tag:blogger.com,1999:blog-29067123907158237782024-03-13T20:18:30.405+00:00Christian-Carter ChroniclesWith over 30 years as an educator, researcher and trainer, Judith has been around many Learning & Development blocks, yet she still finds it's an exciting world to be in.Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.comBlogger22125tag:blogger.com,1999:blog-2906712390715823778.post-26419654241914599512011-07-25T18:53:00.000+01:002011-07-25T18:53:25.989+01:00I’m an Instructional Designer so respect me!<!--[if gte mso 9]><xml> <o:DocumentProperties> <o:Template>Normal.dotm</o:Template> <o:Revision>0</o:Revision> <o:TotalTime>0</o:TotalTime> <o:Pages>1</o:Pages> <o:Words>673</o:Words> <o:Characters>3840</o:Characters> <o:Company>Effective Learning Solutions</o:Company> <o:Lines>32</o:Lines> <o:Paragraphs>7</o:Paragraphs> <o:CharactersWithSpaces>4715</o:CharactersWithSpaces> <o:Version>12.0</o:Version> </o:DocumentProperties> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:Zoom>0</w:Zoom> <w:TrackMoves>false</w:TrackMoves> <w:TrackFormatting/> <w:PunctuationKerning/> <w:DrawingGridHorizontalSpacing>18 pt</w:DrawingGridHorizontalSpacing> <w:DrawingGridVerticalSpacing>18 pt</w:DrawingGridVerticalSpacing> <w:DisplayHorizontalDrawingGridEvery>0</w:DisplayHorizontalDrawingGridEvery> <w:DisplayVerticalDrawingGridEvery>0</w:DisplayVerticalDrawingGridEvery> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables/> <w:DontGrowAutofit/> <w:DontAutofitConstrainedTables/> <w:DontVertAlignInTxbx/> </w:Compatibility> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="276"> </w:LatentStyles> </xml><![endif]--> <!--[if gte mso 10]> <style>
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</b></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCMA02qPe8kHzj7gpMHNSPBsh9nt9oRB56_Bq_v_0tVQo8C73gOQZ9wgTtMKAdg8Xr4xdbd1JK66vexe0bj7Ya58NKxDUhRM390Ef7fMC8Ar9cTiyDwxdgIr0nncnBKvjrB2Itdfs5DIA/s1600/Respect.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCMA02qPe8kHzj7gpMHNSPBsh9nt9oRB56_Bq_v_0tVQo8C73gOQZ9wgTtMKAdg8Xr4xdbd1JK66vexe0bj7Ya58NKxDUhRM390Ef7fMC8Ar9cTiyDwxdgIr0nncnBKvjrB2Itdfs5DIA/s200/Respect.jpg" width="200" /></a></div><div class="MsoNormal" style="text-align: left;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: Verdana;">Instructional designers, like all workers, are treated in different ways by different people but a key question, which as yet remains unanswered, is are they respected?</span></i></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Verdana;">Over the course of the last few years I have come across a number of instructional designers (who obviously have to remain anonymous) who bemoan the fact that the role they play in designing eLearning programmes is not respected or appreciated. Many of them feel unvalued, frustrated, demotivated, usurped and fed up. By nature, instructional designers are very good, if somewhat unassuming, team players, however for many a feeling of exclusion has become the norm.</span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">So, what’s going on that has led to this sorry state of affairs? Well, I have managed to determine two causes which, singly or together, invariably lead to one effect.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">Cause 1 – Project managers rule<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">For instructional designers who work in teams, alongside graphic designers, video producers and programers, there is usually a project manager ‘conducting’ the work and acting as the ‘go-between’ with the team and the client.<o:p></o:p></span></div><div class="MsoNormal" style="tab-stops: .25in; text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">When a project manager is not and has never been an instructional designer, problems arise when they assume the instructional design mantle and seek to cut-off essential communication channels with the client and the lead/senior instructional designer.<o:p></o:p></span></div><div class="MsoNormal" style="tab-stops: .25in; text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">In situations where the project manager is a control freak and/or will do anything to keep the client happy by agreeing to their requests, no matter how unwise, inappropriate, time-consuming or costly, then the lead/senior instructional designer becomes impotent and their vital role ceases to exist.<o:p></o:p></span></div><div class="MsoNormal" style="tab-stops: .25in; text-align: justify; text-indent: .25in;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">In the worst case scenarios, project managers have even been known to undermine the credibility, knowledge, skills and experience of instructional designers by dismissing the latter’s efforts and achievements to the client, as well as keeping the two parties well apart in order to retain their control.</span><span lang="EN-US" style="font-family: Verdana;"><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">Cause 2 – Authoring tools dominate<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">In this situation, the instructional designer is forced to work to the lowest common denominator ie the authoring tool or software. The instructional designer is told “We will be using ‘X’ tool, so you will need to design the programme accordingly.”. Depending on the tool, as some are not so limited as others, this can result in the instructional designer being severely constrained in how they can treat the content. Not only is this extremely frustrating, it is also very demeaning, somewhat akin to asking a top-notch organist who is used to having four manuals at their disposal to achieve the same musical outcome with only one manual!<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">In those cases, which sadly are becoming more and more common, where the instructional designer is also the programer, then the tool in question easily dominates most design considerations. The individual in question either forgets any instructional design knowledge and skills they may have or lets the tool dominate their design.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">In either case, the outcome is one in which the ‘science’ and ‘art’ of instructional design plays very little, if any part. No small wonder then that many people are asking just what is an instructional designer good for!<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">Effect – Bottom of the heap syndrome<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">In an increasing number of cases, instructional designers are now being treated as second class citizens. In terms of an eLearning pecking order they are rapidly being relegated to the bottom of the heap. No small wonder then that so many feel unvalued, frustrated, demotivated, usurped and generally fed up.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">A recipe for disaster<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">If this state of affairs continues then quality and fit-for-purpose eLearning programmes, irrespective of whether they are stand-alone, form part of a blended learning solution, or are used as a form of performance support, will rapidly become a thing of the past.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">Sound and effective instructional design are the <i style="mso-bidi-font-style: normal;">sine qua nons</i> of all formal learning solutions, as well as for provision which is used informally for performance support. This is no more true than when, arguably, the most demanding delivery medium of all, eLearning, is involved.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">We have got to do something to address this current lack of respect of instructional designers by, first, acknowledging that it exists, second, by bringing it to the attention of others and, third, by enforcing our role as indispensible L&D professionals. I sincerely hope that this post will make a positive contribution to the first two steps.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">“I got to have (just a little bit) – A little respect (just a little bit)” </span><span style="font-family: Verdana; mso-ansi-language: EN-GB;">(</span><span lang="EN-US" style="font-family: Verdana;">Aretha Franklin)<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">If you have had similar experiences to then please do use the comments box and tell me about them.<o:p></o:p></span></div><!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-47994599128707675152011-06-26T21:49:00.000+01:002011-06-26T21:49:28.435+01:00The Terror of Templates: an Instructional Designers nightmare!<!--StartFragment--> <br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDPF1MyTSTma9G7eaO_3Q2vh5-PJTBHGdRaNoNR_Ga0FPo8aPOJGHSa4pyJXVL9ydm2lZR1lybMEid0g_7PJOqihHslUUUtef-xa7K4udxTzu3fLpTQVSd8Rm7LW_7MxhRSRuJgPrLNos/s1600/templates.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDPF1MyTSTma9G7eaO_3Q2vh5-PJTBHGdRaNoNR_Ga0FPo8aPOJGHSa4pyJXVL9ydm2lZR1lybMEid0g_7PJOqihHslUUUtef-xa7K4udxTzu3fLpTQVSd8Rm7LW_7MxhRSRuJgPrLNos/s1600/templates.jpeg" /></a></div><div class="MsoNormal" style="text-align: left;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: Verdana;">In today’s world of rapid everything, particularly when it comes to e-Learning programmes, I have noticed and become a victim of a most disturbing trend: the scourge of templates.</span></i></div><div class="MsoNormal" style="text-align: left;"><br />
</div><div class="MsoNormal" style="text-align: left;"><span class="Apple-style-span" style="font-family: Verdana;">Rapid e-Learning design has its place but not when instructional design is compromised. The use of templates is nothing new, where at the start of a e-Learning project it is agreed by the instructional designer in conjunction with the client, the graphic designers, and the programers, where specific assets can be placed on the screen.</span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">Over the last few years though, I have noticed a most disturbing and counter-productive trend – one where templates become the <i>sine qua non</i> of all e-Learning design; effectively kicking instructional designers into touch. So, here’s my take on what is the good, bad and (the downright) ugly of using templates in designing e-Learning programmes.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">Templates – the good<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">First of all, let me say that as an instructional designer I define and use templates. However, these are very simple and few in number. Generally, they just cover where graphics and text can go, to make life easier for other instructional designers in the team and for the programers.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">Knowing what the various options are, it’s relatively easy to look at some content and decide what screen layouts to use: graphics & text, text & graphics, graphics/text and so on.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">What happens next though is left solely to the instructional designer, in terms of how the text, graphics and audio work with one another, and the interactions that are required. The instructional designer is therefore completely in charge.</span><span lang="EN-US" style="font-family: Verdana;"><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">Templates – the bad<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">Here, the programers, with minimal or even no input from an instructional designer, come up with 20 or so templates, all of which are to do with what they want to see in order to make their lives easier.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">Very few, if any, of these has anything to do with what an instructional designer would have chosen or that will work best for learners.<span style="mso-spacerun: yes;"> </span>They attempt, and generally fail, to describe everything, including interactions.<span style="mso-spacerun: yes;"> </span>Their use serves only to provide boring and predictable e-Learning programmes.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">In short, these types of templates become a strait jacket for the instructional designer, depriving the latter of any creativity or of using their considerable knowledge and skill of learning to produce high quality, effective e-Learning.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">Templates – the (downright) ugly<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">OK it goes like this. An e-Learning provider (who will remain nameless) gives me a total of 80, yes 80, templates to use (and on pain of death if I didn’t use them correctly). Each one of these 80 templates is so complicated, so restricted, and so inane that I rapidly lose the will to live!<o:p></o:p></span></div><div class="MsoNormal" style="tab-stops: .25in; text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">Being an inquiring soul, I ask why do all these templates have to control what I do? Answer: “Well, we are using an offshore company to keep the costs down and this is the only way we can control what they provide”.<o:p></o:p></span></div><div class="MsoNormal" style="tab-stops: .25in; text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">So, the tail is wagging the proverbial dog. I tried, oh believe me how I tried, but after a few days I gave up, as I couldn’t work/dance to such a cacophony.<o:p></o:p></span></div><div class="MsoNormal" style="tab-stops: .25in; text-align: justify; text-indent: .25in;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">I also felt that everything I knew and was experienced in doing as an instructional designer had just flown out of the window.<span style="mso-spacerun: yes;"> </span>In short I’d become the operator of a sausage machine!</span><span lang="EN-US" style="font-family: Verdana;"><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">Sweet dreams<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">If I am going to sleep well and perform at my best as an instructional designer, then the ‘terror of templates’ has to become a thing of the past.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">I do wish more instructional designers who have had sleepless nights or, worse still nightmares, about this scourge of the templates would also speak out. The life of an instructional designer can, at the worse, be a fairly unthankful task but with all these templates, it is rapidly becoming an unworkable one.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">As I always live and work in hope, can I now say ‘goodbye to the terror of templates as “</span><span lang="EN-US" style="font-family: "Lucida Grande"; mso-bidi-font-family: "Lucida Grande";">Sweet dreams are made of this. Who am I to disagree?” (Eurythmics)</span><span style="font-family: Verdana; mso-ansi-language: EN-GB;">. I most sincerely hope so.</span></div><!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-50635335042158587112010-11-14T15:48:00.000+00:002010-11-14T15:48:28.785+00:00Should you blow up your LMS?<!--StartFragment--> <br />
