Mesmerized by Thiagi

If you are a regular reader of the CLENExchange, you may remember the book review of Card Games by Thiagi, written by then CLENE President, Pat Taviss for the September 2007 issue. Pat described Sivasailam “Thiagi” Thiagarajan as “an international game master with a reputation for creating engaging games that enhance and support learning.” As the CLENExchange editor, I added an editor’s note to her review about my memories both of seeing Thiagi at an American Society for Training and Development (ASTD) conference in 1988 and attending his 2-day workshop in 1990.

As I frequently tell trainers I meet about the impact Thiagi’s training made on me, I was delighted to receive an email today with a link to a wonderful YouTube video titled Rapid Instructional Design with Thiagi. The April 2008 program was sponsored by the University of Maryland Baltimore County (UMBC) Training Forum. The email came from Gail Griffith, Deputy Director of the Carroll County (MD) Public Library, responsible for public services and staff development and a CLENE member. I wrote about connecting with Gail as a part of my research for a December 2005 CLENExchange article on Elliot Masie’s Learning 2005 global conference; there is also a profile of Gail in that issue.

Back to the video …the description reads, “Learn how Thiagi and his team undertake complex instructional design projects without the use of time-consuming, low value added traditional ISD models. Thiagi has created, tested and successfully applied his own model that produces rapid prototypes tomorrow.” I urge you not to miss this opportunity to learn and be mesmerized by a master. For more information, tips and tricks from Thiagi, visit his website too.

 

Come play with Thiagi

 

Video intro to the new Webjunction

The new WebJunction is coming… and it looks hot! Check out this sneak preview guided tour led by Michael Porter and Dale Musselman. It’s very social networky, and I mean that in the best sense. Librarians familiar with Facebook will probably feel right at home.

If player isn’t working, go directly to: http://blip.tv/play/AwGN61M

 

You think professional development is tough?

My ALA experience was so packed with meetings this year that I only got to one session— Professional Development Around the World. This one was a high priority for me, combining my deep interest in how libraries operate around the world and my interest in lifelong learning for library staff.

Through the admirable efforts of organizations like Read Global, Lubuto, and others, developing countries are tasting the fruits of what a library can do for their communities. But providing the buildings and the materials is only the first step toward assuring enduring, quality service.

I would ask any library worker who frets about continuing education in our system to stop and think about the enormity of having to start from absolute scratch. The Read Global program in Nepal offers 21-day seminars for library staff that begin with a module on “what is a library?” before moving on to the more technical subjects of cataloging, book repair, or reference. The program also includes training for the villagers on how to use a library and for community leaders on how to steward the library. Oh, the things we take for granted.

A group of this year’s Emerging Leaders undertook to provide access to free, online professional development opportunities through its IRRT Free Links project. Using a wiki in combination with del.icio.us feeds, the group aggregated an impressive array of links to free online technology resources that “will help international librarians stay current with library information and trends in the United States and elsewhere.” Since most of the resources are in English, this list is just as useful for training needs here in North America. I only wonder if the group will ever open up the wiki permissions to allow others to add resources.

Another perspective from the opposite side of the globe resonated more with the training challenges we face here. Dr. Gillian Hallam, from very developed, even cutting-edge Australia, posed the provocative question, “Professional development: whose responsibility is it?” The answer is that responsibility is shared: managers, trainers, and professional associations all play a role, but it is the individual who has the “obligation to yourself to keep up-to-date, develop new skills, knowledge and confidence to ensure you have a successful and rewarding career.” The Australian Library and Information Association has implemented a 3-year professional development scheme with an accompanying career development kit to facilitate learning. So far, the voluntary participation is running at about 8%. Makes me wonder what the motivation/participation ratio would look like between library staff in developing versus developed countries.

 

Evaluating Learning Management Systems

Learning management systems (LMS) have been around forever, and it appears, at least in my anecdotal observations, that public library land is jumping on the bandwagon.  

An LMS empowers an organization to manage, track, and quantify all learning activities. 

 

No system is perfect, but there are several things to consider before purchasing an LMS.  We recently acquired an LMS here at Gwinnett County Public Library after evaluating several vendors.  I began this process very green, but have learned several valuable lessons along the way.  Here is some wisdom I’d like to share:

 

v     What exactly do we need from our LMS?

Sure, as the training manager, I have many ideas for what I want the system to be able to perform, but this purchase isn’t just about me.  Does HR have specific needs?  What role will the IT department play in the implementation?  What strategic benefits do the Executive Director and other department heads hope to reap from this large purchase?  Know your core needs before contacting any vendors.  You’ll be quickly embarrassed if you don’t.

 

v     What features must the LMS have?  What’s optional?

