Learning With Our Learners: Online Master Class

August 15, 2014

The thrill of watching instructors and learners interact in a master class setting—where the master works as a coach, one-on-one, with a highly-developed learner while others observe the process—has struck me as one of the most intimate and rewarding levels of interaction possible between learners and learning facilitators ever since I first observed master classes many years ago at the San Francisco Conservatory of Music. Learning vicariously from world-renowned musicians as they coached extremely talented music students who performed highly-rehearsed pieces created a combination of excitement, tension, and inclusion for everyone. In the best of circumstances, the master class had a transformative effective on everyone present.

When there is real chemistry between the master and the learner, it’s a beautifully dynamic process to observe. And when arrogance creeps in—as when a learner plays a piece, then the master plays a passage from the same piece and attempts to stimulate conversation by asking, “Why does that sound so much better when I play it than when you do?”—we receive a much-needed reminder that hubris has no place in the learning process (other than to provide examples of what we should never do with our own learners).

SEFLIN_LogoWorking as much online as I do face-to-face these days, I’ve always wondered how an online master class might be designed and delivered. And thanks to colleagues in the Southeast Florida Library Network (SEFLIN), I had a chance to try it out earlier today by conducting an online master class for learners in the four-part “Mastering Online Facilitation” series I have designed and am facilitating for SEFLIN and its Florida-based learners (July 30 – August 22, 2014).

It was even more exciting and rewarding than I had hoped it would be.

Synchronous_Trainers_Survival_Guide

Wonderful resource for online facilitators

The set-up was as simple as we could possibly make it. Interested learners, who have been exploring various parts of the design and delivery process for facilitating webinars and online meetings, were invited to submit a brief PowerPoint slide deck that they would use as the basis for a five- to 10-minute live, online presentation, or exercise in facilitating meetings. The very small group of us participating in the experiment arrived online 15 minutes before the master class was scheduled to formally begin; that gave us time to engage in a brief tech check so that the sole learner scheduled to present could familiarize herself with the various tools within the platform (Adobe Connect) that we were using. That pre-session time provided something far too few of us remember to incorporate into our learning-facilitation space: time for the learner to become familiar with the learning environment before the formal learning experience begins. More importantly, it left us with a brief period of time to further develop the rapport that creates a supportive learning sandbox and eliminates as many distractions as possible so that the real focus is on learning (not the technology behind the learning—that’s a different part of the lesson).

At the scheduled time, we started recording the session so the learner would be able to focus on her presentation and know that she would be able to review the entire session later. As is the case with any successful master class, this one worked well because the learner already had significant, well-developed skills (from the face-to-face presentation and facilitation work she does). It was also helpful that she was using a presentation comprised of content she had already successfully used onsite (i.e., it was well-rehearsed), so she could almost completely focus on how to provide content engagingly in an online environment.

When she was finished, I couldn’t help but blurt out the first thought that came to mind after being drawn into what amounted to an introductory segment to a longer presentation: “Keep going.” (To keep up our comparison to musical master classes, we could refer to her master class performance as the performance of a prelude to a much longer piece of music.)

It took her only a few seconds to realize the not-so-subtle compliment behind the words: she had hit a home run on her first online outing.

Presentation Zen

Great tips for incorporating dynamic visuals into presentations

We then circled back on the presentation at a few levels. I first asked her how she felt about her presentation, and the two of us serving as her audience assured her that her perceptions of being halting and a bit off kilter were far from what we as audience members had experienced. I then walked her through her seven-slide presentation, slide by slide, to comment on what struck me as being strong about the slides and her verbal presentation—stopping at the end of each slide to ask her if she had any additional questions or observations. Our final pass through the slide deck was to discuss possible variations to what she had designed (e.g., using more visual elements and smaller amounts of text, finding creative and subtle ways to highlight parts of text so members of her own audience would be immediately drawn to specific elements on a slide at the moment she was verbally addressing those elements).

What was probably most rewarding for all of us was that the lines between alleged master and wonderful learner, in this case, were extremely permeable. We learned as much from her presentation and her questions as she learned from our reactions (and I learned even more when I went back to the recording myself to see how I could improve my own skills at facilitating master classes); we were not telling her how she should have designed and presented her information, we offered variations on her theme and left it to her to decide what she believed will best work for her own learners when she takes that presentation back to them; and we all understood that for every moment we spend in and benefit from occupying the master’s seat onsite or online, we benefit so much more by sharing all the learning that has shaped us—and will continue to shape us—in our own lifelong-learning efforts.


NMC 2014 Summer Conference: Adventures, Guilds, MOOCs, MOLOs, and Gamification (Play With Me)  

June 17, 2014

You won’t hear any of the “MOOCs are dead” lamentations here at the 2014 New Media Consortium (NMC) Summer [ed-tech] Conference in Portland, Oregon. In fact, many of us attending New Mexico State University Assistant Professor of Curriculum & Instruction Julia Parra’s pre-conference workshop this morning walked away understanding that the world of MOOCs (massive open online courses)  is still very much evolving. As is the approach to designing and delivering them. As is the vocabulary that attempts to describe them.

nmc.logo.cmykParra took an appropriately playful approach to the topic as she suggested that incorporating concepts of gamification into the evolving world of MOOCs might produce more engaging and rewarding learning experiences for all involved. If we apply the playfulness of gamification to MOOCs, she suggested, we begin trying to cultivate “fans” rather than designing coursework for “students.” Those “students” then become “adventurers” in learning “adventures” rather than completing uninspiring assignments in weekly “modules,” and they engage in connected learning by working in small “guilds” comprised of less than 10 people per guild so they can more effectively become learners as creators rather than learners solely as consumers—something I’ve experienced and documented through participation in #etmooc—the Educational Technology and Media MOOC—and other connectivist MOOCs.

Even the terminology applied to these online courses can reflect the variety of options available, Parra noted: MOOCs, in a variation she is exploring through an “Adventures in Learning Design, Technology, and Innovation” course she is developing, become MOLOs—Massive Open Learning Opportunities. Other variations she noted in passing include LOOCs (little open online courses), SPOCs (small private online classes), and LeMOOCs (limited enrollment MOOCs).

