stickylearning

Learning Web

I know I'm influenced by ideas outside classical learning/educational circles. Yesterday I began a doodle of all the areas that I feel influence how I design programs, develop resources and facilitate workshops. The doodle evolved into the following "Learning Web".  

As you can see I am influenced by a pretty broad range of disciplines. This is reflected in the types of posts I write for this blog, the way I see it is that there are lessons all around us! 

What sort of things influence the way you approach learning? Can you suggest other areas that I could include?

Everywhere - the future of knowledge and learning

I watched a very interesting show on TV recently with Englishman Stephen Fry (@stephenfry) discussing the invention of the printing press and it's impact upon culture and knowledge. Throughout the program I was struck by the parallels between the impact of the printing press and the impact the internet is having upon culture and knowledge today!

With the invention of the printing press knowledge held by a few became available to the many. Learning existed, but in universities only for the elite. Increased availability of printed books however, led to a flourishing of knowledge, no longer could knowledge be held by the few. It became more difficult to tell people how to think, as they were now able to read books themselves and interpret text as they saw it. A direct result of this was the renaissance, the religious reformation and the industrial revolution. 

After a period of time others saw a need to organise the world's expanding body of knowledge and leading to dictionaries and the first encyclopedias. Once knowledge had been organised (in a rudimentary sort of way) the platform had been set for education of the masses, beginning in the late 19th century.

So it may be said that the invention of the printing press led to the education and learning systems in use around the world follow today.

But things have changed! The rise of the internet knowledge is making knowledge even more accessible to everyone. You don't need access to books, all the world's knowledge will be available to you. In fact Google's famous mission is to:

"organise the world's knowledge and make it universally accessible and useful"

Google has certainly done a great job so far at making knowledge universally accessible, however, to me at least, there is still work to be done on making the world's information useful (the education part).

After the printing press, dictionaries and encyclopedias arose to organise this knowledge, education came after this. Everything moves far faster today than when the printing press was invented, however perhaps the same pattern is being followed today. Organisation of information comes before use, ie before education and learning.

Where are we now? Without a doubt the world has changed! Barriers to knowledge and learning are being torn down apace, BUT the education system is lagging behind, continuing to follow the old way. Certainly there are many people chipping away at the edges of the education system to re-invent the system. From this most eLearning systems have arisen. It is worth considering however that perhaps most of these attempts to 'modernise' learning are really only shuffling around what already exists. A full redesign is needed.

A real and fundamental shift within all this has has been the move from a 'Read Only' (see my earlier post) system of learning to a 'Read Write' world where anyone can create (think of the world of blogs, youtube and so on). 

Everywhere is the name of this post, I called it this because this is the future of knowledge. Everywhere will change education and learning in ways that aren't even obvious even now. Everywhere will also lead to changes beyond learning, it will no doubt change the world in ways even greater than the invention of the printing press did years ago.

I don't have a real conclusion here! As far as education and learning are concerned we are still searching for what Matt May would describe as an 'elegant solution'. My point is that we are in the middle of change, we could just shuffle around existing ideas on learning OR we could design new way forward 

Informal/Social Learning - Concertina Style

In recent times I've seen and heard much discussion around informal and social learning. For example, is informal learning necessarily social in nature? Has the rise of new technologies altered the traditional view of social learning? How can we harness new technologies to foster a culture of learning within our business? And so on. 

Firstly some definitions - mine. 

Informal learning is learner driven and takes place when and how the learner decides. As it is driven by individuals it can look quite different from learner to learner, the main test is whether learning occurs. You may also read a recent post of mine, Informal Learning - it's not new.

Formal learning, by contrast is driven by organisations and/or learning institutions, there are expected learning outcomes and syllabuses. Think text books, structured courses, face-to-face or online.

Social Learning occurs in a sense through osmosis. One person observes another performing a task, they will be motivated to learn this task if they see that a benefit in learning this skill (for example the possibility of promotion). A good example is learning to cook! You will be motivated to learn how to cook a delicious chocolate cake but you wouldn't be motivated to cook horrible tasting goo!

None of these ideas present any earth shattering revelations, people have learnt in these ways for hundreds of years (thousands in some cases).  Why then has there been a rise in interest within business about informal and social learning?

I think it is fair to say that formal learning was the dominant approach to learning throughout the 20th century. Formal learning is fine when knowledge is static, constant and fairly unchanging, however since the late sixties the rate of new ideas, innovation and plain new knowledge has increased to the point that this alone could spell the end of formal learning. Add to this a desire to control business costs and you can see a pretty powerful motivation for businesses to look to other ways to help their teams and organizations learn.

