Curiosity Rules!

Phrenology bustI am fascinated by brain science, or I could say my brain is fascinated. There is a heightened and growing knowledge of how that astounding organism really works. As I’m reading John Medina’s Brain Rules (the book, which goes much deeper than the website), I keep thinking of the recent study released by the Department of Education, which compares the effectiveness of face-to-face, online, and blended learning delivery. The meta-analysis of over 1000 studies conducted between 1996 and 2008 seems to provide a solid basis for the conclusion that online instruction is “more effective in improving student achievement than the purely face to face instruction.” I wasn’t all that surprised by the findings, but I wonder if the basic comparison is all that meaningful. Is it the online versus face-to-face dichotomy that is the important distinction? Or is it innovative versus traditional approaches that make a difference in a person’s learning?

Levine neuro-developmental systems.There is often an underlying presumption that the traditional, on-ground classroom offers a quality instructional experience. I can attest that I have had very inferior f2f classes and I’m sure I’m not alone. Even with a good instructor, there are serious limitations to traditional teaching methods. When I returned to graduate school in mid-life, I was dismayed to realize what a struggle it is for my brain to absorb auditory information delivered in a 1-2 hour lecture format. Having read Dr. Mel Levine’s A Mind at a Time just before entering grad school, I grasped that I wasn’t stupid—it’s just that my learning strengths did not mesh with this age-old form of teaching. Levine identifies eight key neuro-developmental systems of the brain, illustrated here. Individual variation in the strength of these systems is huge; a math “genius” may be strong in sequential ordering yet dismal in social thinking; a socially gregarious person may be strong in language but weak in higher thinking. Our traditional educational system emphasizes attention controls and higher thinking and undervalues social thinking and spatial controls. As Medina says, “our schools are designed so that most real learning has to occur at home.” Levine’s work has generated a non-profit organization that seeks to deliver knowledge to All Kinds of Minds.

In the Online Learning Study, the front-runner was actually the blend of face-to-face and online. I would guess that the blended approach provides the greatest variety of learning options, allowing learners to engage their strongest neuro-developmental systems. And perhaps purely online delivery won out over f2f because instructional designers are trying harder to be innovative and deploying more tools to address different learning styles. I’m not comfortable with Secretary of Education Anne Duncan’s summary of the report that we need to “incorporate digital content into everyday classes.” It’s not the digital component alone that provides the learning magic. There are many teachers in on-ground classrooms who are experimenting with new strategies to engage students in-person.

Medina sums up his book with this declaration:

“The greatest Brain Rule of all is something I cannot prove or characterize, but I believe in it with all my heart ….it is the importance of curiosity.”

We need to be designing learning to stimulate and satisfy curiosity. Whether that is accomplished online or in-person is secondary to the essential Brain Rule.

Betha Gutsche

Betha Gutsche has been a virtual librarian ever since receiving her MLIS from the University of Washington Information School. Immersed in the online community of WebJunction, she has cultivated community connections through forums, live online events, and writing stories about the library community. She has delved into e-learning design, curriculum development, needs assessment, and all things connected to social learning in the online world. Betha is the editor-in-chief of the Competency Index for the Library Field. She is now the manager of Project Compass, a program working with public libraries to augment their service to communities impacted by tough times. Underneath it all, Betha is an artist and loves to raise awareness of visual literacy and introduce people to the power of image.

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Creating “Literary Salons” for Trainer-Teacher-Learners

An interesting thing is happening in the San Francisco East Bay area: a local chapter of the American Society for Training & Development is becoming the trainer-teacher-learner’s version of a literary salon, and its community of members has increased by nearly 33 percent (from 62 to 82 members) in less than six months.

 

Here’s how it’s evolving: Three of us who work on programming for the ASTD Mt. Diablo Chapter’s monthly two-hour dinner meetings at the Crow Canyon Country Club in Danville decided to build off of the Chapter’s tradition of bringing in the best available speakers on the interrelated topics of training, leadership, and human resources; we encouraged presenters to use engaging, cutting-edge presentation styles while playing off of the camaraderie which existed within the small group of 10 or 15 repeat attendees.

