharing skills they've learned that are not useful in their daily lives. The presenter, Alan Richardson, will then demonstrate skills like juggling and card tricks. Attendees will break into groups to teach and learn each other's skills. Through practicing and discussing skills transfers, the workshop aims to explore how sharing and learning skills can have unexpected value, and draw parallels to teaching testing skills.
The document provides a summary of 10 common mistakes made in MBA applications. It discusses overthinking school selection, proposing career changes that are not well supported, focusing too much on essay questions rather than telling your best stories, poor timing that results in a rushed application, only focusing on strengths without addressing weaknesses, overlooking international programs, choosing an inexperienced consultant, botching letters of recommendation, mishandling international status, and giving admission committees too much credit. The document emphasizes connecting past experiences to future goals, going to the best school possible, and addressing any potential red flags in an application.
Similar to Leveraging Deliberate Practice to Become Ridiculously Successful, Big Design 2018 (20)
International Upcycling Research Network advisory board meeting 4Kyungeun Sung
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
Rethinking Kållered │ From Big Box to a Reuse Hub: A Transformation Journey ...SirmaDuztepeliler
"Rethinking Kållered │ From Big Box to a Reuse Hub: A Transformation Journey Toward Sustainability"
The booklet of my master’s thesis at the Department of Architecture and Civil Engineering at Chalmers University of Technology. (Gothenburg, Sweden)
This thesis explores the transformation of the vacated (2023) IKEA store in Kållered, Sweden, into a "Reuse Hub" addressing various user types. The project aims to create a model for circular and sustainable economic practices that promote resource efficiency, waste reduction, and a shift in societal overconsumption patterns.
Reuse, though crucial in the circular economy, is one of the least studied areas. Most materials with reuse potential, especially in the construction sector, are recycled (downcycled), causing a greater loss of resources and energy. My project addresses barriers to reuse, such as difficult access to materials, storage, and logistics issues.
Aims:
• Enhancing Access to Reclaimed Materials: Creating a hub for reclaimed construction materials for both institutional and individual needs.
• Promoting Circular Economy: Showcasing the potential and variety of reusable materials and how they can drive a circular economy.
• Fostering Community Engagement: Developing spaces for social interaction around reuse-focused stores and workshops.
• Raising Awareness: Transforming a former consumerist symbol into a center for circular practices.
Highlights:
• The project emphasizes cross-sector collaboration with producers and wholesalers to repurpose surplus materials before they enter the recycling phase.
• This project can serve as a prototype for reusing many idle commercial buildings in different scales and sizes.
• The findings indicate that transforming large vacant properties can support sustainable practices and present an economically attractive business model with high social returns at the same time.
• It highlights the potential of how sustainable practices in the construction sector can drive societal change.
11. Remembering some digits
I need a volunteer…
In his book entitled Peak, Anders Ericsson tells the story of an interesting research project. It went like this: The participant came in and the researchers would recite a
random string of numbers. Then the participant would need to repeat the numbers back to them perfectly.
Let’s give this a try…
2 6 4 1 8
1 1 0 3 0 8
0 0 4 2 4 0 7
3 6 1 8 6 4 4 5
4 4 2 1 0 1 7 0 3
6 8 0 2 8 2 4 8 9 9
12. Average short-term memory
retention is about
7 or 8 digits
3 6 1 8 6 4 4 5
The average is about 7 or 8, some people can get to about 9 or 10 before they hit their natural ceiling. The participant in Ericsson’s study was average. Day one he
topped out at 8, but was more consistently around 7. Day two was a little better, but not much. Day three. Day four, saw no improvement. It seemed he had reached his
limit. But day five came and they had a break through. By increasing the length of the string when he got it right, and taking a step backwards when he made an error, by
the end of the day, he had perfectly repeated an 11-digit string—two more than his previous high.
After 60 sessions he was up to 20 digits, more than they had expected.
After 100 sessions, he had improved to 40, more than anyone, even professional mnemonists.
By the end of the study and 200 sessions, he was able to reach 82!
14. Why should this be
exciting?
Our brains are incredibly adaptable! We can learn to do almost anything, if we put forth the effort. ”When experts exhibit their superior performance in public their
behavior looks so effortless and natural that we are tempted to attribute it to special talents. However, when scientists began measuring the experts' supposedly superior
powers…no general superiority was found."
15. “…researchers have settled on what
they believe is the magic number for
true expertise: ten thousand hours.”
Malcolm Gladwell, Outliers
16. 10,000 hours =
5–6 years of experience?
10,000 hours, divided by 40 hours a week, is 250 weeks. Assuming you take two weeks of vacation every year, it would take five years of work to reach the 10,000 hour
threshold. But that's assuming you're never in meetings. So, let's say six years.
But there is a wide range of abilities in designers that have five or six years of experience. Why is that?
17. 10,000 hours of the right
sort of practice
Study of chess players that all accumulated the 10,000 hour level of practice time. Some became grand masters, while other remained at the intermediate level. The
difference is how they spent their time. It was widely thought that tournament time would be the biggest factor, but the study found that hours spent in serious study of
the game dominated the other factors. Players that became grand masters dedicated an average of 5,000 hours to study, while intermediate players only spent about
1,000 hours on study. 5x difference.
19. You hire a coach to teach you the basics. You practice more. Maybe have another lesson or two. More practice.
20. And eventually, it becomes mostly automatic. You’re able to play without the embarrassment of swinging and missing completely and you can now enjoy a round of golf
with your friends. It’s hard at first, but with time, you master the basics. That’s the typical path that most of us take when we learn to do anything. Golf. Tennis. Pizza-
baking.
