Rubén Darío’s (1867-1916) work spanned many years, and it contains very distinct themes. One of the most popular deals with the sense of the ineffable, the impossibility of explaining the human condition. In many ways, his work predates the sense of “thrownness” described by German philosopher Martin Heidegger.
In fact, Darío’s intensity has Romantic roots, although his prosody is firmly modernist and spare. His willingness to explore the dual nature of the human spirit finds echoes in the work of the German Romanticists, specifically E.T.A. Hoffmann and Goethe, as well as the Russian, Feodor Doestoevsky. From a philosophical standpoint, his work aligns quite well with the work of Schopenhauer and his work, “On Pessimism.”
To reduce Darío to a set of connections or potential affinities does not really do him justice. His verses are beautifully formed, and they contain a direct address to the reader which insists upon introspection and a willingness to feel deep emotions, particularly those of nostalgia and longing.
Four Melancholic Songs by Ruben Dario
http://cordite.org.au/translations/cooke-dario/
Works of Ruben Dario
http://www.classicspanishbooks.com/20th-cent-ruben-dario-work.html
Biography of Ruben Dario
http://www.poemhunter.com/ruben-dario/biography/
Poems by Ruben Dario
http://www.poemhunter.com/ruben-dario/
Guiding Questions:
Please read the poems by Ruben Dario and describe the way he envisions himself and his existential condition as it relates to perception, feelings, and the meaning of life?
What are some of the motifs / images that are repeated in Ruben Dario’s poetry?
What are some of the elements that you like in his poetry? How and why might his poetry “speak” to readers?
Monday, May 18, 2015
Wednesday, May 13, 2015
Cognitive Apprenticeship / Situated Learning in Life and Work Settings
Jenni's new approach for processing water from oil and gas wells was announced on the very same day that the Oklahoma Geological Survey stated that injecting produced water was causing the dramatic increase in damaging earthquakes in Oklahoma. So, her new approach was viewed as a potential solution to the problems.
Because Jenni's approach was so practical, a large number of people were instantly interested, but they needed more information, knowledge, and understanding. As they educated themselves in the role of injected produced water, induced seismicity, and alternative processing approaches, they found they were very motivated - the hours flew by, and they retained what they were learning.
What was going on was a good example of situated learning, which focuses on making sure that the theoretical concepts are grounded in an authentic learning setting. Developed by Jean Lavé, the concept of situated learning is different from more formal learning approaches because it is unintentional, often unstructured, and focused toward the accomplishment of a concrete goal or objective.
Often referred to as cognitive apprenticeship, situated learning requires learners to use other learners and resources on an as-needed basis. As Lave and Wenger found in their seminal studies, the scope, depth, and breadth of knowledge are often very surprising.
If you are developing a learning program and you'd like to incorporate the power and flexibility (as well as the energy) of situated learning, it is important to put what is being learned within a specific context. It is also important to make sure that all the content and activities relate to learning objectives in a way that allows the learner to keep them in mind as they scramble around to obtain the knowledge and information they need.
Situated learning is a powerful strategy for several reasons. Here are a few
• It is anchored in prior knowledge and real-world experience, and flows from the activities, context, and culture in which it is found.
• A powerful example involves the application of new knowledge or techniques to case studies.
• Situated learning contains true problem-solving power because it includes intrinsic motivation, and the learners are open to peripheral interesting and unexpected inflows / inputs as they try to achieve their learning objectives.
• It is authentic and flexible, allows one to prioritize the instructional materials by what is needed most
• Social learning takes place in a natural, fluid way as individuals naturally collaborate and share information / knowledge because they truly care about the outcome.
Some of the best learning takes place outside the classroom, and yet the strategies that make problem-based learning can be implemented in the classroom and online with great success. Situated learning is just one of them.
Susan Smith Nash, Ph.D.
REFERENCES
Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.
Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
Because Jenni's approach was so practical, a large number of people were instantly interested, but they needed more information, knowledge, and understanding. As they educated themselves in the role of injected produced water, induced seismicity, and alternative processing approaches, they found they were very motivated - the hours flew by, and they retained what they were learning.
What was going on was a good example of situated learning, which focuses on making sure that the theoretical concepts are grounded in an authentic learning setting. Developed by Jean Lavé, the concept of situated learning is different from more formal learning approaches because it is unintentional, often unstructured, and focused toward the accomplishment of a concrete goal or objective.
Often referred to as cognitive apprenticeship, situated learning requires learners to use other learners and resources on an as-needed basis. As Lave and Wenger found in their seminal studies, the scope, depth, and breadth of knowledge are often very surprising.
If you are developing a learning program and you'd like to incorporate the power and flexibility (as well as the energy) of situated learning, it is important to put what is being learned within a specific context. It is also important to make sure that all the content and activities relate to learning objectives in a way that allows the learner to keep them in mind as they scramble around to obtain the knowledge and information they need.
Situated learning is a powerful strategy for several reasons. Here are a few
• It is anchored in prior knowledge and real-world experience, and flows from the activities, context, and culture in which it is found.
• A powerful example involves the application of new knowledge or techniques to case studies.
• Situated learning contains true problem-solving power because it includes intrinsic motivation, and the learners are open to peripheral interesting and unexpected inflows / inputs as they try to achieve their learning objectives.
• It is authentic and flexible, allows one to prioritize the instructional materials by what is needed most
• Social learning takes place in a natural, fluid way as individuals naturally collaborate and share information / knowledge because they truly care about the outcome.
Some of the best learning takes place outside the classroom, and yet the strategies that make problem-based learning can be implemented in the classroom and online with great success. Situated learning is just one of them.
Susan Smith Nash, Ph.D.
REFERENCES
Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.
Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
Monday, May 11, 2015
How to Make Social Media Work for You in Learning / Training Programs
Imagine a group coming together to plan a new pet adoption center. They're working together as a team, and this project has a lot of moving parts, which include everything from the financing, design, permits, publicity, health and safety protocols, to finding the key personnel to make sure it's a sustainable enterprise.
The planning process is also a learning process, and it requires a clear set of goals / objectives, and a constantly evolving set of information and a sense of what is "real" in terms of the viability of the project.
It's a perfect example of the process of constructivist learning in action, and in the past, communication and the flow of information were both fairly easily mappable and ascertainable.
However, with social media, all notions of simple and predictable information / knowledge flows goes out the window. Social media can give rise to all sorts of side or private conversations, and it pulls in other people into the conversation in an ad hoc manner. Further, the random and unpredictable nature of information that flows in can be either helpful or destabilizing / distracting.
