Scenarios, Stories and Micro eLearning

"SMACK THE LEARNER ON THE FACE" - Learning from failures - best learning ever

2012-01-26T10:01:00.000-08:00

Synthesis
Allowing learners to fail or realize the possibility of failures enable them to earnestly pursue learning as they analyze, think through or contemplate on the circumstance and discover learning points that help them arrive at solutions and/or behavioral changes.
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I just read Roger Schank's book on "Teaching Minds".

Paraphrasing his thoughts, Schank says that our school and corporate educational systems are basically focused on academic objectives and not on the learners' life objectives. As a consequence, we hardly remember or use 95% of what we studied in school or even in business training and learning programs. I believe that this is a lot of waste.

Furthermore, Schank is convinced that failure is the best way to learn. He says that we tend to change our behaviours as we experience mistakes and do trial and error in our actions and decisions. This becomes a recurring cycle of incremental learning.

With this in mind, I produce the vignettes as learning tools. Through them I try to present learners with instant reminders of situations where we fail. Alongside that, learners are allowed to think this failure through. The learner then asks: "What must I do differently?" "How do I avoid this next time?" Why did I behave in such manner?"

In the vignette "The Angry Project Manager", this is exactly what we aim at.
Ask yourself. Have you ever lost your cool? What happened when you did? What did you learn ?

In designing learning that revolves around experiences and stories, "SMACK THE LEARNER ON THE FACE" and put them on the spot, to make them pay attention to learning from failures.

Click here to view "The Angry Project Manager". Here below is a short description.

"The Angry Manager" vignette shows us that in a fast-paced work environment, anger may not always be avoided . But if you are to deal with a very angry person, what would you say or do? View the vignette and consider the options presented. After contemplating on all the options, click to the next scene and witness how anger can overtake someone. Can you see yourself reacting in a similar way? Click here to view "The Angry Project Manager".

How to Use the Vignette

Although the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. This vignette is very useful for eLearning sessions that require your learners’ undivided attention, especially those that deal with specific situations that need to be resolved in a timely manner. Use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is a sure way to push your learners to the EDGE. Vignettes are captivating and highly effective learning tools that can power up your classroom training, eLearning activities and social learning communities. Click here to view "The Angry Project Manager".

Join us and tell us what you think about the vignettes and share with us if you have had similar experiences. Your feedback and insights are highly valued. Also feel free to send in your suggestions, comments, improvements or topics that are of interest to you. This can help us greatly in coming up with better vignettes, especially on topics that are of great relevance to you.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

"Why Exaggeration Works in Learning"

2012-01-19T17:05:00.000-08:00

Synthesis
Exaggeration is a potent method of bringing attention to an important or critical message. It’s humor and sarcasm underlies the objective of helping the learners discover the embedded learning content in the midst of a lighthearted approach.
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More often than not we associate exaggeration with comedy films. We also use it as a way to cope with and lighten up an otherwise serious agenda. Whichever way, it calls people’s attention.

Exaggeration works because we pay attention to exaggerated events in our lives. Let’s analyze your day. What situations call your attention? What events or priorities gets you focused? What urgencies arise that mobilize you to take action? Why do we call it “fire fighting”? This is not because people are negative. It is simply because we choose to focus on what impacts our lives at the moment and for the time being. We begin to reflect on the consequences. The bigger the consequence, the more we pay attention to it. This means we become attentive to what matters.

In the same manner, learners constantly focus on what matters to them too. These are often high impact points in the learning process. However, we appear to label them as "exaggerated" because there is a lot of emotional investment. There is a personal impact at stake.

In this video courtesy of the Xerox company,"Symptoms of Info Overload",we are offered valuable insight into the usage of exaggeration to bring across an important message to its audience. It is humorous and exaggerated, yet it draws the learners' attention to what impacts their lives. It helps them discover the embedded learning content underneath the lighthearted approach.

Click here to view the vignette. Here below is a short description.

The vignette,"Symptoms of Info Overload", is a wacky illustration of a serious matter that's creeping into the work environment. You see, when a person begins taking in information beyond what can be handled by the brain, information overload happens. This vignette presents the stress and damage that Information Overload Syndrome, or IOS, brings upon one’s work and business. When this happens, then it is no longer funny.

Are you suffering from IOS? Do you know someone who is? How should you manage information and save yourself from IOS? Click here to view "Symptoms of Info Overload".

How to Use the Vignette

Although the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. This vignette is very useful for eLearning sessions that require your learners’ undivided attention, especially those that deal with specific situations that need to be resolved in a timely manner. Use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is a sure way to push your learners to the EDGE. Vignettes are captivating and highly effective learning tools that can power up your classroom training, eLearning activities and social learning communities. Click here to view "Symptoms of Info Overload".

Join us and tell us what you think about the vignettes and share with us if you have had similar experiences. Your feedback and insights are highly valued. Also feel free to send in your suggestions, comments, improvements or topics that are of interest to you. This can help us greatly in coming up with better vignettes, especially on topics that are of great relevance to you.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Are Trainers Still Needed?

2012-01-12T09:55:00.000-08:00

Synthesis
Learners are taking control of what they learn and how they learn. And trainers face the challenge of rethinking their roles, create innovative learning environments and discovering and experiencing new tools to help learners learn better.
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Informal learning, social learning, or learning based on the learners’ choices or options are certainly redefining the roles of trainers, learning specialists and even learners themselves. As they take more control of their own learning on their own terms, this becomes a frightening scenario to many learning specialists.

"Letting go of control" pushes trainers to rethink their roles in the learning process. However, rather than balk at the prospect, it is about time that this becomes an open issue. Years ago, letting go of control was like committing suicide where trainers are concerned.

Truth to say, we trainers, never had total control. We’ve always felt, thought and convinced ourselves that we control learning because we instruct and teach knowledge. However in reality, learners choose to learn based on their own personal goals. So, this openness about losing control is not entirely novel news. It should no longer be a surprise.

Consequently, it is now acceptable or in certain instances imperative to review and reconsider our perspective of our jobs as trainers. Since we were never really fully in control, in the past and more so now with informal learning, what should we do differently?

First, let's assess which part of the learning process can we best contribute to. I suggest that we carefully process learning. Roger Schank in his new book "Teaching Minds" suggests that we help learners learn by guiding and allowing them to gain insight from failures and/or experiences.

Let me offer some suggestions:

1. Set up learning situations, scenarios, real-life simulations that enable learners to do, act and even fail, but eventually learn from the experiences.

2. Rethink how to modify, discard or reject, replace and invent new tools.

Classrooms, learning objectives, curriculum, slideshows, games and exercises are common tools that we use to control learners. An innovative approach is to explore, reconsider and discover new tools that not only engage learners but make it possible for them to have control over their own learning (Wikis, Blogs, Searches, RSS, story and experience sharing, peer-to-peer learning, etc.).

However, the greatest drawback is that trainers are not comfortable with these new tools simply because they have not even started to delve into or experience them. This is where the dilemma lies. How do you, as a trainer/learning specialist, begin to help learners leverage these tools when you have not tried them out yourself?

We fail to realize that the best way to redefine, re-align and innovate our roles as trainers is to take action now. Dive in. Eat, dream, sleep and imbibe how learners control their own learning. Gain the emotional experience. Do not attend a class and learn the theory. Do it.

I’m including a vignette " Are Trainers Still Needed?"as a provocative discussion point. The pace, selection and retention of learning content are controlled by the learners’ needs, goals and interests. Trainers are challenged to step out of their comfort zones to explore approaches that will to help them keep in step with their learners.

Click here to view the vignette. Here below is a short description.

In this vignette “ Are Trainers Still Needed?”, a seasoned trainer is short of being told that what he is teaching is outdated. He used to be sure of himself all the time but now he suddenly isn’t. Not used to this kind of situation, he sticks to his dated information, risking the ire of his learner. What consequences will this trainer endure? What should he do? Click here to view "Are Trainers Still Needed?".