The way we and our learners approach MOOCs and define completion and success is equally open to variations. One of her own practices is to engage in what she calls “scavenging”—diving into a MOOC long enough to find something of value to her or to achieve a particular learning (adventure) goal rather than feeling that she has to finish every assignment designed by those creating and facilitating the adventures she is pursuing. It’s the same approach many of us are taking in our lifelong-learning endeavors: we maintain that we have “completed” this sort of learning adventure when we have met our own learning goals rather than standard one-size-fits-all definitions of the term “course completion.” The bottom line, of course, is that we help create and foster a culture of lifelong learning that provides the opportunity for learning facilitators to learn alongside their learners.

NMC Summer Conference - PortlandParra further helped us explore our ever-evolving learning environment by reminding us that some of our familiar approaches to learning (e.g., pedagogy and andragogy) are complemented through increasing attention we give to other “gogies,” including heutagogy (the study of self-directed learning) and hybrid pedagogy. The push to explore, synthesize, and build upon the myriad approaches and influences trainer-teacher-learners encounter every time we step back from our work enough to see all that goes into it helped clarify the exciting range of possibilities that come our way each time we convene at a conference as inspiring and as eye-opening as the NMC Summer Conference is.

Leaving the session—and looking forward to all that is before us for the next few days—left at least  few of us appreciating the elements of a framework for learning that Parra outlined: clarification; community and collaboration; creation; crystallization; and contemplation—a framework that should serve us well as we continue learning from our colleagues here in Portland and within the much larger communities of learning to which we belong through all that we attempt and accomplish.


Location, Location, and Location: Hanging Out and Learning With Samantha Adams Becker and ATD

May 17, 2014

Being in the same room with my friend, colleague, and co-presenter Samantha Adams Becker earlier this week along with colleagues from the Golden Gate Chapter of the Association for Talent Development (ATD)—formerly the American Society for Training & Development (ASTD)—required a combination of technological sleight of hand; some knowledge of the neuroscience of the brain, learning, and magic; and plenty of practice.

Horizon_Report--2014-CoverWhat helped make the evening intriguing was that Samantha, in a very real sense, was not more than a few feet away from me in San Francisco for our “Ed-Tech, Learning, and NMC (New Media Consortium) Horizon Reports: What’s In It for Us..and Our Learners” discussions with local ATD colleagues while simultaneously being more than 1,850 miles away, in Baton Rouge.

I’ve been learning how to be in at least two places at once ever since colleagues and I, in fall 2007, used Skype to connect a colleague from Ohio with an onsite audience in San Francisco to show how the use of free online tools could effectively and viscerally bring people together in ways that simulate face-to-face conversations—think of it as telepresence without costly investments. I continued the experiment  with Skype in a different context for a virtual face-to-face just-in-time lesson in using Excel and PowerPoint two years later to help a friend prepare for a job interview she was about to do. Racheted it up a bit more via Skype by bringing two offsite colleagues into an onsite presentation for ASTD Sacramento Chapter members in May 2011. And returned to the experiment with Samantha in June 2012, shortly after Google Hangouts became available as a way to viscerally connect individuals regardless of geography: she was co-presenter, from New Orleans, for an onsite session I was facilitating in San Francisco’s East Bay Area for ASTD Mount Diablo Chapter colleagues.

We knew we had exceeded participants’ expectations—and our own—when I managed to step out of the room unnoticed while the Mount Diablo Chapter members were interacting with Samantha; rejoin the conversation from outside the room by logging into the Google Hangout via a tablet I was using, and briefly talk to her about how that interaction by tablet was an example of how smartphones and tablets were allowing us to engage in a variety of m-learning (mobile learning) opportunities regardless of whether those opportunities were asynchronous or synchronous—which is what the ATD Mount Diablo Chapter event had become at that moment.

ASTD_to_ATDOur latest collaboration with members of what is now the ATD Golden Gate Chapter included some interesting twists, and those interested in how to duplicate the experience have plenty to consider. Basic equipment includes a desktop or laptop computer; webcams (mine is built into my relatively lightweight Toshiba Portégé laptop); ability for us to hear each other (both of our laptops have small built-in speakers that produce high-quality audio output when hooked up to an onsite speaker system), and she usually doesn’t wear a headset or have any other visual cues that would remind people she is not physically in the room; a small, portable back-up speaker system that can be hooked up to my laptop in case the onsite speaker system isn’t working properly on the day or night of a presentation; and a projector and screen (or blank white surface) to project Samantha’s video feed from the Google Hangout in a way that made it easily and clearly visible for everyone onsite.

Onsite rehearsal time is critically important. When using a site for the first time, rehearsals can extend from an unusually short 45 minutes if all works well—it rarely does—to as much as two two-hour sessions if intensive trouble-shooting becomes necessary. (We once had to solve an unexpected Internet connectivity problem by ending one very frustrating two-hour session so I could obtain a 4G hotspot device and make arrangements to purchase enough online time with that device to carry us through an additional rehearsal and the live event itself.) Rehearsal includes checking sound levels from various points throughout the room, locating the best position for the webcam so it captures enough of the room for Samantha to be able to see as many participants as possible, and trying to create the least-intrusive tech set-up possible: the point is to create a set-up which has participants looking at the projected image of Samantha, me, and each other as much as possible so that the technology quickly fades into the background—which, thankfully, it generally does!

Sleights_of_MindUnderstanding how our minds process visual and audio information also helped us more effectively take advantage of creating the illusion of presence even though she was physically in Baton Rouge, so reading the section on ventriloquism in Stephen Macknik and Susana Martinez-Conde’s book Sleights of Mind: What the Neuroscience of Magic Reveals About Our Everyday Deceptions. The key element here is understanding that our brains process sound the same way they do when we watch movies in a theater, matching sounds with images to make us believe the sound is coming from the screen rather than the speakers, so we always attempt to have speakers unobtrusively placed as close to the screen as possible and match the sound level as much as possible to the level of my own voice onsite.