Knowing that the use of social media is a reality, how can constructivist learning approaches make sure that social media contributes to the endeavor, rather than making it go off the rails?
Constructivist learning, which involves a dynamic interchange of ideas, approaches, and information, where learners interact with each other to share and fine-tune their knowledge and skills, is a powerful approach in the classroom and in the workplace.
It is also effective in online learning, where discussions and collaborative portfolios give individuals the opportunity to share, self-assess, and adjust.
But, how do constructivist notions of learning fare in a world of social media? Here are a few questions for consideration:
• What kinds of social media are group members using?
• When do they use it to obtain more information and how do they share it?
• When do they use social media for communication? With whom? For what purposes?
• Does the presence of fluid and potentially randomly gathered outside information call into question the authenticity or validity of the core materials that are in use?
• Does the use of social media create subgroups and restrict the sharing of vital information? What is the nature of the "side conversations" if / when they emerge? How can they be harnessed, rather than becoming divergent forces?
• How can social media usage be unequal / uneven (asymmetrical) within the group? How can the highly adept users of social media share strategies with other team members?
• How might the asymmetrical use of social media cause problems in the "reality testing" that goes on in the shaping of knowledge in a constructivist model?
• What kinds of outside information are desirable? Why?
• When and how can outside information result in distractions? How can outside information be evaluated to see if it contributes to the achievement of learning objectives / project goals?
Many times in a group setting, it's easy for individuals to state that they're using social media, but it is quite rare for the group members to actually sit down and evaluate how / why / when they're using it, and how it contributes to (or detracts from) the achievement of goals.
The dynamic and interactive nature of constructivist learning settings, essentially assures that there will be social media in the mix -- but the question is, to what end? The key is to step back, assess the situation, and use social media in an intentional way.
The planning process is also a learning process, and it requires a clear set of goals / objectives, and a constantly evolving set of information and a sense of what is "real" in terms of the viability of the project.
 |
| We care about our bears! Photo from Ljubljana, Slovenia. |
However, with social media, all notions of simple and predictable information / knowledge flows goes out the window. Social media can give rise to all sorts of side or private conversations, and it pulls in other people into the conversation in an ad hoc manner. Further, the random and unpredictable nature of information that flows in can be either helpful or destabilizing / distracting.
Knowing that the use of social media is a reality, how can constructivist learning approaches make sure that social media contributes to the endeavor, rather than making it go off the rails?
Constructivist learning, which involves a dynamic interchange of ideas, approaches, and information, where learners interact with each other to share and fine-tune their knowledge and skills, is a powerful approach in the classroom and in the workplace.
It is also effective in online learning, where discussions and collaborative portfolios give individuals the opportunity to share, self-assess, and adjust.
 |
| Social media accommodates different learning styles, and it allows people to collaborate constructively. Susan Smith Nash is your guide. |
• What kinds of social media are group members using?
• When do they use it to obtain more information and how do they share it?
• When do they use social media for communication? With whom? For what purposes?
• Does the presence of fluid and potentially randomly gathered outside information call into question the authenticity or validity of the core materials that are in use?
• Does the use of social media create subgroups and restrict the sharing of vital information? What is the nature of the "side conversations" if / when they emerge? How can they be harnessed, rather than becoming divergent forces?
• How can social media usage be unequal / uneven (asymmetrical) within the group? How can the highly adept users of social media share strategies with other team members?
• How might the asymmetrical use of social media cause problems in the "reality testing" that goes on in the shaping of knowledge in a constructivist model?
• What kinds of outside information are desirable? Why?
• When and how can outside information result in distractions? How can outside information be evaluated to see if it contributes to the achievement of learning objectives / project goals?
Many times in a group setting, it's easy for individuals to state that they're using social media, but it is quite rare for the group members to actually sit down and evaluate how / why / when they're using it, and how it contributes to (or detracts from) the achievement of goals.
The dynamic and interactive nature of constructivist learning settings, essentially assures that there will be social media in the mix -- but the question is, to what end? The key is to step back, assess the situation, and use social media in an intentional way.
Friday, May 08, 2015
Situated Learning in Practice: Integrated Conservation and Development Programs
Being successful in establishing sustainable Integrated Conservation and Development Programs (ICDPs) requires a clear training and education program which place the education clearly within a framework of practical applications.
The ICDPs can result in economic benefits to the community, but that is often insufficient to guarantee sustainability because of fairly inevitable disruptions to lifestyle, traditional ways of earning a living (farming as opposed to formal employment). Further, satisfaction may plummet because perceived social inequality and restrictions on former lifestyles (SilvaJulie, 2014).
Situated learning is critical in the development and implementation of ICDPs:
• Conservation involves preservation of ecosystems
o Identify elements of ecosystems
o Explain which elements are most vulnerable
• Dealing with unexpected consequences: reduced opportunities for agricultural production, restriction of activities at home
o Describe the changes to communities and shared resources that require restricted activities (no agricultural expansion, changed practices)
o Identify the new types of activities and the skills requirements
o Create a plan for developing local talent for jobs with responsibility
o Identifying potential areas of social disruption / loss of cultural authenticity
• Taking advantage of economic development resources
o Create collaborations between locals and renowned experts for developing project plans
o Construct systems for administering new programs
o Develop lists of available incentives (tax credits, infrastructure projects, corporate promotions)
o Identify human resources and the needs to be satisfied
Implementing the situated learning approach requires the following elements:
• Collaborations, both face-to-face and with virtual communities of interest (Akoumianakis, 2014)
• Wiki or portfolio development of goal-focused information, such as habitat analysis, botanical information, etc.
• Repositories of information for marketing/outreach as well as operations (Libord & Hjalager, 2010)
• Enacted social formations (Akoumianakis, 2014); travel communities (Lonely Planet, etc.) and virtual business communities (Travelocity, etc.)
• Knowledge management for communities of interest
Case Study: Sayulita, Nayarit, Mexico
Sayulita, Mexico, which is an economy driven primarily by tourism, is a perfect location for the implementation of an ICDP, which in turn could benefit from the application of situated learning.
Sayulita is a fishing and surfing town on the west coast of Mexico north of Puerto Vallarta in the state of Nayarit. It has been featured in a number of books about world-class surf sites, and has also become a destination point for Canadian and American tourists and retirees. It has a bohemian vibe, and as opposed to Puerto Vallarta or Nuevo Vallarta, Sayulita does not allow large developments.