How to Use the Vignette

Although the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. This vignette is very useful for eLearning sessions that require your learners’ undivided attention, especially those that deal with specific situations that need to be resolved in a timely manner. Use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is a sure way to push your learners to the EDGE. Vignettes are captivating and highly effective learning tools that can power up your classroom training, eLearning activities and social learning communities. Click here to view "Are Trainers Still Needed?".

Join us and tell us what you think about the vignettes and share with us if you have had similar experiences. Your feedback and insights are highly valued. Also feel free to send in your suggestions, comments, improvements or topics that are of interest to you. This can help us greatly in coming up with better vignettes, especially on topics that are of great relevance to you.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

"Learners Don't Know What They Don’t Know"

2012-01-04T06:36:00.000-08:00

Synthesis:
Leaders/trainers tend to assume that learners lack knowledge and therefore it is imperative that they must be taught everything. To the surprise of non-believers, learners are able to discover learning on their own if they are allowed to.
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In a lot of instances, we hear leaders/trainers say, “Learners don’t know what they don’t know”. The tendency is to assume that learners lack knowledge or do not know a lot. As a result, learners are inundated with knowledge from leaders/trainers rather than being allowed to go through the process of discovery.

The challenge I pose to us today, is to acknowledge that we don’t have a monopoly of knowledge. We don’t know everything. There will be opportunities to learn from our learners, too. We must let go of our mistrust of our learners. Begin to guide them through a process of discovering learning content.

Using micro-scenarios and story interactions allow your learners to journey through simulated real-life events that help them to relate to it and uncover the embedded learning content.Preview the vignette featured here and reflect on how micro-scenarios and story interactions effectively enable you to enhance the learning process.

This vignette helps provoke a discussion on trusting and allowing learners and team members to discover solutions to problems. In many situations, trainers and leaders fail to recognize that team members and learners know better since they do their jobs. In training, we tend to dampen and discourage the learner when we kill their enthusiasm and their desire to discover solutions.

Click here to preview the vignette. Also read the explanation below.

In the vignette for the week - “Learners Don't Know What They Don't Know”, George, a team manager, is furious because Linda, a team member, did not strictly follow his instructions. George predicts the team will lose a client and blames her for it. The next day, the client calls and congratulates George for having Linda in his team. Too bad for George, she now wants to quit. What do you think went wrong in this situation? What should George do to straighten out matters? Click here to view “Learners Don’t Know What They Don’t Know".

How to Use the Vignette

Although the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. This vignette is very useful for eLearning sessions that require your learners’ undivided attention, especially those that deal with specific situations that need to be resolved in a timely manner. Use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is a sure way to push your learners to the EDGE.Vignettes are captivating and highly effective learning tools that can power up your classroom training, eLearning activities and social learning communities. Click here to view "Learners Don’t Know What They Don’t Know".

Join us and tell us what you think about the vignettes and share with us if you have had similar experiences. Your feedback and insights are highly valued. Also feel free to send in your suggestions, comments, improvements or topics that are of interest to you. This can help us greatly in coming up with better vignettes, especially on topics that are of great relevance to you.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Embedding Learning in Stories –“Lost Package” Vignette Featured

2011-12-21T08:55:00.001-08:00

Synthesis:
Learners learn by connecting old stories from their experiences to new stories that help them to learn and discover.
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Learning professionals who have had the opportunity to view examples of micro-scenarios, scenarios or what are also called vignettes appreciate the short, thought - provoking stories. However, the prospect of venturing into this approach puzzles and intimidates them. Aside from a pre-conceived idea that it is expensive, they are at a loss about how to create their own stories and use them in the learning design.

Click for full view

An initial yet key factor in micro-scenario and story-based development and creation is gaining an understanding about embedding learning content in stories (see illustration above) and its role in promoting valued learning.

1. Learner’s response and thought process are rooted in past experiences.
2. Using micro-scenarios and stories with embedded learning content speeds up learning discoveries. They bridge the gap between previous and future learner experiences. They create connections, helping the learners to realize the new ideas.
3. As a result, learners gain new experiences, behavior and way of thinking.

Click here to view the vignette. Read the explanation below.

In the vignette, "Lost Package", an early office morning work shift turns out stressful for a support representative. A customer, Mr. Jones, called. He apparently feels convinced that the company is entirely at fault for a lost package. Mr. Jones is very angry while the agent feels helpless and defensive. A formula for disaster?

What can we learn from a crisis situation like this? If you have ever been in a similar situation, how did you deal with it? Click here to view “Lost Package".

How to Use the Vignette

Although the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. This vignette is very useful for eLearning sessions that require your learners’ undivided attention, especially those that deal with specific situations that need to be resolved in a timely manner. Use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is a sure way to push your learners to the EDGE.
Vignettes are captivating and highly effective learning tools that can power up your classroom training, eLearning activities and social learning communities. Click here to view “Lost Package".

Join us and tell us what you think about the vignettes and share with us if you have had similar experiences. Your feedback and insights are highly valued. Also feel free to send in your suggestions, comments, improvements or topics that are of interest to you. This can help us greatly in coming up with better vignettes, especially on topics that are of great relevance to you.

Boring Technical eLearning Can be Engaging

2011-12-14T13:22:00.000-08:00

Synthesis
The challenge in designing technical learning content is how to make it more engaging.
Technical information can come alive with the right approach that grabs learners' attention and keep them focused while learning its value and impacts on their jobs. __________________________________________________________________________

How do you make technical eLearning content engaging and interesting? So many of us give up the struggle. But there is a way to engage learners in technical learning.

For example, in a workshop, a participant from an insurance company asked me how to help learners understand the definition of “spouse.” She wanted to train learners about the definition of the word. I argued with her and asked, “Do you really want learners to remember the definition or do you want them to learn the application in real life of the definition like “spouse?” The end result is I helped her to develop this vignette “Would Maria Qualify as Spouse?”.

When deciding what how to create engaging elearning, interactivity and if scenario works for the content, ask yourselves this question:

Does the content require an engaging method or exploration method to help learners learn? Is the investment in scenarios the right investment to deliver learning?

When considering micro-scenario approaches to technical content it may be helpful to dwell on these points:

1. Think of it in its real-life consequences, positive or negative, or real-life meaning. For example, why is it important to understand the definition of a spouse? What happens when they fail to understand the definition, the meaning and the impacts?

2. Learners must see the reason why it is important to know terms well – the possible error or misunderstanding of factual data and terms in the context of real-life scenarios they face.

3. What do learners need to pay attention to so they are able to delineate the terms, the potential problems and the impacts to job performance.

4. Learners do not care much for the factual definition. They care why it matters in their jobs.

Micro-scenarios are powerful metaphors of looking at things - like real-life mirrors.
It can be a potent tool in technical training or eLearning. It brings to life usual factual information and relates it to real events. (Related blog: Engaging Technical eLearning – Tips on Design and Delivery)

Like Sherlock Holmes, understanding technical content (definitions, how-to’s, implementation, probing, problem solving, etc.) is like detecting criminals or finding proof. It is conducting an investigation into real impacts of actual cases.

Look for facts – how facts happen in real-life. How do people respond to it? Consider the events that unfold. Discern the truth. Detect suspicious characters. Crime busting is not just text book - based. It is also observing how people behave.

In the same sense, in technical training or eLearning, it is best to focus beyond the facts. Rather than starting with the facts, begin with the impacts on real-life – work backwards. It is like watching a movie in reverse. It is looking into behavior then connecting to facts.

The Micro-scenario Formula:
1) Create a story or event
2) Put learner on the spot
3) Ask learner to respond and react
4) Connect the definition by relating it to the story

In our story for the week," Would Maria Qualify as Spouse?", a common-law wife inquires into the insurance benefits of her common-law husband who just died in an accident. The vignette demonstrates how challenging technical topics can be learned through the presentation of a real-life scenario that teaches the value of investigating factual information and invites learners to understand, apply, appreciate and retain the importance of technical knowledge. Click here to view "Would Maria Qualify as Spouse?"