<div class="MsoNormal" style="text-align: justify;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">Does your organisation have a learning management system (LMS)? If it does, do you love it or hate it? Either way, what is its role – is it a disabler or an enabler when it comes to learning</span></i><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: Verdana;">?<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">Learning management systems have been around for at least 10 years and were, at one time, regarded as an indispensible component of all e-Learning provision. Today though the nature of learning in organisations is changing to include and acknowledge both informal and social learning which means that the usefulness of the LMS needs to be reviewed</span><span lang="EN-US" style="font-family: Verdana;">.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">Why have a LMS?<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">Many organisations embarking on e-Learning have been recommended to buy a LMS, in fact this is often the first thing they buy, even before the e-Learning programmes, courses, modules, etc, on the advice of vendors. <i>"The greatest scam ever pulled off by vendors was convincing management that an LMS isn't just a database. The second biggest? That they really needed one. The third? That it is a ‘Learning’ ‘Management’ System." </i><span style="mso-bidi-font-style: italic;">(Jane Bozarth, 2010 on Mark Oehlert’s eClippings blog)</span></span><span lang="EN-US" style="font-family: Verdana;">.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">A learning management system is basically a software application for the administration, documentation, tracking, and reporting of training programmes, classroom and online events, e-Learning programmes and training content. A robust LMS should be able to do the following (Ellis 2009):<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">§<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Verdana;">centralize and automate administration<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">§<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Verdana;">use self-service and self-guided services<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">§<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Verdana;">assemble and deliver learning content rapidly<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">§<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Verdana;">consolidate training initiatives on a scalable web-based platform<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">§<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Verdana;">support portability and standards<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">§<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Verdana;">personalize content and enable knowledge reuse.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">By using a LMS organisations can track its staff’s use of training programmes, their test results, how long they took to complete a course, to name but a few. This capability has led many to say that a LMS is a sine qua non of all regulatory/compliance training and, as this use has much credence, it is difficult to argue against it. However, the current debate is much wider than this, as it would be very difficult to justify the cost of a LMS (which can run into hundreds of thousands of pounds) for just regulatory/compliance training requirements.</span><span lang="EN-US" style="font-family: Verdana;"><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">The LMS critics<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">Very recently, both Dan Pontefract and Richard Culatta (2010) have criticized the standalone LMS:<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: Verdana;">"Those organizations (and frankly public learning institutions) that are clinging to their standalone learning management systems as a way in which to serve up formal ILT course schedules and eLearning are absolutely missing the big picture. Sadly, there are too many organizations like this out there."</span></i><span lang="EN-US" style="font-family: Verdana;"> (The standalone LMS is dead, Pontefract, 2009).<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">"The traditional stand-alone learning management system (LMS) is built on an industrial age model. There are two specific problems with this model, first it is monolithic within a learning institution and second it is generic across learning institutions."</span></i><span style="font-family: Verdana; mso-ansi-language: EN-GB;"> (The traditional LMS is dead, Culatta, 2010)</span><span lang="EN-US" style="font-family: Verdana;">.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">In addition, research conducted by the LMS supplier IMC found that among larger organisations, most had a LMS, with over 90 per cent having had one installed for more than two years and nearly 50 per cent of these had a LMS installed for five years or more. When these organisations were asked if they would recommend their current supplier only 23 percent said ‘very likely’, with negative responses totalling 50 percent, leading to the conclusion that either they were not completely satisfied or they had made the wrong decision in the first place.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">When asked if they were completely satisfied with their LMS in relation to both current and future requirements, only 30 per cent said they were, with an astounding 70 per cent saying they were dissatisfied, and where 30 per cent said that their concerns were in relation to future requirements.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">Is it the learner, the L&D function or the organisation who benefits the most from having a LMS? Again, whilst most people are using it to benefit their learners (ie as an enabler) and to capture data of use for the L&D function, such as management reports, there is considerable under-use for the benefit of the organisation, which coupled with a very low level of satisfaction with their current supplier, means most are unable to show a realistic return on their investment in the functionality of their LMS.</span><span lang="EN-US" style="font-family: Verdana;"><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">The changing nature of learning<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">Jay Cross has, for many years, been one of the main advocates of ‘informal learning’, which has led to the term becoming established in mainstream use. Although there is no scientifically proven research, it is generally accepted that approximately only 10 to 20 percent of our skills learning comes from formal means, such as training courses and development programmes, and with which the L&D function is typically most comfortable</span><span lang="EN-US" style="font-family: Verdana;">.<o:p></o:p></span></div><div class="MsoNormal" style="tab-stops: .25in; text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">The essential approach of a traditional LMS is to ‘push’ content to situations where gaps in skills have been identified. The LMS is key to identifying a skills need, delivering content (in the form of a course, module, etc), monitoring the learner’s use of what is provided, and recording if the learner’s needs have been met.<o:p></o:p></span></div><div class="MsoNormal" style="tab-stops: .25in; text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">However, informal learning relies on the ‘push’ of content at the point at which there is a need. This means that the LMS now needs to be able to capture that skills have been acquired informally if the skills database is to be keep up-to-date, otherwise it will become a disabler of learning.<o:p></o:p></span></div><div class="MsoNormal" style="tab-stops: .25in; text-align: justify; text-indent: .25in;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">In addition, people are now using public social and collaboration tools to build their own personal learning networks for use in their work. To include all these tools or to retrofit them into the functionality of a traditional LMS is a massive undertaking, although those suppliers who are evolving are looking at ways in which to do this.</span><span lang="EN-US" style="font-family: Verdana;"><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">What’s the solution?<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">There are two different viewpoints here. One view is that it is easier and better to add some management capability to the social networking tools rather than retrofit all that functionality into a traditional LMS. The downside of this is from the aspect of data migration to ensure that there is a transfer of data from one area to the other</span><span lang="EN-US" style="font-family: Verdana;">.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span lang="EN-US" style="font-family: Verdana;">The alternative view is to forget the previous approach, because what is needed now is an organisational system which supports and enables an informal approach to learning as, quite simply, you cannot manage or formalize informal learning as it then just becomes formal, managed learning.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">This type of system is an example of enterprise 2.0 architecture (blogs, wikis, chat etc). More and more collaboration systems are now appearing in the marketplace, commercial systems like Socialtext and Jive, and open source systems like Elgg and Liferay, which cater for all budget sizes. The use of this type of enterprise system will support the relatively new concept that learning=working and working=learning.</span><span lang="EN-US" style="font-family: Verdana;"><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">The way ahead<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">As Don Pontefract has said “<i style="mso-bidi-font-style: normal;">Whether you’re in a private or public organization ... start first with a ‘collaboration’ system rather than a ‘learning’ system, and build out from there.</i>” and, even more to the point, “<i style="mso-bidi-font-style: normal;">Blow up your LMS.<span style="mso-spacerun: yes;"> </span>Find a way to integrate it into your collaboration platform.</i>”(2009)</span><span lang="EN-US" style="font-family: Verdana;">.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .25in;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">If you are tempted to go down this route then it is vital that you work with your IT Department or Business Operations on this, as a whole-enterprise approach is required here and not yet another L&D initiative!</span><span lang="EN-US" style="font-family: Verdana;"><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">(From an article by J. Christian-Carter (2010), <i style="mso-bidi-font-style: normal;">Training Briefing</i>, No 55, Croner, Wolters Kluwer (UK) Ltd.)<o:p></o:p></span></div><!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-14781819567633335302010-09-27T12:28:00.000+01:002010-09-27T12:28:31.357+01:00Getting into those important spaces<div class="MsoNormal" style="text-align: justify;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwQOoaenMQNWSO4AgHPBBlehX0YwN1Wg3Fw3pSCUobOHdqCXlFM5uQslYy7b6tsbr4gWbXbXeXiTdMXOlrjZ1BPQHFe5lDeQiyzO8NQbBy7RHNoOCi35XD5N3hI7cu8XrJF753jN14juY/s1600/JBs+Book.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwQOoaenMQNWSO4AgHPBBlehX0YwN1Wg3Fw3pSCUobOHdqCXlFM5uQslYy7b6tsbr4gWbXbXeXiTdMXOlrjZ1BPQHFe5lDeQiyzO8NQbBy7RHNoOCi35XD5N3hI7cu8XrJF753jN14juY/s1600/JBs+Book.jpg" /></a><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: Verdana;">For the last few years I have read and heard so much about how trainers need to wise-up, get with-it, and embrace social media. This is undoubtedly true but how will people know what to do? The simple answer: by reading Jane Bozarth’s book ‘Social Media for Trainers’, that’s how.<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Verdana;">For all you trainers out there, there is one book which should be on your ‘essential reading’ list: Social Media for Trainers: Techniques for Enhancing and Extending Learning, Jane Bozarth, 2010, Pfeiffer, ISBN 978-0-470-63106-5.</span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">Why? Well, as Jane says in her book “It is critical, if workplace trainers intend to remain viable and credible, that they understand how to participate in the networks and use the social media tools to extend their reach and enhance the development of the employees they are charged with developing.” Surely, only luddites would tut at this and say that social media tools are not for them? Which means that if you are reading this blog, it would be reasonable to assume that you are not one of the ‘tutting’ brigade, so read on.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">To start with, I felt I should support the technology focus of this book, so I downloaded it from Amazon and, using the Kindle app on my iPad, read it electronically. As a result, I realized that via this medium it wasn’t only a book but an interactive one at that, allowing me, via the many hyperlinks, to go straight to tables, diagrams, etc. in the book itself and to access straight away the valuable external website links provided; which really added that extra bit of something to what was a very pleasurable reading and learning experience.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">The book opens with an overview of social media tools and current trends, both of which are covered superbly. This is followed by chapters dedicated to Twitter, Facebook and Other Communities, Blogs, Wikis, and Other Tools, each of which provides a long list of ideas for activities, discussion topics and formats, and exercises using the tool in question. I found each of these to be very informative, well thought out, and extremely valuable. Even as a fairly experienced blogger and twitterer, I learned so much more and, although I was not a great fan of Facebook, I now see it in a much more positive light. The book concludes with an overview of the larger picture, ie social learning, along with suggestions for gaining organizational support for change – which nearly blew my socks off with the number of citations, examples, and case studies provided.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">One of many meaningful messages in this book is as follows: “Research … indicates that as much as 70 percent of workplace learning is informal, occurring outside the classroom and in the spaces between formal training events. Social media is one way for the training department and the training practitioners to get into those spaces and reach employees between events.” – hence the title of this blog post.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">As Jane says “In essence, training approaches incorporating social media strategies more closely resembles how we really learn in our day-to-day activities.” I could not agree with her more and, if you do too, then make sure you get and read this book. As I said to someone the other day on Twitter “you will not be disappointed” if you do.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">Finally, just take a moment to think about your own organization or those for which you provide training. Social media tools are here to stay, so why not incorporate their use into your training provision? Then, having read Jane Bozarth’s book, draw-up a plan of action for doing just that.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">You can contact Jane Bozarth via her website <a href="http://www.bozarthzone.com/">www.bozarthzone.com</a> on Facebook at Jane Bozarth Bozarthzone and via Twitter at @janebozarth.</span></div>Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-55873758132791142282010-08-08T14:42:00.001+01:002010-08-08T16:32:11.682+01:00What has Twitter done for you?<div class="MsoNormal" style="text-align: justify;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: Verdana;">It started when Jane Hart (<a href="http://twitter.com/c4lpt/">http://twitter.com/c4lpt/</a> ) sent me a tweet of a blog post (<a href="http://bit.ly/cckBHs">http://bit.ly/cckBHs</a>) which was entitled ‘What Twitter Has Done For Me’. This got me to thinking about how much Twitter has done for me, so here are my immediate thoughts.<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">I blogged 3 months ago about ‘Twitter – 1 year on’ and, having re-read that post, I now realize that in the intervening period quite a lot has changed:<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Wingdings;">§<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span lang="EN-US" style="font-family: Verdana;">Twitter has now become my main CPD (Continuing Professional Development) tool. I hadn’t realized this until now but through Twitter I have learned so much about so many aspects of my work and interests.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Verdana;"><br />