The goal of many property owners in Sayulita is to expand / develop the area, especially as funds pour into the “Nayarit Riviera” in Puerto Vallarta, Nuevo Vallarta, and Punta Mita. The challenge for the property owners in Sayulita is that many of them are small holders, and also may not be full-time residents. Some are retirees and want to try a second career, but have no idea how to get started.
Further, they are very interested in protecting their investments, and a few recent developments have caused many owners to worry. For example, there is insufficient parking in the town, which is exacerbated by the fact that many restaurants place few tables inside. Instead, they put tables on the sidewalks, and even into the street itself, where diners run the risk of being run over by an errant car. They also have to contend with eating a lot of dust, and being menaced by the hordes of mongrel dogs and escaped chickens that roam the streets, adding to both charm and public health concerns.
Another concern is the fact that the few roads that provide access to the beach are very narrow, and often clogged by SUVs parking on the side. Further, the beach on the side of the cemetery, the “Playa de los Muertos” has less parking than ever since three food stands have opened, literally between and in front of the tombs. A charming location runs the risk of becoming a rather crass and potentially unwholesome crush. The recent developments run the risk of degrading the environment as well as the cultural heritage and authenticity. It also runs the risk of exacerbating social inequality, and stripping the Sayulita original inhabitants of their culture and traditional ways of earning a living (Falk, etal, 2012).
The challenge for the property owners involves the following:
• Developing a strategy for preserving the environment
• Creating an economic development program
• Design a plan that integrates property interests and economic development via nature tourism
In order to be effective, all the activities will require learning programs, all of which should be closely aligned with the strategic goals and mission of the stakeholders.
References
Akoumianakis, D. (2014) Ambient affiliates in virtual cross-organizational tourism alliances: A case study of collaborative new product development.Computers in Human Behavior, Volume 30, January 2014, Pages 773-786
Falk, J. H, Ballantyne, R, Packer, Pierre Benckendorff, P. (2012) Travel and Learning: A Neglected Tourism Research Area. Annals of Tourism Research, Volume 39, Issue 2, April 2012, Pages 908-927
Libord, J., Hjalager, A. (2010) Changing Approaches Towards Open Education, Innovation and Research in Tourism, Journal of Hospitality and Tourism Management, Volume 17, Issue 1, 2010, Pages 12-20
SilvaJulie A., Lila K. Khatiwada (2014) Transforming Conservation into Cash? Nature Tourism in Southern Africa. Africa Today, Vol. 61, No. 1, Special Issue: Narratives of the African Landscape: Perspectives on Sustainability (Fall 2014), pp. 17-45
Tuesday, March 24, 2015
Classic Motivation Theories Compared and Re-Evaluated
Research by cognitive psychologists has suggested that motivation is often based on fundamental human needs, and that all are critical in factors in everyday life, such as job satisfaction, effective reward systems, team performance, and goal persistence.
Audio file: http://www.zenzebra.net/podcasts/motivation1-nash.mp3
However, not every theory covers the same territory, and it's useful to take a look at some of the most influential theories and compare them, as well as relate them. The theories examined are the following:
• Maslow's Hierarchy of Needs
• Herzberg's Motivation / Hygiene (two-factor) Theory
• McClelland's Need for Achievement Theory
Because motivation is so highly individualistic, and it can vary so dramatically between people, it is important to consider a wide range of explanations and mechanisms. The results are important not only for optimizing satisfaction (and performance) in the workplace, but also in developing a dynamic organization that emphasizes constant, continual, and outcome-focused learning and skills development. It then follows that there can be a predictive relationship in performance.
Maslow's Hierarchy of Needs
Maslow's Hierarchy of Needs (1954) posits that there are five ascending levels of needs, and if a lower-level need is not met, then the individual will essentially stay "stuck" there and be unable to ascend to the highest levels (Ego and Self-Actualization).
1. Physiological needs. Food, water, shelter, and sex are survival needs and all humans must possess them. If they do not, all their waking moments will be obsessed with obtaining them, which will preclude the ability to achieve higher order levels of existence.
2. Safety needs: Humans need to feel protected against danger, threats and deprivation. This applies not only to physical needs, but also job security.
3. Social needs: Humans need to give and receive love, friendship, and affection. They need to feel they are a part of an accepting group. If the first two levels of needs are being satisfied, then an individual will start to be aware of a lack of friends or associates.
4. Ego needs: If the other needs are being met, humans will turn to their ego needs and will seek achievement, status, recognition from society and associates / peers.
5. Self-actualization needs: These are the highest levels of needs and they occur if the previous four levels are satisfied. Self-actualization relates to the individual's own quest to realize what he or she perceives as his or her potential.
Although it's true that one cannot really focus on self-actualization without meeting the lower-order needs, not everyone will ever be interested in the higher level needs. It really depends on their level of aspiration and attitudes / beliefs.
Herzberg's Motivation Hygiene Theory.
According to Herzberg's findings, motivation to accomplish work is a factor of satisfiers and dissatisfiers.
• Satisfiers include achievement, recognition, the work itself, advancement, growth, responsibility.
• Dissatisfiers include company policy, supervision, working conditions, interpersonal relations, salary, status, job security, and personal life.
For Herzberg, an organization can do a great deal to improve the "hygiene" which is to say that "hygiene" refers to removing as many negative elements as possible. So, Herzberg devised a process:
1. Identify the type of hygiene to use and eliminate toxic elements (often are extrinsic factors)
2. Enhance the meaningfulness of the job itself, make people feel responsible for the outcomes, and give feedback (often are intrinsic factors)
McClelland's Need for Achievement Theory
According to McClelland's research, people are motivated in the workplace by a need to achieve and also to receive recognition for their work.
Important factors in the need to achieve include the ability to define what it means to achieve, and that achievement is meaningful, perceived, and recognized by people whose opinions are meaningful to the individual.
1. Achievement involves personal responsibility (and thus, clear credit for work done)
2. Successful and continuous achievers know how to set goals that are not too high, but which are achievable (and tend to be moderate). They also take "calculated risks" and thus their risk-taking behavior is carefully modulated
3. It is important to give concrete feedback in order to reinforce the fact that the achievement has been realized, and also to improve processes in the future (to assure continuing achievement).
Relating the Theories
When one takes a look at the three main theories, it's clear that they involve many of the same concerns; namely, achievement and also the perception of how and when achievement is accomplished.
Maslow and Herzberg's theories work well together to discuss and explain the conditions that must be present in order to motivate individuals and also to set the stage for learning and performance.