How to Use the Vignette

Although the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. This vignette is very useful for eLearning sessions that require your learners’ undivided attention, especially those that deal with specific situations that need to be resolved in a timely manner. Use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is a sure way to push your learners to the EDGE.
Vignettes are captivating and highly effective learning tools that can power up your classroom training, eLearning activities and social learning communities. Click here to view “Would Maria Qualify as Spouse?".

Join us and tell us what you think about the vignettes and share with us if you have had similar experiences. Your feedback and insights are highly valued. Also feel free to send in your suggestions, comments, improvements or topics that are of interest to you. This can help us greatly in coming up with better vignettes, especially on topics that are of great relevance to you.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Sparks Learning Design - Igniting Learners to Think; Washing Hands Vignettes

2011-12-01T11:11:00.000-08:00

Roger Schank , author of “Tell Me a Story” says People’s brain have incomplete stories and the brain wants to complete stories, hence, it is always story searching, making, sorting, creating, matching, adding, etc.

Jürgen Schmidhuber also essays a similar thought - ”We learn from the past; self-correct; single idea.

In essence, stories are what keep conversations going. They create sparks in our wired brains that causes us to recognize certain events we can relate back to, in our personal real-life situations. Listeners begin to share experiences and learn from one another.

In learning, I firmly believe that if the learner does not have an interpretation of the story, he or she has very low involvement or engagement with the story. Consequently, they may not discover what you want them to learn.

This is the essence of creating Vignettes - small, narrow, pockets of topics where content learning is strategically embedded.

The heart of a story in learning is to place the person in a real-life, emotionally-charged, shocking, moving experience. I call this the Sparks Learning Method of Content Design.

Please click to view enlarged and complete image

Benefits to the instructional designers and learning professionals alike:
• It saves time and effort since they do not have to spell out all the details.
• Short vignettes will cause the spark that trigger reflection/thinking through.
• It will be very relevant to the learner because it is a relatable event.
• It will be effective since learners interact with the story
• Learning is short and faster

How to get started:

(1) Select a small, narrow topic (e.g. Washing Hands for Safety)

(2) What do we know now of this topic?
- What are the learners’ complete stories about the topic?
- What are their incomplete stories about the topic ?

(3) What real-life event or story triggers, connects, relates to what we know now
of this topic?

(4) What is the new version of the story on this topic?
- What is the new discovery and new learning?

Below is a concrete example for you:

In the vignette “Washing Hands”, we look at a simple requirement not diligently followed. Handwashing is so common that people take them for granted – whether at home or in the work environment. Oftentimes, we witness “little” issues at work such as skipping protocols and standard operating procedures, or when teaching new employees the expected routines, pulling the old staff back to good work habits and so on. All these small transgressions may seem negligible but can spell dangerous consequences and create critical problems for the entire company or even in our personal lives.

Reflect on the scenario from various angles—as a problem concerning standard operating procedures, discipline, ethics, safety, or other matters you can think of—and answer the question at the end. Click here and watch the vignette for “Washing Hands”.

How to Use the Vignette

Although the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. This vignette is very useful for eLearning sessions that require your learners’ undivided attention, especially those that deal with specific situations that need to be resolved in a timely manner. Use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is a sure way to push your learners to the EDGE.
Vignettes are captivating and highly effective learning tools that can power up your classroom training, eLearning activities and social learning communities. Click here to view “Washing Your Hands".

Join us and tell us what you think about the vignettes and share with us if you have had similar experiences. Your feedback and insights are highly valued. Also feel free to send in your suggestions, comments, improvements or topics that are of interest to you. This can help us greatly in coming up with better vignettes, especially on topics that are of great relevance to you.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

eLearning Micro-Scenario - What to Do When Employees Pump Up Resumes

2011-11-09T09:58:00.000-08:00

Here’s another dose of our weekly vignette, free, as always, for you to use. These vignettes are short, real- life depictions that learners can readily relate to. Vignettes are proven effective and worthy additions to your learning programs. They not only help learners focus but also deepen their understanding and retention of significant context immediately applicable to job performance.

This week, the vignette “ Pumping Up the Resume” will take us through a situation where Paula, a company manager, faces a dilemma when one of her direct reports, Jeff, admits to pumping up his resume. Though he had quite an impressive college record, he decided to include a last-minute tweak in his resume indicating that he was a member of an Honor Society even though he really wasn’t.

Paula’s decision in this predicament could greatly affect both the company and Jeff’s career, therefore, it is crucial that she makes the right choice. How should Paula deal with Jeff’s dishonesty? Should she consider it as a grave offense, or weigh it against Jeff’s other contributions to the company? What consequences are involved? Click here and watch the vignette for “Pumping Up the Resume”.

How to Use the Vignette

Although the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. This vignette is very useful for eLearning sessions that require your learners’ undivided attention, especially those that deal with specific situations that need to be resolved in a timely manner. Use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is a sure way to push your learners to the EDGE.

Vignettes are powerful and hi-impact learning tools that add depth and enhance your classroom training, eLearning activities and social learning communities. Click here to view “Pumping Up the Resume".

Join us and tell us what you think about the vignettes and share with us if you’ve had similar experiences. Your feedback and insights are highly valued. Also feel free to send in your suggestions, comments, improvements or topics that are of interest to you. This can help us greatly in coming up with better vignettes, especially on topics that are of great relevance to you.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Learners are in a State of Readiness - Avoid Rigid Learning Objectives

2011-10-12T11:27:00.000-07:00

Synthesis:
Keeping to a rigid sequence in the implementation of the learning process is not a guarantee of a learner’s full attention or comprehension. Learners’ minds constantly wander to seek out discovery points that hold meaning for them in the real world. Find out how you can leverage this to maximize learning that greatly benefit learners.
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In designing learning objectives, it is helpful to understand that learners are in a constant STATE OF READINESS. They constantly seek out Discovery Points.

Discovery points are similar to the ideas postulated in Contextual Learning.
According to Hull’s (1993) definition of contextual learning, learning occurs only when learners connect information to their own frame of reference:

“According to contextual learning theory, learning occurs only when learners process new information or knowledge in such a way that it makes sense to them in their frame of reference (their own inner world of memory, experience, and response). This approach to learning and teaching assumes that the mind naturally seeks meaning in context--that is, in the environment where the person is located--and that it does so through searching for relationships that make sense and appear useful.” (p. 41)

Furthermore, Karweit (1993) defines contextual learning as learning that is designed so that learners can carry out activities and solve problems in a way that reflects the nature of such tasks in the real world. Research supports the effectiveness of learning in meaningful contexts (Carraher,Carraher & Schleimer, 1985; Lave, Smith & Butler, 1988).

In the illustration below, learners constantly seek out discovery points. The discovery points are topic areas that are of interest to the learner at that one point in time:
• Learner surrounded by many topics – he/she focus on his/her own interests
• Learner surrounded by one topic – he/she searches on his/her own interests
• Learner surrounded by no topic – he/she fills his/her own interests

The specificity of objective or following a rigid sequence of learning does not guarantee that the learner’s attention is focused on the content. The learner will always pay attention to his own interests regardless of the different topic conditions.

Elliot Massie shared in one of his presentations in Learning 2010 how he discovered that learners, specially, the nomadic or new generation learners, prefer to have more control over the way they study content. The following was his experience with a new team member:

“I was conducting an orientation program for a new team member and it was a face to face orientation. The new team member asked me if I can provide her instead a CD with the information I was covering during the orientation.”

Curious of this request, Massie asked, to paraphrase:

“Why do you need a CD?”

“The CD would be valuable so I can flip through the different sections and check out areas I want to review, just in case I need it while on the job”, the new team member responded.

In many of my workshops, when discussing learning objectives, I ask participants,

“How many percent are you mentally present and follow the discussions during the workshop?”