Now let me borrow some thoughts from Marty Neumeier, design thinker extraordinaire. In his book, The Designful Company he talks of 'Creative Collaboration', Marty explains that this is made up of two processes, team creativity and individual creativity - this brings to mind social and informal learning. The key, he says, is to find a collaborative rhythm between the team and the individual, a rhythm that looks a bit like a concertina, working together, then separately, then together... The learning benefits of this are enormous, individuals have an opportunity to reflect deeply when working alone and can then bring their experience to the group when learning collaboratively. All this leads to greater shared thinking and increased business knowledge.

So, this is what I mean by Learning Concertina Style! It is using the advantages of informal and social learning together so that all benefit!

The Powerpoint 12 - the slideshow!

My last post was a list of tips for using Powerpoint/Keynote more effectively - The Powerpoint Dozen! Here is part 2, the slideshow.

The first installment provided the written tips, much like many slide presentations you are subjected to - heavy on text. Now, there's nothing wrong with text, it just doesn't belong in any quantity on Powerpoint or Keynote slides!

Below you will find the slideshow of my powerpoint tips, The Powerpoint 12! In reality, an actual presentation on this would use these slides with the text from yesterday's post forming much of the basis for what I would be saying. I may, at the end of the session, provide participants with the written version as a reference.

The Powerpoint 12

View more documents from Michael Eury.

So, think of these two posts as two sides of a coin. You can't have a successful presentation without both of them!

The Powerpoint Dozen - the written version

I use Powerpoint in some of the workshops I run, not all, but when it suits the audience, venue and most importantly learning objectives. I have, on the other hand, been a participant where slides have been the 'star'! Slides that contained too much text in colours and sizes that were too hard to read and more bullets than Ned Kelly's last stand! That said, Powerpoint can have its place. So I've put together a list of 10(+1) tips for using Powerpoint more effectively.

1. Plan your workshop.  Ask yourself what is the best way to get the message/learning across.  If the answer is a slide then use one/two/more!  If the answer is something else - activity, discussion, role play, brainstorm, group work .... then use this - don't just use slides because you can!
   
2. Story before slides. When building your slides, start by building your story. Do this away from the computer. I use either a whiteboard or large pieces of paper to map out the 'flow' of the session and how slides will fit in with this. 
   
3. Strictly limit the amount of text you place on each slide (and make what you do use big enough to read). Some people think fewer slides is better but not if that means densely packed text that is too small to read. Each slide is free so why cram it full?  How much text?  Half a dozen words per slide would be about right - really! Provide a separate handout with the details. 
   
4. Avoid bullet points. This is the same rule really as my last point! I just wanted to make sure I got the point across. NEVER, fall for the temptation when in a hurry of simply copying bulleted text from workbooks and pasting it into slides. It will be quick but it won't lead to an interactive and interesting workshop.
   
5. Think like a designer! Consider the font type, colour and size. Is there consistency throughout the slideshow? How are you laying out the slide? Is it visually appealing? Are the colours you're using easy to read? Is the text large enough to read? My suggestion is to look at TV ads! Look how they are laid out, their use of colours (and lack of bullet points).
   
6. Do not use cartoonish clipart, what does it add (distraction). If you need an image to support a point, use real images, you can download many images from Microsoft's clipart page.  Just make sure to only use 'photos'.  These are free, the quality OK but for better images consider sites such as iStockphoto, not free but well-priced and excellent quality.  There are other good sources of images but check whether they allow you to copy them and/or pay royalties. But I don't mean to include photos just for decoration. They are there only to support your message, sometimes the slide should simply be a few words, nothing else!
   
7. Avoid overuse of Powerpoint SmartArt Graphics. Yes, they do make the job of creating diagrams and charts very simple BUT if you're slide deck is full of these they quickly lose their impact.
   
8. Use simple backgrounds. Powerpoint/Keynote provide a range of background themes to choose from. My advice is always to use the simpler themes. Your aim is to communicate your message, not decorate slides with distracting backgrounds.
   
9. Vary the layout of your slides. Powerpoint and Keynote have a default layout. Heading at the top, text below. There is no reason to use this layout for all your slides, in fact you shouldn't! Lay your slides out the way you want, not how powerpoint tells you to!
   