</span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Wingdings;">§<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span lang="EN-US" style="font-family: Verdana;">Twitter has put me in contact with some well-known and respected L&D professionals, as well as many people who work at the ‘chalk-face’ (what an out-moded term that is but you know what I mean!). Not only has the number of people who ‘follow’ me risen considerably in 3 months (which is important) but it is the quality of these followers which has really made all the difference.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Verdana;"><br />
</span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Wingdings;">§<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span lang="EN-US" style="font-family: Verdana;">Twitter has enabled me to extend my horizons and to return to my educational roots. For many years now I have concentrated and worked in the adult learning training and development world of organizations (corporate, public, small-medium-enterprises). However, my roots are in education (Schools, Further and Higher Education) and through the medium of Twitter I have returned to that world. I now feel ‘clued-up’ with what’s going on and how people who work in these sectors of education feel, think and behave. Perhaps, more importantly, I feel both empowered and challenged by this experience.<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Verdana;"><br />
</span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Wingdings;">§<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span lang="EN-US" style="font-family: Verdana;">Twitter has made me want to share and exchange views, articles, news, etc with others. We live in interesting and changing times and Twitter has encouraged me to share with others items of mutual interest as well as wanting to exchange my views with others. I have to confess that pre-Twitter I wasn’t so keen on doing this but I will need time to reflect as to why!<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Verdana;"><br />
</span></div><div class="MsoNormal" style="margin-left: .25in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span lang="EN-US" style="font-family: Wingdings;">§<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span lang="EN-US" style="font-family: Verdana;">Twitter has given me the confidence to debate L&D issues with others. I know this may sound trite, as those who know me would say that as a person I definitely do not lack confidence! However, outward appearances can often be deceptive and Twitter most certainly has provided me with a medium through which I feel happy to debate issues with others.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">So, what has Twitter done for you? Please feel free to share your experiences if you also operate in ‘Twittersphere’.<o:p></o:p></span></div>Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-91692077251727793272010-07-25T13:08:00.000+01:002010-07-25T13:08:20.273+01:00The Need for Change<!--StartFragment--> <br />
<div class="MsoNormal" style="text-align: justify;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: Verdana;">Recently, many challenges have been laid down at the door of Learning and Development (L&D) as far as some much needed change is concerned. However, even if you agree with these challenges, meeting and achieving them is going to be something else altogether.<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">Every day on Twitter I read so many tweets about the need for a stunning amount of change in L&D. Judging by what people are saying, change in large corporates, public sector organisations, small and medium enterprises, higher education, further education, as well as secondary and primary education is required. Yes, it’s right across the board and, as I value greatly these people’s views, a tremendous challenge for all of us in L&D – perhaps the largest one most of us have ever faced.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">Why?<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">My assessment on why this need for change has come about is because so many of our L&D policies, strategies and processes have not moved with the times, or with the technology which we now have at our disposal, and are still firmly based in the last century.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">When looking back over the first decade of the 21<sup>st</sup> Century only a hermit could be justified in saying that there has been little change. In the course of 10 years all of us, no matter where we are located in the world, have seen an exponential amount of change which is already having a direct impact on all aspects of our lives, including our work and our job roles.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">For all of us working in any area of L&D, there is now considerable pressure being brought upon us to get ‘with it’ and to drag L&D into the 21<sup>st</sup> Century. The cost of not doing so isn’t something we should even contemplate.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">What?</span></b><span lang="EN-US" style="font-family: Verdana;"><o:p></o:p></span></div><div class="Text" style="line-height: normal;"><span lang="EN-US" style="font-family: Verdana;">In a nutshell we need to free-up and open-up L&D in all areas.<o:p></o:p></span></div><div class="Text" style="line-height: normal;"><span lang="EN-US" style="font-family: Verdana;">In the corporate/public sector world L&D needs to be representative of and support the goals of the organisation: training needs to change both in style and approach; development needs to change with informal learning recognized and rewarded; and, people need to be given the technology and tools to help them learn better and faster.<o:p></o:p></span></div><div class="Indent" style="line-height: normal; text-indent: 0in;"><span style="font-family: Verdana;">In education teachers and lecturers need to be freed-up to help their students to learn in ways which suit the latter, allowing them to use a range of learning processes, technologies, and tools.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">How?<o:p></o:p></span></b></div><div class="Text" style="line-height: normal;"><span lang="EN-US" style="font-family: Verdana;">This is the ‘six million dollar’ question, although the cost will probably run into billions of dollars! But it’s not just about cost, it’s also about attitude – a resolve and a belief that change is required as well as the ability to effect that change.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">There will always be those who resist change, initially at least, but unless those people who have the resolve and belief are allowed to start effecting this much-needed change, it will never happen. Those who resist initially will either retire or leave the profession or, more positively, will join in when they see and experience all the benefits that undoubtedly will result.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">The learner<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">For me, it’s all about those who learn. They always need to be our focus and not us, complete with our preferences and prejudices. We are here to help people to learn and to develop as human beings. The omens are good with a growing groundswell of L&D professionals not only clamouring for change but also working extremely hard to bring it about.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">The most important action for us is to remove the strait-jackets, which time and other people have imposed on learners, in order to liberate them. This has to be the starting point and then all we have to do is to deliver what learners need and want.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">So what challenges are you facing in L&D right now – do please tell and share?<o:p></o:p></span></div><!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com2tag:blogger.com,1999:blog-2906712390715823778.post-8249176808863104842010-06-30T21:53:00.000+01:002010-06-30T21:53:17.339+01:00Learning & Development 5 years on<!--StartFragment--> <div class="MsoNormal" style="text-align: justify;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: Verdana;">In June 2010 the BILD (British Institute for Learning and Development) attempted the impossible: to hold a conference with the theme ‘Learning and Development – the next five years’. So, just how did the ‘crystal ball’ perform?<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: Verdana; mso-ansi-language: EN-GB;">The day’s conference showcased some of the current trends and innovations in learning and looked towards what the future might hold for Learning and Development (L&D). As Jack Wills (the BILD’s Chairman) said “</span><span lang="EN-US" style="font-family: Verdana;">If we accept that a ‘learner’ is a consumer by nature and reflects the society in which he/she lives, we might be able to spot some significant trends in how we might support them”.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">Significant trends<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Verdana;">Leaving aside the more human performance and organisational change aspects, it is far easier to speculate about how technology will have advanced by 2015 and the role that it might play in L&D. In the last 10 years technology has advanced so much that for some of us it is difficult to keep up with. Technological advancements over these years have, are having, and will have a truly mighty impact on L&D. It’s not just the Internet, it’s also the tools and, more importantly, the vision to see how all the advancements can be used to help everyone to learn.</span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">Immersive technologies</span></b><span lang="EN-US" style="font-family: Verdana;"><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Verdana;">David Wortley from the Serious Games Institute (<a href="http://www.seriousgamesinstitute.co.uk/">www.seriousgamesinstitute.co.uk</a></span><span class="Apple-style-span" style="font-family: Verdana;">) gave an excellent presentation, telling delegates what immersive technologies are, what their impact will be on the next generation of learners, how and where they are being used, their benefits for education and business, and their future implications for business and society.</span></div><div class="Text" style="line-height: normal;"><br />
</div><div class="Indent" style="line-height: normal; text-indent: 0in;"><span style="font-family: Verdana;">The most graphic part of the presentation was what happens to someone who dies from a head wound/trauma. Whilst this was not something for the faint hearted, it showed in a way that no other current technology could, by linking real-world data to realistic simulations, exactly what happens; it was not pretty.<o:p></o:p></span></div><div class="Indent" style="line-height: normal; text-indent: 0in;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">As David said, “Immersive technologies are engaging our discretionary time, attention and money. It is this investment which is driving innovations in all aspects of society and changing our relationship with technology. Learning is being transformed from a transfer of existing knowledge by experts into a facilitated, self-directed discovery of new knowledge in collaboration with our peers.”.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">The future of learning technologies</span></b></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Verdana;">When it came to predicting the future, Alan Fletcher from the Open University (<a href="http://www.kmi.open.ac.uk/">www.kmi.open.ac.uk</a>) was simply superb, so much so, that many delegates having heard him complained of their heads hurting! Having taken those present through a 50 year time travel to the present day, to show how much technology has changed particularly in the last ten years, Alan then went on to demonstrate, by using new media channels, how learning content can be communicated very quickly to the whole world.</span></div><div class="Text" style="line-height: normal;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">As for the future, it will no doubt be based on Web 3.0 technologies and in all probability in less than eight years from now. This will provide us with a semantic web, allowing us the superior handling of information, to apply reasoning technologically and to map a journey between one piece of content and the next, all of which will enable individual learning journeys. Alan concluded by saying that “Latent Semantic Analysis is a theory and method for extracting and representing the contextual–usage meaning of words by statistical computations applied to a large corpus of text.”. No small wonder then that people’s heads hurt?<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">Mobile learning</span></b></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Verdana;">Mobile learning is not the same as e-Learning, according to Geoff Steed of the Tribal Group, because most existing e-Learning design guidelines do not apply to m-Learning. The key to successful m-Learning is to use it to deliver small pieces of the total learning experience at the point of need. The concept of ‘at the point of need’ is becoming an increasingly important one and was mentioned by several speakers; it certainly has a particular resonance for all those who see learners as consumers.</span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">Geoff also gave a brief but interesting description of the m-Learning work being undertaken in further education, which had showed improved student retention and achievement, as well as in education more generally (<a href="http://www.m-learning.com/">www.m-learning.com</a>). He concluded by saying that m-Learning gets around current learning delivery barriers and it’s easy to see why.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">On the horizon</span></b></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Verdana;">Brian Bishop, Caspian Learning, who definitely understands the instructional design process, highlighted three technologies which are on the horizon and which he feels will soon become mainstream: augmented reality, cloud computing, and haptic devices.</span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">Augmented reality (AR), which should not be confused with virtual reality, is already in use, eg for military training. It means a live direct or indirect view of a physical real-world environment whose elements are <span style="mso-bidi-font-style: italic;">augmented</span> by <span style="color: windowtext; text-decoration: none; text-underline: none;">virtual</span> computer-generated imagery; with the help of advanced AR technology, such as adding computer vision and object recognition, the information about the surrounding real world of the learner becomes interactive and digitally usable.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">Cloud computing is also here right now, ie data stored ‘in the cloud’ and accessible via the web. However, it is likely to be used more and more by organisations and individuals, and therefore will have a commensurate impact on learners.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-US" style="font-family: Verdana;">When it comes to the use of haptic devices (the perception and manipulation of objects using tactile feedback) we now have the technologies to create the required 3-D graphics, so it is likely that the use of these will grow in the future.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: Verdana;">The future?<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Verdana;">Whilst all this may excite or chill people in equal measure, “the game we professionals in L&D play, to some extent, is using the trends and products that the consumers will face: working with them and not against them, using the consumer trends to our advantage.” (Jack Wills, BILD). For those of us who are involved in any form of L&D, we need to appreciate that those who learn are our consumers and, by so doing, we will be in a position to provide them with the learning experiences they need.