After you know your business needs, you can begin thinking about core features of the LMS and any extra bells and whistles.  What kind of reports do you need?  Does your LMS come bundled with courseware?  How scalable is the system?  Is the LMS SCORM and/or AICC compliant?  Only you know your budget.  It goes without saying that you cover the core features first.  Do not go gadget crazy and purchase features you don’t need (ie, learning management system vs. talent management system).  There are some thirsty sharks out in the ocean of sales reps.

 

v     Who is this company, anyway?

Be sure that you are buying from an established company.  Can your vendor provide references of clients who have benefitted tangible returns after implementing the vendor’s LMS? 

 

v     Should I buy or rent?

Buying your LMS software may sound appealing, and if you have the IT resources in your organization, maybe this works for you.  If you purchase your LMS, it’s yours.  The implementation, upkeep, and upgrades also become your sole responsibility.  However, if you rent, the vendor implements, upkeeps, and upgrades using this software as a service model.  The LMS is hosted on the vendor’s servers, and you don’t have much to worry about… except the yearly fee for service.

 

v     Will the LMS work with other systems our organization uses?

This is a huge consideration, especially if your library already has a human resources management system.  Is it important that your LMS be able to communicate with your HRMS?  Can the LMS talk to the HR system?  If so, how much will it cost to customize the LMS?  Customization is expensive!

 

 Hopefully these tips will save you some grief.  If only I knew then what I know now.

 

~Jay

 

Mind Mapping Tools: From Pencils to Web 2.0

If you haven’t ever tried mind mapping tools, you may be surprised at how valuable they are in helping people learn.

My first introduction to the technique was over 20 years ago at a presentation by David Thornburg, author of Unlocking Personal Creativity: A Course in Idea Mapping. In those days we used paper and color pencils to be creative.

One of the exercises I currently use in teaching Effective Time Management for Library Staff online for Infopeople involves mind mapping. The goal of the exercise is to create a life map, i.e. a visual recap of the roles one plays in life. Below is my most recent life map. I designed it using Inspiration software. There is a free 30 day trial download available for both Macintosh and Window users.

Here’s another mind map I also did using Inspiration for one of my courses; I loved having such a wide variety of shapes, colors and graphics. This map recaps a concept from Many Moons by James Thurber—that each of us has a unique perception of what exists. If you missed the book when you were young, be sure to look for it at your local library.

If this quick look didn’t give you enough of a flavor of the technique, I suggest you look at the Mindmapping in 8 Easy Steps tutorial by Joyce Wycoff, author of Mindmapping: Your Personal Guide to Exploring Creativity and Problem-Solving.

And for those of you willing to try a free web 2.o mind mapping tool, there is Bubbl. Below is a simple example I did as a very simple introduction to Bubbl for my time management course participants.

 

2008: Predictions and Challenges

January signals the time of year to look forward across the expanse of what’s to come. I’m no futurist but I’m fascinated by those who are willing and eager to make predictions for the near and far future.

Of the ten predictions for 2008 from the eLearning Technology blog, these stood out for me:

• #2. Second Life Lite —“A medium size Virtual Classroom / Meeting Tool will announce features in 2008 that are not 3D immersive, but that are more like Mii characters in a 2.5D world.” (Me and my mii are curious to see what this environment looks like.)
• #5. Mobile Learning —“large adoption of mobile as THE learning platform still won’t be there.” (This sparked the most comments.)
• #8. Serious Games —“Likely YOU will get to attend a session on them. But YOU won’t get to build one, or buy one, or participate in one.” (Not even Guitar Hero?)
• #10. Knowledge Worker Skills —“The discussion of knowledge work skills is going to be BIG … We won’t hear much this year, but in 2009, this will be something you’ll hear in a big way.” (Library and information science for the masses?)

The Mobile Technology in TAFE blog chose to identify five challenges for the coming year:

• #2. Firewalls —“Inability to access web sites will continue to frustrate educators.” (and learners.)
• #3. Bandwidth —“…lack of bandwidth will drive [educators] insane.” (and learners.)
• #5. Mobile Devices —“… most educators will continue to be prevented from accessing their educational potential due to school or Government policies.” (A different take on the topic; this blog is from Australia.)

This is just a sampling from a heap of predictions. What do you see in the new year?

 

Free ebook: Tips and Tricks

Free always gets my attention. The eLearning guild is offering this holiday gift in the form of a downloadable pdf of 162 Tips and Tricks for
Working with e-Learning Tools. (Thanks to The Pursuing Performance Blog for the link.*)

The book is packed with ideas and best practices on a variety of tools—course-authoring, rapid e-learning, media, and simulation tools. All geared toward helping you avoid the pitfalls of exploring new territory.

Example: tip for course development

“When recording any audio narration, don’t record things that frequently change. For example, if you record this script: ‘The price for Product X is $19.99,’ a price change will force you to rerecord your audio. Instead, ensure you show the price onscreen, but record your script this way: ‘Here you can see the current price for Product X.’”

Example: tip for tool selection

“Do not look for an all-in-one tool solution. Use tools for their strengths, and combine outputs.”