10. Strictly limit the use of animated text.  It doesn't help learning, it distracts from it. I remember once watching a presentation with text zooming onto the slide accompanied by the sound of screeching brakes. Not good (unless it was used just once to a tyre fitting business or auto company, but just once!)
    
11. Use a remote. Don't be tied to your laptop. You should be able to move about during the workshop. If you don't use a remote you will feel tied to the laptop (or find yourself rushing back to change slides). I use a Kensington remote presenter. I like it because it's small, simple to use and only has the buttons you need. 
    
12. Use the 'B' key! I know many people know that if they press the B key on the keyboard during a Powerpoint of Keynote presentation the screen will go black - but I still find people who don't know this! It's important not to leave slides showing after you have used them. Don't just leave them up for no good reason, press the 'B' key (or the 'W' key if you'd rather the screen turn white!)

Permission Learning - encouraging the informal

I've been a keen reader of Seth Godin's perspectives on marketing (and everything) for a while now. But this morning one of his books caught my eye as I went to sit at my desk - Permission Marketing. It's strange how the mind works, I saw the title and I thought "mmm, that's how to get traction for informal learning in the workplace".

If you're not following my train of thought yet, let me explain! Seth's main point in the book is that what he terms 'interruption marketing' (think TV ads, newspaper ads, billboards etc) are all designed to get your attention via interrupting what you are doing - and he reckons that this type of marketing is doomed because of the information overload that we all suffer from everyday - the 'interruptive message' gets swamped by the deluge of information washing over us each day. From this position, Seth coined the term 'Permission Marketing' to describe a way forward for marketing messages in an world of information overload.

So, to informal learning! I've followed many discussions on blogs, webinars and twitter asking to promote a greater use of informal learning in workplaces. It's a good point! Right now there are increased cost pressures on businesses everywhere (especially L&D departments) As a result of this and the increasing profile of alternative learning technologies, there has been a renewed focus on whether informal learning can be leveraged to fill the gaps left by a lessening reliance on workshop and classroom-based learning.

In some places I've seen people discuss whether the answer is to put some structure around the informal learning that occurs in workplaces, thus allowing informal learning to be more effectively promoted in workplaces. This however runs the risk of removing the 'in' from informal, leaving us with just another type of formal learning. It isn't surprising that businesses think in this way as most businesses are built around structure, processes and systems. But, in the case of informal learning, structure is not the answer.

Let's look at how to promote informal learning in another way, let's call it Permission Learning (built around the same principles as Permission Marketing). 

The ideal informal learning scenario is that workers have given their express permission for knowledge and skills updates/videos/etc to appear via links in their inbox. The worst scenario is when learning videos/information emails just appear unexpectedly and without permission, think spam!

So, how would you like workers to view your learning/knowledge content? As spam? Obviously not, this would just mean that the content is effectively binned, along with your investment. Instead, you should aim for workers to eagerly click on any links that are sent to them because they look forward to them, they see value in it!

Remember, this is still informal learning. You are not making anyone do this, learners/workers want to!

So, let's review the 5 levels of permission (from Seth Godin) as they might apply to informal learning.

1. Intravenous
2. Points
3. Personal relationships
4. Brand trust
5. Situation

1. Intravenous

This is the highest level of permission. This describes a situation where the worker has given explicit permission for the business to provide them with the elearning/videos/webinars/etc that the business believes the worker might need and be interested in. Ideally this should be based both upon the current role the worker is performing but should also be referenced against what they have previously shown interests in. (ie give people what they want) This is the ideal situation BUT carries with it a great responsibility. If the business sends the wrong, or irrelevant, knowledge to the worker, the worker can immediately withdraw their permission. (and then engage in negative Word of Mouth marketing)

2. Points

The next level down on the permission scale is 'Points'. This is fairly straightforward to understand, reward the worker for each 'piece' of learning they undertake. The rewards could be anything, money, extra leave, or extra entries into a business-wide lottery for a grand prize! OK, this is less informal, but still the decision lies with the worker whether they use the learning resources or not.

3. Personal relationships

This is where an individual manager may encourage their team to participate and engage with the learning resources that are available. Personal relationships are good, but they take time to develop and are not transferable across the business. OK, if your business is of a certain size you could have one person whose role is to build such relationships and encourage workers' participation with learning initiatives. The upside of using personal relationships to promote an informal learning environment is that if there is a high level of trust, you are able to more strongly promote learning.