</span></div><!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-955794737217797512010-05-30T15:49:00.006+01:002010-05-30T16:03:35.095+01:00The place of design in learning<!--StartFragment--> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style=" font-style: italic; font-family:Verdana, serif;">Last Thursday (27<sup>th</sup> May) I took part in a very interesting ‘LearnChat’ (#lrnchat) via Twitter about the place of design in learning.<span style="mso-spacerun: yes"> </span>Since then I have thought a bit more about this topic.</span></p><p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><i><br /></i></span></p> <p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana;">#lrnchat</span></b></p><p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana;"><span class="Apple-style-span" style="font-weight: normal; ">If you want to see the transcript of the latest #lrnchat or even join in next week then go to <a href="http://lrnchat.wordpress.com/">http://lrnchat.wordpress.com/</a> for full details of when the ‘chats’ take place and what you need to do.</span></span></b></p><p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana;"><span class="Apple-style-span" style="font-weight: normal; "> </span></span></b></p><p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><br /></span></p> <p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana;">The nature of design<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>I think it goes without saying that ‘design’ pervades all of our lives, whether it is in our homes, the architecture of buildings (as well as in them), the equipment we use, the layout of villages, towns and cities, to name but a few.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>But so does or should ‘design’ pervade all aspects of what we provide to learners, irrespective of whether that provision is for training, development or educational purposes, and regardless of the means by which the learning is delivered (eg face-to-face, classroom-based, blended, e-Learning, paper-based learning and so on).</o:p></span></p><p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><br /></span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style=" font-weight: bold; font-family:Verdana, serif;">What is ‘design’</span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>Whilst various definitions exist, here are two useful ones from a L&D point of view:</o:p></span></p> <p class="MsoNormal" style="margin-top:6.0pt;margin-right:0in;margin-bottom:0in; margin-left:.5in;margin-bottom:.0001pt;text-align:justify;text-indent:-.25in; mso-list:l0 level1 lfo1"><span lang="EN-US" style="font-family:Wingdings;mso-fareast-font-family:Wingdings;mso-bidi-font-family:Wingdings;"><span style="mso-list:Ignore">§<span style="font:7.0pt "Times New Roman""> </span></span></span><span lang="EN-US" style="font-family:Verdana;">‘a plan or drawing produced to show the look and function or workings of a building, garment or other object before it is built or made’<o:p></o:p></span></p> <p class="MsoNormal" style="margin-top:6.0pt;margin-right:0in;margin-bottom:0in; margin-left:.5in;margin-bottom:.0001pt;text-align:justify;text-indent:-.25in; mso-list:l0 level1 lfo1"><span lang="EN-US" style="font-family:Wingdings;mso-fareast-font-family:Wingdings;mso-bidi-font-family:Wingdings;"><span style="mso-list:Ignore">§<span style="font:7.0pt "Times New Roman""> </span></span></span><span lang="EN-US" style="font-family:Verdana;">‘purpose, planning or intention that exists or is thought to exist behind an action, fact or material object’.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><b><br /></b></span></p><p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p><span class="Apple-style-span" style="font-weight: bold; ">Design in L&D</span></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>We already have and use the term ‘instructional designer’ which for me covers both definitions provided above and which explains why such a role is both a crucial and fundamental aspect all educational, training and development provision.<span style="mso-spacerun: yes"> </span>However, whilst I am an instructional designer, I am not a graphic designer, an artist or, even, a programmer! <span style="mso-spacerun: yes"> </span>Yet, I would contest that all these roles are examples of design in learning.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>In all the forms in which learning takes place, the look and feel of what is, or should be presented to users must be a primary consideration. <span style="mso-spacerun: yes"> </span>I’m not just talking about e-Learning here, I’m talking about all aspects regardless of their means of delivery.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><b><br /></b></span></p><p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p><span class="Apple-style-span" style="font-weight: bold; ">A neglected area?</span></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>As far as I’m concerned, learning design per se has been a much neglected area and it continues to be so.<span style="mso-spacerun: yes"> </span>From the ubiquitous ‘handout’ to the ‘e-Learning’ course, all elements and facets of design should figure prominently.<span style="mso-spacerun: yes"> </span>Just as much most of us like and appreciate the aesthetic aspects of our world, the same is also true for our learning experiences.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>Essentially, anything which helps me to learn, be it formally or informally, has to be good and this includes the design, in all its formats, which has gone into it.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>The place of design in learning?<span style="mso-spacerun: yes"> </span>It must be a given but I think we have some way still to go to prove it!</o:p></span></p> <!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com4tag:blogger.com,1999:blog-2906712390715823778.post-16589297198976093532010-05-02T16:08:00.005+01:002010-05-02T16:15:02.777+01:00The Power of Social Media<!--StartFragment--> <p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana;">The Power of Social Media<span class="Apple-style-span" style="font-weight: normal; "> </span></span></b></p> <p class="MsoNormal" style="text-align:justify"><i style="mso-bidi-font-style: normal"><span lang="EN-US" style="font-family:Verdana;">I’ve now gone past the ‘wow’ factor with Social Media (SoMe) to appreciate just what SoMe tools can do in the world of Learning and Development.<span style="mso-spacerun: yes"> </span>Here are a few thoughts.<span class="Apple-style-span" style="font-style: normal; "> </span></span></i></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><b><br /></b></span></p><p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana;">The tools</span></b></p><p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana;"><span class="Apple-style-span" style="font-weight: normal; ">Well, for starters, there are so many of them and they are increasing on an almost monthly basis.<span style="mso-spacerun: yes"> </span>If you want to see a list of some of them then look at <a href="http://en.wikipedia.org/wiki/Social_media">http://en.wikipedia.org/wiki/Social_media</a> which also provides a neat classification.<span style="mso-spacerun: yes"> </span>Also Jane Hart (<a href="http://www.c4lpt.co.uk/">http://www.c4lpt.co.uk/</a>) the UK’s leading SoMe guru (I hope she will forgive me for describing her thus) provides a ToolsZoNE area on her website, which lists over 2,000 tools in 12 categories.</span></span></b></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>But which ones are useful for L&D purposes?<span style="mso-spacerun: yes"> </span>Again Jane Hart (<a href="http://c4lpt.co.uk/recommended/index.html">http://c4lpt.co.uk/recommended/index.html</a>) lists 100 top tools as voted for by 278 learning professionals worldwide in 2009.<span style="mso-spacerun: yes"> </span>Interestingly ‘Twitter’ is ranked the number one tool.<span style="mso-spacerun: yes"> </span>Delicious is ranked second with You Tube, Google Reader and Google Docs forming the top five respectively.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>So, without a doubt, many SoMe tools are not only suitable for L&D purposes but they are also being used more and more by the profession.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><br /></span></p><p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p><span class="Apple-style-span" style="font-weight: bold; ">The power</span></o:p></span></p><p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-weight: normal; ">Although it is relatively early days with using SoMe tools for learning, particularly formal learning, there is a number of interesting reports from people who have embedded the use of these tools into their L&D programmes.<span style="mso-spacerun: yes"> </span>One of the most recent reports from Jane Hart (I hope she doesn’t start to get a complex!) can be found at <a href="http://bit.ly/9XyYXL">http://bit.ly/9XyYXL</a> which details Jane’s experience of using Twitter in a face-to-face workshop.<span style="mso-spacerun: yes"> </span>If you want to know ‘how’ just read her write-up as it’s excellent.</span></span></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>On 30 April the topic for #lrnchat was ‘Enterprise 2.0’.<span style="mso-spacerun: yes"> </span>I expected the ‘chat’ to be about Enterprise 2.0 platforms but to my delight it focused on Enterprise 2.0 tools, i.e. SoMe tools.<span style="mso-spacerun: yes"> </span>You can find a transcript of the chats on this topic at <a href="http://lrnchat.com/">http://lrnchat.com/</a>. <span style="mso-spacerun: yes"> </span>It was interesting to discover that only a relatively few people had actually managed successfully to embed some of these tools into their current L&D programmes.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>Apart from IT issues, such as IT departments/controls which block or act as a negative influence on the use of such tools, there are some other factors which, seemingly, are limiting their use.<span style="mso-spacerun: yes"> </span>Factors such as getting buy-in from the ‘hierarchy’, the ability of learners to use the tools, a limited vision as to how these tools can be used effectively and not just because they are available, and how to ‘manage’ their use by the L&D profession, appear to be some of current constraints.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>However, in the next year or so I expect to see the increasing use of SoMe tools in L&D as current constraints are overcome.<span style="mso-spacerun: yes"> </span>It is their power and potential which will come to the fore and survive, believe me!</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>Many thanks to my growing network of L&D folk, without whom I would not have been able to write this post.</o:p></span></p> <!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-82288803703446348582010-03-28T17:10:00.004+01:002010-03-28T17:17:20.192+01:00Twitter - 1 Year On<!--StartFragment--> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family: Verdana, serif; font-style: italic; ">I have now been a ‘tweeter’ for just over a year.<span style="mso-spacerun: yes"> </span>I have tweeted 805 times (and counting), have 129 followers, and I follow 56 people.<span style="mso-spacerun: yes"> </span>I also have the somewhat dubious distinction of being a ‘Twitter Elite in Warwickshire, England’.<span style="mso-spacerun: yes"> </span>I think I am now completely bitten by the Twitter bug!</span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><b><i><br /></i></b></span></p><p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p><span class="Apple-style-span" style="font-family: Georgia, serif; "><b style="mso-bidi-font-weight: normal"><i style="mso-bidi-font-style:normal"><span lang="EN-US" style="font-family:Verdana">An important grovel</span></i></b><span lang="EN-US" style="font-family:Verdana">: I realize that I haven’t blogged for many months, for which I apologize, but work has really taken off in a big way (no doubt the subject of further blogs) and I’ve been so busy that I haven’t found the time for blogging, that is until now ....</span></span></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><b><br /></b></span></p><p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p><span class="Apple-style-span" style="font-weight: bold; ">What’s happened?</span></o:p></span></p><p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-weight: normal; ">Since I last blogged on my Twitter experience, a number of things has changed:</span></span></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p>I have ‘met’ many interesting people, not just from the UK but also from Australia, Germany, India and the US, most of whom work/are interested in Learning and Development, e-Learning, Social Media, etc.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p>I now have 129 (at the time of writing) faithful followers.<span style="mso-spacerun: yes"> </span>I decided early on not to follow everyone, especially those who have ‘Twitterrhoea’, as it would be impossible to keep up with everyone’s tweets.<span style="mso-spacerun: yes"> </span>Accordingly, I am at the moment following just 56 people.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p>I have now used Twitter to ask questions of my followers, for example I asked recently what people felt were the main obstacles to designing and developing high quality and effective e-Learning; I was not disappointed with the response that I received.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p>I also take part in a weekly discussion group about learning, #lrnchat.<span style="mso-spacerun: yes"> </span>It’s amazing what you can say in 140 characters and all discussions/debates thus far have been very lively and extremely informative.<span style="mso-spacerun: yes"> </span>Also, I have met some more kindred souls as a result.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p>Whilst I use Twitter mainly for L&D purposes, I now also tweet about Cally (my beloved Labrador) and our adventures, plus cricket and tennis (two of my passions).<span style="mso-spacerun: yes"> </span>I’ve also taken heed of some other people’s tweets and am now happy to include some social tweets, such as my latest: “Arrrh I hate this British Summer Time lark (apols to those in Scotland) – I have far too many clocks & it makes me really bad tempered.”<span style="mso-spacerun: yes"> </span>However, when it comes to my work as a Parish Councillor I do not tweet about this, just in case I land myself in any trouble, as I can do that very easily without Twitter!</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p>I now ‘retweet’ anyone’s tweets that I think will interest the vast majority of my followers.<span style="mso-spacerun: yes"> </span>Using the recently added ‘retweet’ button this is a very quick and easy thing to do, plus I have also learned how to RT (i.e. retweet) people’s contributions where I can add my own comments or views.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p>Last but not least, when, on very rare occasions, Twitter goes off-line I feel quite deprived!<span style="mso-spacerun: yes"> </span>Now, how sad is that?</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana">Where next?</span></b><span lang="EN-US" style="font-family:Verdana"><o:p></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p>Some people can be extremely disparaging about Twitter, especially those people who tweet.<span style="mso-spacerun: yes"> </span>However, Twitter is what you make of it and how you use it. <span style="mso-spacerun: yes"> </span>Having used Twitter for over a year I now see how it can be used, amongst other things, with considerable benefit for ‘Social Learning’.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana"><o:p>Twitter is a readily available and free tool.