Rubrics As Full-Process Compositional Power Tools

Start, rather than end, with the rubric?
A rubric can be used in the invention phase of writing, not just in assessments.  It is just a matter of perspective, and whether or not you’re willing to create a rubric that piques the imagination and triggers a series of ideas of how to structure and build the essay or other piece of discourse.

The ideal rubric can be both a “triggering rubric” and a “checklist rubric” and can be used in the invention, outlining, drafting, and revision phases of writing. Here are the uses of a good rubric:

1.    Brainstorming / invention:  Reading the rubric can trigger thoughts and ideas, and help with narrowing / focusing the main idea and clarifying the desired outcome or goal of the writing
2.    Outlining: Developing an appropriate sequence, as well as connections back to the main idea and the writing purpose or goal
3.    Drafting:  Thinking of the best possible examples and supporting evidence, deciding where to place statistics, examples, case studies, and references to published reports
4.    Revising:  Triggering thoughts and ideas about where there might be gaps and a need for expansion, and also where it might be necessary to cut, prune, or re-organize

Customized Rubrics: Reinforce mission, passion, vision, and the “rhetorical situation”
Working with a rubric does not have to be a dry, boring experience. Yes, it can certainly be used to check boxes and to carefully assess whether or not a paper has met expectations at each level of competency.

For example, you can use your rubric to incorporate additional criteria besides the typical “purpose statement” and “organization.” You can add rows for additional criteria:

1.    Reflects ethical values, respect for diversity, and a sense of fair play
2.    Demonstrates competency in the technical area in the topic
3.    Exhibits rigorous research design and method
4.    Discusses competing perspectives or views in a thorough-going manner
5.    Uses several types of supporting evidence, which can include statistics, case studies, examples, and research study results

Don’t forget the Meta-Cognitive potential of the rubric

1.    Internalize the writing process
2.    Apply experiential learning
3.    Incorporate prior learning
4.    Situate the learning – place in a context

The following rubric is one that can be used for expository writing; specifically, for college-level courses at both the undergraduate and graduate levels. It can be used as a point of departure.

By adding additional criteria, which tie directly to a specific writing occasion, it’s possible to use the rubric at every step of the writing process, as detailed above.

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.

Situated Learning in Practice: Integrated Conservation and Development Programs

 Countries and communities that have the good fortune to be near areas of biodiversity and beautiful beaches, mountains, rivers, fields, and forests often cite nature tourism as a key strategy for preserving the integrity of natural resources and alleviating poverty. In doing so, they integrate conservation and development programs, and try to avoid the pitfalls that are often associated with tourism, such as social disruption, the abandonment of cultural heritage in favor of low-wage jobs, the commodification of biodiversity, and social inequality.

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.

As a result, the town consists of a small plaza and business area, narrow unpaved streets, steep hillsides with tropical foliage, and clusters of small houses, bungalows, and multi-family rentals. There are two main beaches: a larger one that has a number of docking areas for boats, and a small one that one must access by going through a cemetery, hence the name, Playa de los Muertos. On November 2, el Día de los Muertos, family members leave orange marigolds (cempasúchitles) on the above-ground tombs.

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

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.

The high-definition, high production value end of the instructional materials spectrum. Materials for m-learning can also be collaborative and created by learners.

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.

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.

Interview with Ashleigh Lincoln, Ultralingua: Innovators in E-Learning Series

What role can online dictionaries play in e-learning? Finding just the right word to use, or understanding the true meaning of a word is often a matter of context as well as denotative meaning. Dictionaries can fall short because they do not always adequately present the full spectrum of meaning(s), and they are not flexible enough to engage deep learning. To offer a solution, Ultralingua combines technology with a philosophy of rich context and situated learning to build language knowledge and skills. Because Ultralingua offers monolingual and bilingual dictionaries, they support communication across cultures and nationalities. Welcome to an interview with Ashleigh Lincoln, Ultralingua. 

1. What is your name and your relation to elearning?
Ashleigh Lincoln, marketing and communications coordinator. E-learning embodies what our company, Ultralingua, is all about. We provide accurate, simple and accessible education on the web.

2.  What is Ultralingua? What does it do?  What makes it special?

Ultralingua is a software company that makes monolingual and bilingual dictionaries for people who love languages. Our dictionaries come with advanced reference and learning tools, developed to address the verb conjugation, vocabulary memorization, and grammatical challenges language learners face. Ultralingua is not your average software company. We have a passion for making easy and accurate software that people love to use. We take every user comment seriously, and use feedback to make Ultralingua dictionaries the best they can be.

