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Five Opportunites Framework
- 1. The Five Opportunities Framework Strategies to support brain-based learning Joe Fournier [email_address] G-Voice Phone #: 8JoeFourni er Twitter: @spotlearning
- 10. [email_address]
- 11. Style Opportunity [email_address] Analyzer Organizer Personalizer Visualizer Assess Introspect Engage Reflect Share
- 12. [email_address] Boomers Gen X Gen Y Millennials Assess Introspect Engage Reflect Share
- 13. Hashtag: #celd Analyzer Organizer Personalizer Visualizer Assess Identify desired approach to learning how to make sandwich. Introspect Brainstorm benefits of knowing how to make sandwich. Engage Practice making virtual sandwich. Reflect Compare vicarious experience to actual past experiences and projected future opportunities. Share Share sandwich making insights with others via discussion thread.
- 14. Hashtag: #celd Analyzer Organizer Personalizer Visualizer Assess Approaches to learning how to make sandwich. Review and carefully consider options; choose most efficient approach presented. Produce detailed plan with tracking to progress through instruction. Intuitively choose an approach that leads to interaction with others. Come up with an idea for monetizing plan or solving world hunger. Introspect Benefits of knowing how to make sandwich. Focus on efficiency and rate of sandwich making. Charts benefits and approaches based on bread properties. Engage Practice making virtual sandwich. Come up with new ideas and approaches to making sandwiches while practicing. Reflect Compare vicarious experience to actual experience and projected future opportunities. Share Show sandwich making insights with others via discussion thread. Invite passers-by to view the sandwich-making video as they eat popcorn.
- 15. Hashtag: #celd Analyzer Organizer Personalizer Visualizer Assess Approaches to learning how to make sandwich. Review and carefully consider options; choose most efficient approach presented. Produce detailed plan with tracking to progress through instruction. Intuitively choose an approach that leads to interaction with others. Come up with an idea for monetizing plan or solving world hunger. Introspect Benefits of knowing how to make sandwich. Focus on efficiency and rate of sandwich making. Charts benefits and approaches based on bread properties. Fantasize about having parties with lots of guests eating PBJ Consider training army of sandwich makers for franchises. Engage Practice making virtual sandwich. Ponder how the virtual sandwich program was designed. Align corners of bread using virtual grid lines. Blaze through the activity in time to go to lunch with friends. Come up with new ideas and approaches to making sandwiches while practicing. Reflect Compare vicarious experience to actual experience and projected future opportunities. Develop sandwich-making job aid to maximize production. Consider requirements for arranging hands-on practice Dream up a study group in order to get hands-on practice with new virtual friends Flesh out plan to monetize sandwich making business. Share Show sandwich making insights with others via discussion thread. Offer up copies of sandwich job aid developed during reflection activity. Distribute tracking grid with guidelines. Invite passers-by to view the sandwich-making video as they eat popcorn. Set up meeting with Analyzer, Organizer, and Personalizer to discuss business plans.
- 16. For more on the Five Opportunities framework, contact me at: Joe Fournier [email_address] G-Voice Phone #: 8JoeFourni er 856.336.8764 Twitter: @spotlearning
Editor's Notes
- Hi, I’m Joe Fournier and just like many of you, I’m a learning junkie. I started out with wooden blocks with letters on them and then I moved on to Dr. Seuss books and comic strips in the Sunday papers. Eventually, someone gave me a free magazine just to get me hooked. I pay for them now…and I’ve been known to read two or three in one day. I even like academic journals and…I’ll admit it: I like e-learning. I hear the gasps now. I’ve been working in the learning industry for 24 years now and I sometimes think I was working with e-learning several years before the letter e was discovered. I’m currently the Head of e-Learning and Performance Support with Aetna’s RBCO Division, but I’m about to transition to a new job at Aetna where I’ll have the opportunity to get my hands back into more development and I’m excited about that opportunity and getting to work with a really awesome team there. Today we’re all here to talk about Creating Engaging Learning Designs. With so many people I think I’m going to be the one doing most of the talking, but I’d encourage you to use the Question interface to ask any questions you have and also to use the hashtag if you want to tweet amongst yourselves.
