ALA Annual Conference 2012: When Learners Create Learning Objects

Put a group of trainer-teacher-learners into a room, and you’ll quickly see barriers dissolve and information flow, as happened yesterday during an ALA Learning Round Table “Nuts and Bolts of Staff Training” discussion here in Anaheim at the American Library Association (ALA) Annual Conference.

Facilitators Maurice Coleman and Sandra Smith, who serve on the Learning Round Table board of directors, facilitated a 90-minute session that informally took participants through a start-to-finish tour of problems and solutions in workplace learning and performance (staff training) programs. And most of the solutions came from participants themselves as experienced colleagues shared ideas and resources with those new to the profession—and those relatively new to the profession quickly learned that they had plenty to contribute through the questions that they raised and the suggestions they themselves contributed.

The session also served as a good example of facilitated and experiential learning. Participants initially identified key challenges they face in their workplace learning and performance programs. That exercise helped establish the start-to-finish overview: how to successfully manage programs with a one- or two-member training department; identify and respond to the needs of different learners (including those with diverse cultural backgrounds); choose the tech tools that allow us to manage course offerings, registration, course content, and feedback through evaluations; make learning accessible to learners; deliver effective learning opportunities; and decide how to effectively manage the evaluation process.

Attempting to tweet the responses provided a learning opportunity in and of itself: how to create a learning object from learners’ class discussions as documented through a Twitter feed in TweetChat. By capturing comments in 140-character summaries, we were able to produce the Twitter feed (available at @trainersleaders for June 25, 2012) that participants can review, and I’ve also written this article in the hope that it can alone as a useable lesson/summary of best practices cited by active trainer-teacher learners.

Several samples from the twitter feed, edited and expanded since we are not constrained by the 140-character limit in this posting, are offered here:

• To be an effective trainer-teacher-learner, strive to play a leadership role within your organization.
• Reach learners who are new to tech tools by using peers as instructor/facilitators rather than always relying on those seen as “techies,” e.g., members of the organization’s IT staff.
• Connect learners with learning opportunities by making information about training sessions clear and accessible.
• Be sure that training sessions support organizational goals and objects so learners are effectively served by the learning opportunities they accept.
• Provide clear, concise, and measurable learning objectives so managers and learners know what to expect and so that we have the framework to conduct successful and meaningful evaluations after learners return to their worksites and begin using what they learn.
• Recognize that learners best absorb new information in relatively brief chunks—generally no more than 10 minutes in duration, although there is quite a bit of disagreement among trainer-teacher-learners on this topic—and offer learners frequent opportunities to apply what they are learning.
• Incorporate playfulness into learning to decrease stress (which limits a learner’s ability to absorb new information) and to make the learning experience memorable, e.g., offer “sit and play” sessions where new learners become comfortable by actually using the tech devices they are going to use in their workplace.
• Create online sandboxes for learners—spaces where they can find tools and resources they want to try and master.
• To be sure learners use what they learn, create clear tools and avenues for accountability.
• Use evaluation models including Donald Kirkpatrick’s four levels of learning evaluation and Jack Phillip’s model for Return on Investment in Training and Performance Improvement Programs.

There was, of course, much more to the session than can be captured in a relatively brief summary—including the idea that some of the best learning occurring yesterday came from the realization that people from small training units are far from alone when they turn to their own communities of learning, including the ALA Learning Round Table.