7 Minute Segments & Experts

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I’m not a big fan of “training” — it feels like something we do “unto” others. But something from this Fast Company article on training at Google caught my eye. I’ve highlighted the bit…

Once a quarter, the company tosses a larger training at the staff, called SalesPro, which takes a deep dive into one particular strategic issue, like display advertising or the mobile business. The soup-to-nuts program takes about six hours, but rather than delivering it all in one fell swoop, or even through a series of hour-long, do-it-yourself modules, Google breaks the information into bite-sized chunks lasting no more than seven minutes each, so agents can download and peruse them at their desks, on their commutes, even on their cell phones while watching Little League or waiting in line at airport security.Online games help agents dial in their knowledge. Leaderboards foster friendly competition. And quizzes following each training make sure the agents are absorbing the new information.“This is a new, complicated, and very fast-moving market,” Dennis Woodside, who took over as President, Americas, in 2009 when Tim Armstrong jumped ship to become CEO of AOL, tells Fast Company. “The challenge is: How do you get a comprehensive overview in a short period of time?”Google’s new tack is a far cry from the traditional methods of corporate training, that of corralling staffers into classrooms or having them click through tedious online modules.

via Training Secrets From Inside The Googleplex | Fast Company.

I’ve been doing a lot of online events and I’ve been trying to break things down more or less in seven minute segments to try and alternate information delivery with more intentional group interaction (shared whiteboarding, polls, chat, etc) If nothing else, it is a good reminder for me to shut up for a bit! It seems to help quite a bit in my experience.

Now here is another interesting segment on the Google efforts that resonates

“People learn best from experts,” Newhouse says, “but they learn best from experts who are not droning on and on.” The secret to the Product Spotlights, she says, is that rather than relying on product managers to dream up a course, the moderator simply guides them to the aspects of the product most relevant to the sales staff. Woodside says the new training method probably costs about the same as the old approach. Its more investment, he says, than cost.

I’d replace the word “expert” with “practitioners.” And really work hard to help those practitioners know/see/feel/hear how important their knowledge is to others. One of the things that always amazes me is how often people think what they know isn’t valuable to others. Most often it is. (Funny, there are also a few who think they are the center of the universe. And they probably aren’t!)

eRealities Online Presentation – Magic Moments

It is hard to say “no” to friends. It is harder yet to predict what will happen when you say “yes.” When you will stumble upon a magic moment.  Months ago I agreed to do an online session for one of my Australian pals, Frankie Forsythe, who I’ve known online for years since she took my (now dormant) online facilitation class.

The event was the Australian Flexible Learning Frameworks’ eRealities online conference. I was to kick of the second day.

Frankie and her colleagues asked me to do a session that wove together a ton of things and I was worried about a total fragmented mess. So after a few back and forths, we came to this description which you can see, could get one into trouble!

It’s a story with three hearts. It has a scaffold with three legs. It is a story told for the ears, the eyes and the heart. Join me as we explore how we got to this crazy time of “social media” and what it means for our learning with and from each other, how we can do it the best we are able to in a rapidly changing and often tension-filled context, and consider together what kind of future we want to build going forward.

At the end of the session participants were able to:
• understand how the intersection of technology and group forms impact our learning together online
• identify ways to work generatively with the tension of many opportunities and a scarcity of time (hey, what can we STOP doing?)
• identify steps to prepare to move forward positively in a time of rapid change

I had not overprepared for this session. I went in with 7 images and some thoughts, which is risky when you are in a “keynote” position. But my instinct was right. I was able to be really present. To listen. To follow and respond to/incorporate the chat stream into the conversation. We paused three times for full group input and people jumped in with head, heart and hand. You know those moments when you FEEL something. I was feeling it and I think at least some of the people in the online space were feeling it too.

So what was resonating? We were telling stories and using hand drawn images to reduce our electronic distance and barriers? We were talking about experiences that resonated for people in their work of teaching and learning online? I’m not sure. But it worked for me. I was grateful for the opportunity. When I was asked to send my invoice I said “contribute my honorarium to some local good cause. You gave me a gift.”

