Marching on to the next episode of What You Need To Know. This post, you’ll find some great development resources, podcasts, articles, videos and even a challenge.
Check out after the stuff I read and shared this week after the jump. You’ll probably find them useful. I did. If you like the stuff I write and share, you can connect with me on Twitter @getplexdesign
- Boulder Writers Alliance April 20th Presentation Speaker Deck.
On April 20th, I reached a professional milestone! I presented to the Boulder Writer’s Alliance in my capacity of Founder of PLExD LLC. It was a great experience. I’d like to thank the attendees so much for the great questions about the tools I use, my process, and what’s working and what’s not working for me as an independent contractor. I’d also like to thank Dr. Frick and Leah Naess for inviting me. I’m looking forward to speaking to the group again.
The Learning and Performance Institute (LPI) Capability Map lists skills required for success in the learning and development profession. With it, the Institute aims to create a common language for describing these skills, a language shared by all. For that reason, the Institute is committed to keeping the LPI Capability Map open-access and available for use, free of charge, by anyone, anywhere. I was prompted to complete my after being contacted by Blue Eskimo (a learning and development recruitment organization across the pond). I completed my own capabilities map below:
One of my go-to resources for everything instructional design/gamification/coding is Melissa Milloway. This week she shared Construct2 with me. Here’s a quick video from Scirra (the creators of Construct2) showing what Construct2 can do. They offer a freemium version of Construct2 and I plan on downloading it. With a large library of prebuilt templates (especially RPG templates), I’m excited about getting an opportunity to build a scenario based game using RPG elements to teach customer interaction in a retail environment.
What Did I Read?:
“By ineffective learning objectives, I mean those that contain verbs like “know,” “understand,” and “learn.” These verbs are popular in learning objectives because they are easy defaults, but they should be avoided and replaced with more measureable and observable ones.
Let’s say we’re designing a course about how to ride a bike, and this is our terminal learning objective: “Understand how to ride a bike.” (Variations would be “Know how to ride a bike,” or “Learn how to ride a bike.”)
If I were consulting with you about this course design, I would ask, “What does understanding look like?” or “What does it look like when the learner understands how to ride a bike?”
So how do you avoid this critical pitfall? Use Bloom’s Taxonomy! Just remember this
- Information dump = regurgitate and forget.
- Application of concepts and knowledge = knowledge sticking.
The Information Age has ushered in a new era of success and with it a whole new set of skills. How do you stack up? Are your skills up to par for the 21st Century or are you part of the 80% of people who aren’t ready? I took the quiz and scored an 18. Coming out of it, these are the action steps I came away with.
- Continue creating content and contributing to the community.
- Begin making a running list of things to improve professionally every-day.
- Read more books.
What did I listen to?:
Research shows that some teaching methods are a lot better than others. But why aren’t more colleges and universities even bothering to measure teaching effectiveness? Nobel Laureate Carl Wieman, a Stanford professor, is on a mission to improve undergraduate teaching and learning. I’ve talked about this article with several thought leaders and learning and development managers in the past 2 weeks. I wholly agree with Wieman. The MOOC took the worst parts of the university education process (asynchronous lecture) and made this the basis of Online Learning. Wieman argues (and has the data to back it up) that small team based/problem-based learning is SO MUCH more effective than the typical lecture method.
WIEMAN: I know you can double how much a student learns depending on what method the instructor’s using.
This wouldn’t be a roundup with out a Podcast from HBR. The episode I want to highlight this post is Understanding Agile Management. In the podcast Darrell Rigby of Bain and Jeff Sutherland of Scrum explain the rise of lean, iterative management tactics, and how to implement them yourself. During the discussion, they focus on topics such as people over processes and tools, prototypes over documentation, responding to change over following a plan, and then customer collaboration over rigid contracts.
Dennis Hall of ONILP challenged the group to an e-learning asset development challenge. I’ll be working on it in the next few days and I’ll be sharing my completed project. Want to give it a try?
Here’s the Challenge:
Create a 7 screen course for your clients, and potential clients, to learn how you will complete a project cycle for them.
By the end of this course, the learner will be able to describe their project and it requirements as they relate to your project process.
Screen 1 is only a welcome and introduction screen.
Screen 7 contains a contact form where they will enter the description (satisfy the Learning Objective)
When the learner submits the form, it will email you the information and open a thank you for contacting us dialogue.
Clicking an Exit button in the dialogue will close the project.
To complete this challenge, you will need to:
Analyze your project process
Design a Welcome and introduction screen
Design a 5 screen summary of your process
(extra points for anyone who can “gamify” their process).
If you need help creating a functional contact form screen (final screen), we can provided a sample to those who are having difficulty to creating one.