Archive for the 'knowledge sharing' Category

Aug 04 2016

The website or the people who make them?

holdingcenterI was attracted by the title of a 2015 opinion piece in the Observer by Thomas Oppong @Alltopstartups,  33 Websites That Will Make You a Genius. If only! Apparently so were many other people because if you search on the title and first sentence, you will see the article republished all over the place. I had tucked the url into a draft blog post that I’m finally getting to today! (Note: there are actually 34 on the list. Brainpickings did not get a number. Brainpickings, by the way, is one that I’d prioritize reading!)

Why are people interested in these lists? Are they really going to go out and working on getting smarter? Does anyone have time to read them on a regular basis? For me it is an interesting reminder that there is so much interesting stuff out there we must both use it and not let it overwhelm us. Or let lists limit us because the diversity is much richer than can ever be boiled down to 33 or 34.

The question I sit with is WHY are these 33 websites considered so valuable? Is it the website, the artifact, or the people who make them, individually, collectively and everything in between! What if instead of listing these sites, we had a chance to sit down and have a meal with the people behind them. Now THAT would be WONDERFUL! Here is the list with Thomas’ annotations – and thank you Thomas! At the end I leave you with a question similar to the one Thomas left at the end of his article.

1. BBC — Future — Making you smarter, every day.

2. 99U (YouTube) — Actionable insights on productivity, organization and leadership to help creative people push ideas forward.

3. Youtube EDU — The education videos that don’t have cute cats in boxes — but they do unlock knowledge.

4. WikiWand — A slick new interface for Wikipedia.

5. The long read (The Guardian) — In-depth reporting, essays and profiles.

6. TED — Great videos to open your mind on almost every topic.

7. iTunes U — Learning on the go, from some of the world’s top universities.

8. InsightfulQuestions (subreddit) — Intellectual discussions that are not necessarily genre-specific.

9. Cerego — Cerego helps you build personalized study plans based on your strengths and weaknesses to retain knowledge.

10. University of the People — Tuition-free online university that offers higher education in multiple course streams.

11. OpenSesame — Marketplace for online training, now with 22,000+ courses.

12. CreativeLive — Take free creative classes from the world’s top experts.

13. Coursera — Partnering with some of the top U.S. universities, Coursera offers massive open online courses for free.

14. University of reddit — the product of free intellectualism and is a haven for the sharing of knowledge.

15. Quora — You ask, the net discusses — with top experts and fascinating back and forth on everything.

16. Digital Photography School —Read through this goldmine of articles to improve your photography skills.

17. Umano—Explore the largest collection of audio articles powered by real people. Dropbox has acquired Umano. Brain Pickings is a great replacement for 17.

Brain Pickings — Insightful long form posts on life, art, science, design, history, philosophy and more.

18. Peer 2 Peer University or P2PU, is an open educational project that helps you learn at your own pace.

19. MIT Open CourseWare is a catalog of free online courses and learning resources offered by MIT.

20. Gibbon—This is the ultimate playlist for learning.

21. Investopedia — Learn everything you need to know about the world of investing, markets and personal finance.

22. Udacity offers interactive online classes and courses in higher education.

23. Mozilla Developer Network offers detailed documentation and learning resources for web developers.

24. Future learn — enjoy free online courses from top universities and specialist organizations.

25. Google Scholar — provides a search of scholarly literature across many disciplines and sources, including theses, books, abstracts and articles.

26. Brain Pump — A place to learn something new everyday.

27. Mental Floss — Test your knowledge with amazing and interesting facts, trivia, quizzes and brain teaser games.

28. Learnist — Learn from expertly curated web, print and video content.

29. DataCamp — Online R tutorials and data science courses.

30. edX — Take online courses from the world’s best universities.

31. Highbrow — Get bite-sized daily courses to your inbox.

32. Coursmos — Take a micro-course anytime you want, on any device.

33. Platzi— Live streaming classes on design, marketing and code.

If you had to suggest one website that presented a more diverse perspective or represented views that don’t often make into lists like the ones above, what site would you recommend I look at?

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Feb 15 2016

The Post that Keeps on Keeping On: Zoom and Re-Zoom for Facilitators 

Back in 2013 I came upon a lovely facilitation tool/activity called Zoom/ReZoom using Istvan Banayi’s great books, ZOOM and RE-ZOOM. Every once in a while I check my site stats and dang, if this post isn’t hit daily, and sometimes 30+ times, which far exceeds my average hits these days. The traffic seems almost entirely from search engines. My interpretation? Either Zoom is a very cool word, or people are actively looking for ways to engage with each other. 🙂 If that’s you, link back into this old post where there are resources and a story of using the activity.