21. Improvement stalls,
Performance deteriorates
Here’s the problem. The assumption is that after learning how to hit a golf ball, that just continuing to hit balls at the driving range will result in improvement. We assume
that someone who has been hitting golf balls for 20 years is better than someone who has been doing it for 5 years. We assume that a teacher or a doctor who has 20
years of experience is better than someone with only five years of experience.
Studies show that continued “practice” doesn’t lead to improvement. In fact, over time, these abilities that have become somewhat automatic slowly deteriorate in the
absence of deliberate efforts to improve.
22. Okay. So…?
Okay, so what? What does this have to do with us? Well, let’s take a quick look at a common day-in-the-life of a gainfully employed person in our industry…
23. • Meeting
• 15-30 minute after-meeting meeting
• Back to your desk, open up Sketch
• In flow for 10 minutes
• Another meeting
• Lunch
24. • Another meeting
• Design time
• Interruption by co-worker ranting about their
first-world problems
• Invited last-minute to 4:30 meeting
• Go home and do the design work that didn’t
get done that day
If this is common for you, like it is for me, it’s easy to see why we might get stuck at an acceptable level of performance.
25. Stuck on a Plateau
This is the main issue. This is the problem we need to solve for. If you just show up and work hard, you'll soon hit a performance plateau and you’ll stop getting any
better.
In most types of work—that is, work that doesn't have a clear training philosophy—most people are stuck.
27. For me, it wasn’t golf. I suck at golf, and have little motivation to learn. But I’m learning to longboard.
Timed myself from one point to another, keeping track of how many times I lost my balance. Then did it again and tried to beat my time. Then did it again.
I also kept track of the number of consecutive pushes I did because I noticed that I needed to improve.
28. What is Purposeful Practice?
• Well-defined, specific goals
• Focused practice
• Involves feedback
• Gets you out of your comfort zone
29. Deliberate practice is
“…activity designed for the sole purpose of
effectively improving specific aspects of an
individual's performance.”
Deliberate practice is a step-by-step process of working on specific skills, and then moving on to other skills that build upon previous skills.
30. Deliberate practice is
• Purposeful, informed practice
• Supervised by mentor, teacher, or coach
• Usually in a well-defined field
• Relatively objective outcomes
The biggest difference between purposeful practice and deliberate practice is the presence of a coach, teacher, or mentor. It also helps to be doing something in a field
that is well-defined and has relatively objective outcomes, like music, dance, chess, team sports, etc.
31. "Doing things we know how to do
well is enjoyable, and that's exactly
the opposite of what deliberate
practice demands.…
33. That is what makes it "deliberate," as
distinct from the mindless playing of
scales or hitting of tennis balls that
most people engage in."
Geoff Colvin
35. Story about
Benjamin Franklin
Ben Franklin writing story…
Spectator – Reproducing stories — noticed a lack of vocabulary — modified his exercise to write poetry versions of the articles, forcing him to use words that would
match the rhyme and rhythm of each verse — then transform poems back to prose — worked on structure by writing hints about a story on pieces of paper — jumbled
the papers — organized them — rewrote the article — if mistakes were made, he’d correct them and learn from them for next time.
36. Step 1—Focus
• Decide on your definition of success
• What skills/knowledge are you lacking?
• Make a plan on how to improve
weaknesses
• Practice, focusing on your plan
What is the goal?
What does it mean to you to be a ridiculously successful designer, manager, developer?
What is the gap?
What skills and/or knowledge are you lacking to meet your goal of being great at that aspect of your profession?
If you can identify the gaps, you’ve found your focus for your purposeful, deliberate practice.
37. Step 2—Feedback
• Feedback, either from yourself or from
others, is crucial.
• Feedback allows you to monitor your
progress and identify the next weakness
• Embrace honest feedback
Embrace honest feedback—even if it destroys what you thought was good.
…It's in honest, sometimes harsh feedback that you learn where to retrain your focus in order to continue to make progress.
38. Step 3—Fix It
• Based on feedback, continue to acquire
the skills you need to meet your objectives
39. Choose Simple, Meaningful Tasks
• 10 push-ups every day vs. reading a fitness
magazine every day?
• Writing jokes vs. researching jokes?
• Don’t break the chain
Seinfeld strategy… Do you know this story well enough to tell it?
40. Create our own practice
opportunities
Without a teacher we must develop our own exercises. Our jobs, our hobbies, etc, seldom provide us with the focused repetition we need to improve, so we must
manufacture our own opportunities.
41. Luckily, we have the
Internet
What if we were more open about it? Maybe we can’t find a UX coach, but what if we asked our colleagues for ideas on how we could improve our visuals design skills?
Or our ability to problem solve? Or our listening skills? Or even improve our levels of engagement in meetings? Many of our peers may have insights that could help us
get better at our craft, if we only asked.
Whatever you’re looking to learn and improve at, the Internet is there to help you.
Dann Petty’s “Spaced” challenge gave thousands of designs a great opportunity to practice and get some feedback on their work.
42.
43. Me and Framer
Last fall I started an effort to create 100 prototypes with Framer that recreate interesting interactions I see in the apps and products I use. I think I’m up 22. :( Things have
been busy.
44. Where do you want to
improve?
Identify the gap.
Let’s think for a minute. Many of you might have already thought about something you’d like to work on during this presentation. If you haven’t already, identify your own
gaps.
45. What activities will push
you to get better?
Make a plan and find or create activities
designed to help you improve.
46. Learn to Love Critical
Feedback
Feedback is how we can measure our
improvements and adjust our plans
48. What do you think?
@toddjreynolds#bigD18
I’d love to get your thoughts on these ideas.
Let’s talk for a minute…
Now, if you’d like to practice and improve your craft at TaxAct, find me and let’s talk.
Thanks for coming and sharing this hour with me.