- Essential Opportunities of Autonomous e-Learning I believe these are the “magical” components of successfully engaging learners every time. They are “opportunities” that we provide our learners. The most beautiful part of this is that these opportunities are simple to introduce and you don’t have to be responsible for measuring outcomes from these opportunities. You still provide learners with content, but you also provide these opportunities for autonomy in learning.
- In the Assess Opportunity, learners gain an awareness of their autonomy and the opportunity for self-direction. In practice, this might look similar to the question I asked at the beginning of this session, when I asked you to identify what you wanted to learn. Where possible, give learners choices early on and provide suggestions on the various ways they can approach the learning experience. One of the things I did was encourage you to use Twitter and ask questions. These are simple options, but they provide some degree of autonomy. Ideally, give them the map, with all the key points of interest; then let them choose the route through the map. This might simply be a menu learners can use for navigation. You may want or need to impose some navigational constraints, but remember, if they make what you would consider poor navigational choices, they may learn from them. Some people organize information differently and need to approach it in ways you might not predict. My question for you is this: How do you think learners from the various Whole Brain Thinking Styles would respond to opportunities for self-direction presented in the Assess Opportunity.?Do you think they would all plan a route through the learning the same way? For the Assess opportunity, Analyzers would emphasize logical thinking; Organizers would appreciate the chance to plan and review the options; Personalizers would see that they were going to get a chance to share; and Visualizers would look holistically at the opportunity and come up with a plan that was in tune with their life and maybe the grand design of the universe.
- For autonomy, learners need opportunities to determine what is important, especially at the beginning of the learning, and to construct complex meaning throughout the learning. Introspection is a powerful device we use to assimilate new learning into our own world view. It’s not something you can do for a learner, they must do it themselves, and you can’t measure it directly. What you can do is give learners opportunities for introspection and guide those opportunities through certain learning devices, such as open-ended questions and scenarios. If you can think of other devices you can use for introspection, jot them down on your scorecard or in Twitter. The e-learning designer does not have to provide the learner with the answers to how the learning will be useful. Given a handful of clues and the instruction to introspect, the learner is far more capable of doing this than the designer. How do you think learners from the various Whole Brain Thinking Styles would respond to opportunities for self-direction presented in the Introspect Opportunity? Wouldn’t all learners would use the filters and styles with which they were most comfortable for this activity? A great benefit of introspection, when you integrate it into e-learning and capture the data is that is gives you new insights into how people are apt to use the learning and how they are progressing. It takes time to go through, but it’s rich. If you do collect this kind of data, be sure to give learners a way to get to their own data and also be sure to let them know if you’re going to share it with others. You want to be respectful of their right to privacy.
- Experience-based activities provide the grounds for proof, as well self-validation of competency. Hopefully, we all know how to design activities that approach performance. But I’d caution you not to limit your designs to computer-mediated experiences. Offer the opportunity for learners to create their own learning through scenarios and other devices. Scenarios provide a powerful opportunity for vicarious experience. When you tap into learner creativity with the right kind of guidance, you create opportunities for deeper meaning. Now, one of the risks it that not all types of learners are comfortable with scenarios. In a few minutes, we’ll look at a process where we consider the appropriateness of specific autonomous learning opportunities. This is the kind of thing you need to watch for as you go through that process.
- Reconsideration throughout the learning helps learners determine what should be integrated and how. It also helps them decide what to forget. We can’t remember everything, so forgetting is one of the most critical things we do. Sometimes, as in this webinar, a lot of the content is really included to get us to a few key points…and once we get there, we can forget the other stuff. We should help learners get to the point where they understand how they will apply the learning in the future—or at least have some ideas. From there, it’s up to them to do the integration; the designer can’t do it for them. Instead, we can offer opportunities for the learner to identify ways the learning can be applied…and have the *learner* record those ideas. There are multiple benefits to this approach. For one thing, it provides the opportunity for further rehearsal; for another, it provides learning relevance reinforcement from the most trusted voice the learner can hear: their own. Also, if you collect this data through an e-Learning tool, you may get operational insights that aren’t otherwise available. And sometimes learners don’t realize the implications of their ideas for a broader audience. So, if you collect data from the reflect phase, be sure to do two things with it: make sure you share it back with the learner; be sure you review it later. Do you think people with different Thinking Styles would respond to differently to opportunities for self-direction presented in the Reflect Opportunity?