We have also come to understand that worries about lack of synchronization between what participants hear and see (as when lip movement is ahead of or behind what they hear) is not as important as many of us might assume. Macknik and Martinez-Conde convincingly demonstrate, in their book, that we focus on an extremely small part of what is in our overall field of vision. Extrapolating from what they show, we realize that the only time participants notice discrepancies between sound and lip motion is when they focus their visual attention on the motions of the speaker’s lips onscreen. If they are looking at Samantha’s eyes, or at me, or at anything else in the room, the illusion of presence is not at all interrupted.

Our onsite-online blended presentation this time also carried the experiment one step further. To control and limit potential bandwidth problems, Samantha and I were the only two participants in the Hangout; other offsite participants received the program feed via a separate remote-viewing option that Chapter members routinely provide. If offsite participants had wanted to ask questions, the person monitoring that external feed would simply have repeated questions to Samantha and me, and we would have responded orally so the outgoing feed carried the response from the room to the offsite participants.

But all of this is just a prelude to the real magic that occurs through this type of learning experiment/experience: it’s a perfect match of content and delivery method for everyone involved. We were introducing participants to current trends, challenges, and developments in educational technology that affect them and their own learners, and we were facilitating discussions on the topic through the use of relatively low-cost technology that they themselves could immediately use if they chose to do so. We had cobbled together a smart classroom to show how relatively easy a task that could be. We learned from the questions they asked as much as they learned from the presentation we offer.

Emergency responders needed for e-learning trauma?

Emergency responders needed for e-learning trauma?

Most importantly, it became another example of the power of learning opportunities that are engaging. One of our most rewarding discussions came from participants’ observations that e-learning/online learning experiences generally are far less engaging than they should be and almost leave learners requiring the assistance of trauma-unit personnel—which made us laughingly agree that one service ATD and other learning organizations could provide would be an e-learning trauma/paramedic service to minister to those who had suffered through traumatically bad learning experiences online. We also used our ersatz smart-classroom set-up to exchange ideas about how to address digital literacy challenges among ourselves as trainer-teacher-learners as well as among the larger group of learners we all serve.

The conversation came to an end with the all-important confirmation that everyone in the room felt as if Samantha had been there with us in our blended onsite-online learning experiment—and in every significant way, she had been! The technology we have and the technology that others are continuing to develop creates magnificent opportunities to meet and interact with first-rate colleagues and provide effective learning opportunities—as long as we focus on each other and see the technology as the background tool that facilitates learning, communication, interactions, and meaningful collaboration.


ASTD International Conference 2014: Connectivity, Learning, Augmented (Emotional) Reality, and Phoning It In

May 7, 2014

As the Association for Talent Development (ATD)/American Society for Training & Development (ASTD) 2014 International Conference & Exposition) reached its conclusion this afternoon, I couldn’t help but think about how much I forced myself to learn from it—by not being physically there.

ASTD_to_ATDI thought I had pretty much drained the learning pool over the past few days by experimenting with virtual participation via social media tools and the conference backchannel. My own increasingly-immersive participation over the past few days had included interactions with onsite and offsite colleagues extending across Twitter, Facebook, LinkedIn, and blog posts. I had even watched and tweeted a live online broadcast that made me feel present yesterday afternoon at the formal announcement that ASTD was officially transformed, at that moment, into ATD after 70 years of successful operation as a first-rate training-teaching-learning organization; the experience became more visceral this morning when onsite attendees used Twitter to share numerous photographs documenting that all conference signage had been changed overnight to reflect the change of name.

But it didn’t occur to me, until this morning, that I had overlooked the use of one more piece of technology—one so familiar that I had completely overlooked it. The moment of revelation and experimentation came when I was again reading and reacting to tweets from the conference. Among the flood of messages was one from Walt Hansmann, a long-time ASTD friend and colleague with whom I’ve presented, brainstormed, learned, dined, laughed, and groused countless times. (In fact, it was through Walt that I met Larry Straining, whose Facebook posting a week ago sent me down the path of more creatively and intensely experimenting with learning through virtual-conference attendance; ATD/ASTD really has been and continues to be pivotal in helping me understand what a small world we all inhabit and serve.) So there was Walt, tweeting about the fact that he was already wearing a new ATD pin while I was on the other side of the country thinking, “If I was there, I’d be wearing one of those, too.” And then it dawned on me: all I needed to do was try to reach him on his cell phone. Which I did. And the ensuing conversation led to his assurance that one of those pins would work its way across the United States and into my hands sooner than later.

ASTD_ICE_2014That combination of tweeting and calling may have produced the virtual-conference-attendance equivalent of the joys and rewards of meeting and learning from each other in conference hallways. More importantly in terms of the virtual-conference experiment, the call carried us back into cross-platform conference participation as he immediately posted a tweet (“@paulsignorelli @trainersleaders may not be @ #astd2014 physically, but he is sharing via SoMe [social media] and just called to touch base!”) while I was tweeting my own response to the phone conversation: “Oh, technology, with all your lovely variations: just briefly joined @WaltHansmann at #ASTD2014—via a phone call. #NoLongerLeftBehind.” I was also, at the same time, responding to another tweet suggesting that Dan Steer’s tweets had made the tweeter sorry to have missed the conference—to which I responded, “made me feel closer to it.” We closed the circle on that conversation when Dan himself—whom I’ve never met face to face—used the “favorite” option on Twitter to acknowledge my appreciation for all he had done to carry the conference far beyond the physical site of the conference.