You can watch all the recorded sessions – you’ll have to register (free) but once you are in, you can find them all. Here is the information:

For those who couldn’t make it to the live conference, or didn’t get to attend all the sessions they were interested in, session recordings and resources are now available.

Just follow these steps:

  • Log into the conference site – http://flexiblelearning.net.au/networksevents – if you have not previously registered you will need to do so to access the recordings
  • Click on the Program tab
  • Select the Title of the Session you would like to review
  • Click on the blue “Enter’ button to open the recording of the session.
  • Here are some of the event artifacts:

    Chat text from ere11 session

    Monday Video: Seattle Music

    And now a post just for the pure pleasure of music, from the folks at SeattleMagazine

    via YouTube – Broadcast Yourself..

    Unpresenting With Heather Gold in Seattle

    You may notice the uptick in blogging. I have such a queue of draft blog posts that I resolved to start getting them out. In April, the amazing, wonderful and talented Heather Gold came to Seattle and ran one of her “unpresenting” workshops for us. While I was still raw from the death of my dad, I was still able to absorb some of her wonderful advice, mostly captured with some sketchnotes. What was most significant for me was that the advice she gave resonated with my best experiences. Being fully present. Don’t focus on content, focus on people, connection and conversation. Be fearless and fully yourself. Own it. Unpresenting with Heather Gold …a few visual notes by @NancyWhite :: bookr ::pimpampum.

    Guest Post: Adejare Amoo on an Industrialist’s Role in eLearning in Africa

    Nancy’s Note: In June I was lucky to help facilitate a couple of events for UN University at eLearning Africa in Dar es Salaam, Tanzania. One of our panelists was the wise and warm Adejare Amoo from Nigeria. Adejare’s role was to illuminate how business can be part of innovating in eLearning in Africa. In preparation for his part in our “fish bowl” exercise, he drafted an outline that I really appreciated. Because we did not have time to cover all his points, I invited him to do a guest post on my blog. I think Adejare is my FIRST guest post since I started this blog May 26, 2004. I will also post a few reflections from eLearning Africa in a subsequent post.

    As for Adejare’s post I love this line: “The higher education institutions in Africa need to follow the industrialists’ innovation concept and good practice policy, whereby they start their projects on a clean slate,  think big, start small, fail quickly, and scale fast, using ICT. Above all, the higher education institutions in Africa should adopt and adapt “open innovation policy” which has helped the industry to grow, just as it has helped most of the higher education institutions in the developed nations to use e-learning pedagogy for quality mass education production which has positively impacted their environments’ development.” Read on! And thanks to Adejare!

    AN INDUSTRIALIST’S ROLE IN HIGHER EDUCATION IN AFRICA
    I am an e-learning entrepreneur, a highly innovation promoted and real time evolving industry. I am based in Nigeria, the most populous nation in Africa (about 150 million population). Students as well as research & development results are identified as the products and services from  Higher education institutions in Africa. However these products and services form a core input in the industrialist’s production process system. In effect, the industrialist is a major consumer of higher education products and services.

    Furthermore, as a major stakeholder in higher education system in Africa, the industrialist sponsors some relevant higher education research and developments programmes, as well as some relevant higher education projects  –academic and non-academic, such as infrastructural developments. Some of the industrialist’s employees are parents and relations to the students, whose progress is of utmost importance to the industrialist’s organisation>. In addition to being a donor, the industrialist is a network builder in higher education system. As a council member, he contributes to higher education policy and practice formulation.

    HOW AN INDUSTRIALIST FEELS INNOVATION IS NEEDED IN HIGHER EDUCATION IN AFRICA

    Innovation has been identified as turning new ideas into beneficial and/or profitable products and services. It is characterised by information and communications technology (ICT) driven experimentations and sharing of ideas.

    Higher education system in Africa is confronted with some challenges. Both the admission and carrying capacities of the higher institutions are too low to satisfy the high demand for quality mass education delivery required to develop their environment.  Most of the institutions stick to their own obsolete ideas and practices, without allowing for other innovative ideas and practices from outside their institutions.  These institutions are starved of adequate funding. In view of the self contented policy and practice in most   African higher institutions, support assistance could not be readily obtained, since the donor partners could not understand their challenges. Most of the higher institutions in Africa are yet to apply technology in their education administration and delivery. The prerequisite solution to these challenges is radical innovation.