Majority tell me, that they are mentally present in the session for only around 5% to 15% of the time. Their minds wander around and often do not follow the goings-on in the workshop. Incidentally, the wandering minds is one measure that the learner is learning.

The learners’ wandering around is a natural inclination to pursue his/her own discovery points. So instead of sabotaging the state of readiness and pursuits of personal discovery points, we need to present or state learning objectives in a manner akin to the nature of learners.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Leverage eLearning Scenarios – “Wrong Send-Bad Message” Interactive Vignette

2011-10-12T11:26:00.000-07:00

We deliver to you another weekly vignette, still absolutely free for you to use. These short, succinct , highly effective presentations create the high-impact approach needed in your learning programs and enhance the contextual dimension of each session.

The vignette, "Wrong Send-Bad Message", describes how Paul, a young manager, vents his anger and frustration about Doug, his boss, by sending a text message to a friend. Alas, the message ends up in Doug’s mobile. To his surprise, Paul calls him a “slug” who “never listens”. Imagine how Paul’s boss feels about this.

How should Doug respond to this situation? Are there imperative steps that Doug must take to address what Paul has done? Does Doug have the prerogative to confront Paul about his apparent “name-calling”? Click here to view “Wrong Send- Bad Message”

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. This is a great vignette to use for eLearning sessions that focus on certain issues, especially those that require learners to deal with situations that demand immediate attention. You can use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is a sure way to push your learners to the EDGE.

Vignettes are powerful and hi-impact learning tools that enliven and definitely enhance your classroom training, eLearning activities and social learning communities. Click here to view “Wrong Send- Bad Message”

Join us and tell us how you like the vignettes or how you resolved similar experiences. Your feedback and insights are valuable to other people. Also feel free to send in your suggestions, comments, improvements or topics that are of interest to you. This can help us greatly in coming up with better vignettes, especially on topics that are of great relevance to you.

Ray Jimenez, PhD
Vignettes Learning

"Helping Learners Learn Their Way"

Policies in eLearning - "Too Much Break Time" Interactive Vignette

2011-10-05T07:57:00.000-07:00

Here again, as promised, are the free weekly vignettes, and still absolutely free for you to use. These short but straight-to-the point presentations depict real-life scenarios. Vignettes are effective additions to your learning programs - adding a deeper contextual dimension to your sessions.

For this week’s featured vignette “Too Much Break Time!” , we take a look at the case of Donna, a mid-level manager at a manufacturing company, who’s trying to figure out how to successfully impose a company policy involving Rita . Apparently, the problem began when she started noticing that Rita, a valued team member, is spending way too much time on breaks, and often going over the 15-minutes-a-day company regulation.It appears like the challenge is to strike a delicate balance between implementing the policy and getting Rita to understand her violation and tow the line.

How should Donna deal with Rita? What approaches should she take if Rita starts justifying her actions ? If you were Donna, will you be willing to lose this team member if things got out of hand? Click here to view “Too Much Break Time!”

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. This is a great vignette to use for eLearning sessions that focus on certain issues, especially those that require learners to deal with situations that demand immediate attention. You can use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is a sure way to push your learners to the EDGE.

Vignettes are highly motivational learning tools that powerfully impact your classroom training, eLearning activities and social learning communities. Click here to preview “Too Much Break Time!”

Join us and tell us how you like the vignettes. We’d love to know your feedback and your experiences. We are also open to suggestions, comments, improvements or topics that are of interest to you, so feel free to send them in. This can help us greatly in coming up with better vignettes, especially on topics that are of great relevance to you.

Ray Jimenez, PhD

Vignettes Learning

"Helping Learners Learn Their Way"

Making Facts Stick With Stories - Jiggling Atoms

2011-09-28T11:59:00.000-07:00

Synthesis:
Even technical, software and scientific information can be made engaging and fun for learners because everything and everyone carries a story within themselves. Crafting story development is crucial to the success of emotionally fertilized content integral to learning.
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Oftentimes, I hear workshop participants and clients say,
“Scientific fact, software and technical content do not have stories in them.”

Richard Feynman, the renowned Nobel Laureate who has worked in Caltech for many years, has proven otherwise. Feynman has a knack for making complex scientific discoveries and explanations very easy to understand by using day to day experiences. For example, he explains the nature and characteristics of atoms and molecules by using the boiling water illustration. The hot plate and boiling water atoms and molecules jiggle and transfer their heat to other atoms and molecules. They are constantly bouncing, dancing and colliding. This is what happens in boiling water. The behavior of atoms is a fact, while the boiling water is a real-life phenomenon.

Boiling Water

One might think of the boiling water as an illustration. But in actuality, it is a real-life event and told as a story. Look at this example below. Which statement grabs you instantly?

Life is full of trials and tribulations
or
I started work at 3:00 am and finished at 11:00 pm, totally exhausted.

The first statement is a fact and a technical content, whereas, the second statement is a story.

Many experts agree that stories work to instantly grab learners’ attention and help them relate the content to real-life situations, hence, helping them to retain and apply the content. Stories carry with them the real-life and emotional aspects of learning. When we use stories, there is no need to grab learners’ attention. Learners are naturally drawn to stories, the characters and their experiences, and will automatically lend their attention.

Emotions as Integral to Learning

According to Rosenfield (1988), emotions have important connections to memory. Caine and Caine (1991) said stories add and help in storing information, thus triggering its recall.

"The emotional depth and range that learners have, affected their actual capacity to grasp ideas and procedures. Similarly, content that is emotionally sterile is made more difficult to understand. ... To teach someone any subject adequately, the subject must be embedded in all the elements that give its meaning. People must have a way to relate to the subject in terms of what is personally important, and this means acknowledging both the emotional impact and their deeply held needs and drives. Our emotions are integral to learning. When we ignore the emotional components of any subject we teach, we actually deprive learners of meaningfulness."

Stories and Storytelling Carry Learning Ideas

Stories and experiences are the carriers of emotional content. Stories, which I call organics, have different forms: narrative stories, anecdote, example, metaphor, demo, illustration, meme, and other forms that bring the emotional and real-life aspects of content.

Two Types of Content – Stories and Facts

There are two types of content: (1) the Technical which are factual, objective, mechanical content and (2) the Emotional which are real-life situations, personal context and understanding of the content.

The technical and emotional content work hand in hand. However, we discover that in designing presentations, e-Learning, mobile learning and social learning, there is even a greater need to magnify the emotional side. There is practical reason to this. In classroom or facilitated sessions, the good instructor or facilitator can successfully relate the technical and emotional content by sharing their own stories and experiences. Unfortunately, in much technology delivered learning, the facilitators and stories are absent and we oftentimes find the lessons to consist more of technical or mechanical content. Something is lost in the conversion. The emotional content is “lost in the translation”.

We need to make our learning content more emotionally fertile, not sterile.

Craft in Story Development

The underutilization of stories as a learning design tool is caused by the inherent nature of how most developers receive the source of the content today and the leadership culture that frowns on the “softer and touchy feely” preconceptions of stories.

Most professionals involved in design learning – designers, developers, subject matter experts and leaders - lack the experience that go along with the content: The lesser the experience of professionals with the content, the more removed they are from real-life context and meaning of the content. It is not surprising that we have a deluge of PowerPoint presentations in eLearning and other learning approaches. On the other hand, the more the experience with the content, the more the professional can create stories to help learners learn.

Nonetheless, there is a craft in plucking stories representing the meaning of logic and fact to help learners. By carefully selecting stories to explain the data and technical information, the more we discover and are able to practice our craft better.

Test your craft

The “jiggling atom” example tells us that we can make our learning more fun, engaging and easy for the learner by using stories.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

“I Paid More!” – Dealing with Preferential Treatment

2011-09-21T09:15:00.000-07:00

This weekly goal to create short, captivating and provocative vignettes is our answer to the challenge of providing you with a focused and effective learning approach and experience shared between learning professionals and learners, alike. Better still – it’s free for you to use.