Both Herzberg and McClelland include the need for achievement and they look at them as basically intrinsic motivators, which means that in order to motivate, efforts have to be expended that will create feedback loops as well as reinforcement and self-perpetuating dynamics that tie to achievement, recognition of achievement, and eagerness to achieve again (and thus repeat the positive experience).
References:
Herzberg, F. (1966). Work and the Nature of Man. New York: Thomas Y. Crowell Co.
Maslow, A. H. (1954). Motivation and Personality. New York: Harper and Brothers,.
McClelland, D. C. and Johnson, E. W. (1984). Learning to Achieve. Glenview, IL: Scott, Forsman, & Co.
Pardee, R. L. (1990). Motivation Theories of Maslow, Herzberg, McGregor, and McClelland. ERIC
Blog post authored by: Susan Smith Nash, Ph.D.
Audio file: http://www.zenzebra.net/podcasts/motivation1-nash.mp3
 |
| Bullfighter & son. What motivates people? Each person is different. (photo taken in San Miguel El Alto, Jalisco, MX, September 2014) |
• Maslow's Hierarchy of Needs
• Herzberg's Motivation / Hygiene (two-factor) Theory
• McClelland's Need for Achievement Theory
Because motivation is so highly individualistic, and it can vary so dramatically between people, it is important to consider a wide range of explanations and mechanisms. The results are important not only for optimizing satisfaction (and performance) in the workplace, but also in developing a dynamic organization that emphasizes constant, continual, and outcome-focused learning and skills development. It then follows that there can be a predictive relationship in performance.
Maslow's Hierarchy of Needs
Maslow's Hierarchy of Needs (1954) posits that there are five ascending levels of needs, and if a lower-level need is not met, then the individual will essentially stay "stuck" there and be unable to ascend to the highest levels (Ego and Self-Actualization).
1. Physiological needs. Food, water, shelter, and sex are survival needs and all humans must possess them. If they do not, all their waking moments will be obsessed with obtaining them, which will preclude the ability to achieve higher order levels of existence.
2. Safety needs: Humans need to feel protected against danger, threats and deprivation. This applies not only to physical needs, but also job security.
3. Social needs: Humans need to give and receive love, friendship, and affection. They need to feel they are a part of an accepting group. If the first two levels of needs are being satisfied, then an individual will start to be aware of a lack of friends or associates.
4. Ego needs: If the other needs are being met, humans will turn to their ego needs and will seek achievement, status, recognition from society and associates / peers.
5. Self-actualization needs: These are the highest levels of needs and they occur if the previous four levels are satisfied. Self-actualization relates to the individual's own quest to realize what he or she perceives as his or her potential.
Although it's true that one cannot really focus on self-actualization without meeting the lower-order needs, not everyone will ever be interested in the higher level needs. It really depends on their level of aspiration and attitudes / beliefs.
Herzberg's Motivation Hygiene Theory.
According to Herzberg's findings, motivation to accomplish work is a factor of satisfiers and dissatisfiers.
• Satisfiers include achievement, recognition, the work itself, advancement, growth, responsibility.
• Dissatisfiers include company policy, supervision, working conditions, interpersonal relations, salary, status, job security, and personal life.
For Herzberg, an organization can do a great deal to improve the "hygiene" which is to say that "hygiene" refers to removing as many negative elements as possible. So, Herzberg devised a process:
1. Identify the type of hygiene to use and eliminate toxic elements (often are extrinsic factors)
2. Enhance the meaningfulness of the job itself, make people feel responsible for the outcomes, and give feedback (often are intrinsic factors)
McClelland's Need for Achievement Theory
According to McClelland's research, people are motivated in the workplace by a need to achieve and also to receive recognition for their work.
Important factors in the need to achieve include the ability to define what it means to achieve, and that achievement is meaningful, perceived, and recognized by people whose opinions are meaningful to the individual.
1. Achievement involves personal responsibility (and thus, clear credit for work done)
2. Successful and continuous achievers know how to set goals that are not too high, but which are achievable (and tend to be moderate). They also take "calculated risks" and thus their risk-taking behavior is carefully modulated
3. It is important to give concrete feedback in order to reinforce the fact that the achievement has been realized, and also to improve processes in the future (to assure continuing achievement).
Relating the Theories
When one takes a look at the three main theories, it's clear that they involve many of the same concerns; namely, achievement and also the perception of how and when achievement is accomplished.
Maslow and Herzberg's theories work well together to discuss and explain the conditions that must be present in order to motivate individuals and also to set the stage for learning and performance.
Both Herzberg and McClelland include the need for achievement and they look at them as basically intrinsic motivators, which means that in order to motivate, efforts have to be expended that will create feedback loops as well as reinforcement and self-perpetuating dynamics that tie to achievement, recognition of achievement, and eagerness to achieve again (and thus repeat the positive experience).
References:
Herzberg, F. (1966). Work and the Nature of Man. New York: Thomas Y. Crowell Co.
Maslow, A. H. (1954). Motivation and Personality. New York: Harper and Brothers,.
McClelland, D. C. and Johnson, E. W. (1984). Learning to Achieve. Glenview, IL: Scott, Forsman, & Co.
Pardee, R. L. (1990). Motivation Theories of Maslow, Herzberg, McGregor, and McClelland. ERIC
Blog post authored by: Susan Smith Nash, Ph.D.
 |
| Motivation requires a multi-pronged approach. |
Learner Identity and Motivation: Connections to Aspiration
Learning can be a risky business, especially when it has to do with a learner’s sense of self and their identity. For example, how might a person who is learning a language for the purpose of becoming part of a group comes to realize that the act of learning is modifying who and how she is? Is the change in one’s identity a good thing? If so, how and why? What impact does it have on learner motivation?
A good example is the case of learning a language. While
learning a language may be for the purposes of assimilating in a society (or,
in a broader sense, fitting into a group or workplace) it is important to keep
in mind that assimilation should not go too far, and seek to efface or
obliterate the identities of the learners.
 |
| Learning a language requires changes in one's sense of self. Motivation to continue often involves the learner's aspirations, dreams, and ultimate life goals. Learning language in Jalisco. |
An over-emphasis on testing, assessment, and individual
achievement (rather than group dynamics) can destroy motivation.
Individual autonomy can be effectively instilled by giving
learners the ability to critique texts and instructional materials, have
choices with respect to their topics of study, and choose ways in which they
are assessed.
