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Starting (and ending!) with Why
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- 2. Starting (and ending) with WhyPresentedby Lindy Klein @moodlechick
- 3. Question: What do thesethree have in common? What do these three have in common? Lee LeFever Simon Sinek James E Zull
- 4. Lee LeFever, author of “Theart of explanation”
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- 6. Simon Sinek author of “Startwith Why”
- 7. Most well-known forthe Golden Circle
- 8. James E Zull authorof “The art of changing the brain”
- 9. Most well-known forexploring the connections between neuroscience and learning
- 10. ANSWER: All three understandthe importance of WHY to the LEARNER
- 11. So what’s mywhy?
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- 16. Rethinking the developmentstage... http://trello.org
- 17. Rethinking the developmentstage... http://trello.org
- 18. and then rethinkingthe course... Why are our students doing this course? Why are we building it? And are those motivations compatible?
- 19. and then rethinkingthe course... Why are our students doing this course? We can make assumptions, but it helps to ask our students - so that they are cognitively processing it too!
- 20. and then rethinkingthe course... Why are we building it? Personal and organisational motivations could include: * raising institutional profile; * sharing a passion for a subject; * skill building within an organisation; * and more... All of which are valid!
- 21. BUT: Are those motivationscompatible?
- 22. We needed togo back to why!
- 23. Why build yourown computer? Image source: http://au.ign.com/articles/2013/02/28/gaming-pcs-to-build-or-buy http://www.unicentrix.net/wp-content/uploads/2012/09/PC-2.jpg
- 24. Connect the learningscaffolding to the learning process
- 25. What is myexperience? How does that experience connect with the course? How is my why served by this how? Test it out! Changing the brain...
- 26. Then get theexplanations happening!
- 27. What is myexperience? How does that experience connect with the course? How is my why served by this how? Test it out! Tell the whole story!
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- 29. I’ve forgotten mostof what I was taught BUT; I’ve remembered everything I learned
- 30. Further resources.... Simon Senek- Start with Why Lee LeFever - The Art of Explanation James E Zull - The Art of Changing the Brain Daniel Pink - Drive James Marcus Bach - Secrets of a Buccaneer Scholar Joseph Grenny et al - Influencer: The Power to Change Anything
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Editor's Notes
- #3 Disclaimer: This presentation contains generalisations and sweeping statements.
- #4 And a sleep-deprived presenter...
- #5 Lee LeFever, author of the Art of Explanation
- #13 So having spent so far reinforcing that why is important, it seems important that I share a personal why with you. I believe the world is a better place when folks can freely learn what they need to know to let their talent and passion shine. I believe we learn best when we are inspired and inspiring people share with us their why.
- #14 Using google docs, quite text heavy, and hard to collaborate with
- #15 Fine for one with few comments - but gets messy with more people, and more density... So we switch to the Moodle space itself to build and design...
- #16 Fine for one with few comments - but gets messy with more people, and more density... So we switch to the Moodle space itself to build and design...
- #17 And realise quite early that we’re on different pages! The first version became an exercise in information transfer, rather than knowledge transfer The course sections here are very component focussed - which was an important part of the course, but we’ve quickly jumped into how, and missed why! We needed a tool that could help us etch out the course, without a heavy development time investment before we were clear on what we wanted.
- #18 So we trialled trello.org, a free tool, which allows for the creation of task lists, containing task items, with comments on them
- #19 So we trialled trello.org, a free tool, which allows for the creation of task lists, containing task items, with comments on them
- #20 Using trello allowed us to step back from the course space and talk through assumptions more thoroughly, to be able to do detailed task planning and high level overviewing
- #23 We assumed that our students wanted to learn, and that our task as course builders was to find a way to help them learn!
- #24 We needed to connect our student’s motivation to our teacher’s motivation
- #25 Telling stories - long before we had gaming consoles, we played on our own computers - which often encouraged us to upgrade our hardware to get a better gaming experience! In telling this story, we uncover hidden stories on how we got to a point where the hardware is locked down, and what implications that has for future development
- #26 Connecting our story to their story, and creating our story...
- #28 Once we understand the why better - then we can build better explanations
- #31 We assumed that our students wanted to learn, and that our task as course builders was to find a way to help them learn!