These are just two out of 162. And the price is so right.

*btw, I found this link through my PLE. I’m discovering the difference between my feedreader and the PLE. In the feedreader, I follow a deliberate selection of blogs, intentionally limited by my capacity to absorb the influx–about 15 learning-specific blogs out of a total of 50+ feeds. By contrast, the PLE taps the vaster network of blogs, bookmarking sites, video sites, etc, on a specific topic, thus surfacing a more serendipitous array of links in small bites. The tools work nicely in tandem.

 

A PLE is for learners

When Marianne Lenox offered to give a WebJunction Learning Webinar on Personal Learning Environments (PLEs), I had to go research what she was talking about.

I learned that the term applies to a variety of systems that help learners creatively manage their own learning. There are as many variations on the environment as there are tools and learners. As one blogger said, “a PLE is as much a state of mind as anything else.”

Marianne is one of those trainers who overflows with innovative ideas, so I am really looking forward to getting the lowdown from her on setting up my own PLE. If you want a front row seat for her Start You Up! webinar next week (Dec 5th), you can either register for the event or just show up by following these instructions.

If you can’t make it, I will share what I learn in a future post here on the Buzz.

 

Learning links

Trainers, like comedians, are great at borrowing material and making it their own. Fortunately, there’s an abundance of material, a copious urge to share, and the cyber-spatial means to do it. It’s not so much about avoidance of “reinventing the wheel” (why not?); it’s about envisioning new wheels built from found parts.

1. Some additions to the already robust CEBuzz blogroll:

Learning 2.1
The sequel to the world-famous Learning 2.0 program from PLCMC, this blog extends the discovery and play—“mashing up 21st century skills with lifelong learning.” I got my Meez (at right) through a link on this blog. (My apologies for being too cheap to purchase a more sophisticated gesture.)

Presentation Zen

It’s a bit heavy on the promotion of their upcoming book at the moment, but generally a trove of all things presentation, like where to get good images or Yoda v. Darth Vader.

Weblogg-ed

A longtime favorite of mine for Will Richardson’s perspective on integrating cool tech tools into K-12 education, “working with kids every day helping them (I hope) become literate navigators of this increasingly challenging world,” and dealing with innovation overload.

2. A newsletter:
New Neat Stuff

I’ve subscribed to this newsletter for nearly five years and I continue to be amazed at Marylaine Block’s ability at resource discovery, like Wikivid, free video tutorials for course creation, and the Video Toolbox, links to video how-to’s, editors, converters, hosting, and more.

3. A resource list:
Stephanie Gerding’s Training Resources

I have described Stephanie as a super model of library training and an inspiring train-the-trainer. She’s generous about sharing her expertise and great at finding free resources.

4. And one example of information organization that is so comprehensive and elegantly organized as to make Edward Tufte drool:
Periodic Table of Visualization Methods

 

Online tutorial pedagogy and design (with a few examples)

“The potential benefits of online tutorials are many. Instruction can be scaled, increasing the ability of library staff to reach large groups of students. The variety and styles of web-based tutorials can accommodate different learning styles by using image, audio, and text simultaneously or in combination (Hook). Tempelman-Kluit found online tutorials to be a potential way to “reach those users who cannot or will not come into the library.” Because such users are increasingly able to fulfill academic assignments using full-text resources found online, and because users are increasingly expecting to be able fulfill assignments utilizing online resources, libraries find that online tutorials make sense in terms of adapting instruction to users’ needs. Those same users often have expectations about access in a time frame that doesn’t incorporate waiting for answers, or visiting the library to ask a question during hours the reference staff is traditionally available:

“Online tutorials are a lifeline when reference assistance is unavailable or when a user is accessing library resources from off site . . . [they] allow users to learn when it is most convenient for them to do so. And because tutorials are self-teaching, they allow a patron to internalize information at his or her own pace.“ (Hook)

Additionally, online tutorials, when teaching skills related to online resources, take advantage of situated cognition. Hook writes, “knowledge should be acquired in the same context in which it will be used.” Placing users on the computer, within the browser they will use to access online resources, and where they can instantly put to use what they have learned, makes educational sense.”

The text above is the beginning of a section of an Independent Study that one of my former students, Sara Zoe Patterson, completed over the summer ’07 semester. The completion of this (including a nice bib/webliography) and several examples of how she incorporated screencasts/online tutorials into a school library/media center homepage can be found:
http://eden.rutgers.edu/%7Esarazoe/howto/

I’m sharing this for a few reasons:

1. I like her bibliography/webliography as it list some great sources of research in this area and, to me, goes a long way to take screencasting and online tutorials from the “flashy” to the necessary.

2.  She makes use of a technology called Jing. While we both have our reservations about this service; I think it’s one we should keep an eye on.

3. She also makes use of Spresent, another technology that I think is worth a look.

4. Lastly, I think her work shows nice specific uses of the technology in a school library/media center environment