    The industrialist also needs innovation of his company’s products and services to improve on customer satisfaction, satisfactory return on investment (ROI) to the investors/shareholders, and efficient as well as  effective social responsibility performance as a corporate citizen. The stakeholders desire innovation in the company’s products and services, and which innovation must come from all the inputs in the production process. Such inputs include the identified higher education products and services, i.e. qualified manpower and research & development results.
    Expressed mathematically, “Summation of innovation of process inputs equals innovation of products and services.”

    INDUSTRIALIST’S GOALS IN INITIATING OR SUPPORTING INNOVATION IN HIGHER EDUCATION IN AFRICA

    he industrialist’s primary goal is to achieve his organisation’s set vision, mission, and values. This is, most essentially, to be and remain no.1 profitable producer of his company’s quality products and services, as well as fulfil the company’s  good corporate citizenship responsibilities, through innovation. The industrialist also aims at achieving the planned innovation objectives and strategies for the organisation, products and services, through innovation from the higher education products and services as part of the inputs. As a corporate citizen, the industrialist needs to fulfil the organisation’s  responsibility in promoting innovation of higher education process system, plantation of entrepreneurial seeds for generation innovation, as well as promotion of the organisation’s image and network.

    INDUSTRIALIST’S MAIN STRENGTH OR ASSET INPUTS TO HIGHER EDUCATION INNOVATION PROCESS IN AFRICA.
    From the point of view of comparative contemporary policy and practice in the higher institutions in the developing and developed nations, it will be observed that most of the universities that make the first hundred leading universities global ratings worldwide employ the application of the above mentioned innovative characteristics, i.e.  information and communications technology (ICT) driven experimentation and sharing of ideas  in their administration and academic operations.  The ubiquitous internet technology application has facilitated sharing of ideas and good practices such that the entire world is reduced to a digital village, with respect to the higher education institutions in the developed world.  This must have been borrowed from the successful high tech companies, which believe and practice the idea that companies should make greater use of external ideas and technologies in their own business and allow their own technologies and ideas to be used by others.  (Henry Chesbrough, UC Berkeley). In Practer & Gamble (P & G)’s “Use-It-Or-Lose-It Programme” innovation strategy, after an internally generated innovation has been successfully applied within the organisation for three years, it is thrown open to other organisations that could benefit from it. The higher institutions could benefit from such strategy.

    The high tech industrialists have capitalised on the above mentioned innovation driving forces to make a significant impact in the higher education institutions, most especially in the developed nations. To the industrialist, innovation is a revolution. It involves high risk taking, along with high failure probability result, and to be undertaken by all stakeholders. The industrialist considers this phenomenon as part of innovation game. It provides opportunities for continuous experimentations as well as controlled frequent and rapid changes.  For instance, Microsoft’s innovation strategy allows its employees to spend about 20% of the company’s time on controlled experimentation of their personal innovative ideas, that could positively contribute to the company’s benefits and ROI to its stakeholders. The company accepts that about 50% of such experimentations could fail. Furthermore, Microsoft provides high tech tools and equipment to some higher education institutions, in Nigeria, for their digital/computer labs. On the other hand, while implementing its “Innovation Research Programme” strategy, Hewlett Packard (HP) votes a huge amount of dollars to sponsor research projects in the higher education institutions annually and use the generated results in its products and services innovation.  In the industry, consumer generated innovation is assuming a greater trend. Similarly, the industry should generate innovation from the higher education institutions, being the major consumers of the products and service, i.e. the students and research & development results.

    As the industrialist commits so much  resources into promotion of innovation in the higher education institutions, the challenge of ownership of proprietary rights of products and services resulting from such research and development activities, undertaken by the institutions, could become important and controversial issues. This is where mutual and collaborative understanding should be embraced by both the higher education institutions and the industry.