This exploration of how we might more creatively incorporate the use of social media tools into learning opportunities benefitted from a wonderful combination of resources. The fact that many ATD members are adept at synthesizing content via backchannel interactions on Twitter is an essential starting point; they were the portal to the conference for me and for others who were attending from a (physical) distance. ATD’s first-rate conference app made it possible to monitor the conference schedule and access some presenters’ conference materials; that helped me see and understand what others were reacting to onsite. Having a tablet meant I could turn this into a mobile-learning/mobile-conferencing experience at times by following the backchannel feed even while I was using public transportation here in San Francisco to move from appointment to appointment when I wasn’t at home using a desktop/laptop combination. And the encouragement of training-teaching-learning colleagues provided what a successful learner needs: a great community of learning and engaged personal learning network that supports the learner’s process and explorations.

There was a time, for me, when having that stimulatingly immersive experience face-to-face with conference colleagues—call it “conference high” for lack of a better term—concluded with a sense of melancholy that came from knowing I was about to leave them and wouldn’t see them again for anywhere from six to twelve months—until we were reunited for the next intensely inspiring set of learning interactions that we found through our shared conference experiences. The bouts of melancholy diminished noticeably over the past few years when it became obvious that we would be “seeing” each other far more often through our shared use of social media tools, conference calls, and interactions via Skype and Google Hangouts. But I found a different, yet parallel, sense of melancholy setting in this afternoon for the first time as we said our virtual good-byes. And I realized that it wasn’t just the coming and going of friends who interact, then are apart for considerable periods of time, that used to cause that melancholy. It’s the fact that a well-run conference or any other sort of convocation is, in and of itself, the catalyst—a special meeting of friends and colleagues to creatively explore, at a very human level, what is important to all of us; it’s a form of augmented reality that might best be described as “augmented intellectual and emotional reality.” It deepens the emotional connections that draw us together. It ignites all that is most worth cultivating within each of us. And it reminds us that without those shared community-building moments of engagement regardless of whether they are onsite or online, we would be far less than what we are.

N.B. — This is the third of three interrelated articles inspired by the ASTD/ATD 2014 International Conference & Exposition in Washington, D.C. For two additional views of the virtual conference attendance experience, please see Kent Brooks’ Twitter Activity at #ASTD2014 Through Monday May 5 [2014] and Michelle Ockers’ My #ASTD2014 Backchannel Experience.


ASTD International Conference 2014, ATD, and Far From Left Behind

May 6, 2014

With a bit of help from the American Society for Training & Development (ASTD) and the use of social media tools, I was far from left behind this afternoon not only in my attempts to actively participate in a first-rate conference I can’t physically attend this year (the 2014 International Conference & Exposition—ICE) but to keep up with much that ASTD is doing. Which, I learned while watching a live online broadcast from the conference itself and live-tweeting it just as if I would have done if I had physically been there, includes the transition from ASTD to ATD—the Association for Talent Development—to reflect the evolving nature of what all of us do as trainer-teacher-learners.

ASTD_ICE_2014The past couple of days, as I noted in an earlier article, have provided tremendous learning opportunities about how outdated our beliefs are in terms of the concept of being left behind when we can’t join friends and colleagues at professional-development opportunities beyond our geographic reach. By engaging with onsite attendees through the conference Twitter feed and actually commenting on what was happening onsite, I was able to do quite a bit of what I would have done onsite: learn from what presenters were discussing; pick up (from tweets) bits and pieces of (other) sessions I wasn’t able to attend; share my own tweets and those created by others with my own extended community of learning/personal learning network; and even make new acquaintances from whom I will continue to learn in the months and years to come. The levels of engagement fostered through these online exchanges even caused one colleague to send a tweet asking if I were actually onsite.

Seeing onsite participants retweeting my offsite tweets was just one of many signs that we have tremendous potential for interacting with colleagues and other learners in very creative ways if we nurture our skills in this direction. Actually working to connect one onsite participant with another onsite participant—they didn’t know each other, but a tweet from one made me realize that contact with the other would be rewarding for both of them—took the idea of facilitating connections to an entirely different level for me: I have often helped colleagues who are geographically separated make connections online—just as others have done the same for me—but never before had the experience of being an offsite facilitator of onsite connections.

Setting up laptop to view live announcement and desktop for live tweeting

Setting up laptop to view live announcement and desktop for live tweeting

The breadth and scope of the conference exchanges also continued to evolve—which is a good sign that we have not at all reached the limit of what we can accomplish by combining the use of our social media tools to meet our learning and communication needs. As I mentioned in that earlier article, the experiment started with a Facebook posting from another ASTD colleague (Larry Straining); reached fruition via backchannel interactions on Twitter; and then returned to Facebook at one point as Larry connected me to another offsite ASTD colleague (Kent Brooks) I had not met before that moment. Larry, Kent, and I continued out offsite conference-attendance interactions in a way that drew a few others into the Facebook conversation, then expanded it into cross-postings from our own blogs. Having carried this into a posting on LinkedIn last night, I was delighted this morning to discover a response, on LinkedIn, from an ASTD colleague I hadn’t seen in more than two years—which means our “attendance” now extends from the conference site across Facebook, Twitter, and LinkedIn.

Which brings us back to that moment when I realized, earlier today, that if I logged into the live online broadcast of ASTD/ATD President and CEO Tony Bingham’s much publicized surprise announcement about the future of the organization, I would be able to virtually join colleagues as the announcement was released and, at the same time, tweet it as if I were there. And as I engaged in that exercise and saw onsite attendees retweeting a few of my own tweets, I felt all thoughts of being left behind vanishing. I was there. In a very real sense, present. To hear and join in the celebration of a major step forward for an organization to which I’m very happy and lucky to belong. Onsite. As well as online.

N.B. — Here’s Kent’s latest contribution to the conversation: Twitter Activity at #ASTD2014 Through Monday May 5 [2014]. Also found backchannel participation from Michelle Ockers on her blog.


ASTD International Conference 2014, Twitter, and Staying Connected: No Longer Left Behind—Again!

May 5, 2014

The news that I made a new friend by participating in the American Society for Training & Development (ASTD) 2014 International Conference & Exposition (ICE) today isn’t particularly noteworthy. The fact that I unexpectedly accomplished this with the help of two other people who weren’t physically attending a conference that I, too, am not physically attending does, however, suggest that there is a worthwhile story to tell any trainer-teacher-learner who is interested.