Let’s take a look at this week’s vignette, “I Paid More!”. Sales representative Jane is right smack in the middle of a volatile and fiddly situation with a loyal and valued client of 8 years. The client claims to have met a fairly new customer of Jane's company who was able to avail of the same service at a much lower price. She is now being accused of giving preferential treatment to others.

How do you think Jane should handle this apparent crisis and prevent it from horribly escalating ? What should be done to rectify the probable error or diffuse the tension? Click here to view “I Paid More!”

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. The vignette is great to use for eLearning sessions that need to be focused and straight-to-the-point. It can also be utilized as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is intended to push your learners to the EDGE.

Vignettes are captivating and highly effective learning tools that can power up your classroom training, eLearning activities and social learning communities. Click here to preview “I Paid More!”

Join us and let us know what you think about the vignettes. Your valuable feedback pushes us to do better, as you share your experiences with us. We are also open to suggestions, comments, improvements or topics that are of interest to you, so feel free to send it in. Your feedback can help us come up with better vignettes, especially on topics that are of great relevance to you.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Context is King

2011-09-21T09:13:00.001-07:00

Imagine this:
• 288,355 books published in 2009 in the US alone, as compared to 51,000 books 25 years ago.
• 3-8 years is the average length of time a person stays on the job.
• 320 million Google searches are done each day.
• 34,560 hours (1,440 days:4years) of videos published in YouTube per day.
• 2.5 billion text messages sent out each day in the US alone.
• 5 million Tweets sent in a day, globally.
• 22% at a compounded rate through 2013 is the expected growth of eLearning.

Information Overload Stats (source: www.xerox.com)
No one is immune to content and information overload.

Admittedly, the technologies make us more efficient, increase our speed of interaction, and help us to be more productive. Technologies also aid learners to learn openly and freely with the abundance of content. For example, MIT alone has published over 10,000 free online courses (Opensource.com) and boasts of over 1 million content users. Definitely, content is abundant.

On the other hand, there are critics who say “we need to provide for more reflections” and not to be swept away with overdependence on technology (Sherry Turkle, 2010). David Brooks challenges us by saying that maybe Google is making idiots out of us.

Ruth Clark (2010), a leading thought leader in instructional design, has forewarned us about cognitive overload. We are now beyond the problem of cognitive overload. We are now in content overwhelmed level.

With the massive information and content growth and the speed of information change, the next generation challenge is not content but rather how to make sense, how to discover, and how to apply the ideas from the content. In essence, how to find the context becomes more important. This is known as Contextual Learning – a learning that connects content with what the learners already know and benefit from its immediate usefulness. It is not the amount of information that we provide learners that is important. It is what is meaningful and immediately useful to impact their performance.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

"Do You Booze in eLearning?" - Taste this Complimentary Presentation

2011-09-15T07:45:00.000-07:00

Our weekly thought –provoking vignettes are high-impact , revolutionary , and totally engaging real-life scenarios that highly enhance your learning programs. Moreover, these vignettes are available for your use, for free. Find out how you can use them.

This week’s vignette offering, “If There is Booze”, is about Bill, a manager, who is faced with the dilemma of dealing with two opposing beliefs regarding after-office gatherings. Mahad, a team member, cannot drink or even sit at a table where alcoholic drinks are served because of his religion and beliefs. Another team member, Carlo, on the other hand, insists that he should be able to exercise his right to have his booze even if it means that Mahad could refuse to join the celebration.

How should Bill deal with this situation and promote respect amongst his team members’ rights and beliefs? Is there a middle ground ? Watch the vignette and help Bill figure this out. Click here to view “If There is Booze”.

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics to include conflict-resolution, work ethics and other management-related issues. Use this vignette to grab your learners’ attention and have them glued to your training session. You can also use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is intended to push your learners to the EDGE.

Vignettes are highly motivational learning tools that can power up your classroom training, eLearning activities and social learning communities. Click here to preview “If There is Booze”.

Join us and let us know your thoughts on the vignettes. We would appreciate your feedback and it would also be great if you share your experience with us. You can also send in your suggestions, comments, improvements or topics that are of interest to you. Your feedback can help us come up with more new and relevant vignettes.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

“Your Product is Under Recall” – Help learners handle disappointing calls

2011-09-07T03:46:00.000-07:00

We continue with our weekly serving of vignettes which offer short but precise and provocative micro-scenarios that ignite interaction and enhance learning. This is a tool you can use for free.

These real-life scenarios elevate learning to a higher level through deeper learner reflection and interaction through experience sharing.

In this week’s featured vignette, Ted, a business-to-business salesperson, faces a very stressful predicament. As he calls Anna , his prospect , to confirm her attendance to a product presentation he is sponsoring, he is faced with her uncertainty. Anna has heard news that Ted’s product appears to be under recall Ted is shocked since he knows nothing about it. He’s not even sure if Anna is just stalling. Ted is feeling desperate as this could be disastrous for his product presentation.

What can Ted say or do to save face? What should he do if Anna’s claim is unfounded? How does he deal with a possible debacle of his presentation and bad publicity regarding his product? Listen in on Ted and Anna’s conversation. Click here to view “Your Product is Under Recall”.

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics to include conflict-resolution, work ethics and other management-related issues. Use this vignette to spark learner interest in your training session, show it as part of your lessons or utilize it as post-training test. Face-to-face, eLearning or webinar, this vignette is intended to push your learners to the EDGE.

Vignettes are compelling and potent learning tools for classroom training, eLearning activities as well as social learning communities. Click here to preview “You Product is Under Recall”.

Join us and post your comments on the vignettes’ pages . We sincerely appreciate your feedback and encourage sharing your experience . Send in also your suggestions, improvements or topics that are of interest to you. Help us come up with relevant vignettes by letting us know.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

“Is Age a Problem?” A Provocative Vignette About Age Discrimination

2011-08-24T11:00:00.000-07:00

The Vignettes series shows you a brief, concise, yet provocative and reflective learning approach. Your learners are taken through the “relate-interpret-apply process” within real-life scenarios to fire up reflection and interaction that generates deeper learning through experience sharing.

This week, we take a look at the case of a company production manager tasked with investigating a supervisor who may or may not be guilty of age discrimination. It poses the question of when a remark or question can be equated with discrimination. For new and inexperienced managers – even for existing ones who have biases – it can be tricky when facing decision-making tasks especially when it comes to selecting the right person for a job.

Where do we draw the line between the ability of someone to perform a job requirement and age? Can certain assumptions about job requirements possibly ignore basic employee rights? Click here to view "Is Age a Problem?"

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics to include conflict-resolution, work ethics and other management-related issues. Use this vignette to spark learner interest in your training session, show it as part of your lessons or utilize it as post-training test. Face-to-face, eLearning or webinar, this vignette is intended to push your learners to the EDGE.

Vignettes are stirring and powerful stimuli for classroom training, eLearning activities as well as social learning communities.Click here to preview “Is Age a Problem?”

Next week’s featured vignette, “If There is Booze”, shows the situation of Bill, a manager who is faced with two opposing beliefs regarding after-office gatherings. Mahad, one of his team members, can not drink or even sit at a table where alcoholic drinks are served. Carlo, another team member, on the other hand, insists that he has a right to have his booze even if it could mean that Mahad will not be able to join the celebration. How should Bill handle this situation? How should he promote respect for both team members’ beliefs and rights? When does a belief become a right? Is there a compromise in sight?

Join us and let us know how you like the vignettes. We sincerely appreciate your thoughts. If you have any suggestions, improvements or topics of interest to you, please let us know.

Ray Jimenez, PhDVignettes Learning"Helping Learners Learn Their Way"

Igniting Learning with a Story: Compliment – Can’t a person compliment a woman anymore?!

2011-08-17T05:46:00.000-07:00

We continue to create Vignettes – short, succinct, micro-scenarios – to help you with an example on how you can use stories to ignite and provoke learners to interact and learn.