 

Chapter member Steven Cerri, presenting on the topic “Why Most Training Isn’t Sticky and What to Do About It” at the Chapter’s April meeting, didn’t just cover the topic effectively; he frequently called attention to the techniques he was using and, as a result, kept the event lively, personal, and sticky for the audience he was addressing. And that’s when the magic began: the regulars had never been shy about engaging speakers and each other throughout the monthly formal presentations, but they upped the ante—and made the experience memorable—by being part of the discussion rather than sitting back, listening passively, and politely asking questions while Steven stood before them. And when the hour-long formal program was over, people didn’t quickly empty the room. The discussion continued informally for at least another half hour.

 

Daren Blonski, VP of Leadership Development for Sonoma Learning Systems, inspired an equally engaging exchange the following month on the theme of what trainers need to know to function effectively in multigenerational workplaces. We worked together, as he prepared his PowerPoint slides, to incorporate a Cliff Atkinson Beyond Bullet Points style to his presentation—creating a visual narrative flow from slide to slide without using much text. The level of engagement between Daren and the other participants—it would be inaccurate and unfair to refer to them as an “audience” in this context—was electric. Daren didn’t even use all the slides he had prepared; he took advantage of the lively interactions to cover the material, and the discussion continued informally for almost 45 minutes after the monthly meeting was formally adjourned.

 

Provokare Presentations Founder Roberto Giannicola, at the Chapter’s June meeting, took the process over the top. With visually stimulating slides, a puckishly engaging sense of humor, and a presentation virtually free of bullet points (except when he was using them to show how ineffective they can be), he set an enormously high bar for all presenters who will follow him at Mt. Diablo Chapter dinner meetings. He facilitated a very lively discussion on how the combination of  imagery and storytelling creates effective learning experiences, and it was again with reticence that everyone parted ways nearly an hour after the meeting ended.

 

It hasn’t taken long for the word to spread. That small community of regulars in March has quickly expanded so that the Chapter’s meeting last night, featuring ASTD Senior Chapter Coach Scott Wilson (based in Washington, D.C., but traveling under the auspices of ASTD to serve as keynote speaker for the event), drew 32 participants—nearly half of them first-time attendees, and two of them returning after at least a few years away from the Chapter. One after another, they confirmed that they were drawn to Scott’s presentation on “Current Reports and Best Training Practices from ASTD’s National Office” because colleagues have been telling them about the “incredible energy” that is coming out of the Mt. Diablo Chapter presentations and discussions. And, of course, it was no surprise to find two people standing outside in that warm summer evening weather 90 minutes after Scott’s formal presentation ended last night. Which suggests that we may not be far from seeing after-meeting discussions which exceed the two-hour time frame for the formal dinners and presentations themselves.

 

For more information about the Chapter’s activities, please visit its website.

Paul Signorelli

Paul Signorelli is a writer, trainer, presenter, and consultant based in the San Francisco Bay Area. He works with clients to successfully facilitate the introduction of new technology into organizations; prepares and presents webinars and other online and onsite learning opportunities for a variety of clients; is actively involved in ALA and ASTD; continues to prepare articles for "American Libraries," the eLearning Guild's "Learning Solutions Magazine," and other publications; and co-wrote "Workplace Learning & Leadership" with Lori Reed for ALA editions. Paul can be reached at paul@paulsignorelli.com.

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Wow them with Wii hacks

There is clapping, cheering, and laughter from the audience for this TED talk, in which innovator Johnny Lee demonstrates how to turn a Wii game remote into a trendy teaching tool. Lee is highly motivated to bridge the divide between those organizations that can afford to experiment with the cutting edge of technology and those who can only sit back and watch.