ASTD_ICE_2014We’ve heard quite a bit suggesting that social media tools make us lonely; that it’s time to deliver “A Eulogy for Twitter” as “the beloved social platform enters its twilight”; and that a social network can’t replace a “real” one (as if everyone who uses social media makes this an either-or decision).

What isn’t as often heard or read is the idea that being left behind when we are not able to physically join our friends and colleagues at wonderful professional development gatherings like ASTD ICE, American Library Association (ALA) conferences, and the numerous others that beckon is increasingly less of a problem than it was before social media tools came our way.

As I have continued experimenting with the use of social media tools in workplace and personal settings over the past several years, I’ve become intrigued by the possibilities they offer in terms of not being left behind. With that in mind, I tried a spur-of-the-moment experiment with ASTD colleagues last fall by trying to participate in an ASTD conference I was unable to physically attend. And while the last-minute nature of that experiment limited the number of exchanges I had with those onsite colleagues, I did unexpectedly encounter one sign of success: interacting with onsite participants by responding to tweets rather than just retweeting content for others caused a couple of people to ask if I were actually there. When we see the lines blur so much that offsite participation creates the sense of onsite interaction, I believe we have, in the best of situations, moved beyond the idea that we can’t be there unless we’re there.

The inspiration to retry the experiment with more deliberate planning came after another ASTD colleague, Larry Straining, posted a note on his Facebook account to let others know he was sorry he wouldn’t be physically present this week, but that he was looking forward to seeing tweets from conference attendees.

“If we follow the backchannel a bit and interact as time allows, we might extend the reach of the conference in significant ways and, at the same time, learn even more about how to effectively incorporate social media into our training-teaching-learning process,” I wrote in response—and that’s exactly how it played out today as I followed, responded to, and interacted with onsite colleagues from the comfort of my own home.

TwitterIt didn’t take long for my initial retweets—including brief comments building upon that content—to begin being retweeted under the conference hashtag. And it took less than three hours for a wonderful colleague to pop that magic question: Are you here? Which, of course, inspired the response “yes and no,” depending on how we define “here.”

Those who remain skeptical of the power of online exchanges will immediately raise a number of objections, including the (mistaken) belief that we can only make new conference acquaintances and interact with conference colleagues when we are face-to-face—an idea we disproved when Larry and I, via Facebook exchanges extending his initial thoughts, drew one of his colleagues into the exchange. The colleague—Kent Brooks—asked Larry for permission to quote from Larry’s postings about the value of using a Twitter feed to stay in touch with colleagues at a conference. I dove back into the exchange to ask Kent whether he wanted to try to coordinate blog postings on the topic—at which point Larry formally introduced us to each other, and Kent and I quickly completed the “friend” process on Facebook to move things along. My own tweet (to the conference feed) documenting that we had met through the conference without physically being at the conference was retweeted—as was a follow-up tweet I forwarded to draw attention to Kent’s earlier piece on “10 Reasons to Tweet at a Conference.”

It probably goes without saying that I laughed out loud when I discovered that my retweet of Kent’s piece was itself, retweeted by others—including Melissa Daimler, who serves as head of organizational effectiveness and learning at Twitter and also serves on the ASTD Board of Directors.

Atkinson--BackchannelIt’s worth noting that one very important element making this level of onsite-offsite interaction possible is the existence of a very strong backchannel among the first-rate trainer-teacher-learners who are at the heart of ASTD. The quality of the tweets from ASTD conference attendees is among the strongest I encounter: multiple voices tweeting individual sessions (not just notes about where to meet for drinks or swag) so that it’s possible to gain a sense of what is being discussed onsite; combined with the use of a conference app that is easily accessible and includes schedules, speaker bios, session materials when presenters have made them available so we can view them from a distance, and much more; and observations which in themselves provide magnificent learning moments.

As we began to wind down toward the end of this ever-evolving cross-platform series of exchanges, Kent and I returned to Facebook and Larry’s original post.

“When you state in your [original “No Longer Left Behind”] post, ‘The real pay-off for the experiment came when the exchanges put me in touch with one of the presenters who had seen the retweets and comments. The result, in many ways, was exactly what it would have been if I had been onsite and meeting members of those expanding communities of learning and personal learning networks rather than feeling as if I were part of the left-behind gang,’ I would suggest it was better than a come and go exchange which includes the standard ‘business card trading ritual’ as it allowed you to follow them (on Twitter, LinkedIn, etc. and continue to learn from them beyond the 60 minutes of the session + the 5 minute rush to talk to the presenter immediately following the session,” Kent proposed.

To which I openly admitted: “It would have been true if I hadn’t treated the virtual exchange exactly as one of those business-card exchanges you describe. Just as I do keep and return to business card contacts occasionally as time allows (loud sound of rueful laughter here for missed opportunities), I do occasionally return to that sort of virtually-established contact—but not nearly enough. It would appear that bad habits onsite translate to bad habits online–but I’m continuing to learn, thanks to people like you who inspire me to look for ways to become a better trainer-teacher-learner.”

So, no, Facebook is not making me lonelier. And I’m far from ready to join others in delivering a eulogy for Twitter. And yes, it would be lovely to be there onsite at the conference with others. But if I were there, I wouldn’t have had this latest magnificent experiential learning opportunity to help me further understand, at a visceral level, what amazing tools we currently have at our trainer-teacher-learner fingertips. Each experience brings its own benefits, its own rewards. And having the opportunity to learn with my colleagues remains at the heart of what continues to draw me to these conferences and exchanges.

N.B. — Here’s Kent’s latest contribution to the conversation: Twitter Activity at #ASTD2014 Through Monday May 5 [2014]. Also found backchannel participation from Michelle Ockers on her blog.