3.  What are the learning theories that underlie the instructional strategy of Ultralingua?

 At Ultralingua, we believe technology can be a great asset to language learners, as long as they pick tools to help them learn rather than shortcuts to get around the challenge of learning. If a language learner is motivated to learn a new language, they already have taken the first necessary step. We aim to make our dictionaries the ultimate reference tool for people who are committed to learning a language and have the motivation necessary to learn a new language. Our software contains multiple translations with context and usage examples so learners can distinguish between word choices themselves.

4.  How effective is the strategy that you use? Is Ultralingua equally effective with everyone? What are the conditions that are required for learning to be optimal?

Language learners need context in order to choose the right word, and our dictionaries were designed to make that context accessible. Ultralingua is effective because we include so many additional tools and resources with our dictionaries. We believe the key to learning a new language this day in age, is balancing technology with teacher and native speaker interaction. If the learner has that fundamental motivation, and possesses an app like Ultralingua to use as a reference on them at all times, they have a recipe for success.

5.  Who has used Ultralingua? Do you have any examples?

Generally our users are people in the process of learning one or more languages. These users vary from students in high school language classes, graduate and undergraduate college students majoring or minoring in a language, teachers and professors, students and workers abroad, bilingual people, language translators, homeschoolers, and self-language learners.

Ultralingua actively communicate with the Ultralingua users and have been fortunate enough to interview a handful of them. Our users vary across the world from a farmer from California who needed to improve his Spanish speaking abilities, to an Esperanto-speaking world traveler, to a young man studying abroad in France needing a fast and easily-accessible bilingual dictionary. To check out some of their stories, visit our blog at http://blog.ultralingua.com/.

6.  What are your plans in the future? 

We just completed a complete redesign of our two most popular products: Ultralingua for iOS and Ultralingua online dictionary.

The new Ultralingua dictionary 2.0 is equipped with a new design, a “favorite” feature, for users to mark entries to remember or save for later, and as well as grammar references with answers to hundreds of usage and syntax questions for the Ultralingua 2.0 dictionary for mobile devices.

Effective E-Learning in the Global, Multi-Generational Workplace

Audio file // podcast.

E-learning can be a highly effective and affordable way to provide high-quality technical education and professional development. However, there are a number of considerations to keep in mind while developing e-learning programs for technical professionals in a multi-generational workplace.

Generational Beliefs and Misconceptions

While it can be said that cohorts who share the same formative experiences, such as historical events and engagement with emerging technologies, share a certain worldview, it is reductive to say that all have the same attitude toward information technologies and communication strategies.

For example, it is common in today’s workplace to act on the belief that older workers are technology-resistant, and that all younger workers are "digital natives" with an natural desire to work with technology.

What such stereotyping does is miss the point that many older workers have adapted to wave after wave of technological innovation, and are comfortable with using an integrative synthetic approach that incorporates many different levels and kinds of computer technology.

It also misses the point that younger workers may be comfortable with the kinds of writing and research required in their education, and may be adept at text-messaging using cell phones and capturing and sending images and videos via their smartphones, but may have little or no experience with the kinds of information architecture / networks, security and access protocols, software programs, and information/content management that one finds in today’s distributed workplace.

The sweeping statement that older and younger generations are different in their approach to information technology and training also misses the point that all who work with Internet-based information exchange have, at least to some degree, become comfortable with informal learning. Informal learning is often perceived as more effective and relevant than formal learning.

As a result, some of the negative attitudes and resistance to formal learning, particularly with respect to software, may be a natural response from those who have found that they have learned very well on their own.

Informal learning is generationally-independent.

Operating under faulty assumptions will effectively divide a group and result in poor team performance. For that reason and many others, it is important to avoid stereotypes when developing a training or professional development plan, or when proposing changes in workflows.
Instead, a series of assessments and survey instruments should be administered in order to gain a clearer idea of the true picture of capabilities, attitudes, and experience with information technology and professional development.

E-Learning in the Multi-Generational Workplace: Informal and Formal Learning for Professional Development

Informal learning tends to be effective because it incorporates prior knowledge, and it is flexible enough to accommodate a variety of learning styles. For example, a geologist who wishes to learn more about 3D seismic processing may be a kinaesthetic (rather than dominantly visual or auditory) learner with substantial experience in workplace settings that required an integration of geological, geophysical, and engineering analysis.

In this case, an informal learning process that builds on prior knowledge and which allows the learner to take a hands-on approach will be much more effective than a traditional lecture-based classroom learning setting.