- We all are compelled to make contributions and become advocates for the ideas that we share. If you think of the power of word of mouth advertising you can see the parallel. If you can get me to recommend your service to my friends, it’s likely that I’m going to use it myself. After all, every time I propose using your solution, I’m further convincing myself. Give learners the opportunity or option of making contributions to others who will follow. One way of doing this is asking them to identify key take-aways and make those available to others electronically…or ask them to add to the course by identifying ways the learning might be applied. The Share opportunity is really being explored a lot in terms of social media options. For this course, Twitter was the mechanism we proposed, but there are virtually hundreds of options for allowing learners to share and contribute. The Share opportunity may be encompassed in activities you use to address some of the earlier opportunities.
- Again, I believe these are the “magical” components of successfully engaging learners every time. These “opportunities” don’t have to be technology-bound, but given our current technological toolboxes, there are plenty of opportunities to introduce these directly into e-learning. One way we have done this in e-learning is to create a simple workbook and have learners use that to record their insights. When e-learning was used as a pre-course module, the learners show up ready to engage and collaborate and we have had some of our best level one scores come back from these courses…simply by adding these opportunities…and doing nothing else specifically to address learning styles.
- To start using the Five Opportunities Framework, think about the kinds of learners you’re working with and the dimensions you need to consider. Sometimes you need to consider multiple dimensions. We’ll walk through that option in a minute. Then ask yourself “What do learners need to do with the learning? and How will they apply it? In instructional design parlance, this is the “terminal performance objective” <click> Make a peanut butter sandwich. With the perfomance objective, then ask yourself “ What do learners need to know to get to performance?” This is the scaffolding knowledge or skills, or the enabling objectives. <click> Components of a peanut butter sandwich. Then, you classify the learning as Episodic, Procedural, Semantic, or Automatic. This information is used to consider the relevance of the opportunities in the context of the learning. Now, we’ve focused on a small segment of learning here, but if we were talking about a more complex learning experience with multiple dimensions, we’d list all of the key memory lanes we would use. <click> Procedural After you do this, you look at grid and ask: “What kind of autonomous learning opportunities can we provide that support the learning needs?” then you write a brief description in the first column under the corresponding opportunity you are trying to address.
- It doesn’t really matter which learning styles model you use with the Five Opportunities Framework because learning styles are simply ways of conceptualizing learners. In fact, you can switch out styles with job titles or educational background, or dimensions of interest. Remember, this is not a theory, but rather, it is a process. You still have to go through the creative work of defining and building the opportunities, but this framework can help you analyze the effectiveness of your ideas.
- So, if we decide that the dimensions we’re going to consider are the early terms for Whole Brain Thinking, our first chart is going to look something like this.
- Or generational differences. One of the beautiful things about this model is that you’re looking at ways to give learners more control get them to engage. And even if your predictions of how they will use the Opportunities are a little off, you are opening the door for enhanced engagement by any opportunity for autonomy you add. The intent of this process is to aid your thinking in identifying best choices.
- So, once you’ve created the chart with the dimensions against you wish to consider engagement, you consider the other questions. This is thinking time; application of creativity. Our questions were: What do learners need to do with the learning? How will they apply it? What do learners need to know to get to performance? What kind of memory will learners need to access? Episodic, Procedural, Semantic, or Automatic? The other thing I do is I look at the content that I know will be covered in the learning and I look for opportunities to promote higher order thinking…for the learners to produce meaning. “ What kind of autonomous learning opportunities can we provide that support the learning needs?” And then I start brainstorming ideas for autonomous opportunities we can provide and I test them against the dimensions by considering the likely reaction or response of learners in each of these categories.
- How would learners in each style relate to the opportunities? From what mindsets might learners in each style access the opportunities? Again, this is a thinking process, and you may need to validate assumptions with others.
- Along the way, you may identify a concern or two with your opportunities. At that point, you have to determine if there are ways to mitigate the risk or if it’s acceptable.
- If you’d like to learn more about the five opportunities framework, I encourage you to reach out to me. Thank you for your time and attention!