It is useful to incorporate aspirational elements in
motivation, especially in learning a language, or a skill set / knowledge base
that gains entrance to a group (especially a highly desirable group).
Reflective learner journals can be helpful, not only in
developing meta-cognitive skills but also in the ways in which instructors can
learn to tailor their instructional strategies in order to be more effective.
Conclusion
Perhaps the most surprising insight is that in order to
encourage the mediation of identity that occurs when learning a language
(whether a formal language or the informal “language” of a workplace or
community of interest), it is useful to look at aspirational elements of the
learner’s identity framework.
In other works, what’s the learner’s dream? What is the learner striving to be or become?
By appealing to the learner’s dream identity, or
aspirations, you as an educator or instructional designer, will make it easier
for the learner to tolerate the ambiguity and/or frustration that he/ she may
feel when learning a language (and hence tending to give up her own identity).
In order to increase a sense of autonomy (and comfort with
the process), it is helpful to give the learner the ability to influence his /
her own methods of interacting and being assessed.
References
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: NY: Plenum Press.
Lamb, M. (2011).
Future selves, motivation and autonomy in long-term EFL learning
trajectories . in G. Murray, X. Gao, & T. Lamb (eds). Identity, Motivation,
and Autonomy in Language Learning. (pp. 177-194). Bristol, UK: Multilingual
Matters.
Lamb, T. E. (2011). Fragile identities: Exploring learner
identity, learner autonomy and motivation through young learners' voices. The Canadian Journal of Applied Linguistics,
Special Issue. 14:2, 68-85.
The Dynamics of Self-Concept and Learning Performance
It is tempting to look at self-efficacy (Bandura, 1997) as the only reflector of an individual's belief about himself or herself in terms of whether or not he or she is likely to stay motivated and to achieve high learning performance.
Podcast: http://www.zenzebra.net/podcasts/motivation2-nash.mp3
However, there is another way to map the process of how one's beliefs about themselves frame and facilitate learning performance. That concept can be described by Core Self-Evaluation (CSE).
Definition of Core Self-Evaluation (CSE): "fundamental evaluations of one's self-worth, competence, and capabilities" (Kim, etal, 2012)
Question: What is the relationship between one's CSE and one's ability to learn? How does CSE relate to one's ability to succeed? Does a positive CSE translate to enhanced motivation and higher learning capacity?
Individuals with a high CSE can tend to consider themselves "confident, emotionally stable across different contexts, in control of their lives, and positive about their worth" (Judge, etal, 2003).
Having a positive CSE is not enough, however, when predicting performance,
It requires an additional step or factor, namely the motivation to learn. Here are the four main factors that are in play as a person employs their core self evaluation(s) in order to perform. The way in which each is most likely to contribute to success is briefly detailed:
o Goal choice: should be self-set, and appropriate, achievable, and meaningful
o Goal striving: persistent effort toward the goal reflects the belief that one is making progress toward a goal that makes sense
o Self-efficacy: the belief that one is able to achieve the goal is vital in maintaining focus and the willingness to work through uncertainty
o Goal commitment: an ongoing and self-reinforcing set of conditions and self-reassurances that keep the learner engaged and working toward the goal
All dimensions should be taken into consideration in evaluating learning performance, and the process is dynamic.
Key findings:
• Individuals with high levels of CSE tend to set more challenging goals, and tend to shuttle between the different factors (goal choice, goal striving, self-efficacy, and goal commitment) to use them as a dynamic process to reinforce progress toward the goal, with the result of higher learning efficacy.
• Individuals with lower levels of positive CSE may experience more anxiety, and it makes the dynamic process less fluid; in these cases shuttling between the factors may require coaching and/or team work. In this case, leadership is helpful in matching the individual with lower levels of CSE with appropriate team members and/or mentors
• Good leadership is important in the process. First, leaders can help identify people with highly positive Core Self Evaluations and they can encourage and reinforce the high CSE. Second, leaders can facilitate the process of helping find team members and mentors to reinforce the dynamic process of shuttling between goal choice, goal striving, self-efficacy, and goal commitment.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Judge, T. A., Erez, A., Bono, J.E., & Thoereson, C. J. (2003). The core self-evaluation scale: Dvelopment of a measure. Personnel Psychology. 56, 303-331.
Kim, K., In-Sue, O., Chiaburu, D., & Brown, K. (2012). Does positive perception of oneself boost learning motivation and performance? International Journal of Selection and Assessment. 20:3. 257-71.
Podcast: http://www.zenzebra.net/podcasts/motivation2-nash.mp3
However, there is another way to map the process of how one's beliefs about themselves frame and facilitate learning performance. That concept can be described by Core Self-Evaluation (CSE).
Definition of Core Self-Evaluation (CSE): "fundamental evaluations of one's self-worth, competence, and capabilities" (Kim, etal, 2012)
Question: What is the relationship between one's CSE and one's ability to learn? How does CSE relate to one's ability to succeed? Does a positive CSE translate to enhanced motivation and higher learning capacity?
Individuals with a high CSE can tend to consider themselves "confident, emotionally stable across different contexts, in control of their lives, and positive about their worth" (Judge, etal, 2003).
 |
| Oklahoma depends on oil and gas production and the entrepreneurial spirit that accompanies it. In order to be successful, entrepreneurs have historically had to possess confidence and a positive core self-evaluation. |
It requires an additional step or factor, namely the motivation to learn. Here are the four main factors that are in play as a person employs their core self evaluation(s) in order to perform. The way in which each is most likely to contribute to success is briefly detailed:
o Goal choice: should be self-set, and appropriate, achievable, and meaningful
o Goal striving: persistent effort toward the goal reflects the belief that one is making progress toward a goal that makes sense
o Self-efficacy: the belief that one is able to achieve the goal is vital in maintaining focus and the willingness to work through uncertainty
o Goal commitment: an ongoing and self-reinforcing set of conditions and self-reassurances that keep the learner engaged and working toward the goal
All dimensions should be taken into consideration in evaluating learning performance, and the process is dynamic.
Key findings:
• Individuals with high levels of CSE tend to set more challenging goals, and tend to shuttle between the different factors (goal choice, goal striving, self-efficacy, and goal commitment) to use them as a dynamic process to reinforce progress toward the goal, with the result of higher learning efficacy.