<span style="mso-spacerun: yes"> </span>It is easy to set up a group of likeminded people, e.g. #lrnchat, and to moderate this use.<span style="mso-spacerun: yes"> </span>Users can ask questions of followers, provide information, generate debate, and so on.<span style="mso-spacerun: yes"> </span>The people I follow are not lonely, small-minded folk, as some have claimed.<span style="mso-spacerun: yes"> </span>Most, if not all, are at the cutting and leading edge of Learning and Development and I have learned so much from them.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><br /></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana">Yes, I am now a truly dedicated follower of Twitter!<o:p></o:p></span></p> <!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-10747197552021914662009-08-20T16:13:00.010+01:002009-08-21T14:09:17.385+01:00The Tidal Flow of Technology<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2SysgHU9fYmuOmq5nAj1Fsx9RDgEWeTo5b7NuZA21gOpIv-2bc41T13qWAJHy__iXKA8Ozs7wX3AZHtNqFotL-jYc0RQIW4jvO2i4Zap_R6DJYjy3yXEeXC1wfgI6kaaBoCwKdUenj2U/s1600-h/Just+ELS.jpg"></a><br /><!--StartFragment--> <p class="MsoNormal" style="text-align:justify"><i style="mso-bidi-font-style: normal"><span lang="EN-US" style="font-family:Verdana;">Just like the tide, the effects of technology also ebb and flow. What was yesterday’s hot topic can become tomorrow’s has-been. However, is this always the case?</span></i></p><p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><i><br /></i></span></p><p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p><span class="Apple-style-span" style="font-weight: bold; ">The tidal flow of social media</span></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>When the concept of social media first burst on the L&D scene, I bet I was not alone in thinking that it might become another one-minute technology wonder. Last November, I was asked by the British Institute for Learning and Development (the BILD) to give a presentation at one of their <i style="mso-bidi-font-style:normal">Connect</i> meetings on ‘Web 2.0’. I entitled my presentation ‘<i style="mso-bidi-font-style:normal">The New Face of Learning?</i>’ – here’s the link to the slideshow for you so you can see what I talked about. Note, the ‘?’ mark in the title as that is particularly significant.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><span class="Apple-style-span" style="font-weight: bold; "><a href="http:/www.slideshare.net/JudithCC/the-new-face-of-learning-full-version"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpf5cWpZmCTXmGJO76QLOGvj747cj6wpfAVTiME2rZ6pmKefkrg7_OAdZ4-ePGH50vplcemGiCk7_skRk4YS9dbeuZUeqDN4gE9tGKSocHscfbXO2iNzkYL4kwwtVWU-wrK54xddHBgg8/s200/New+Face+of+Learning.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5372065853863935602" style="cursor: pointer; width: 200px; height: 92px; " /></a> </span></span></p><p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><span class="Apple-style-span">or click </span><span class="Apple-style-span" style="font-weight: bold; "><a href="http://www.elsltd.pwp.blueyonder.co.uk/can.html">here</a></span></span></p><p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family: Verdana, serif; ">Recently I have been thinking some nine months on whether what I said on that occasion was still current or not. I must admit that my approach then was one of caution, not in terms of actually using Web 2.0 applications but more about the impact their use is likely to have on organisations, instructional designers and end users.</span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>The impact issues which I raised then are still very current, if any thing they are becoming even more important. For example only the other day I read about an organisation which had banned its employees from using Twitter in the workplace – a trend which I think is likely to grow rather than to recede! Even in one’s private life the use of things like Twitter and Facebook needs to be done with due care and consideration if one’s professional life is not to be compromised.<span style="mso-spacerun: yes"> </span>I know that every time I twitter I am extremely careful about what I say, unlike some people whom I couldn’t possibly name!</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>So, how do things stack up now?<span style="mso-spacerun: yes"> </span>Has the social media tide flowed and ebbed or is it still flowing? My considered view is that it is still very much flowing and that there is a lot more flowing yet to come. I think that in the next few years the use of social media is going to result in a mixture of pleasure and pain; probably in roughly equal measure.</o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, serif;"><br /></span></p><p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p>… and in case you are not convinced, then just remember this: “<i style="mso-bidi-font-style:normal">The secret of success is learning how to use <span style="mso-bidi-font-weight:bold">pain and pleasure</span> instead of having <span style="mso-bidi-font-weight:bold">pain and pleasure</span> use you. If you do that, you're in control of your life. If you don't, life controls you.</i>” Anthony Robbins.</o:p></span></p> <!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-43793687003509894692009-08-08T16:33:00.005+01:002009-08-08T16:46:01.754+01:00Trendy Terms Alert (3)<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI3An45-0GZMWj1Xjc6pWX3-BfwtBhGw0B7AUH2aSGxe_-V1Lyrl885vNU6Xq2yRNIz7o9-S0BONPzElFFVnaG8kWLQqtuuiOthDkDXXprq-snhOYL_1cbSGsccQIj2U_UXzw4hhlXCdQ/s1600-h/Caution+Sign.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 200px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI3An45-0GZMWj1Xjc6pWX3-BfwtBhGw0B7AUH2aSGxe_-V1Lyrl885vNU6Xq2yRNIz7o9-S0BONPzElFFVnaG8kWLQqtuuiOthDkDXXprq-snhOYL_1cbSGsccQIj2U_UXzw4hhlXCdQ/s200/Caution+Sign.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5367617211806498866" /></a><br /><!--StartFragment--> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align:justify"><i style="mso-bidi-font-style: normal"><span lang="EN-US" style="font-family:Verdana;">Here is my third L&D ‘Trendy Term’ alert.<span style="mso-spacerun: yes"> </span>Each Trendy Term Alert (TTA) will consider whether the term has any mileage or whether it should be consigned to the trash can.<o:p></o:p></span></i></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></b></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><b><br /></b></span></p><p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><b><br /></b></span></p><p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana;">TTA:</span></b><span lang="EN-US" style="font-family:Verdana;"><span style="mso-spacerun: yes"> </span>‘<b style="mso-bidi-font-weight:normal"><i style="mso-bidi-font-style: normal">Informal Learning</i></b>’<o:p></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;">Jay Cross has largely been accredited with coining the term ‘Informal Learning’. However, at </span><span style="mso-ansi-language:EN-GB;font-family:Verdana;">the moment there doesn’t appear to be any agreement about what activities actually constitute informal learning and in what circumstances it takes place.<span style="mso-spacerun: yes"> </span>The only agreement seems to be that informal learning is everything that isn’t formal learning!<span style="mso-spacerun: yes"> </span>So, at the moment people appear to be defining it in terms of what it is not. Interesting?<o:p></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span style=" mso-ansi-language:EN-GB;font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><b><br /></b></span></p><p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span style="mso-ansi-language:EN-GB;font-family:Verdana;">Different things to different folks</span></b></p><p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span style="mso-ansi-language:EN-GB;font-family:Verdana;"><span class="Apple-style-span" style="font-weight: normal; ">It would seem that informal learning means different things to different people, for example, whilst to most it means learning which is not structured or organised, some people see it as learning which takes place outside of a dedicated learning environment, and others as learning which is not formally organised into a programme, course, event, or curriculum.</span></span></b></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><b><br /></b></span></p><p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana;">Absurd claims?</span></b><span lang="EN-US" style="font-family:Verdana;"><o:p></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;">“20% of learning is formal and 80% is informal”! Now, where on earth did this myth come from?<span style="mso-spacerun: yes"> </span>Certainly not from empirical research I can assure you. </span><span style="mso-ansi-language:EN-GB;font-family:Verdana;">I also very much doubt whether such a claim could ever be quantified so accurately and so consistently, simply because there is not, as yet, a clear, standard, and working definition of ‘informal learning’.</span><span lang="EN-US" style="font-family:Verdana;"><o:p></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;">“Informal learning is only possible through the use of Social Media”!<span style="mso-spacerun: yes"> </span>Complete rubbish, as long </span><span style="mso-ansi-language:EN-GB;font-family:Verdana;">before educational and training institutions were established most people learned informally.<span style="mso-spacerun: yes"> </span>Indeed, ask any enlightened teacher or trainer and they will tell you that there has always been informal learning and that for time immemorial it has contributed to how all us learn each and every day of our lives.</span><span lang="EN-US" style="font-family:Verdana;"><o:p></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><b><br /></b></span></p><p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana;">Much ado about nothing?<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align:justify"><span style=" mso-ansi-language:EN-GB;font-family:Verdana;">No, not really, because in many ways I believe that technological advances in recent years have been a catalyst for this apparently new found interest in informal learning. In most of its guises, informal learning requires a considerable degree of self-direction on behalf of the learner. In addition to this, the informal learner also needs access to appropriate resources.<span style="mso-spacerun: yes"> </span>Technology in the form of networks and computers have opened up access to a vast range of learning resources including knowledge, materials, and people.</span><span lang="EN-US" style="font-family:Verdana;"><o:p></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span style=" mso-ansi-language:EN-GB;font-family:Verdana;">Technology, in the form of television, computers, mobile ‘phones, PDAs, iPods, and so on, now lets millions of us to communicate (eg via e-mail), to exchange information and knowledge (eg via Blogs and Wikis), to access learning materials (eg e-Learning modules). If any of these activities result in unplanned, unstructured, and unorganised learning then in my book they can be described as informal learning</span><span lang="EN-US" style="font-family:Verdana;">.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><b><br /></b></span></p><p class="MsoNormal" style="text-align:justify"><b style="mso-bidi-font-weight: normal"><span lang="EN-US" style="font-family:Verdana;">Implications<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align:justify"><span style=" mso-ansi-language:EN-GB;font-family:Verdana;">The first implication for organisations, and in particular their learning and development functions, to realise is that informal learning exists and that probably a lot more could be done to encourage and support this type of learning.<span style="mso-spacerun: yes"> </span>One way of doing this is to provide access to informal learning resources, such as technology, materials, and people.<span style="mso-spacerun: yes"> </span>Another way is to encourage the use of informal learning activities as part of formal learning programmes and to foster and to support environments which are conducive to informal learning</span><span lang="EN-US" style="font-family:Verdana;">.<o:p></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span style=" mso-ansi-language:EN-GB;font-family:Verdana;">The second implication is for organisations to realise that there is a very fine dividing line between formal and informal learning.<span style="mso-spacerun: yes"> </span>Informal learning, by its very nature of what it isn’t, is something of an untamed beast.<span style="mso-spacerun: yes"> </span>Like Aslan, in the Chronicles of Narnia, informal learning will come and go as and when it chooses, it will be there when it is needed, it will always result in a positive experience for the person concerned (as negative learning is not a meaningful concept), and above all it cannot, by its very nature, be controlled, managed, or quantified</span><span lang="EN-US" style="font-family:Verdana;">.</span></p><p class="MsoNormal" style="text-align:justify"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><br /></span></p><p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><span class="Apple-style-span" style="font-weight: bold; ">Conclusion?</span></span></p><p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-weight: normal; "><span class="Apple-style-span" style="font-family: Georgia, -webkit-fantasy; "><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNtDbb_prrEfklUCK0Zv44oI2QNvjb8AMQIe6W6CkyV5hM1FZdfoumGIG5c639GqH_APca-iGusDa_AauQPopPmAth9t791YSqzTmjAZ_75aorjCx5j6J8-3Zy5L8vA9-f4XwqQMRh9Bc/s1600-h/Car+-+mileage.jpg"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNtDbb_prrEfklUCK0Zv44oI2QNvjb8AMQIe6W6CkyV5hM1FZdfoumGIG5c639GqH_APca-iGusDa_AauQPopPmAth9t791YSqzTmjAZ_75aorjCx5j6J8-3Zy5L8vA9-f4XwqQMRh9Bc/s200/Car+-+mileage.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5367617629953179410" style="cursor: pointer; width: 180px; height: 180px; " /></a></span>with a dose of caution though!</span></span></span></p><p class="MsoNormal" style="text-align:justify"><span lang="EN-US" style="font-family:Verdana;"><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-weight: normal; "> </span></span></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">N.B.<span style="mso-spacerun: yes"> </span>This blog is based on an article I wrote for Croner’s Training Briefing, January 2007.<o:p></o:p></span></p> <p class="MsoNormal"><span style="mso-ansi-language:EN-GB;font-size:10.0pt;"><o:p> </o:p></span></p> <!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-21685916903739334232009-07-31T16:54:00.002+01:002009-07-31T16:58:46.354+01:00Delivering More For Less<!--StartFragment--> <p class="MsoNormal"><i style="mso-bidi-font-style:normal"><span lang="EN-US" style="font-family:Verdana">If leaner is supposed to be meaner, then how can more L&D be delivered for less without compromising quality?<o:p></o:p></span></i></p> <p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><br /></span></p><p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana"><o:p><span class="Apple-style-span" style="font-weight: bold; ">Tightening the L&D belt</span></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana"><o:p>It is a truism, budgets are being tightened during these financially challenging times. <span style="mso-spacerun: yes"> </span>I also keep on reading about how we need to get more for less out of L&D provision.<span style="mso-spacerun: yes"> </span>Indeed, I’ve just written an article for Croner’s Training & Development Briefing on this very topic as it seems to be of such current interest.</o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana"><o:p>The current situation is affecting both suppliers and buyers/users of L&D.<span style="mso-spacerun: yes"> </span>The conundrum is how to achieve more for less without affecting the quality of what is provided to the end user, i.e. the learner.