4. Brand Trust

You could use this concept if you created a 'learning brand' within the business. The idea is that trust is built up in the brand through performance. The trust is then leveraged to promote further learning. Such an idea may work as long as the learning opportunities provided continue to meet the workers' expectations of the brand. (don't be tempted to use Brand Trust to 'spam' the worker with other messages) Once broken such brands are significantly weakened.

5. Situation

This level of permission is the lowest (other than spam). It describes a situation where a worker needs to know something NOW in order to complete the task they are working on. In such situations they will seek the knowledge. There is a potential upside to this level of permission. If a worker's learning need is met by your online/informal learning tools, the worker will be more inclined to keep using informal learning channels for other knowledge/skills purposes. BUT, if the worker tries to find what they need informally, but your systems/knowledge prevent them from gaining this knowledge, they will NOT be inclined to do so again. As far as I'm concerned this appears to be the method used in most businesses, a sort of 'build it and they will come approach. The problem is that many businesses only use this approach then throw their hands up in the air and proclaim that informal learning cannot help their businesses! 

(6. Finally there is spam. But we all know what we do with spam don't we!)

I hope this has got you thinking! I believe that there is real potential in looking at informal learning in this way, perhaps informal learning could become 'Permission Learning!'

Stickylearning - now a part of eLearning Learning!

I suppose for most people it's fair to say that, 'You know what you know, but you don't know what you don't know.' For me this changed about 12 months ago. How did it change? I subscribed to one blog, PresentationZen. From here I soon realised that there was indeed a lot that I didn't know - so I read one book, then another, subscribed to one more blog, then another and on it went...

My library of books grew, as did my appreciation of the learning that could occur via blogs and other online sources. So, I decided to write my own blog, stickylearning, which over the last 9 months has me reading more widely again.

Recently Tony Karrer (of the eLearning Technology blog) invited me to join his eLearning Learning community. For those who haven't visited this site previously, the eLearning Learning site is a collection of blog posts and articles around eLearning. This site accumulates blog articles into one location, allowing you to browse over content that you otherwise may not find. Then spend some time navigating around the site, you'll find the list of blogs included down the right hand side.

As I've said, eLearning Learning is a really good site for accessing the most up-to-date ideas, views and technology on all things related to eLearning. Click here and you will be taken to the site (you'll see the stickylearning articles featured).

Fish are the last to recognise water = informal learning?

I just twittered a thought - 'The benefit of Informal learning is that fish are the last to recognise water' - and then I started thinking...

This is the real essence of informal learning. People become so engrossed in what they are doing that they don't see that they are learning - until they have learnt (if this makes sense?)

So what does this mean for workplace learning?

1. design opportunities to stretch your teams capabilities
2. design informal learning opportunities to meet the development needs of workers
3. provide easy access to organisational knowledge, preferably online
4. use the skills and knowledge of the group
5. embrace enterprise-based social networks
6. build collaborative online workspaces

But, informal learning is not:

• an excuse for not having any plans
• the easy way out
• great, 'cause it's cheap!
• a good way of passing responsibility to others

So, let's try for a definition:

 "Informal learning is the learning we do when we don't realise we're learning."

There's still a place for Learning 0.0

I've written a range of posts over the last few months that in some way have referred to the rising use of various technologies in workplace learning environments. Technologies such as elearning generally, twitter, personal learning environments, wikis, webinars and so forth. 

As I've looked over the posts I've written, one thing stuck out, I have made no reference to 'standard', 'old school', face-to-face delivery of workshop-based learning? (that is low tech in nature!) I think it is time for a little breather!

Without a doubt the emergence of new technologies gives learning professionals a greater range of tools to choose from. New technologies can lead to greater engagement from learners. New technologies can lead to better, more effective learning.

In the rush to technology however, it is important that the benefits of people-to-people, workshop-based learning are not forgotten. 

• Is elearning 'better' than workshop-based learning? Maybe, but maybe not!
• Do web 2.0 technologies lead to more effective learning? Maybe, maybe not!

I could go on! My point is that no single 'new' technology or practice will replace current practice. So, don't throw out the known in a rush to the 'new'.

New learning technologies do however provide learning designers with a far greater range of tools and options so that you are better able to tailor learning solutions to the specific needs of both the learner and the organisation. 

This is the exciting part of the rise of new learning technologies. One size has never fitted everyone, and with so many new options to choose from, you can now design learning solutions that work for all stakeholders!

(so over the next few posts, I'll go low-tech and look at some design considerations for workshop-based learning environments)