The Vignette “Compliment” revolves around officemates, Roxanne and Tim. Roxanne has been , oftentimes, uncomfortable to the point of feeling violated whenever Tim compliments her. Tim contends that his remarks are completely devoid of malice.

When is a compliment not just a compliment? Is Tim guilty of sexual harassment? Is Roxanne simply paranoid? Listen to their conversation and let us know your thoughts.

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics to include conflict-resolution, work ethics and other management-related issues. Use this vignette to spark learner interest in your training session, show it as part of your lessons or utilize it as a post-training test. Face-to-face or online, this vignette is intended to push your learners to the EDGE!

Vignettes have proven to be powerful stimuli in classroom training, eLearning activities and even in social learning communities. Click here to preview “Compliment – Can’t any person even compliment a woman anymore?!”

This is part of our continuing new series of Vignettes designed for Story Impacts.

These provocative vignettes are for your use, with our compliments.

In next week’s vignette, "Do You Think Age is a Problem?" – A case of age discrimination, a company production manager investigates if a supervisor is guilty of age discrimination. When does a remark or question amount to discrimination? In day-to-day decision making and selection of the right person for a job can be tricky business especially in the hands of inexperienced or new managers - even for existing ones with possible biases. Where does one draw the fine line between the ability of someone to perform job requirements and age? What dangers are posed by certain assumptions about job requirements and possibly ignoring basic employee rights?

Join us and let us know how you like the vignettes. We sincerely appreciate your thoughts. If you have any suggestions , improvements or topics of interest to you, please let us know.

Ray Jimenez, PhD
Vignettes Learning"Helping Learners Learn Their Way"

How Do You Handle a Star? – Provocative Learning Vignette 2

2011-08-10T05:30:00.000-07:00

This week’s vignette , The Star, is a story of John who is a star performer, but who causes problems as he repeatedly refuses to cooperate with his team members. How do you deal with a person like John? If he was your team member, how will you handle the situation? How prepared will you be to handle John’s possible adverse reaction? How will you resolve this conflict if you were Terry – John’s superior?

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics to include conflict-resolution, work ethics and other management-related issues. Use this vignette to spark learner interest in your training session, show it as part of your lessons or utilize it as a post-training test. Face-to-face or online, this vignette is intended to push your learners to the EDGE!

Vignettes provide exciting stimuli during classroom training, eLearning activities and in social learning communities. Click here to preview “The Star”

We continue with our new series of Vignettes designed for Story Impacts.

These provocative vignettes can be used by you, with our compliments.

Next week , our vignette “ Compliment” - Can’t a person even compliment a woman anymore?! , will revolve around two officemates: Roxanne and Tim. Roxanne feels violated whenever Tim compliments her. Tim thinks there is nothing wrong with his gestures. When is a compliment not just a compliment? Is Tim guilty of sexual harassment? Is Roxanne simply paranoid? Listen to their conversation. This time it’s his word against hers. We’d like to know what’s yours.

Join us and let us know how you like the vignettes. We sincerely appreciate your thoughts. If you have any suggestions , improvements or topics of interest to you, please let us know.

Ray Jimenez, PhD
Vignettes Learning"Helping Learners Learn Their Way"

"Can you tell me if my job is safe?" A Provocative Learning Vignette

2011-08-04T13:20:00.000-07:00

The Little Secret presents the story of Maria, a dutiful office manager. Maria's management capability is put to the test when she is caught in between adhering to office policy and addressing employee needs. What should Maria do? Can you help her think of a way out?

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics to include conflict-resolution, work ethics and other management-related issues. Use this vignette to spark learner interest in your training session, show it as part of your lessons or utilize it as a post-training test. Face-to-face or online, this vignette is intended to push your learners to the EDGE!

Use it for your classroom training, eLearning and social learning communities. Click here to preview "The Little Secret."

We are proud to introduce the new series of Vignettes designed for Story Impacts.

On a regular basis, we will send you provocative vignettes which you can use with our compliments.

Next week, we are sharing with you the vignette on "The Star" - a story of John who is a star performer, but causes problems because he refuses to cooperate with his team members. How do you deal with a person like John? Stay tuned. This will be fun.

Join us and let us know how you like the vignettes. If you have any suggestions , improvements or topics of interest to you, please let us know.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

What is shared between Compliance eLearning and Captain America and Anime Comics?

2011-07-27T10:51:00.000-07:00

Synthesis
Cartoons and caricatures are affordable and easy to use graphical elements to enhance eLearning. However, they are only as good as the story you are trying to tell. Without stories, they are as weak as any other medium.

Comic-Con just ended this week in San Diego with over 120,000 attendees. Stephen Spielberg and Peter Jackson attracted much attention with the release of The Adventures of Tintin. In theaters, Captain America has now surpassed the last Harry Potter franchise in gross revenues.
Comics, cartoons, caricatures and illustrations have always been successful in engaging learners.
Below are examples of how I use simple cartoons, illustrations and animations in eLearning development.

Compliance Course on Bullying Manager

This is an example of a situation showing a bullying manager. (Click here)

This is an example of how to deal with a bullying manager.

"Stand up" (Click here)

"Who made you queen?" (click here)

Bad Hair Day

This is an example of using simple analogies and asking learners to comment and interact.
(Click here)

Crisis Management

This animated character is used to stress a point that to follow-up clients in crisis incidents is important in crisis management. (Click here)

Benefits of using cartoons, caricatures, illustrations and animation

You can control the characters, events and conversations in exactly the right way to meet your needs.
They can be created into almost photo-real appearances.
They are easy to modify and update since you control the source files.
Style can be made consistent.
Compared to taking custom photography, cartoons are cheaper to produce.

Some objections
Objections to cartoons are often due to the culture of the organization and the nature of the message and content. There are content that may not fit well with illustrations, and photos work better - for example, when there is human pain, a human face can show it better than an illustration.

Another objection is the perception that caricatures are too much fun and game-like and that leaders often frown on the suggestion that learners are having too much fun (dah!).

Cartoons and caricatures are only mediums to stories

Cartoons and caricatures, however, are only means to an end. They have no added value if they do not show or illustrate a story.

_________________________________
FREE Cartoon Graphical Resources
Send message and request access to the following:
Over 200 free cartoons for learning

PowerPoint templates using cartoons showing topics on:
leadership and coaching

Complete the form and type in the subject “Cartoon”. Write a note on where you plan to use the caricatures.
http://vignetteslearning.com/vignettes/contactus.php

References and Links

Comic-Con
http://theweek.com/article/index/217596/comic-con-6-things-people-are-talking-about

The Adventures of Tintin
http://www.tintin.com/

Captain America
http://captainamerica.marvel.com/

Contact form
http://vignetteslearning.com/vignettes/contactus.php

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Diagnose and Eliminate Workplace Bullying / Example Flash Stories

2011-07-26T17:11:00.001-07:00

The article http://bit.ly/ojB7qT reminded me of a course I developed on Dealing With Bullying Managers. A bully boss http://vftlps.com/vft/programs/P0000441/html/media/m01l07p02_f01.htm How to stand up to a bully boss http://vftlps.com/vft/programs/P0000441/html/media/m02l01p02_f01.htm Let me know if you want to see more of these stories.

Vague Stories Help Learners to Discover

2011-07-25T09:33:00.000-07:00

Synthesis:
Uncovering parallel tracks is essential in contextual learning – where the need is to help learners find applications of an idea in a story or feedback. Precision oftentimes kills the ability of the learner to discover multiple real-life applications.

In In Praise of Vagueness (Wired Magazine July 21, 2011), Jonah Lehrer writes about studies on the benefits of vagueness versus precision.

According to article:

And yet, as William James pointed out, vagueness is not without virtues. Sometimes, precision is dangerous, a closed door keeping us from imagining new possibilities. Vagueness is that door flung wide open, a reminder that we don’t yet know the answer, that we might still get better, that we have yet to fail.

The article reported that experiments in weight control suggest that the more people know precise outcomes or specific feedback, the more likely they get discouraged.