<span style="mso-spacerun: yes"> </span>On the face of it this may appear to be an unanswerable poser but judging from all the advice given the answer is blindingly obvious!</o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana"><o:p>If I were to be given £1 for every time I have read that L&D provision must meet the needs of the organisation, the needs of learners, and use the most appropriate delivery media, I would by now be very well-off!<span style="mso-spacerun: yes"> </span>However, it would appear that such practices are far from common place and I’m really finding it hard to believe this.<span style="mso-spacerun: yes"> </span>Surely after all this time of preaching the ‘cost-effectiveness’ mantra everyone would know what is required but, alas, it seems not.<span style="mso-spacerun: yes"> </span>Perhaps the current financial situation will be the very thing which forces them to realise it?<span style="mso-spacerun: yes"> </span>For the life of me I hope so.</o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana"><o:p>Talking about cost-effective delivery media, there’s also an increasing emphasis being placed on using ‘technology enabled learning solutions’ wherever feasible.<span style="mso-spacerun: yes"> </span>Laura Overton of <a href="http://www.TowardsMaturity.org">Towards Maturity</a> fame has been busy giving some very useful advice on how learning technologies should be used to achieve a positive impact on staff and on business results.<span style="mso-spacerun: yes"> </span>Laura cites 6 ‘strands’ or behaviours which successful organisations adopt, like defining the need and improving the relevance of L&D provision and considering the needs of learners, none of which are ‘rocket science’, just simply accepted (by some) as best practice.</o:p></span></p> <p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><br /></span></p><p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana"><o:p>So, achieving more for less in the present climate is not the conundrum that it might at first seem – you never know but it might even turn out to be a good use of L&D budgets and give people value for their money!</o:p></span></p> <!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-3273200646920154392009-07-18T17:03:00.006+01:002009-07-18T17:23:24.013+01:00Trendy Terms Alert (2)<div style="text-align: center;"><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQKL2ciT-rui9PcPkDuMFGypVifS2lcrAHiesuTYNOW4Yjc4JBhpWZvKisqSNJo2Nr7NfRbCnJ6AV4Unu1TaNeph1Gnr_Wr3sg3iF74CHiVBRf1-S92Bte851NYOYRoSDCyV8CXWD1KNM/s1600-h/Caution+Sign.jpg"><img style="cursor:pointer; cursor:hand;width: 200px; height: 200px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQKL2ciT-rui9PcPkDuMFGypVifS2lcrAHiesuTYNOW4Yjc4JBhpWZvKisqSNJo2Nr7NfRbCnJ6AV4Unu1TaNeph1Gnr_Wr3sg3iF74CHiVBRf1-S92Bte851NYOYRoSDCyV8CXWD1KNM/s200/Caution+Sign.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5359832277881169746" /></a></div><!--StartFragment--> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><i style="mso-bidi-font-style:normal"><span lang="EN-US" style="font-family:Verdana;">Here is my second L&D ‘Trendy Term’ alert.<span style="mso-spacerun: yes"> </span>Each Trendy Term Alert (TTA) will consider whether the term has any mileage or whether it should be consigned to the trash can.<o:p></o:p></span></i></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></b></p> <p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><b><br /></b></span></p><p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span lang="EN-US" style="font-family:Verdana;">TTA:</span></b><span lang="EN-US" style="font-family:Verdana;"><span style="mso-spacerun: yes"> </span>‘<b style="mso-bidi-font-weight: normal"><i style="mso-bidi-font-style:normal">Web 2.0 – e-Learning 2.0 – Learning 2.0</i></b>’<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">By now millions of words must have been written about one or more of these ‘Trendy Terms’.<span style="mso-spacerun: yes"> </span>It all started with Web 2.0, a clearly defined and meaningful concept, and this was then followed by e-Learning 2.0 and, fairly recently, Learning 2.0.<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><b><br /></b></span></p><p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span lang="EN-US" style="font-family:Verdana;">Web 2.0</span></b><span lang="EN-US" style="font-family:Verdana;"><o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">According to Wikipedia, Web 2.0 refers "to what is perceived as a second generation of web development and web design. <span style="mso-spacerun: yes"> </span>It is characterized as facilitating communication, information sharing, interoperability, user-centered design and collaboration on the World Wide Web. It has led to the development and evolution of web-based communities, hosted services, and web applications. Examples include social-networking sites, video-sharing sites, wikis, blogs, mashups and folksonomies.”.<span style="mso-spacerun: yes"> </span>However, the WWW inventor, Tim Berners-Lee has called the term “a piece of jargon”!</span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">Notwithstanding this, a lot of people understand what the term Web 2.0 stands for and its use.<span style="mso-spacerun: yes"> </span>So, when someone says that they are using a Web 2.0 tool, such as I am here, then it’s quite clear to them what others mean.<o:p></o:p></span></p><p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><br /></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span lang="EN-US" style="font-family:Verdana;">e-Learning 2.0<o:p></o:p></span></b></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">This term was coined by those using e-Learning to specify the use of Web 2.0 tools.<span style="mso-spacerun: yes"> </span>For some, including me, e-Learning has always encompassed the use of Web 2.0 tools but as the former is so often seen as re-versioned PowerPoint presentations or a modern day version of a computer-based training programme, then I can see why the term e-Learning 2.0 has come into being.<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">I don’t have a problem with either the term ‘e-Learning’ or ‘e-Learning 2.0’, just as I don’t with ‘face-to-face learning’, ‘action learning’, ‘distance learning’, etc. because they tell me how the learning provision is being delivered, which can be extremely useful.<o:p></o:p></span></p><p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><br /></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span lang="EN-US" style="font-family:Verdana;">Learning 2.0<o:p></o:p></span></b></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">I’m not at all sure what this term means because for me it means virtually nothing.<span style="mso-spacerun: yes"> </span>I suspect that it has been invented by those who don’t like the term ‘e-Learning’ and who want it removed from the L&D vocabulary but why, especially given my previous comments?<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">If ‘Learning 2.0’ = ‘e-Learning 2.0’, as I suspect it does, then why confuse the issue because it doesn’t make any sense?<span style="mso-spacerun: yes"> </span>Neither does it help others to know what the person using the term is talking about!<span style="mso-spacerun: yes"> </span>If it going to be used on an on-going basis then what is ‘Learning 1.0’?<span style="mso-spacerun: yes"> </span>The latter needs to be defined and quickly in my view, and good luck to anyone who decides to take this particular task on.<o:p></o:p></span></p><p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><br /></span></p><p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, -webkit-fantasy;"><b>Conclusion?</b></span></p><p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, -webkit-fantasy;">Web 2.0 =</span></p><p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, -webkit-fantasy;">e-Learning 2.0 =</span></p><p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, -webkit-fantasy;"><span class="Apple-style-span" style=" ;font-family:Georgia, fantasy;"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-xWKmknymT-o00VlbFidNQfo4R-QqKoCsjSQ3RgICRlbLyQIP0JpCLI3OJPesX7wr-imrXTtFl8qTcezMJvrN4lwONpMUAG9xldAL2KswRmAxClI9oqJ-o_1EWEihQCgeVps91ckFShM/s200/Car+-+mileage.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5359834848495878706" style="cursor: pointer; width: 180px; height: 180px; " /></span></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span class="Apple-style-span" style=" ;font-family:Verdana, -webkit-fantasy;">Learning 2.0 =</span></p><p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, -webkit-fantasy;"><span class="Apple-style-span" style="font-family: Georgia, fantasy; "><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWcolQ9ZT1MgnsCE_zDbAm1T-PC5hKi08MzJI2WNh459cNKSLu_kGmndJniZ-bxon3IdDE_2JrNHDiZFl12oun8UwTSFIGDTE9G1eUJGQXdnW9TvSkKFWj1gQ0O0BmJvnN4kFEH1UL704/s1600-h/Waste+Bin.jpg"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWcolQ9ZT1MgnsCE_zDbAm1T-PC5hKi08MzJI2WNh459cNKSLu_kGmndJniZ-bxon3IdDE_2JrNHDiZFl12oun8UwTSFIGDTE9G1eUJGQXdnW9TvSkKFWj1gQ0O0BmJvnN4kFEH1UL704/s200/Waste+Bin.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5359836130344773746" style="cursor: pointer; width: 170px; height: 172px; " /></a></span></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="mso-ansi-language:EN-GB;font-size:10.0pt;"><o:p> </o:p></span></p> <!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-5754740045884407462009-07-12T14:59:00.008+01:002009-07-12T15:11:32.536+01:00Jack of ALL Trades?<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8GzwJzqoEei_uPR03cG0IwLQx8V9NBzXONC2alss2sksHDxBjjoJ-2sjvRTB8ZEIWk3oq2qi-EUKX8x3iDiAIiaJGph5fddA3Y3K_BVbz15LBmKoGmuTMQitTO0xeFn60CIvfNVft8TA/s1600-h/Jack+3.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 199px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8GzwJzqoEei_uPR03cG0IwLQx8V9NBzXONC2alss2sksHDxBjjoJ-2sjvRTB8ZEIWk3oq2qi-EUKX8x3iDiAIiaJGph5fddA3Y3K_BVbz15LBmKoGmuTMQitTO0xeFn60CIvfNVft8TA/s200/Jack+3.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5357574459156060418" /></a><div style="text-align: left;"><span class="Apple-style-span" style=" font-style: italic; font-family:Verdana, fantasy;">There is a fast growing and disturbing trend which is becoming apparent in the e-Learning world – no longer is it good enough to be an instructional design specialist, you now have to be a graphic designer and a programer as well!</span></div> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></b></p> <p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><b><br /></b></span></p><p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span lang="EN-US" style="font-family:Verdana;">Jack or Master?</span></b><span lang="EN-US" style="font-family:Verdana;"><o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">I have spent years (14 to be precise) perfecting my specialism as an instructional designer of blended learning.<span style="mso-spacerun: yes"> </span>However, only the other day someone rang me and said “Hi there Judith, I’ve got the perfect job for you.<span style="mso-spacerun: yes"> </span>We need an instructional designer for 20 days to get an e-Learning programme produced.<span style="mso-spacerun: yes"> </span>I assume that you can program in Articulate?”.<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">My reply to this was along the lines of “... err, sorry, no, I’m not a programer, I am an instructional designer.<span style="mso-spacerun: yes"> </span>I have written scripts which were to be programed in Articulate, so I know how the suite of tools work, but as I have said already, I am not a programer and neither am I a graphic designer.<span style="mso-spacerun: yes"> </span>I know and specify what graphics I want but I couldn’t design them to save my life!”.<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">Now, if this was a one off, then OK, but it wasn’t.<span style="mso-spacerun: yes"> </span>I’ve had and seen numerous job opportunities recently for the ‘Jack of all instructional designer trades’, which makes me wonder what on earth is going on and, far more importantly, what effect this trend is going to have on the job which I do and, from what others tell me, do very well.<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">Becoming a top notch instructional designer takes years of experience and I’m still learning and developing in this role.<span style="mso-spacerun: yes"> </span>I haven’t the time, skills or inclination to stop my learning and development to learn how to program, even if the authoring tools to be used are in the ‘Rapid’ category.<span style="mso-spacerun: yes"> </span>We need more quality instructional designers and not ‘Jacks of all Trades and Masters of None’!<span style="mso-spacerun: yes"> </span>Each to their own, that’s what I say.<span style="mso-spacerun: yes"> </span>There are plenty of people out their who are ace at graphic design and others who just love programing – so let them get on with it, that’s what I say.<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">So, what lies beneath this worry trend?<span style="mso-spacerun: yes"> </span>The answer my friend, is ignorance and greed!<span style="mso-spacerun: yes"> </span>Ignorance of what instructional design is all about and greed in wanting to get something produced as quickly as possible and as cheaply as possible.<span style="mso-spacerun: yes"> </span>Just as I thought we were finally turning the corner in the production of quality e-Learning programmes, it would seem that we are now in real danger of turning the clock back by expecting people with real instructional design skills and experience to become something they are not.<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">My dilemma now is, that in order to earn a living, should I learn how to use authoring tools such as Captivate and Articulate?<span style="mso-spacerun: yes"> </span>I hope, most sincerely, that the answer is ‘<b style="mso-bidi-font-weight: normal">NO</b>’!<o:p></o:p></span></p><p class="MsoNormal"><span class="Apple-style-span" style="font-family:Verdana, fantasy;"><br /></span></p> <!--EndFragment-->Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com3tag:blogger.com,1999:blog-2906712390715823778.post-38690115192518331882009-07-04T17:46:00.008+01:002009-07-05T12:57:35.045+01:00Trendy Terms Alert (1)<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhyphenhyphenTNPwBuKhI37rhfcQyMtguVKUVzrbSuY7PAo5mlnNE_3GmIREhdTv_r75pwJY3-Ovk4Slc74cJRD5czgn0T6s2gD3d1XCcZr0dMTkFoCBZy61o65li3cRGK1nxYfkpD6lGrNWsasLHw/s1600-h/Caution+Sign.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 200px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhyphenhyphenTNPwBuKhI37rhfcQyMtguVKUVzrbSuY7PAo5mlnNE_3GmIREhdTv_r75pwJY3-Ovk4Slc74cJRD5czgn0T6s2gD3d1XCcZr0dMTkFoCBZy61o65li3cRGK1nxYfkpD6lGrNWsasLHw/s200/Caution+Sign.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5354943186273307234" /></a><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpMRfzlNaEbZMsViw0FMOqe3JZHr0PgMpYsbBWmqKAGMsUGVYolfXPlFsZALs6F87U8DiIDV23XRSAuajxGIqwFu-j5-suRTJ04Y2HWXeuRpuUY6H6p75FGcnRc29R8c8NqNrYiuh1mXU/s1600-h/Waste+Bin.jpg"></a><span class="Apple-style-span" style=" font-style: italic; font-family:Verdana, -webkit-fantasy;">From time to time I am going to blog about a current L&D ‘Trendy Term’. Each Trendy Term Alert (TTA) will consider whether the term has any mileage or whether it should be consigned to the trash can.</span><br /><div><div><span class="Apple-style-span" style=" ;font-family:Verdana, fantasy;"></span><br /><div><span class="Apple-style-span" style="font-family:Verdana, -webkit-fantasy;"> <!--StartFragment--> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><span lang="EN-US" style="font-family:Verdana;">TTA:</span></b><span lang="EN-US" style="font-family:Verdana;"><span style="mso-spacerun: yes"> </span>‘<b style="mso-bidi-font-weight: normal"><i style="mso-bidi-font-style:normal">Social Learning</i></b>’</span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">I have heard and seen the term ‘Social Learning’ more times than I’ve had hot dinners of late!