E-learning used in workplace training and professional development is often designed to encourage the learner to build on prior knowledge, and to try a number of different pathways to get to the same result.

For example, a geologist wishing to learn more about 3D seismic may be best served by an approach that brings together the following learning elements:

**synchronous, group learning via web conference, or webinar

**asynchronous self-study: reading articles, examining presentations, watching videos

**asynchronous self-assessment: taking online quizzes, engaging with interactive programs / graphics

**asynchronous team / instructor-guided assessment: creating work, then reviewing in teams or one-on-one with the instructor for focused feedback.

Avoiding a "one size fits all" approach to training is important. Although it may seem most efficient and cost effective for a company to simply purchase seats in a number of face-to-face short courses or workshops, the reality is that unless a blend of activities is used, and the individual learners are given the opportunity to work alone, with groups, and one-on-one with a mentor or instructor, the results will tend to be very poor.

The ideal educational program (training, professional development, education) combines informal and formal learning, and relies heavily on experiential learning which taps into prior knowledge. It is also highly situated, which is to say that the activities and the learning concepts tie closely to real-world activities and tasks.

Situated Learning: Leveraging Experiential Learning and Prior Knowledge
Situated learning will help individuals apply the knowledge that they’re gaining, and to build skills and problem-solving abilities. Situated learning, which brings in a case study or a specific, tangible problem, will allow teams to form that understand the learning goals and desired outcome.

The following elements can be blended in order to achieve situated learning with both formal and informal learning approaches:

**synchronous webinars / web-conferences

**asynchronous problem-based e-learning: use as short courses for individual and group training

**building-block instructional components / learning objects: select and use to build a module or a problem-based module. Instructional components / learning objects can consist of videos, articles, audio files, software demonstrations, maps, graphics, recorded lectures, presentations.

**asynchronous project-based e-learning: use as short courses, but define the outcome clearly (a report on something, a presentation, a collection of resources and research, a portfolio).

Cost-effectiveness and Convenience Trump Conventional Learning Approaches

It may be customary for a company to require all its employees to attend face-to-face courses together in groups. Some companies even go to the expense of selecting a group to engage in training off-site in a one-week retreat, with the stated goal of avoiding distractions.
However, such training approaches are often disappointing, not just in the fact that they’re expensive and it’s difficult to see uniform results. They are disappointing because actual performance does not live up to expectations.

A more cost-effective and convenient approach involves highly applied situational learning, which requires the learners to pull from all their past experiences in order to achieve a very well-defined goal. The approach used can also be adapt to cultural and corporate exigencies. They may use informal learning methods to gain the knowledge and skills to achieve their desired result, and they may take more formal online training.

The precise path is something that can be developed as a team effort, between the organization and the learners.

Knowledge Transfer in the Multi-Generational Workplace

Presentation / Slide Show:

http://www.zenzebra.net/knowledge-transfer-multigenerational-workplace/susan-smith-nash-multigenerational-workplace.pdf

Learning with Audio: Lessons from Television - Monk, House, MD, and NCIS

Borrowing the "in media res" techniques of popular programs, Monk, House, and NCIS, among others, can help make online and untethered mobile learning more effective. In the early days of e-learning, it was common to tape a classroom lecture, digitize it, and then stream it over the web for students to view. Sometimes it was synchronous, and one had the opportunity to use a whiteboard and text message. Needless to say, that approach was quickly discredited as passive. To solve the problem, designers started adding overlays of learning objectives and outcomes, along with review questions at the end.

Podcast / downloadable mp3 file

Television technique: switch to "in medias res." Literally meaning "in the middle of the thing," this technique is employed in almost all programs designed for television, as well as a significant percentage of feature-length films. It's a familiar technique: the viewer is catapulted immediately right into the middle of the action, usually a dramatic pivotal moment upon which the rest of the plot is constructed. For example, in NCIS (Naval Criminal Investigative Services) a spin-off of JAG, the episode opens with a 2 or 3-minute dramatic situation, usually resulting in a murder. The investigation of the murder is what constitutes the rest of the episode.


NCIS
Similarly, in House, M.D., the episodes open with a medical crisis, which takes one by surprise. We see a person going about their daily life when a catastrophic medical emergency besets them. The medical condition is life-threatening, and time is of the essence. Will the team of forensic diagnosticians be able to determine the cause before the patient dies? This adds to the urgency, as well as the emotional involvement of the viewer.

In rhetorical terms, what is activated is emotional involvement, "pathos," to use Aristotelian terms. The situation engages the emotions, and the viewer is held, rapt, in a state of hyper-involvement and hyper-identification with the victim, and the race against time.