In this video, Lee demos how to create an affordable interactive whiteboard by taking advantage of the “high-performing infrared camera” that is in the tip of a Wii controller. He combines the motion-sensing camera of the Wii with a $50 infrared pen (available from Radio Shack)—you just have to see the video to appreciate it.

Since posting this idea on his website, there have been over half a million downloads.

“Teachers and students around the world are already using this.”

Check out Lee’s website for other “little great ideas.”

Betha Gutsche

Betha Gutsche has been a virtual librarian ever since receiving her MLIS from the University of Washington Information School. Immersed in the online community of WebJunction, she has cultivated community connections through forums, live online events, and writing stories about the library community. She has delved into e-learning design, curriculum development, needs assessment, and all things connected to social learning in the online world. Betha is the editor-in-chief of the Competency Index for the Library Field. She is now the manager of Project Compass, a program working with public libraries to augment their service to communities impacted by tough times. Underneath it all, Betha is an artist and loves to raise awareness of visual literacy and introduce people to the power of image.

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Online tutorial pedagogy and design (with a few examples)

“The potential benefits of online tutorials are many. Instruction can be scaled, increasing the ability of library staff to reach large groups of students. The variety and styles of web-based tutorials can accommodate different learning styles by using image, audio, and text simultaneously or in combination (Hook). Tempelman-Kluit found online tutorials to be a potential way to “reach those users who cannot or will not come into the library.” Because such users are increasingly able to fulfill academic assignments using full-text resources found online, and because users are increasingly expecting to be able fulfill assignments utilizing online resources, libraries find that online tutorials make sense in terms of adapting instruction to users’ needs. Those same users often have expectations about access in a time frame that doesn’t incorporate waiting for answers, or visiting the library to ask a question during hours the reference staff is traditionally available:

“Online tutorials are a lifeline when reference assistance is unavailable or when a user is accessing library resources from off site . . . [they] allow users to learn when it is most convenient for them to do so. And because tutorials are self-teaching, they allow a patron to internalize information at his or her own pace.“ (Hook)

Additionally, online tutorials, when teaching skills related to online resources, take advantage of situated cognition. Hook writes, “knowledge should be acquired in the same context in which it will be used.” Placing users on the computer, within the browser they will use to access online resources, and where they can instantly put to use what they have learned, makes educational sense.”

The text above is the beginning of a section of an Independent Study that one of my former students, Sara Zoe Patterson, completed over the summer ’07 semester. The completion of this (including a nice bib/webliography) and several examples of how she incorporated screencasts/online tutorials into a school library/media center homepage can be found:
http://eden.rutgers.edu/%7Esarazoe/howto/

I’m sharing this for a few reasons:

  1. I like her bibliography/webliography as it list some great sources of research in this area and, to me, goes a long way to take screencasting and online tutorials from the “flashy” to the necessary.

  2.  She makes use of a technology called Jing. While we both have our reservations about this service; I think it’s one we should keep an eye on.

  3. She also makes use of Spresent, another technology that I think is worth a look.

  4. Lastly, I think her work shows nice specific uses of the technology in a school library/media center environment

A Quick Intro to ScreenCasting

I love to ScreenCast…for both teaching and training, screencasting has become one of my best tools. Below is a quick example of a simple screencast…a little PowerPoint, a little Camtasia, and boom…a teachable moment…to post wherever I need it.

[blip.tv ?posts_id=276484&dest=-1]
The above is a screencast of a PowerPoint presentation, I opened PowerPoint and used Camtasia 4 to record the screen as I spoke. After recording I produced the video as several diferent types of files, the one above is a .wmv. From there I uploaded the video to blip.tv and took the code that site generated and pasted into WordPress…that’s it.

A nice tutorial on how to do this is located on the freevlog site…very easy to follow screencasts for PC and Mac.

C(S)ites:
Camtasia – techsmith.com
blip.tv – blip.tv
Freevlog -freevlog.org

If you’d like some more information check out my NJLA Presentation or send me an email at librarysteve@yahoo.com

Enjoy, Steve
p.s. Thank You to Pete for the opportunity to post here