<span style="mso-spacerun: yes"> </span>So why the popularity?</span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">I guess it has everything to do with Web 2.0 or e-Learning 2.0, where technology allows people to learn easily in a social environment by exchanging views, having discussions, using webinars, etc.<span style="mso-spacerun: yes"> </span>But hasn’t this always been the case without technology?<span style="mso-spacerun: yes"> </span>Think about seminars, tutorials and other face-to-face learning techniques.<span style="mso-spacerun: yes"> </span>Apart from the dreaded and so often sterile lecture, learning with the involvement of others has been going on <i style="mso-bidi-font-style:normal">ad infinitum</i>.</span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;">However, learning can only be an individual activity.<span style="mso-spacerun: yes"> </span>Only I can learn something, you cannot learn it for me.<span style="mso-spacerun: yes"> </span>So, in a sense, this particular TTA is an oxymoron.<span style="mso-spacerun: yes"> </span>I can, of course, learn something by experience, without the help of or input from others.<span style="mso-spacerun: yes"> </span>I can also learn from someone, like a teacher, tutor, trainer, coach or mentor, or even a blog, just as I can from being in a group with a number of people, without or with the assistance of technology.<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-family:Verdana;"><o:p>So why is it important to stress or mention the ‘social learning’ dimension?<span style="mso-spacerun: yes"> </span>To be honest, I haven’t a clue, unless it is to hype the use of certain types of technology – surely not!</o:p></span></p> <p class="MsoNormal"><!--StartFragment--> </p><p class="MsoNormal"><!--StartFragment--><span lang="EN-US" style="font-family:Verdana;"><span class="Apple-style-span" style="font-size:medium;">Conclusion? Well, I think we should consign this particular TTA to the …</span></span></p><p class="MsoNormal"><span class="Apple-style-span" style=" color: rgb(0, 0, 238); -webkit-text-decorations-in-effect: underline; font-family:Georgia, fantasy;"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpMRfzlNaEbZMsViw0FMOqe3JZHr0PgMpYsbBWmqKAGMsUGVYolfXPlFsZALs6F87U8DiIDV23XRSAuajxGIqwFu-j5-suRTJ04Y2HWXeuRpuUY6H6p75FGcnRc29R8c8NqNrYiuh1mXU/s200/Waste+Bin.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5354939286671301314" style="float: left; margin-top: 0px; margin-right: 10px; margin-bottom: 10px; margin-left: 0px; cursor: pointer; width: 170px; height: 172px; " /></span></p> <!--EndFragment--> <p></p> <!--EndFragment--> </span></div></div></div>Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com2tag:blogger.com,1999:blog-2906712390715823778.post-84827627221331820902009-05-31T12:30:00.006+01:002009-05-31T13:43:02.854+01:00Twittering on and on!<span class="Apple-style-span" style="font-family: arial;">I have been using the micro-blogging web site, Twitter, for nearly 4 months now. So, I think this should be long enough to critique it, especially as it's been quite an interesting experience - to be honest some of which I wasn't even expecting!</span><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">So, here are my thoughts and experiences, in no particular order, as a member of the </span><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-family: arial;">tweeting</span></span><span class="Apple-style-span" style="font-family: arial;"> fraternity:</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">1. The name's all wrong! How can you possibly twitter on and on when you only have 140 characters (including spaces) at your disposal? Mind you, having said that some of the people I </span><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-family: arial;">follow</span></span><span class="Apple-style-span" style="font-family: arial;"> do manage to twitter on by sending multiple </span><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-family: arial;">tweets</span></span><span class="Apple-style-span" style="font-family: arial;">! But, and this is a big but, although I didn't like this limitation at first - it frustrated me considerably - I am now a great fan, as it makes you think carefully what you are going to say instead of rambling on and on, ah la like blogging in general eh?!!</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">2. As I am someone who texts on a mobile using full words and proper punctuation, I really can't be doing with tweeters who use text-speak in order to cram more into their tweet! I can't read it, I can't understand it, and I forget to read it out loud (which usually transforms it into something reasonably intelligible) - I thought one of the ideas behind Twitter was quick and lucid communications but there I'm obviously a deluded soul.</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">3. Depending on the words you use in your tweets, you can find yourself attracting some very strange and dubious people as </span><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-family: arial;">followers</span></span><span class="Apple-style-span" style="font-family: arial;">! I will save my blushes by not telling you about some of the people who declared that they were following me. Don't worry, I have </span><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-family: arial;">blocked</span></span><span class="Apple-style-span" style="font-family: arial;"> them all.</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">4. 'What are you doing?' - so starts a tweet but, unfortunately, this often misleads followers to tell you things that, quite frankly, you are not interested in one little bit. I really don't want to know when someone I follow is going to bed, taking a walk, going to the pub, having a cup of coffee .... such a big yawn time .... what I want from the people I follow is a short of mini conversation about ideas, developments, things to read, what's hot, etc. in my world of L&D. The problem is that a lot of people who do this are often using Twitter to satisfy two quite different sets of followers - those with whom they have a professional, i.e. in my case L&D, e-Learning, alliance and those with whom they are connected socially. If I were to use Twitter socially then I would set up another </span><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-family: arial;">profile</span></span><span class="Apple-style-span" style="font-family: arial;"> and keep it distinct from my professional one.</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">5. An etiquette of tweeting is beginning to develop which is quite interesting in its own right. For example, should you always follow those who follow you? No, not necessarily. I get quite concerned when someone wants to follow me and they are following over a thousand others and yet have very few followers - I normally block these people! In fact my aim is to have more people following me than I follow - I know, big head! On top of which how on earth can someone follow a thousand plus people - they must do nothing else than look at Twitter all day?! How should you use the 'RT' abbreviation? Currently there is quite a debate about this which centers around IPR and quoting others. I tend to use this when I replying to a follower's tweet so that other followers who may not be following this person can understand my reply. As for # tags, well I still have to get my head around this one!</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">6. To tweet or not to tweet (ah, indeed that is the question!)? I think that after nearly 4 months I can say 'tweet' but do so wisely and with a purpose. If that purpose is from a professional point of view then set out to find like-minded souls who you may never have found via other means (this is certainly something which has worked for me), to exchange news, content, and views which can lead to their and your development and learning, and don't get into the habit of centering your day around tweeting - some folk really don't know when to stop (see point 1 above).</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">OK, they are my 6 of the best for now. I'll probably blog again after a few months if I can add to this list and I'd be surprised if I can't!!</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">I've given a brief description below of all the terms used above which are in italics. Please feel free to add to this list or to challenge their descriptions. Also, if you are tweeter, then please share your experiences as well.</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style=" "><span class="Apple-style-span" style="font-style: italic; "><span class="Apple-style-span" style="font-family: arial;">Blocked</span></span><span class="Apple-style-span" style="font-family: arial;"> = Stopping a person from following you.</span></span><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-family: arial;">Followers </span></span><span class="Apple-style-span" style="font-family: arial;"> = Those people who will receive all your tweets.</span></div><div><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-family: arial;">Follow</span></span><span class="Apple-style-span" style="font-family: arial;"> = Those people whose tweets you receive.</span></div><div><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-family: arial;">Profile</span></span><span class="Apple-style-span" style="font-family: arial;"> = Your account, containing your details, etc.</span></div><div><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-family: arial;">RT</span></span><span class="Apple-style-span" style="font-family: arial;"> = To re-tweet, i.e. allow your followers to see what one of your followers has written.</span></div><div><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-family: arial;">Tweeting</span></span><span class="Apple-style-span" style="font-family: arial;"> = The process of sending tweets.</span></div><div><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-family: arial;">Tweets</span></span><span class="Apple-style-span" style="font-family: arial;"> = Sending or receiving 140 character messages.</span></div>Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com2tag:blogger.com,1999:blog-2906712390715823778.post-20770995240662108472009-04-23T15:54:00.007+01:002009-04-23T17:46:35.403+01:00Working as an Instructional Designer<div style="text-align: justify;"><span class="Apple-style-span" style=" font-style: italic; font-family:arial;">What's it like to be an Instructional Designer? Well, you are often underpaid, held in low esteem, ignored, expected to churn out sausages and used as a scapegoat. But you can also find yourself treated with respect and courtesy, listened to at all times and, most importantly of all, getting a tremendous amount of satisfaction from a job well done.</span><br /></div><div style="text-align: justify;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-family:arial;"><br /></span></span></div><div style="text-align: justify;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-family:arial;">For me, working as an instructional designer is the job I most want to do whenever I get the chance. Some people might think that I must have masochistic tendencies by admitting to such a thing because they have tried instructional design and found it to be a most disagreeable experience. In particular, when working as an e-Learning instructional designer the art and science of the job are so often pushed to their limits, which is either a good thing if you are good at what you are doing or a really bad thing if you aren't!</span></span></div><div style="text-align: justify;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-family:arial;"><br /></span></span></div><div style="text-align: justify;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-family:arial;">In an ideal world the instructional designer is someone who is respected and who takes the lead on what learners need to be able to do, how content will be structured and sequenced, what delivery media will be used, and how assessment will be used. When e-Learning is either a part of or the whole solution, instructional designers should also take the lead on how assets will be used, the look and feel of the GUI, and the use of navigation and function buttons. Why? Well, it's because they know about such things and how they can be used best to help people learn - they need to be the leaders of the team and not the tea-makers.</span></span></div><div style="text-align: justify;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-family:arial;"><br /></span></span></div><div style="text-align: justify;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-family:arial;">However, all too often reality is far removed from the ideal world. Far too often, even with nearly 14 years instructional design experience, I have found myself being dictated to by graphic designers and programers, most of whom have very little idea about instructional designers and how people learn. If you pay peanuts then you usually get monkeys but more and more instructional designers are expected to work for extremely low rates of pay. They are often kept in the dark, a bit like mushrooms, only to be let out into the light when it's far too late. Their advice is not heeded and when the inevitable happens they get the blame for a poor programme or end result. If this wasn't bad enough, they are also expected to mimic a sausage-making factory, by churning out designs, learning materials and scripts to order in a robotic, machine-like fashion whilst working in an environment akin to a sweat-shop!</span></span></div><div style="text-align: justify;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-family:arial;"><br /></span></span></div><div style="text-align: justify;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-family:arial;">The environment in which instructional designers work is incredibly important to them if they are to produce quality stuff. The more experienced the person the more they will know what works best for them. For example, I simply cannot do instructional design work in an office, surrounded by a whole load of people. I'm far too nosey for a start and easily get distracted by what those around me are doing! To produce quality work I need a conducive environment, one which is quiet and where I feel most comfortable. I need time to reflect and my own space in which to feel inspired because I don't churn out sausages! Yet I am constantly amazed at the number of clients who insist that instructional designers work on-site at all times - how 20th Century is that?</span></span></div><div style="text-align: justify;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-family:arial;"><br /></span></span></div><div style="text-align: justify;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-family:arial;">If a client wants an experienced, mature instructional designer then why do they insist on treating them like children who can't be left to their own devices and who have to be under the watchful eye of the project manager or whomever at all times? In addition, I wonder just how many clients have missed out on employing quality instructional designers on short, fixed-term contracts because they expect them to commute many miles each day to be on-site? Somehow we need to get over to these people that we are now in the 21st Century with reliable and powerful communication technologies at our disposal and that their 'Victorian' attitude is doing no favours whatsoever to the provision of quality and effective learning solutions.</span></span></div><div style="text-align: justify;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-family:arial;"><br /></span></span></div><div style="text-align: justify;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-family:arial;">To this end I am currently engaged in trying to convince recruitment agencies of the futility of this outmoded and draconian approach, in the hope that they will be able to help turn the tide so that working as an instructional designer becomes far more of a pleasure instead of a pain. Wish me well!