Last month I finally got a chance to use a facilitation activity called Zoom which I found on the Wilderdom’s Game resource page— a great resource!  I deeply appreciate that they put the “copyleft” designation on all their resources. THANKS! As I learned and read facilitation ideas from other sites, I realized I should share some of my experiences as well. Here is the description from Wilderdom’s resource page (which also includes all instructions – I’ve attached a pdf copy at the bottom for taking to an event, but please DO visit their page!)

Source: Zoom and Re-Zoom for Facilitators | Full Circle Associates

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Feb 15 2016

Resource Guide to Learning Delivery Methods

resource guide to learning

What learning delivery methods are there and how do you consider them? In 2014 Scott Leslie and I supported an analysis for decision making on training strategies for the International Labour Organization’s Microinsurance Innovation Facility, now the Impact Insurance Facility (http://www.impactinsurance.org/ ).

As I moved on to other related works, I kept drawing on these initial documents. Finally, I’ve gotten around to a) getting permission from the ILO to share (THANK YOU!) and trying to pull out some of the domain specific stuff so it might be more widely useful.

The Resource Guide to Learning Delivery Methods  (pdf for now) is a version of one of the outputs of our work, shared with permission from the Facility with the hope that it adds value to your work. (The other elements include a Glossary and a Strategic Options documents.) We hope to also put these online for crowd-sourced critique and revisions. (TBA!) In the meantime, I just want to get this OUT THERE!

From the Introduction:

This document is a version of one of the outputs of our work, shared with permission from the Facility with the hope that it adds value to your work. (The other elements include a Glossary and a Strategic Options documents.) We hope to also put these online for crowd-sourced critique and revisions. (TBA!)

The Facility team was evaluating their e-learning options to expand capacity building for microinsurance for the poor. An early identified need was to understand elearning in the wider context of delivery mechanisms.

The basic content can be useful when starting to consider capacity development, training or specifically an e-learning strategy. It is not exhaustive, and some things have become dated since it was written. Understanding that, it can help you understand the range of learning options, and where they might be most effective.

We surveyed 20 different learning delivery methods across five major categories:

  • Face-to-face delivery methods
  • Online delivery methods:
    • Traditional online courses
    • MOOCs, communities & self-directed learning
    • Synchronous methods
    • Mobile delivery methods
  • Offline delivery methods
  • Blended and hybrid methods

This guide is the detailed analysis of these methods in the context of the Facility’s domain. It includes a general description, domain-related examples, and provides insight and comparisons on these methods based the qualities the organization identified as key to assessing any proposed solution. These qualities include:

  • the implications of this method on scalability and adaptability of content
  • implications on quality control
  • any effects the method may have on motivating learners’ completion of training and achievement of learning objectives
  • the ease and costs of implementing any of these methods

Your qualities may be different, so you may wish to consider your needs and how the methods may or may not meet your needs. This document is offered as a Free Cultural License as defined by the Creative Commons https://creativecommons.org/licenses/ .

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Feb 08 2016

Learning While Building eLearning: Part 1

F2FtoONlineIntroduction

This is the first in a short blog series based on conversations with a colleague who is “learning while doing” as he is building an eLearning offering. Disclaimer: I’m an adviser to the project and my condition of participation was the ability to do this series of blog posts, because there is really useful knowledge to share, both within the colleague’s organization and more widely. So I said I’d add the blog reflections – without pay – if I could share them. So here we go! Over time it will probably include some additional comments from other members of the team working on this project. (Edit: Part 2 and Part 3.)

The reason I wanted to share this story is time after time I hear people state “Hey, let’s just convert our face-to-face (F2F) training into elearning” without a real sense of what that process might entail. What really happens when you decide to convert your face to face training to an elearning offering? What types of offerings lend themselves to conversion? What would that conversion look like? What should you consider?  I’ve done piles of research for clients in the past (and I’m working on getting permission to share some of it.) But nothing in the research is surprising. What is surprising is that it is not considered before diving in!

There are many paths to answering the questions about converting F2F learning to online or blended learning. The most important starting point is to ask some important initial questions, explore the options, and learn from others. Then, if you still want to proceed,  you can hire a firm to fully convert materials, do it yourself or work with a few others.