    The industrialist possesses and provides financial support to the higher education institutions, through grants, endowments, foundation, donations, scholarship, sponsorship for conferences, etc. Relevant examples of such donors in Nigeria include Microsoft, HP, Intel, Nestle, Shell, Chevron, and Dangote, among others. The company possesses relevant technology and infrastructure. Provision is made for both the students and teachers to access the industrialist’s technology and infrastructures such as laboratory for research and development. Places are provided for students/teacher industrial work experience, as well as for sabbatical work experience for teachers. Collaborative exchange programme between the industrialist’s staff and student/lecturers is promoted. The industrialist is involved in higher education institutions’ social and academic extra-curricular activities, building and sustaining network between the industrial group and the higher education institutions. Promotion of socio-cultural activities engages the industrialist. The company initiates and participates in community development programmes such as health, poverty alleviation, capacity building facilities, etc. The industrialist organises competitions and quiz and also provides facilities for entrepreneurial skills acquisition to be shared with relevant students/teachers.

    INDUSTRIALIST’S NEEDS TO HELP MAKE IT HAPPEN
    To effect the innovation, the industrialist will require collaboration and cooperation from higher education institutions leaders and the entire institutions’ community. Collaboration and cooperation from other stakeholders in higher education innovation — parents, NGO’s, and socio- cultural organisations, will be relevant. Open access process policy and practice will enhance “open innovation”, which will involve sharing of technological developments and information, as well as ideas. High quality support/participants and manpower, with positive attitude, integrity, creativity, interpersonal relation, etc will be of mutual benefit. The industrialist will be a member of the governing council of the higher education institutions, where policy and practice are formulated. The industrialists will be represented on all relevant government’s boards and high powered policy and practice formulators, to make audible voice.

    The government will provide motivation in terms of tax rebate, recognition and other incentives, which will include conducive business environment — infrastructure, power supply, transportation means, peace, safety, security, etc. Funding from equity, loan and/or grant will be highly required.

    CONCLUSION

    The higher education institutions in Africa need to follow the industrialists’ innovation concept and good practice policy, whereby they start their projects on a clean slate,  think big, start small, fail quickly, and scale fast, using ICT. Above all, the higher education institutions in Africa should adopt and adapt “open innovation policy” which has helped the industry to grow, just as it has helped most of the higher education institutions in the developed nations to use e-learning pedagogy for quality mass education production which has positively impacted their environments’ development.
    Mine is just to provoke more contribution on the way forward to quality mass higher education delivery in Africa, using e-learning pedagogy and other information & communications technologies, for accelerated and sustainable development.

    I don’t pretend to have all the answers to the challenges confronting quality mass education delivery for development in Africa.

    Engr. ADEJARE AMOO

    ABOUT THE AUTHOR – ADEJARE  AMOO

    Engr. Adejare AMOO  is a Consultant/Managing Director of CorporateMind Associates Nigeria Limited, engaged in blended education, through their website www.corporatemind-elearn.com and a learning/study centre . This is in support of accelerated and sustainable realization of the goals of the global socio-economic development programs such as MDG, and EFA. The targets of his social entrepreneurial effort cover the disadvantaged communities , such as the youths, girl child, the physically challenged, and the women , among others, in the developing nations.

    He retired from Nigeria’s oil and gas industry in 2000 after 27 years work experience. He did an ICT Certificate course on e-Commerce  to support his passion for ICT in education. He is currently the Chairman of the ICT Group, Lagos Chamber of Commerce and Industry. He participated in the stakeholders workshops organized by Federal Ministry of Education, Nigeria, on education reform programs in 2006 to 2010. He participated in the eLearning Conference in Paris, and in EDUCA Berlin, as well as in the eLearning Africa Conferences between 2005 and 2010.He participated in the Second Science With Africa Conference in Addis Ababa, 2010. He participated in many international online education forums and webinars, including the e-Learning Expert Online Forum 2009, organized by UNU-ViE, Bonn.

    He is currently the Nigeria’s ambassador to WWW.SCIENCE-CONNECT.COM NGO. He authors and publishes the Nigeria wiki-page on the NGO’s website. He has a very strong international network. He is bilingual with proficiency in English and French languages. A youths mentor and a community leader, he is married with children. His ambition is to dedicate the rest of his life to support the less privileged  in the developing nations, using ICT.