January 27, 2010
Bamboo Project blogger Michele Martin’s recent lament about how little time we provide for reflection in the learning process was far from the entire story for her. In talking with Maurice Coleman in the T is for Training interview he did with her, she also returned to a theme she has often written about: the need for learners to take personal responsibility for their own continuing education and creating their own personal learning environments—or, as Stephanie Zimmerman writes in an ALA Learning post, engaging in “feral learning.”
Those who rely on their employers to direct their training-learning opportunities are, Martin maintains, missing one of the most important lessons of all: “We need to take control of our own learning…When the company is in charge of your learning, then you are always learning what they want you to learn…We need to say, ‘What is it that I want to learn? How do I want to develop?’…The people who left it up to companies: at the end of the day, they were obsolete.”
This is far from a theoretical proposal, as Rena Palloff and Keith Pratt suggest in Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom: “The traditional educational model, based primarily on the concept of the school and the teacher in a classroom as islands, standing alone and not interconnected with society or other educational institutions, will not generate competence in a knowledge society” (p. 166).
Workplace learning and performance professionals who serve as leaders within their organizations assure me that they are as eager to provide and facilitate learning experiences as they are to encourage the development of the sort of communities of learning which grow when we direct our own continuing education.
Martin as well as Palloff and Pratt see tremendous opportunities through effective online learning and the use of Web 2.0 (online social networking) tools: “Not only are we helping to shape the creation of empowered, lifelong learners, our participation as equal members of a group of learners supports us in our own quest for lifelong learning,” Palloff and Pratt write (p. 168).
Another element of this process, they note, is that we don’t frequently enough ask whether learners are adequately prepared for or ready to engage in online learning and take advantage of the opportunities which exist for transformative and reflective life-long learning. That doesn’t mean we can’t help them along on their individual paths toward this level of creating personal learning environments and exploring feral learning; De Anza College Distance Learning Center staff actually provide a great example for all of us through the “Distance Learning Questionnaire” they adopted many years ago from the PBS-Adult Learning Service (p. 154) before it ceased operating in 2005.
It’s clear that none of this is particularly new. It’s also clear that it’s an important element of training-teaching-learning which is far from universal. If we embrace the opportunities provided through creating personal learning environments and exploring feral learning, we move one step closer to teaching by example and producing the sort of results which all too rarely are documented within the organizations we serve.
Next: Reflective Preparation—The De Anza College Questionnaire
Leave a Comment » | e-learning, training | Tagged: ala learning, bamboo project, bamboo project blog, building learning communities in cyberspace, communities of learning, critical reflection, de anza college, de anza college distance learning center, distance learning questionnaire, e-learning, feral learning, keith pratt, learning, life-long learning, maurice coleman, michele martin, online social networking, paul signorelli, personal learning environments, reflection, rena palloff, stephanie zimmerman, t is for training, training, transformative learning, web 2.0 | Permalink
Posted by paulsignorelli
January 1, 2010
Trainers and other presenters are rediscovering that revolutions sometimes involve little more than returning to the basics. Current discussions about the revolution in how PowerPoint is integrated into presentations, for example, take us back to the importance of good storytelling and narrative. It’s all about engagement at every possible level, where nothing is more engaging than a good story.
PowerPoint certainly is receiving its share of criticism from those who suffer through poorly prepared slideshows where the person in the front of the room does nothing beyond reading words and bullet points from slides to a somnolent audience—which seems about as fair as hating everything in the universe of chocolate based on a single experience of eating a candy bar ten years past its expiration date.
PowerPoint and its ubiquitous use of bullet points has been an effective tool for many of us who need help in organizing material. It is now growing to include a narrative/story-based style through Cliff Atkinson’s Beyond Bullet Points (a heavily revised second edition is available) and support from visual facilitators like John Ward. Trainer-bloggers including Michele Martin in The Bamboo Project Blog and Garr Reynolds in Presentation Zen are among those who have already written lengthy pieces on how trainers-teachers-learners can benefit from a more effective use of PowerPoint, and colleagues including Peter Bromberg are enthusiastically embracing hybrid versions of all that is being proposed.
There’s no real magic here, nor is any of this particularly complex. The largest step is the one taken backwards—far enough to see the larger picture of what makes a presentation cohesive and compelling rather than comprised of little more than single slides which jump from topic to topic without any consistent flow.
None of this needs imply that bullet points are dead. Edmond Otis’s slides for his well received Infopeople webcast, “Setting Boundaries with Library Patrons,” might drive Beyond Bullet Points aficionados absolutely crazy, but one of his viewers actually took the time to compliment him for effectively weaving the slides into his overall presentation. Edmond didn’t need to spend the extra time it would have taken to replace the bullets with strong visuals; the bullets—and Edmond—hit the target dead center and left a lively online audience inspired by a lesson they very much had wanted. No stale pieces of chocolate here!
What all of us as trainers-teachers-learners need remember is that we do not have to race from one technique or current trend to another in an all-or-nothing fashion. Outlines continue to work because they give all of us a helpful structure, and bullet points can be an effective tool. The visual beauty and stickiness of Beyond Bullet Points and “Presentation Zen” do not mean that we need to abandon those helpful bullet points, as Kelli’s presentation shows.
N.B.: An earlier version of this article was originally posted on Infoblog.
Next: Cliff Atkinson and the Path Beyond Bullet Points
Leave a Comment » | presentation skills, training | Tagged: bamboo project blog, beyond bullet points, cliff atkinson, edmond otis, garr reynolds, john ward, michele martin, paul signorelli, peter bromberg, powerpoint, presentation skills, presentation zen, strorytelling, training | Permalink
Posted by paulsignorelli