• Individuals with lower levels of positive CSE may experience more anxiety, and it makes the dynamic process less fluid; in these cases shuttling between the factors may require coaching and/or team work. In this case, leadership is helpful in matching the individual with lower levels of CSE with appropriate team members and/or mentors
• Good leadership is important in the process. First, leaders can help identify people with highly positive Core Self Evaluations and they can encourage and reinforce the high CSE. Second, leaders can facilitate the process of helping find team members and mentors to reinforce the dynamic process of shuttling between goal choice, goal striving, self-efficacy, and goal commitment.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Judge, T. A., Erez, A., Bono, J.E., & Thoereson, C. J. (2003). The core self-evaluation scale: Dvelopment of a measure. Personnel Psychology. 56, 303-331.
Kim, K., In-Sue, O., Chiaburu, D., & Brown, K. (2012). Does positive perception of oneself boost learning motivation and performance? International Journal of Selection and Assessment. 20:3. 257-71.
Why Sociocognitive Conflict Is Good: The Best Ways to Use Discussions and Social Media for Motivation and Engagement
Collaborative learning can be very motivating because it helps reinforce social needs (Maslow) and needs for affiliation (McClelland). However, there are challenges in developing collaborative discussions using online courses and/or social media, for several reasons.
Podcast: http://www.zenzebra.net/podcasts/motivation4-nash.mp3
Engagement is a complex concept, and for learners to participate in a sustained sense, it is necessary to satisfy several conditions:
• Have a positive feeling about participating or performing
• Be willing to take risks and invest one's cognitive efforts in thinking and learning
• Respect other learners while actively participating
Some ways in which collaborative discussions in online courses and in social media could actually be counter-productive for motivation and engagement include the following:
1. Bad discussion board prompts may not encourage working together
2. Prompts are too narrow, and do not include the incorporation of personal experience, prior learning, and/or opinion
3. Social media can be too ephemeral (Twitter), and tends toward synchronous communication, which may exclude learners who do not have connectivity at the same time
4. Social media can be distracting if the media / prompts do not tie closely to the course outcomes and learning objectives
5. Learners may have differing levels of competency in developing media (photos, videos, audio), which can be discouraging to those who are at either end of the spectrum (highly advanced, or newbie).
Effective strategies:
• Implement distributed leadership: include learner-guided activities such as discussion forum activities or social media postings that encourage individuals to take a position and then listen to their other classmates in order to engage in a debate (positive sociocognitive conflict)
• Encourage energizing, productive sociocognitive conflict by posting prompts that encourage diverse opinions and sharing of insights (Johnson & Johnson, 2009)
• Tie the prompts and the activities to a specific activity, challenge, current event, or ongoing project (Paris & Turner, 1994)
• Minimize frustration by building in positive feedback for risk-taking, and for modifying / mediating output to align with abilities and a negotiated final product / outcome
Conclusions
Perhaps one of the most interesting findings is that conflict should be sought, rather than avoided in order to heighten engagement and motivation. Of course, this is not referring to destructive or self-concept-damaging conflict.
Instead, it refers to socio-cognitive conflict that encourages the sharing of ideas, and lively, engaged, and emotionally compelling posts. Thus, the individuals find themselves caring about what they’re doing – emotions / affects are triggered – and they then take ownership in the position they’ve taken, and go to some length to find ways to post supporting information.
References
Graesser, A. C., & D'Mello, S. (2012). Emotions during the learning of difficult material. in B. Ross (Ed.), The Psychology of Learning and Motivation: Vol. 57 (pp. 183-225). New York: NY: Academic Press.
Johnson, D. W., & Johnson, R. T. (2009). Energizing learning: The instructional power of conflict. Educational Researcher, 38 (37-51).
Paris, S., & Turner, J. (1994) Situated motivation. in P. Pintrich, D. Brown, & C. Weinstein, Eds. Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J. McKeachie. (pp. 213-237). Hillsdale, NJ: Earlbaum.
Wu, X., Anderson, R. C., Kim, N.J., Miller, B. (2013) Enhancing motivation and engagement through collaborative discussions. Journal of Educational Psychology: 105: 3, 623-632.
Podcast: http://www.zenzebra.net/podcasts/motivation4-nash.mp3
Engagement is a complex concept, and for learners to participate in a sustained sense, it is necessary to satisfy several conditions:
• Have a positive feeling about participating or performing
• Be willing to take risks and invest one's cognitive efforts in thinking and learning
• Respect other learners while actively participating
Some ways in which collaborative discussions in online courses and in social media could actually be counter-productive for motivation and engagement include the following:
1. Bad discussion board prompts may not encourage working together
2. Prompts are too narrow, and do not include the incorporation of personal experience, prior learning, and/or opinion
3. Social media can be too ephemeral (Twitter), and tends toward synchronous communication, which may exclude learners who do not have connectivity at the same time
4. Social media can be distracting if the media / prompts do not tie closely to the course outcomes and learning objectives
5. Learners may have differing levels of competency in developing media (photos, videos, audio), which can be discouraging to those who are at either end of the spectrum (highly advanced, or newbie).
 |
| Try a new identity: conflict gives you a chance to think from multiple perspectives. |
• Implement distributed leadership: include learner-guided activities such as discussion forum activities or social media postings that encourage individuals to take a position and then listen to their other classmates in order to engage in a debate (positive sociocognitive conflict)
• Encourage energizing, productive sociocognitive conflict by posting prompts that encourage diverse opinions and sharing of insights (Johnson & Johnson, 2009)
• Tie the prompts and the activities to a specific activity, challenge, current event, or ongoing project (Paris & Turner, 1994)
• Minimize frustration by building in positive feedback for risk-taking, and for modifying / mediating output to align with abilities and a negotiated final product / outcome
Conclusions
Perhaps one of the most interesting findings is that conflict should be sought, rather than avoided in order to heighten engagement and motivation. Of course, this is not referring to destructive or self-concept-damaging conflict.
Instead, it refers to socio-cognitive conflict that encourages the sharing of ideas, and lively, engaged, and emotionally compelling posts. Thus, the individuals find themselves caring about what they’re doing – emotions / affects are triggered – and they then take ownership in the position they’ve taken, and go to some length to find ways to post supporting information.
References
Graesser, A. C., & D'Mello, S. (2012). Emotions during the learning of difficult material. in B. Ross (Ed.), The Psychology of Learning and Motivation: Vol. 57 (pp. 183-225). New York: NY: Academic Press.
Johnson, D. W., & Johnson, R. T. (2009). Energizing learning: The instructional power of conflict. Educational Researcher, 38 (37-51).
Paris, S., & Turner, J. (1994) Situated motivation. in P. Pintrich, D. Brown, & C. Weinstein, Eds. Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J. McKeachie. (pp. 213-237). Hillsdale, NJ: Earlbaum.