Learning Social Media With Our Learners Revisited: Tweetorientations

March 14, 2014

Less than a year ago, Betty Turpin (librarian at the International School of Stuttgart) was completing a four-week online “Social Media Basics” course I had designed and was facilitating for ALA Editions. Now she is introducing me to innovative uses of the social media tools we explored with her course colleagues.

Betty Turpin

Betty Turpin

Twitter is at the center of a story that should be tremendously inspiring and useful to any trainer-teacher-learner. Betty is maintaining a wonderful Twitter feed (look particularly as the series of tweets that began appearing on February 13, 2014) to help prepare students for participation in a dynamic study-abroad program and project designed to produce concrete results: “planning, managing, and implementing an entirely new school library, and assessing a sustainable automation system in a fully-contained setting” while earning full credit for two courses (“Managing Library Automation Projects” and “Seminar in Information Resources and Services for Special Clienteles”), a promotional flyer confirms. Betty’s use of Twitter also made me aware of what she is doing; we used Twitter for an initial interview about her efforts before moving the conversation into email; and I suspect we’ll both continue using Twitter to post updates as she continues orientation-by-Twitter—an idea I suspect many of us will eagerly look to apply into our own training-teaching-learning efforts.

Her summary via email shows us what has developed:

UNT_Logo“The University of North Texas [UNT], your alma mater as well as mine, has a study abroad program for graduate library students. I participated as a student four years ago in Kyiv, Ukraine. Last year I tagged along to a school in Moscow, Russia, for my own professional development. I graduated from UNT in 2012, but as you might imagine, professional development for English-speaking librarians overseas is a bit hard to come by. This year, I am the sponsoring librarian and the students are coming to work for me at my school in Stuttgart, Germany.  I’ve also arranged for the students to start-up a library at a new international school in Karlovy Vary, CZ.  The school will open its doors with its first students in August, 2014. The library and opening day collection will be put into place by UNT’s Dr. [Barbara] Schultz-Jones, Professor Debby Jennings, and their team of 20 graduate librarians.

“Dr. Schultz-Jones has been running this program for ten years, more or less…When the team started getting themselves organized for this year’s trip, I decided to use a social media platform to help pass on some of the information they might either need or want for their trip.”

International_School_of_Stuttgart_LogoTwitter became Betty’s tool of choice because she saw it as a way to build excitement; as a resource that could be easily managed on a day-to-day basis; and as a conduit to concisely provide valuable tidbits orienting the learners to the International School of Stuttgart, the city and its culture, and general library issues they will need to understand before they dive into their project of creating that new school library in the Czech Republic, she explained.

“Students get overwhelmed thinking abt. an overseas visit. Bits of info at a time work better, hence tweets,” she added via Twitter.

The feed she maintains is charmingly effective. It begins with an invitation to engagement (“Welcome, UNT Student Librarians! Pls follow me. We’ll tweet info., photos, and exciting news from Germany until you are HERE! Tchüß!”); continues with introductions to wonderful resources, including the school’s website and to the Visible Thinking site, to prepare them for the work they are about to begin; and includes tweets designed to facilitate online interactions among the learners themselves. Understanding the value of imagery, she is particularly good at incorporating colorful photographs into those tweets, showing everything from playful images of the people the learners will meet at the school to a picture of one of the chairs available to them. This is a level of orientation so far removed from the deadly-dull introductory information dumps so prevalent in student and workplace learning today that it almost begs to have its own training-teaching-learning nomenclature: Tweetorientations, anyone?

And there’s more: her feed, in addition to nurturing a community of learning, also has the potential to easily be organized into a newly-formatted reusable learning object—perhaps part of a larger custom-designed orientation manual or virtual textbook that could include tips and observations from the learners themselves—if she ultimately decides to collect the entire series into a Storify document or a PDF to be accessed by the UNT students or anyone else interested in Stuttgart and the International School.

For now (as Betty notes), she has a very small number of followers on Twitter. But I suspect that will change when our training-teaching-learning colleagues realize how effectively she is using Twitter. And what a great example she is setting for the rest of us.


Scanning the MOOC and Open Educational Resources Environment in Libraries…and Beyond

March 7, 2014

The potentially fruitful intersection of massive open online courses (MOOCs), Open Educational Resources (OERs), and libraries is nicely explored in a newly released environmental scan and assessment released under the auspices of the Association of College & Research Libraries, a division of the American Library Association.

Written by Carmen Kazakoff-Lane, a librarian at Brandon University (Manitoba), the report should be useful to trainer-teacher-learners within as well as outside of libraries as we all continue exploring the ways that MOOCs, Open Educational Resources, and libraries contribute to our lifelong learning environments.

ACRL_MOOCs_OERs_Scan“Libraries can and should support open education….” Kazakoff-Lane suggests in the opening paragraphs of Environmental Scan and Assessment of OERs, MOOCs and Libraries: What Effectiveness and Sustainability Means for Libraries’ Impact on Open Education, “[b]ut before libraries do so, it is useful to understand the open education movement as a whole, including some of the key challenges facing both OERs and MOOCs…”—a suggestion I believe applies equally to many outside of libraries, for the more we  viscerally understand MOOC and OERs through first-hand experience, the more likely we are to find creative ways to address the training-teaching-learning challenges we face.

OERs, she maintains, “are a natural outcome of several social trends” including open-content movements, “the evolution of a society where individuals actively share information and where many people collaboratively develop and improve knowledge,” Web 2.0 technology that supports the tradition of sharing ideas among colleagues, and increasingly “global access to education via the Internet.”

MOOCs, in a similar vein, are “an evolutionary outgrowth of two major trends,” she maintains: online learning and other innovations including flipped classrooms, and the Open Educational Resources movement itself.  

Among her suggestions to her library colleagues are to address the need “to engage with the OER movement” and explore ways that they can support learners and learning facilitators interesting in using MOOCs as part of their learning landscape. Again, those of us who also work outside of libraries have plenty to gain through similar explorations as well as through explorations of where we might create partnerships with our library colleagues—particularly those who, by working in academic libraries, are clearly in the middle of well-established learning environments.