Regardless, the “conversion” process asks us some fundamental questions about learning: what and why we want to learn and what the impact of that learning might be. Looking at our assumptions around these fundamental questions can inform any initiative to “convert” something to elearning.

Meet Emilio  

Emilio is a technical officer at a large international development organization. He is an expert in his domain with years of knowledge and experience. Over time he has been asked to share his expertise and has developed a set of materials and practices to offer face to face (F2F) workshops around his area of expertise. He is passionate about his topic and his depth of experience brings richness to every conversation he has with people who want to learn more. Now he has been asked to reach more people by teaching online. That “elearning” thing.

The first decision Emilio faced was to understand what elearning really means. What are the options? What does it take to convert his offline materials into online opportunities? In our first learning conversation, Emilio shared his discovery that there is a large range of types of elearning courses and that they are difficult to categorize. He started out thinking that this is simply presenting his F2F lectures in a real time online space, augmented with the materials he had developed. But he discovered there was more to it than that.

Matching the Material With eLearning Options

multimediaAn early insight was that what you choose to do depends on your target audience and what they want or need to learn. (Or what YOU want them to learn!)

From conversations with other colleagues at work, Emilio learned some forms of elearning that have been produced in his organization. For example packages were created to introduce ideas, concepts and general information to government officials. Emilio now sees these can be less interactive, self-paced, and can potentially reach hundreds in unfacilitated courses. His colleagues have handed material over to consultants who have converted them into self paced offerings – quickly and efficiently.  This form fits with a goal of information dissemination. The value added to the learner, as compared to doing an internet search or picking up a book, is that the material is chunked and sequenced into digestible chunks and because of the reputation of the agency, people have confidence in what they are learning.

Emilio’s existing  training courses focus on a variety of complex policy issues and practices.  The material is more about converting concepts into practice, which is far more challenging than introducing ideas. Learners need to wrestle with the material, practice its application, consider their contextual differences and get the kind of feedback experts like Emilio have in their heads – the kinds of stuff that is rarely included in the slide deck or readings. Subtle. Contextual. Experienced. This is more challenging than converting basic or introductory materials into elearning.

As the volume of complexity of the material grows, there are other issues to consider. How do you keep the learner’s attention? How do you know if they are falling off course and what do you do? What and how do you customize for different contexts?

An early implication of these differences was that Emilio’s colleagues and bosses may have been thinking that he was doing the same thing as the people making introductory courses. The might expect it would take the same amount of time and resources to implement. Like him, his colleagues were not familiar with the range of elearning options. Add to that the fact that a strong organizational driver towards elearning is the idea of efficiency and reach, you can fall into a trap assuming that elearning is just about low-cost content distribution to many people, and that it is always easy or effective to implement.

Sometimes we can and do reach thousands with introductory material. But how do we really build capacity for more complex topics at a distance? What does “cost per student” really mean for deeper learning?

Emilio discovered that the reality is quite different than he thought. There is a mountain of jargon. Even thinking about the course learning objectives in a more complex offering is much more challenging (and we’ll talk about this with Emilio in a later blog post). All his tacit information that is easily available when he is present in a F2F training needs to be identified and reconsidered. What needs to be made explicit? What can come out through the facilitation of a course, with direct online interaction with learners? What has to be packaged into knowledge products? What is REALLY important amongst the vast possibilities of the content?

The adventure has begun. Stay tuned for the next part!

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Nov 27 2015

Unleashing Joy Through Visual Facilitation – Part 4 of ISS Fellowship

This is the fourth in a series of posts about my ISS/Chisholm Fellowship in Victoria State, Australia. You can find the previous posts here: Part 1, Part 2 and Part 3. While I intended to write these WHILE in Australia, it has, er, ahem, taken a bit longer.

When Brad Beach (of Chisholm) and I were noodling on what I might share through my fellowship, I was exceedingly happy that he was willing to step out of the more traditional practices and dive into visual or graphic facilitation. We scheduled two rounds of a 3 hour “Doodle, Draw, Learn” workshops to introduce teachers to the power of visuals for engagement and learning. I think we accomplished this well in the workshops. They also reminded me of something else that happens when we allow ourselves to freely draw. Joy fills the room.

IMG_20151117_084544759As before, I’ll share the content points first as reference, then reflect on my experience and share a few words from the participants. Finally, there is a visual artifact at the end with resources, support materials and a deck compiling all the images from the day.