Wu, X., Anderson, R. C., Kim, N.J., Miller, B. (2013) Enhancing motivation and engagement through collaborative discussions. Journal of Educational Psychology: 105: 3, 623-632.
Monday, February 23, 2015
The Best Possible Collaborations in the M-Learning Space
I've been doing quite a bit of thinking about the way in which new needs and technologies are impacting the way education and training are prepared, delivered, and administered. All the advantages of m-learning come to the forefront: on-demand, ubiquitous (esp with wifi), and practical. There are also new advantages as well, which have to do with the way in which multimedia and social networks make collaboration and the use of multiple types of content possible.
As a result, there are some significant changes in the way in which materials are developed and deployed, and there are also differences in expectations of the learners / users.
Changes in Development / Deployment: Because the technology changes quickly and because instructional materials emerge quickly, it's very important to have a quick-to-market platform which incorporates existing multimedia and resources.
Here are a few considerations:
* The LMS will be a shell from which content is accessed
* It may be desirable to develop programs that do not use an LMS, but instead, utilize a bundle of products, such as Google materials
* Assessment can be done via a lite version of an LMS or via collaborative archiving (GDrive, Dropbox, etc.)
* Social media can be used for communicating with group members and making them aware of resources (Twitter, Instagram, Facebook), but not for confidential elements
* Instructional materials will be available in a "just in time" manner, and not necessarily developed months or years in advance
* Courses respond to changing needs (regulations, new technologies, new job opportunities) and so are often in flux
Implications for Credit Evaluation:
* It may be necessary to evaluate the *type* of materials, and be comfortable with the fact that a textbook will not be the only materials
* The educational institution would simply provide representative samples
Increased Focus on Collaboration: Collaboration is important and with new technologies students have more flexibility than ever to learn from and with each other. This changes the nature of tasks and assignments, and also the way in with learning takes place.
Here are a few considerations:
* Increased number of games and gamification that should be situated and purposeful (ties to learning objectives) not random or simply amusing
* More interactive uses of shared texts, images, maps, and videos that are produced by students and posted in social media (youtube, instagram, etc.)
* More need for informal communication done quite quickly (via Twitter, Google Hangouts, WhatApp, Skype, FaceTime, etc.)
* May not be possible to evaluate the nature of the collaborative processes -- but important to provide guidelines
* Will be important to have examples of products / projects to be completed by students
* Rubrics may seem a bit subjective, and so the process itself should be important and students need to reflect on their learning journey, and focus on meta-cognition
* Experiential learning / prior knowledge are easily incorporated in collaborations
Implications for Credit Evaluation:
* Rubrics should take into consideration the process as well as the final product
* Incorporate meta-cognitive strategies for instruction and evaluation
* Games / gamification should focus on situated learning that can build on prior knowledge
Changes in Assessment / Evaluation: M-Learning makes assessment via gamification, interactive quizzes, and collaboration very convenient.
Here are some considerations:
* Gamification should be easy to implement and change in order to maintain maximum situatedness
* Portfolios can include multimedia, with clear tie-ins to learning objectives
* Rubrics need to be clear and also to incorporate a learning journal to reflect on metacognition
* The process of collaboration itself should be a part of the assessment, and can be done by means of a learning journal
* Interactive quizzes should be of the appropriate difficulty
* Quizzes should work easily on all devices
* Collaborative efforts (portfolios, projects, etc.) need to be clearly situated in the learning setting / goals, and appropriate scaffolding needs to have been developed
* Collaborative efforts need to clearly tie to learning objectives
* Allow students to build on prior knowledge and experience when possible, and form collaborations so that they can incorporate experiential learning
Implications for credit evaluation:
* Need to be clearly tied to learning objectives
* Higher levels of Bloom's taxonomy often represented in collaborations
* Interactive quizzes can be effective for the lower level Bloom's taxonomy elements (identification, etc.)
* Institutions need to provide a backup / contingency assessments in case of massive technology fail
Final Thoughts
It is hard to predict the future, except to know that there will be changes, and the demand for new information, skills, and education will continue to be strong. There seems to be an increasing sense of urgency, and those institutions that are nimble and can provide knowledge transfer and skills building in a quick, effective, easy-to-implement and easy-to-complete manner will be the most successful of education / training providers. Entrepreneurship will always be rewarded, especially for those entrepreneurs are particularly adept at recognizing, assessing, and taking advantage of opportunities.
As a result, there are some significant changes in the way in which materials are developed and deployed, and there are also differences in expectations of the learners / users.
 |
| The high-definition, high production value end of the instructional materials spectrum. Materials for m-learning can also be collaborative and created by learners. |
Here are a few considerations:
* The LMS will be a shell from which content is accessed
* It may be desirable to develop programs that do not use an LMS, but instead, utilize a bundle of products, such as Google materials
* Assessment can be done via a lite version of an LMS or via collaborative archiving (GDrive, Dropbox, etc.)
* Social media can be used for communicating with group members and making them aware of resources (Twitter, Instagram, Facebook), but not for confidential elements
* Instructional materials will be available in a "just in time" manner, and not necessarily developed months or years in advance
* Courses respond to changing needs (regulations, new technologies, new job opportunities) and so are often in flux
Implications for Credit Evaluation:
* It may be necessary to evaluate the *type* of materials, and be comfortable with the fact that a textbook will not be the only materials
* The educational institution would simply provide representative samples
Increased Focus on Collaboration: Collaboration is important and with new technologies students have more flexibility than ever to learn from and with each other. This changes the nature of tasks and assignments, and also the way in with learning takes place.
Here are a few considerations:
* Increased number of games and gamification that should be situated and purposeful (ties to learning objectives) not random or simply amusing
* More interactive uses of shared texts, images, maps, and videos that are produced by students and posted in social media (youtube, instagram, etc.)
* More need for informal communication done quite quickly (via Twitter, Google Hangouts, WhatApp, Skype, FaceTime, etc.)
* May not be possible to evaluate the nature of the collaborative processes -- but important to provide guidelines
* Will be important to have examples of products / projects to be completed by students
* Rubrics may seem a bit subjective, and so the process itself should be important and students need to reflect on their learning journey, and focus on meta-cognition
* Experiential learning / prior knowledge are easily incorporated in collaborations
Implications for Credit Evaluation:
* Rubrics should take into consideration the process as well as the final product
* Incorporate meta-cognitive strategies for instruction and evaluation
* Games / gamification should focus on situated learning that can build on prior knowledge
Changes in Assessment / Evaluation: M-Learning makes assessment via gamification, interactive quizzes, and collaboration very convenient.