Typically, authority is invoked in the persona of a "difficult" voice. In this case, "difficult," means that there is distance between the audience / listeners and the voice. Distance is created through formality, power differentials, subject-matter knowledge gaps, intimidation (shaming or threatening harm), refusal to be admitted to an "in" group.

The danger with this approach is that authority is off-putting, which can war against learning. Sometimes the most off-putting authority comes in the characters of "the professor" or the "scolding parent." The content delivered by the authoritative voice can be more accessible when it comes packaged in a character who begins to approach that of a tragic hero, which is to say that the protagonist hero is flawed, which makes the audience identify with him or her all the more.

To be effective, authority must be mediated with human frailty.

Gregory House, M.D., of House, M.D. is a brilliant diagnostician, but suffers from chronic pain from a nerve-damaged leg and has become addicted to painkillers.

Adrian Monk, of Monk, is a brilliant detective who can hold forth on a number of technical areas, but he never bores the audience. Instead, they feel for him, they cheer him on as he seeks to overcome his obsessive-compulsive disorder, and his grief over the loss of his wife, Trudy.

Monk

Likewise, the team of agents and investigators of NCIS are brilliant, but quirky. In fact, the concept of professorial lectures is lampooned by Special Agent Jethro Gibbs, who typically cuts off the endearing yet long-winded medical examiner, Dr. "Ducky" Mallard, and asks him to keep to what is relevant. The other technical experts in the team fare no better - Abby, brilliant in all manner of forensics - computer and biological - loves the long-winded technical explanation, which is also often cut off abruptly, with the question, "How does this relate?" stated in so many words. Special Agent McGee, an MIT graduate and computer whiz is also cut off. As an audience, we gain knowledge by seeing the theories in action, applied to the case.

In NCIS, technical details, analogues, personal anecdotal asides are permitted, but only to the degree that they contribute to an understanding of the case at hand. What this means, in some terms, is that we are looking at "situated learning" in action.

In the case of House, M. D., the fact is clear that we are observing an open critique of education, and a subversion of the typical classroom lecture, filled with professorial quirks, long-winded digressions, asides, and self-serving ego inflation in front of a captive audience.

The action takes place at Princeton Medical Center, a teaching hospital, and many of the episodes incorporate scenes from the lecture hall, where medical students regurgitate concepts they have memorized from their texts, and demonstrate that they have no idea how the concepts apply in real life.
Similarly, in the comedy series, Scrubs, hazing of the "newbies" often centers around the gap between "textbook" knowledge and situated, operational knowledge. The amount of information that is presented in a television drama, crime procedural, or sitcom can be quite surprising. It's not trivia, but is situated in a real-life or life-like setting, which makes understanding, retention, and application more effective.

In a world where distance learners are likely to be very film and television literate, it is likely that they, too, feel a deep-seated disdain for subject matter authority that is dislocated from its objective correlative, which is to say, the way the subject exists in the world of phenomena.


Scrubs

What this means to all the programs seeking to repurpose old-school lectures delivered by rambling, self-absorbed professors who managed to tape themselves at a chalkboard for 30 or 40 hours is that every dime they invest in digitizing those old assets will be utterly wasted.

The charismatic professor of the past ruled through a cult of personality, and he or she elicited all the emotions that one might expect of the leader of, say, a cult or a gang of grifters.

The charismatic professor of the untethered world of mobile learning reigns supreme by encouraging extreme identification - by imbuing authority with anti-hero or tragic hero elements. If not, the dehumanizing aspects of technology will prevail, and students will simply move on to educational interactions they find more engaging.

To conclude, a few ideas and suggestions can be made, and lessons can be learned from the failures of educational programs to interest the learners. In a pragmatic sense, what this means is the following:

a) Structure audio and video in a way that dramatically captures the imagination and reflects the very heart of the concept being presented in the module or unit. One effective approach is the "in medias res" approach.

b) Find a persona who will be your subject matter expert and make him or her deeply flawed. The flawed authority figure does not need to be morally reprehensible; quite the contrary. He or she should have flaws that are more exaggerated than those of the general public, but only to the degree that the audience finds the character to be very human, engaging, and ultimately disarming.

c) Consider moving subject matter authority around. For example, if one is discussing psychological disorders, instead of focusing on a professor who will discuss facts and figures, write a script that features a person who is suffering from one of the issues under discussion. She can discuss her condition, and the compare and contrast her situation with that of others. This allows the listeners to begin to relate to it, and to connect her situation to their own. It situates the material within a real person's experience.