The structure of the workshop is designed around modeling an interactive initial engagement visual activity, unleashing of drawing joy (“I CAN DRAW”), development of icon skills and wrapped up with another visual activity, this time focused on reflection and evaluation. The agenda is communicated using a visual agenda (of course, and from the photo, you can see this works even on wrinkled flip chart paper) and the feedback is captured with video – another visual medium. In the middle I share example visual artifacts and offer a few thoughts so people can get off their feet and rest for a few minutes. This is where we begin the conversation about where to apply visual practices in the classroom – online or offline.

All in all, this is a very ACTIVE experience. But people generally report being energized, rather than exhausted. Interesting, eh?

Process

Here are brief descriptions of the exercises, in case you want to try them:

  • IMG_20151117_090853483_HDRPaired Drawing:  I learned this from Johnnie Moore www.johnniemoore.com/blog/archives/000380.php and have blogged about it. One pen, one paper, two people taking turns drawing a face, one pen stroke at a time with NO TALKING. There are so many ways to relate this activity to your teaching or meeting goals. It is great not only to “break the ice” but to show patterns of communication and collaboration and the interesting effect of assumptions! More photos here.
  • IMG_20151117_100534192I CAN DRAW: This is again a common and fabulous activity that is used in MANY introductory graphic facilitation workshops. I learned mine from the folks at the International Forum of Visual Practitioners (IFVP) and have seen it done many times with amazing variation. The essence is getting up at a wall and using our bodies to draw circles and lines, play with color using chalk pastels and finally getting a sense of the basics of lettering, including size and proportion.Pastels are messy, but they are MAGIC. Something always happens in the room when we use the pastels. I think this is where the joy really becomes visible.
  • IMG_20151112_152422185Visual Vocabulary: This exercise builds off of the circle, lines and lettering of “I CAN DRAW” and introduces basic human forms (stick person, bean or shapes, springs, etc.) I reference heavily the work of people like Dave Gray,  Austin Kleon and others who have generously shared exercises, videos and how-to’s online. You see examples of the resources in the slide deck at the end of this post. OH, and I role model imperfection, believe me!
  • Icon Jam: We follow the vocabulary exercise with a quick round of icon jamming, an activity I learned at an IFVP gathering. I start by calling out a word and asking people to do a quick “telegraph sketch” of the word. Then after a while they call out the words. In one workshop I had them label their icons as a future resource. In the second one, I had people move from paper to paper to both see other’s work, to experience what it is like to “draw on someone else’s paper, and to guess the meaning of the icons. I liked this variation a lot. You can find examples of past workshops here, where we often do this on 3×5 cards
  • IMG_20151111_162410511River of Life: This exercise uses the visual metaphor of a river or a road to stimulate reflection of the past, present and future. In the workshop, the prompt for the past was “what did you expect coming into the workshop.” The present prompt was “what did you learn and experience today.” The future prompt was “what is your next step using what you learned? What more do you want to learn?” Read more at http://www.kstoolkit.org/River+of+Life and more visual examples here.

Application

In the two Chisholm workshops the educators talked about a variety of ways to apply this. There were the expected elements of using visuals to be welcoming and break up text. They spoke of not only the power of visuals, but the power of beauty, as they surveyed the beauty that came out of the “I CAN DRAW” exercise. A few mentioned the utility for working with their more challenging, younger students. Some had to let it sink in, as thinking about visuals in online learning where text has been the dominant form, may take a while.

One of our “non Chisholm” participants, Joyce Seitzinger talked about how she will incorporate more visual activities in the “Learner Experience” workshops she is designing.

Reflections

My key learnings from these workshops affirmed or developed the following ideas:

  • I can get over my attachment that the “I CAN DRAW” exercise MUST be done on large scale paper. We basically had paper that was flip chart sized and I think it still worked. You can’t quite get the full body experience, but it works. This is important because it is hard to find rooms where there is space and permission to do large scale drawing on paper on the walls.
  • Don’t underestimate joy. Make space for joy. Liberate joy!
  • I still would like to find a way to show and practice some of the online options even in a short workshop. I have struggled with this because I feel the foundational experience of working on paper is a must.

Video Harvest/Feedback:

Finally, I decided to try some video feedback vignettes. After I made this video, I realize it missed half the content of the workshop, so I’ll need to do a second try. I’d love any feedback to help me improve on the next iteration!

 

Slides with Resources: Visual Facilitation in Learning – Resource Slides

Rachel Smith on Drawing in the Classroom https://www.youtube.com/watch?v=3tJPeumHNLY

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