The fuzziness of the facts kept them motivated. The same logic, of course, should apply to any long-term goal (saving for retirement, studying for a difficult test, etc.) that provides us with plenty of feedback along the way.

The practical takeaway is that the weight scales of the future should focus on giving us vague feedback. Forget those decimal points – we need error bars and imprecise estimates. Nothing keeps us motivated like not knowing better.

Furthermore,

Bonus benefit of vagueness: According to an experiment led by Catherine Clement at Eastern Kentucky University, one way to consistently increase our problem-solving ability is to rely on vague verbs when describing the problem. That’s because domain-specific verbs – actions which we only perform in particular contexts – inhibit analogical reasoning, making us less likely to discover useful comparisons. However, when the same problem is recast with more generic verbs – when we describe someone as “moving” instead of “sprinting,” for instance – people are suddenly more likely to uncover unexpected parallels. In some instances, Clement found that the simple act of rewriting the problem led to impressive improvements in the performance of her subjects.

Vague stories and feedback intrigue me. In creating micro-scenarios and interactive stories, I often observe what Catherine Clement mentions that "specific action verbs tend to inhibit analogical thinking while generic verbs allow people to uncover parallel tracks."

Uncovering parallel tracks is essential in contextual learning – where the need is to help learners find applications of an idea in a story or feedback. In learning situations where the real-world applications are imprecise due to multiple variables or ever changing content, it is helpful to remind ourselves of parallel track applications.

Precision oftentimes kills the ability of the learner to discover multiple applications.

References:

http://www.wired.com/wiredscience/2011/07/in-praise-of-vagueness/

Himanshu Mishra
http://himanshumishra.com/publication_files/Malleable%20information_Psych%20Science%202011.pdf

Catherine Clement
http://www.jstor.org/pss/1423287

Ray Jimenez, PhD

Vignettes Learning

"Helping Learners Learn Their Way"

Micro-Scenarios and Interactive Stories - List of References

2011-07-11T23:30:00.000-07:00

This is listing of Micro-Scenarios and Interactive Stories - List of References and More Examples

1. Asking for a Raise

Ray Jimenez, PhD 3Minute Worlds - Learning Community Social Learning, Work and Performance 3Minute eLearning Games "Helping Learners Learn Their Way"

Surgical Insertion of Micro-Scenarios that Beautify and Fire Up Your eLearning

2011-06-29T09:54:00.001-07:00

Synthesis:
The points of insertion of micro-scenarios in your eLearning program will boost learning effectiveness. The insertion points are important since it is best to use micro-scenarios sparingly and at the appropriate areas. When properly done, you can save on time and improve the quality of your programs.

Micro-scenarios – small, tiny, instant, rapid, quick and engaging learning – can add GLOW to your eLearning courses.

Using these types of scenarios to replace the page-turning type of learning will make you bankrupt. Why? Because scenarios can be costly if not used properly. Micro-scenarios are like diamonds on a ring. The shank of the ring is made of gold or silver, while the diamonds are strategically used to create the highlight or as a sparkling feature. The use of micro-scenarios utilizes the same concept.

Because they are high-packed interactions, micro-scenarios should be injected - yes injected or surgically embedded - in the right places and well-timed to make them work successfully. If micro-scenarios are used extensively – possibly wastefully – they become like wrongly applied Botox injections. Therefore, it is advisable to inject micro-scenarios in the right places and at the right times.

Scenarios are best used in must-learn areas. Please see related blog.

So, let’s be smart and inject micro-scenarios where they create the most impact in your eLearning projects.

These are the ten (10) areas.

1. Apply. When asking learners to apply ideas - instead of doing a memorization test, ask them to respond to a micro-scenario of a real-life event.

2. Response. Ask learners to pause and reflect on an idea - instead of just telling them, create a story interaction and scenario to elicit response.

3. Lesson starters. Start your lesson with a micro-scenario and story interaction - put learners on interaction mood at the very start. Get them hooked and engrossed so they can appreciate the topic.

4. In webinars. Allow learners to respond to a micro-scenario and story interaction as an activity in a webinar. This enhances the learners’ focus and attention in the webinar instead of multi-tasking. (See related blog “No-Lecture Webinar”)

5. Coaching. During coaching sessions, encourage participants to respond to a micro-scenario and story interaction based on their answers, to gauge their questions and learning needs.

6. Software. In software training, instead of just capturing the motions of the screen to show how the software works, use a micro-scenario and ask learners to respond to a real-life case. Then ask them to apply the solution in the software. See related blog.

7. Risky topics. In topics of a "risky nature" where sensitivity is a “must” in the design - like sexual harassment, disciplinary action or ethics - use a micro-scenario and story interaction to put learners in simulated situations that are real and yet less threatening.

8. Reminders. Use micro-scenarios and really small ones like 1-2 minutes as reminders. When you send out an email to remind or promote your courses, add a micro-scenario to provide learners with a teaser or a glimpse of the type of exciting learnings that can be derived from the program.

9. Complex. Use micro-scenarios in complex content to help learners find context or relate the complex ideas with real-life meaning.

10. Harm. When learning requires some physical risks or potential harm, it is good to use micro-scenarios to expose the learners to the content without having to go through the risk of physical harm like in oil rigs, drilling operations, handling hazardous materials and others.

Conclusion

Micro-scenarios work pretty much like diamonds in a ring – it gives the necessary glitter to your eLearning program. However, it should always be “injected” at the right place and at the right time for it to be totally effective, relevant and valuable to your learners.

Related blogs

Engaging Technical eLearning – Tips on Design and Delivery

"How to Ask for a Raise" Scenario Plus 10 Reasons Why Scenarios Work

Creating Micro-Scenarios – X-Men Plays Hockey

Ray Jimenez, PhD
3Minute Worlds - Learning Community Social Learning, Work and Performance 3Minute eLearning Games
"Helping Learners Learn Their Way"

"How to Ask for a Raise" Scenario Plus 10 Reasons Why Scenarios Work

2011-06-23T06:55:00.000-07:00

Synthesis:
All learning approaches point toward imparting relevant content . But scenario- based learning possesses a distinct advantage ,tremendous value and the power to alter views, practices , accepted norms and even culture . Find out the 10 reasons why scenarios work and how it can empower your eLearning programs.
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Imagine that you would like to ask your boss for a well-deserved raise. How will you go about it? Do you have what it takes to successfully negotiate this?

Click on the image to play out this scenario to see how it can help you.

(Produced by Michael Gibson)

In a number of instances, I hear complaints that scenarios are challenging to produce – difficult to a point. However, for those who realize the incredible value it adds to their eLearning programs , this serves as a stimulus to press on and explore various cost-effective formats to achieve their goal.

At the onset, it is best to recognize that learners approach online learning quite differently from other formats. They can click away with their mouse or simply drop the study altogether. They are in almost total control of their learning. So how do you compel or engage them to learn?

Answer: put them on the spot. Thrust them into situations that require them to think, act and decide. Moreover, provide your learners with the opportunities to enact and respond to real-life scenarios. Simulate actual situations that deal with day-to-day experiences. Use stories to make their learning experience real, alive, living and enthralling.

Here I list the 10 reasons why leveraging Micro Scenarios and Interactive Stories truly works:

1. Learners’ participation is harnessed through story and experience sharing

Each of us carry stories within us. Micro Scenarios and Story interaction coaxes learners to share their own real-life accounts, listen to others and learn from each other.
(See related blog)

2. It boosts content absorption and retention in participants

People learn best when they can relate information to real-life situations. They do not remember facts easily. Stories help learners understand and recall the concepts behind the learning
(See related blog)

3. Learners get immersed in engaging real-life simulations for better job performance.

Replicating real-life scenarios help the learners recognize valuable nuggets of content that they can readily apply to actual job performance.