Our library colleagues, she notes, are in a great position to “provide important intellectual property services and advice” about copyright issues related to OERs and MOOCs; facilitate use of restricted materials; and help learners make successful transitions from being information consumers to being “a community of information sharers.”

etmoocWhile there is much to admire in the report, there are also points where caveat emptor is an appropriate warning. Her assertion that MOOCs “are a largely experimental undertaking that has yet to demonstrate its effectiveness as an educational tool” suggests that she has not yet had the positive experience of participating in an effective connectivist MOOC such as #etmooc (the Educational & Technology MOOC that produced tangible learning successes and produced an ongoing community of learning) or #xplrpln (the Exploring Personal Learning Networks MOOC that helped participants expand their PLNs while studying the topic).  

Her presentation overall, however, is well balanced and reminds us that in spite of criticisms about low-completion rates among those registering for MOOCs, those facilitating learning through large-scale MOOCs, are “able to educate more students in one class than he or she otherwise would in an entire career.”

As she brings the report to a close, she leaves us with a recommendation well worth considering: “Libraries can and should play a central role in either [MOOCs or Open Educational Resources], and in so doing ensure that their institutions and users are best served by a sober look at the pros and cons of different models of openness for learners, educators, institutions, and governments, not just in the immediate future, but in the long term as well.”

It’s great advice for those working with and served by libraries, and it’s great advice for anyone involved in any aspect of our continually evolving concepts of lifelong learning.


NMC Horizon Report 2014 (Pt. 4 of 6): Flipped Classrooms and Learning Analytics on the One-Year Horizon

February 10, 2014

With the confirmation of flipped classrooms and learning analytics as topics that are “very likely to drive technology planning and decision-making” in higher education this year, the latest Horizon Report from the New Media Consortium (NMC) once again provides anyone involved in training-teaching-learning with the sort of insights, inspiration, and resources we have come to expect from the Horizon Project. And if we look a little deeper into the expanded information provided in the latest report, we have the most comprehensive overview of key trends, significant challenges, and developments in educational technology ever produced by NMC.

Horizon_Report--2014-CoverHaving been lucky enough to have served on Horizon Report advisory boards for four years now, I’ve been as fascinated by what does not overtly show up in each of the published reports as what does. NMC staff annually creates and maintains master lists of tracked technologies that remain accessible on the Horizon Report wiki, but those who rely solely on the reports rather than exploring the wiki have missed a lot—up to now.

Recognizing the gold mine of data available on the wiki, report co-principal investigators Larry Johnson and Malcolm Brown, along with lead writer/researcher Samantha Adams Becker, have given the current list (which includes consumer technologies, digital strategies, Internet technologies, learning technologies, social media technologies, visualization technologies, and enabling technologies) far more prominence by including it on p. 35 of the 2014 Higher Education Edition of the continuing series. And while the near-term (one-year) horizon, as usual, focuses on the two most prominent technologies driving our work, it also feels more comprehensive through the display of the entire table of topics. When we take one further interim leap and look at the results of the 2014 Advisory Board preliminary voting, we add Bring Your Own Device and massive open online courses (MOOCs) to the near-term (one-year) field of study and spot an overall theme: we’re continuing to look for creative ways to engage learners (e.g., through the flipped classroom model), to support them at their moment of need (through the effective use of learning analytics), to make it easier for them to learn (through the use of their own tech tools), and even finding ways to allow them to participate in setting their own learning goals (through connectivist MOOCs) within the broad framework we design and employ in some of our most interesting learning endeavors.

Johnson, Brown, and Becker, in fact, explicitly call our attention to this broad theme at the beginning of the “Flipped Classroom” section of the report (p. 36): “The flipped classroom model is part of a larger pedagogical movement that overlaps with blended learning, inquiry-based learning, and other instructional approaches and tools that are meant to be flexible, active, and more engaging for students.”

We are reminded that everyone in training-teaching-learning is affected by this this model in that it suggests a continuing transition in roles “from lecturer to coaches.” Furthermore, it provides a model many of us are using even without fully embracing the flipped classroom model—incorporating readily-available online videos and other online resources into our face-to-face and online learning endeavors. Among that ever-increasing array of readily available resources are Khan Academy and TED-Ed videos, the UK-based Jorum open educational resources—OER—site from the University of Manchester, and the Indian School of Business in Mumbai, and numerous others are just a Google search away, as I’ve repeatedly confirmed when creating links to learning resources for the adult learners I serve in online as well as onsite settings.

nmc.logo.cmykThe 2014 Horizon Report > Higher Education Edition provides plenty of resources for any of us interested in learning more about the flipped classroom model. The “6 Expert Tips for Flipping the Classroom” article from Campus Technology is a great starting point; it includes the following recommendations: “use existing technology to ease faculty and students into a flipped mindset”; “be up front with your expectations”; “step aside and allow students to learn from each other”; “assess students’ understanding for pre-class assignments to make the best use of class time”; “set a specific target for the flip”; and “build assessments that complement the flipped model”—wonderful tips that can be adapted and should, at some level, be in every trainer-teacher-learners’ toolkit.

Flip_Your_Classroom--CoverEqually useful for anyone involved in the learning process—not just those exploring flipped classrooms—is “A Review of Flipped Learning.” This report from the Flipped Learning Network (an online resource with a founding board that includes Aaron Sams and Jonathan Bergmann, two educators who are considered to be among pioneers in the flipped classroom model even though they openly acknowledge that the term comes from others) further immerses us in the topic in ways that provide plenty of inspiration for adopting (or adapting) flipped classroom practices to a variety of learning environments. Hardcore flipped-classroom fans will find additional information in Flip Your Classroom: Reach Every Student in Every Class Every Day, the book that Sams and Bergmann produced in 2012.