</span></span></div>Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com1tag:blogger.com,1999:blog-2906712390715823778.post-59768381778910115222009-03-30T16:28:00.005+01:002009-03-30T18:22:13.178+01:00What's in a name?<span class="Apple-style-span" style="font-family:arial;"><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span" style="font-style: italic;">It has annoyed me for some time now how the word 'Learning' is used with frequent regularity as if it is something which is provided, i.e. an input, instead of an outcome as a result of what has been provided. Only the other day someone asked me about what had happened to the term 'Training and Development' and I found myself answering that 'Learning and Development' is a modern substitution for Training and Development, where the word 'training' has been dropped in favour of 'learning' so as to stress the outcome as well as the means. But has it? I'm not so sure now and here's why ...</span></span></span><div><span class="Apple-style-span" style="font-family:arial;"><span class="Apple-style-span" style="font-size:medium;"><br /></span></span></div><div><span class="Apple-style-span" style="font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">If learning is an outcome and development (e.g. training, tutoring, coaching, mentoring) is an input then why are the two so often referred to in the same breath as if they are both inputs? OK just think about this, if I were being extremely pedantic (if such a thing's possible) then the term learning and development is an oxymoron! Back in 2005 I wrote an article entitled 'Training Fads and Fancies' and in it I stated the following ...</span></span></div><div><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">"</span></span><span class="Apple-style-span" style="color: rgb(51, 51, 51); "><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">One of the latest fads to hit training is to avoid any reference to it wherever possible.</span></span><span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;"> </span></span></span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">For many, the term training is now a definite ‘no-no’.</span></span><span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;"> </span></span></span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">Use the term and you risk a response of almost non-politically correct proportions in some quarters.</span></span><span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;"> </span></span></span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">Now I know I might be treading on dangerous ground here, but it has to be faced that ‘learning’ is the new fad term.</span></span><span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;"> </span></span></span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">As a result its unquestioned use has given rise to such contradictory terms as ‘learning and development’, ‘learning and resources’, ‘learning and development departments’, ‘learning managers’, and ‘learning consultants’.</span></span><span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;"> </span></span></span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">I know I am not alone in thinking that training is an outward process, whereas learning is an inward one.</span></span><span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;"> </span></span></span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">Whilst people in a department, or an association come to that, might be concerned with how and what people learn, they do not and cannot learn on behalf of others.</span></span><span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;"> </span></span></span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">I don’t have a problem with terms like learning materials, learning workbooks, open learning, distance learning, e-Learning, The British Learning Association (</span><span class="Apple-style-span" style="font-style: italic; "><span class="Apple-style-span" style="font-size: medium;">now the British Institute for Learning and Development</span></span><span class="Apple-style-span" style="font-size: medium;">), or those who set out to provide effective learning solutions (well, I wouldn’t would I?), as all these use the word ‘learning’ in its proper context, but I do have a problem when it is used to replace ‘training’, especially when the latter describes perfectly adequately where a person’s or a department’s responsibilities lie.</span></span><span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;"> </span></span></span><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">I am sure that it won’t come as any surprise to know that I regard this latest development as faddism in the extreme.</span></span><span class="Apple-style-span" style="color: rgb(0, 0, 0); "><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">"</span></span></span></span><span class="Apple-style-span" style="font-size: medium;"><br /></span></div><div><span class="Apple-style-span" style=" ;font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">... and, what's more, four years later I still do!</span></span><br /></div><div><span class="Apple-style-span" style="font-family:arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">As long as we are clear about what we mean by 'Learning and Development' then no problem. For example, I am passionately interested in how people learn and throughout my entire career I have sought to help people of all ages by providing solutions and inputs designed to aid their development, be these through teaching, training, coaching, consultancy, blended learning programmes, and so on. I provide what I hope are quality development opportunities and advice but only the person at the receiving end can do the learning - I can't do it for them. However, I am becoming increasingly worried about the growing trend to avoid any reference to or use of the word 'Training' as, in the end, I believe this to be extremely short-sighted and counter-productive.</span></span></div><div><span class="Apple-style-span" style="font-family:arial;"><span class="Apple-style-span" style="font-size: medium;"><br /></span></span></div><div><span class="Apple-style-span" style="font-family:arial;"><span class="Apple-style-span" style="font-size: medium;">Perhaps, if there are other like-minded souls out there, we should start a campaign to put the word TRAINING back on the map!</span></span></div>Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-30453363167007593312009-02-18T17:57:00.007+00:002009-02-18T19:16:03.659+00:00Horses for courses<span class="Apple-style-span" style="font-family:arial;">I've just spent an enjoyable 45 minutes talking to a very nice lady who was researching the current state and future of e-Learning for the organisers of Learning Technologies following the mind-boggling article by Rob Chapman on Training Zone a few days ago: in which he denounced e-Learning as a passing fad without one piece of factual evidence!</span><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">"So, is e-Learning the best delivery method then?" she asked me. To which I replied "No, it's just one of many delivery methods available to us." I then went on to explain that, whatever delivery method or methods is or are chosen, this decision should always depend on a number of factors. First there is why people need to learn and what they need to learn, for example, for a qualification, for workplace performance, for their own needs/satisfaction. Identifying the need then enables us to see whether the learning needs to be achieved through a training course, a development programme or an educational course.</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">Having decided the nature of the beast, it is then possible to produce a learning or instructional design for it. This involves structuring and sequencing the content in relation to previously identified learning objectives and a detailed profile of the target audience, and deciding on the most cost-effective means of delivery. The latter decision requires an analysis of the strengths and weaknesses of all delivery methods as well as those which are available to both the organisation and to the end users, i.e. the learners. Yes, it's horses for courses and in my view for the true training and development professional it has always been thus! </span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">Where people adopt this systematic approach, a 'blended solution' is often the end result as there is no one perfect delivery method. For sure, sometimes e-Learning, particularly of the 'Rapid' kind, might form the total solution and that's not a problem when a proper needs analysis and instructional design has been undertaken. However, far too often these essential steps or stages are ignored on the basis that "we don't have the time for all that" and this is where the rot sets in and does so very quickly. I'm not a betting person but if I were I'd bet you a penny to a pound that the really bad examples of e-Learning which exist today were produced in the absence of any needs analysis and instructional design.</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">So, as far as I am concerned, e-Learning in all its many guises is definitely here to stay and will continue to grow in its use across the board. However, the demands which this means of delivery places on those involved in its design, development and production is another matter altogether and definitely the subject of another blog!</span></div>Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-54836020416541971912008-12-19T18:40:00.005+00:002008-12-19T19:36:08.986+00:00<span class="Apple-style-span" style="font-family:arial;"><span class="Apple-style-span" style="font-weight: bold;">Little Boxes</span></span><div><span class="Apple-style-span" style="font-family:arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family:arial;">For those of you who know me well, you will know that for years I have had a complete abhorrence of putting people, their attributes, their personalities, etc. into little boxes (and have you noticed how often there are just 4 boxes into which one of which we all amazingly fit?).</span></div><div><span class="Apple-style-span" style="font-family:arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family:arial;">Now, whilst professionalism at long last seems to be improving in the L&D world (thank goodness, as it's about time - a subject for another blog I think) the act of stereotyping, for that's what it is, still seems to abound. Every day I come across some statement which goes along the following lines .... "and we need to take into account those who belong to (put in the name of your own favourite box here) <put>because their requirements might be different to those in (and now enter the name of another favourite box here) <put>...". What a complete load of old tosh me thinks and I have always thought so, and will continue to do so until someone proves me wrong - but that hasn't happened yet!</put></put></span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">My ire was first aroused when I came across a very popular 'Learning Styles' inventory back in the late 1980s. I simple couldn't believe that people were so gullible as to think for one moment that human beings displayed preferences for learning which neatly fitted into one of four boxes (or none, as some, like yours truly, has shown) using a tool which had no validity (since proved by independent research) or reliability. But people did think so and, amazingly, they still continue to do so. "We must take into account their learning styles" is a phrase that I still see and yet no one has told me how I am supposed to do this, irrespective of the means of delivery used in an educational, training or development programme!</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">Today there is another box system into which we are all supposed to fit depending on our age!! This 'classification' system is being used to 'tell' others how people will react to using Web 2.0 tools and applications. Again, I keep on coming across totally unproven statements, such as "Generation Y will want and expect ..... because they are ..... " whilst the poor 'old' baby boomer generation (that's supposedly me folks, based on my age) are simply a lost cause when it comes to using Web 2.0. Well, have I got news for those who perpetrate such nonsense this baby bloomer is blogging - so there!!</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">Oh please, let's get real and stop trying to categorise people into nice, neat, simple boxes because it just doesn't work, it's an insult to the complexity which is humanity, and it makes our profession look completely idiotic - even though it has earned some people a nice little sum over the years.</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">OK, rant over, that is until the next time.</span></div>Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com0tag:blogger.com,1999:blog-2906712390715823778.post-10948245346022879582008-11-12T19:06:00.003+00:002010-05-30T16:00:02.757+01:00The place of design in learning<span style="font-family:arial;">I have dithered for a while about doing this but I can't put if off any longer, even if </span><span style="font-family:arial;">my main reason is <span class="blsp-spelling-error" id="SPELLING_ERROR_0">tha</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjy2Ajoabv-XRZqnVbwrkwzOyjSuoZ3MtjnkJqSUlD1cZPSQQB2xX5hpqrqnO_a8Nb9dtEegZU2p26stq7rXafA4VtvoScekzyoP_baagS7D8XXW6Gfl2Xb2NeTgaxfmhA5M4o-DOlx5Io/s1600-h/JACC+-+copped.jpg"><span style="font-family:arial;"></span></a>t everyone else I know is already doing it - blogging I mean.</span><br /><br /><p><span style="font-family:arial;">There is so much going on at the moment in the L&D world about which I feel strongly and with which I am actively involved, that I am now humbled into thinking why should I keep it all to myself?</span></p><br /><p><span style="font-family:Arial;">On Tuesday, at a British Institute for Learning and Development Connect meeting, I decided that the time had come to 'publish'. The meeting was concerned with Learning Design ( a subject about which I am immensely passionate) and Web 2.0 applications. Whilst I write articles regularly for a well-known publisher, these are only read by those who subscribe to the publication. One of the strengths of blogging is to publish your views for anyone to read and, more importantly, to comment on.</span></p><br /><p><span style="font-family:Arial;">The use of blogs, <span class="blsp-spelling-error" id="SPELLING_ERROR_1">wikis</span> and social networking were all covered in the meeting from both technological and learning perspectives. As one of the speakers, I did my best to look at these applications from a learning perspective, as I have never liked seeing the technology tail wagging the learning dog and there was certainly a lot of wagging going on I can tell you! </span></p><br /><p><span style="font-family:Arial;">I've now got to get to grips with this blogging technology, so my apologies if my early posts are somewhat on the basic side but I will try to improve in this regard. I am also aware that, in the fullness of time, I might decide that the decision I took on Tuesday was the equivalent of some glorified ego trip, in which case my blogging days will be over - I really hope that it doesn't come to this though.</span></p><br /><p>Judith</p><br /><p><span style="font-family:arial;"></span></p><br /><br /><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLhU98txncAazjdmXzDJOcDdrhtiUkEIxiV0LpY1hm3glF-sg7L0OsY_9A82_l8dBYvghALQLQnLV0HMJ5aqD8qrdXUARXmwwyvjA93WuY2Jhi8wbn5WcQ3Byo7qId-DQXxoLTJY1KPdI/s1600-h/JACC.JPG"></a><br /><br /><br /><div></div>Judith Christian-Carterhttp://www.blogger.com/profile/17082577788781924455noreply@blogger.com1