Here are some considerations:
* Gamification should be easy to implement and change in order to maintain maximum situatedness
* Portfolios can include multimedia, with clear tie-ins to learning objectives
* Rubrics need to be clear and also to incorporate a learning journal to reflect on metacognition
* The process of collaboration itself should be a part of the assessment, and can be done by means of a learning journal
* Interactive quizzes should be of the appropriate difficulty
* Quizzes should work easily on all devices
* Collaborative efforts (portfolios, projects, etc.) need to be clearly situated in the learning setting / goals, and appropriate scaffolding needs to have been developed
* Collaborative efforts need to clearly tie to learning objectives
* Allow students to build on prior knowledge and experience when possible, and form collaborations so that they can incorporate experiential learning
Implications for credit evaluation:
* Need to be clearly tied to learning objectives
* Higher levels of Bloom's taxonomy often represented in collaborations
* Interactive quizzes can be effective for the lower level Bloom's taxonomy elements (identification, etc.)
* Institutions need to provide a backup / contingency assessments in case of massive technology fail
Final Thoughts
It is hard to predict the future, except to know that there will be changes, and the demand for new information, skills, and education will continue to be strong. There seems to be an increasing sense of urgency, and those institutions that are nimble and can provide knowledge transfer and skills building in a quick, effective, easy-to-implement and easy-to-complete manner will be the most successful of education / training providers. Entrepreneurship will always be rewarded, especially for those entrepreneurs are particularly adept at recognizing, assessing, and taking advantage of opportunities.
 |
| Susan Smith Nash eating fresh coconut, thinking about training and education that includes collaboration and can be accessed via smartphone, laptop, tablet, or regular computer, and which does not require much bandwidth. |
Saturday, February 14, 2015
Interview with Rick Zanotti, RELATE, Leaders in E-Learning Series
Taking an integrative approach to e-learning, with perspectives gained from working across disciplines and with evolving technologies can provide unique insights. Welcome to an interview with Rick Zanotti, an influential e-learning leader whose perspectives have shaped products and approaches to e-learning and the development of learning management systems.
1. What is your name and your relation to e-learning?
My name is Rick Zanotti. I'm the president of RELATE Corporation and I've been personally involved with eLearning since the early 1980s when I developed training on green screen monitors! Since then, in 1995, RELATE became a full-service elearning and media creation and development company.
I was involved early on with products like Authorware, IconAuthor, Quest and others and we were pioneers in developing full-screen courses by using advanced compression techniques for graphics, video and audio in times of slow computers and even slower Internet connections (pre-internet as well).
2. What do you think are some of the main issues facing individuals who need training to maintain their professional credentials?
Two main issues: Time and Context. Often, professionals seeking to revalidate licenses such as Accountants, Doctors and others, have busy schedules with little time to attend stand-up training sessions. Often, the training they attend is not contextual, just fact-based information. This means non-engaging and often boring.
eLearning could do wonders for this and create consistent experiences and, if written correctly, would have some context, or story, to make the learning more personal and significant to the learner.
3. What are some of your favorite tools?
I use tools like Articulate Storyline, Lectora Publisher, Adobe Captivate and iSpring Presenter. I can't say I use only one tool specifically. I tend to decide on, or use, the tool that best meets the needs of the training being produced. They all have their strengths and weaknesses.
Unfortunately, may of the tools are also pretty limited and if we could combine them into one we'd be in a better development place. But reality being what it is, I adapt to the client's needs and we make due knowing the workarounds to get the job done well...
4. If you have to launch a new program, how has your approached changed from how you did it in the past?
Our approach has remained pretty consistent from 20 years ago till now. While the tools have changed significantly and not always for the better, the processes remain largely the same.
We start by asking the client questions about their needs, the specific audience, goals and results and deployment methods (now almost exclusively web-based or mobile). From that we determine what tools to recommend or use. Often we are constrained by what the client uses, but that can also be flexible in many cases.
5. What are some of the new directions that you find most interesting?
Being a techie at heart (most people don't know I have 25 years in the IT field), I like all aspects of web-based training, the increasing use of video in elearning, as well as the blended elearning approaches that can be quite powerful. I am not as keen on mobile learning though I completely embrace mobile technology and have more tablets and phones to my name than I really need... LOL But I feel we're not there for mobile yet for many reasons of which security, proper writing and design and device connectivity and corporate acceptance.
1. What is your name and your relation to e-learning?
My name is Rick Zanotti. I'm the president of RELATE Corporation and I've been personally involved with eLearning since the early 1980s when I developed training on green screen monitors! Since then, in 1995, RELATE became a full-service elearning and media creation and development company.
 |
| Rick Zanotti, RELATE |
2. What do you think are some of the main issues facing individuals who need training to maintain their professional credentials?
Two main issues: Time and Context. Often, professionals seeking to revalidate licenses such as Accountants, Doctors and others, have busy schedules with little time to attend stand-up training sessions. Often, the training they attend is not contextual, just fact-based information. This means non-engaging and often boring.
3. What are some of your favorite tools?
I use tools like Articulate Storyline, Lectora Publisher, Adobe Captivate and iSpring Presenter. I can't say I use only one tool specifically. I tend to decide on, or use, the tool that best meets the needs of the training being produced. They all have their strengths and weaknesses.
Unfortunately, may of the tools are also pretty limited and if we could combine them into one we'd be in a better development place. But reality being what it is, I adapt to the client's needs and we make due knowing the workarounds to get the job done well...
4. If you have to launch a new program, how has your approached changed from how you did it in the past?
Our approach has remained pretty consistent from 20 years ago till now. While the tools have changed significantly and not always for the better, the processes remain largely the same.
We start by asking the client questions about their needs, the specific audience, goals and results and deployment methods (now almost exclusively web-based or mobile). From that we determine what tools to recommend or use. Often we are constrained by what the client uses, but that can also be flexible in many cases.
5. What are some of the new directions that you find most interesting?
Being a techie at heart (most people don't know I have 25 years in the IT field), I like all aspects of web-based training, the increasing use of video in elearning, as well as the blended elearning approaches that can be quite powerful. I am not as keen on mobile learning though I completely embrace mobile technology and have more tablets and phones to my name than I really need... LOL But I feel we're not there for mobile yet for many reasons of which security, proper writing and design and device connectivity and corporate acceptance.
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