When we turn to the complementary theme of learning analytics—using increasingly sophisticated tech tools to determine where our learners are thriving and where they are struggling—we see another aspect of what is being fostered through flipped classrooms: engagement with learners in ways that benefit learners and make all of us better in our work as learning facilitators. Among the links from the report is one leading to a video by George Siemens (“The Role of Learning Analytics in Improving Teaching and Learning”) from a teaching and learning symposium held in March 2013. Jumping beyond the pages of the Horizon Report, we find a great summary of “The Growth of Learning Analytics” from Training magazine; a list of “6 Things You Should Know About Learning Analytics” from the Office of the Chief Information Officer at The Ohio State University; and a variety of articles through the EDUCAUSE Learning Analytics page online.

And when we return to the beginning of the Horizon Report > 2014 Higher Education Edition, we’re reminded why the topic of learning analytics is important to all of us: it’s another quickly-evolving educational application that leverages “student data to deliver personalized learning, enable[s[ adaptive pedagogies and practices, and [helps us] identify learning issues in time for them to be solved.”

NB: This is part of a series of articles exploring the latest Horizon Report. Next: On the Mid-Range Horizon—3D Printing and Games/Gamification


NMC Horizon Report 2014 (Pt. 3 of 6): Opportunities Among Solvable, Difficult, and Wicked Challenges in Learning and Technology

February 7, 2014

Any of us involved in training-teaching-learning might take comfort in the idea that we’re not alone in the challenges we face—something made abundantly clear in the latest Higher Education Edition of the New Media Consortium (NMC) Horizon Project reports on key trends, significant challenges, and developments in educational technology.

Horizon_Report--2014-CoverAlthough by definition focused on challenges in academic institutions, the report readily lends itself to serving as first-rate documentation of challenges—and potential solutions to them—far beyond the physical and virtual walls of its intended audience in higher education. Those “significant challenges,” arranged along three distinct time horizons, are grouped into solvable challenges (the low digital fluency of faculty members and the relative lack of rewards for teaching); difficult challenges (competition from new models of education and ways to scale innovations in teaching); and wicked challenges (expanding access to educational opportunities and keeping education relevant) that will take much longer to resolve.   

One consistent theme that connects several of the challenges is the need to help teachers (and, by extension, other learning facilitators) develop better teaching/training skills. It’s an obvious element of addressing the problems of low digital fluency among teacher-trainer-learners, lack of rewards for teaching/facilitating learning, addressing new models of education as well as workplace learning and performance (staff training), and keeping education (and training) relevant.

It’s not as if we’re lacking in options in dealing with some of these issues. The report contains links to a variety of articles documenting creative approaches, such as the Andrew W. Mellon Foundation/Davidson College collaboration to “create a comprehensive curicular model of digital studies to support the faculty’s development of digital skills.” With a bit of creativity, we might be able to apply, to other training-teaching-learning settings, what comes out of that collaboration.

Sahlberg--Finnish_LessonsMoving to an even deeper level of engagement, we might find ourselves inspired to seek productive and creative collaborations by the fact that “[e]mployers have reported disappointment in the lack of real world readiness they observe in recent graduates who are prospective or current employees” (p. 21)—something clearly not solely a problem for those in academia. Pasi Sahlberg has already, through his book Finnish Lessons: What Can the World Learn from Educational Change in Finland?, provided one potentially fruitful route of exploration for those seeking business-education collaborations. Sources cited within the Horizon Report, including the UK-based JISC, provide other collaborative models through which “schools, public libraries, and community learning bodies” partner to explore information and communications technology in learning (quoting from Wikipedia).

And our own experiences working in and with a variety of learning organizations places us in a great position to tackle a broad and particularly wicked problem: “It is difficult for institutions to stay ahead of workforce needs” (p. 21).

My own involvement in New Media Consortium projects, American Society for Training & Development (ASTD) activities, and a variety of training-teaching-learning endeavors through the American Library Association, has convinced me that collaborations among these three first-rate learning organizations could produce positive results that the organizations and their members cannot accomplish on their own—it’s really no different than the JISC approach to bringing schools, libraries, and community learning bodies together. And I suspect that trainer-teacher-learners with experiences and affiliations far different from my own can readily see equally strong prospective partners capable of addressing the challenge of finding ways to stay ahead of workforce needs.

nmc.logo.cmykThe resources mentioned in passing in the “Significant Challenges” section of this new Horizon Report could (and probably should) keep us busy for several weeks or months. In addition to the references to JISC, we find brief, easy to overlook mentions of the 2013 Report to the European Commission on Improving the Quality of Teaching and Learning in Europe’s Higher Education Institutions; Harvard University’s WIDE World online resource for teachers, professors, teacher trainers, and administrators; and the European Commission’s Opening Up Education and Training initiative in addition to numerous links to shorter articles and videos. There are also abundant reminders that expanding access to learning opportunities relies as much on helping people learn to learn in online environments as it does on technology infrastructure. Di Xu and Shanna Smith Jaggars’ “Adaptability to Online Learning” report through the Community College Research Center at Colombia University is one significant resource that carries us far beyond what can be documented within the pages of the new Horizon Report and is an invaluable resource for anyone interested in helping learners thrive in online learning environments.

Learners themselves seem to understand that we need to be working more diligently to create a vibrant and responsive lifelong learning environment moving beyond traditional silos within our organizations (academic learning opportunities that don’t interact with staff training programs that don’t interact with learning opportunities provided by libraries). There is clearly recognition—at least among Millennials—that lifelong learning has become essential to lifelong success in the contemporary workplace, the 2010 Pew Research Center report Millennials: A Portrait of Generation Next, documented. Expanded interactions among NMC, ASTD, and ALA members alone could produce positive responses to that perceived need and the challenges noted in the latest Higher Education Edition in the Horizon Report series.

What the report does, then, is highlight the challenges we face so we don’t lose sight of them. It reminds us that we are far from alone in trying to resolve those challenges. And it encourages us to draw upon available resources to better serve those who rely on us to provide effective learning experiences that address their—and our—short- and long-term needs.

NB: This is part of a series of articles exploring the latest Horizon Report. Next: On the One-Year Horizon—Flipped Classrooms and Learning Analytics


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