4. It challenges learners’ cognitive skills, evaluation and decision-making processes

Adding tension to eLearning stories focuses the learners’ attention on response and reaction. in the use of stories, tension serves as a lever, fulcrum or a tourniquet that can be tightened to get the desired action or reaction from learners. People tend to respond to a stimulus that raises their tension level, be it positive or negative. And we can take advantage of this basic human instinct.
(See related blog)

5. Un-learning perceptions, beliefs, accepted norms, practices and methods that bring about individual and organizational change.

“Stories help us unlearn and replace inadequate or outdated mental models by appealing to us at an emotional or intuitive level instead.” (excerpt from the writing of Deborah Sole, Learning Innovations Laboratories, Harvard Graduate School of Education)

6. Promoting new ideas or concepts and make them easily acceptable to learners

“If we are to achieve results never before accomplished, we must employ methods never before attempted.” Sir Francis Bacon

The story-based approach affords you a highly engaging and compelling method of presenting fresh, novel, innovative ideas that eases your learners into your desired mode of acceptance.

7. Learners embark on a journey through scenarios to synthesize complex ideas and skills

It is about recognizing patterns from a series of choices leading to the discovery of the ideas.
(See related blog)

8. Sharpen learners’ ability to identify high-impact ideas immediately applicable to their jobs.

Instant learning happens as a quick loop of experience consisting of an event, feedback and discovery. In the rapidly changing work environment where the demand for new knowledge and skill is fast and in constant flux, we have opportunities to use the instant experience loop. How do we do that? We replicate the instant experience loop by sharing stories and the realities of life.
(See related blog)

9. Converting boring, technical content into easily understood, user-friendly case scenarios of actual real-life work situations.

Using the case and scenario techniques enhances the effectiveness and efficiency of the learning process. Technical content becomes more engaging and learners become skilled and are able to rapidly apply knowledge in the real world or work.
(See related blog)

Here listed are some of the ways to tell stories in eLearning. Find out how you can use them.
(See related blog)

10. Turning boring, static and stale learning objectives from mere documents into valuable tools - stories that spin off the discovery of more hidden stories.

The key benefit of stating a learning goal as a story is that it allows us the opportunity to continue using the story to deliver the rest of the lesson.
(See related blog)

Conclusion

Everyone has a story to tell. People listen to them. Engage your learners. Hold their attention. Encourage interactivity. Promote sharing of real-life stories. Achieve your learning objectives with Micro Scenarios and Interactive Stories. Push your learners to the brink of a new learning threshold – content discoveries through stories.

Rediscover the power of stories that are applied to eLearning designs to provide a highly creative way for eLearning professionals like you to bring learning content to life.

Related Blogs

The Battle of Stories – Instructional Design Approach

Adding Tension to eLearning Stories to Engage Learners

How to instantly grab e-learners attention!

How to Embed Learning Goals in Stories

Ray Jimenez, PhD
3Minute Worlds - Learning Community Social Learning, Work and Performance 3Minute eLearning Games
"Helping Learners Learn Their Way"

The Battle of Stories – Instructional Design Approach

2011-06-16T12:21:00.000-07:00

Synthesis
For stories to really be effective and serve their purposes, of imparting lessons that the learners need to learn, we also need to identify the strongest ideas or stories that we want to change or “battle” with. Finding the impact stories and slogans is a great starting point in gathering what we need to know regarding the ideas that we want to change. And from there, we can “gear up” with the right stories and win the “Battle of Stories”.

How to Use it to Improve your eLearning Program

How do you find high-impact stories for your eLearning program? What right, appropriate and engaging stories become the basis for your design and development of a lesson?

Designing and delivering eLearning is like winning the “Battle of Stories.” The more powerful and well-designed the story is, the more that the lesson within that story will win the minds and hearts of the learners. Many of the ideas I discuss here were triggered after I read “Re:Imagining Change” by Patrick Reinsborough and Doyle Canning . It showed me a lot of parallelism in the work we do in eLearning especially with story impacts.

Here are examples of battle cries we hear in our organizations.

On Ethics
It is OK to cheat, for profit’s sake
VS
Small, harmless cheating leads to monstrous problems

On performance
“I work as hard as I can when my boss is around or inspires me”
VS
“I am driven by my passion”

For every idea, there is a story that promotes it. We are constantly battling using different stories to help learners “un-learn” things.

Instructional design question

Our instructional design and development of lessons should start with identifying the strongest idea and story we want to change in relation to the content we want to teach.
So we ask basic design questions:

• What are the stories that promote a particular idea?
• What are the new ideas and what stories can promote these new ideas?

Finding the right stories to battle with, as the saying goes, is a key design consideration. Failure to find the right stories diminishes our efforts and investments in helping learners learn. Finding the right idea to battle with is just the first step; how to use them is the second step. We need to develop a counter idea or an idea we wish to promote and build the stories to support it.

Let me focus on how to find the stories that are most important to battle with.

The first part is to ask “What are impact stories on performance?” and the second part is learning “how to find impact stories”.

Impact Stories – those that affect performance

What are the characteristics of these stories?

Stories that impact performance are powerful stories that carry the ideas and the beliefs with them. They are “memes” that are handed down by work and group practices. Often times, these stories are unquestioned, and are accepted as truths.

Impact stories are experiences that control people’s or learners’ behaviors, thoughts, and beliefs. We can also refer to them as high-impact stories or stories that impact performance. Different organizations and each work aspect have their own impact stories.

Impact stories have slogans

It is easy to detect impact stories because they have slogans attached to them.
These are good examples of impact stories (notice the slogans) worth having a battle with:

• Ethics: Cut corners, do not get caught
• Sales: Customers always complain
• Performance: It is OK to fail, befriend your boss
• Safety: It is a Cover Your Ass thing (CYA
• Software: Let the user figure it out: trial and error

The examples above seem to sound pessimistic or show the negative aspects of our workplace. The point is that these types of stories are what we battle with everyday in a learning situation. They don’t have to be negative stories, but they are stories that can erode or weaken the positive content you wish to teach.

These are good examples of impact stories (notice the slogans) which we hope to win the battle for:

• Ethics: This is a very ethical organization
• Sales: Customers tell us how to be better
• Performance: We adhere to the highest performance standards
• Safety: It saves lives, families and makes good business sense
• Software: We should make it easy to use
• Brand new content

However, one might ask: How about ideas that are completely new? There might not be stories associated with them yet. This is a good question since many of us design courses with new content. For example, the content might be a new data entry system that is being added into a software database - a brand new software and brand new method. Even in this case, there is an impact story. The learner’s current skill, past experiences, and inclination to technology carries some stories that often control behaviors and thoughts. These impact stories are so ingrained, we often think that they don’t exist.

Finding the impact stories

If we want to wage a battle, we better identify the right ideas to support. This sounds very familiar since we often see a lot of issues surrounding our wars in Iraq and Afghanistan. I am reminded of an interview by NPR on the Pentagon Papers during the Vietnam War. The researcher for the Pentagon Papers was asked, why the war continued even with all the protests and body counts. He answered: “Our leaders truly believed that losing a war and allowing North Vietnam to occupy South Vietnam would cause a domino effect. And that communism, belief systems of Russia and China, would continue to drive more occupation to other countries”. This is their story. So strong is the story in the minds of our leaders that the stories of the protestors could not win the battle of stories.

There are scientific and formal ways, as well as informal ways, to find the stories to battle with.

Click here to play the exercise.

Mapping impact stories

Mapping stories means capturing the stories and organizing them so we can identify and prioritize which ones to battle with.

The most common method is conducting interviews with subject matter experts, people on the job and customers (internal or external) who are affected by the topic area.

Conduct a survey, interview and ask these questions:

• What are the beliefs, practices, and methods that help achieve results?
• What are stumbling blocks, and challenges that stop the results?
• What are real and verifiable facts?
• What are the moving stories, experiences, success cases and incidents?

The key to obtaining good impact stories is to direct the questions to specific “delivery points” or “contact points” where the stories are experienced at the highest level. For example:

• Sales: at points where there is contact with customers
• Safety: where accidents are most likely to occur or dangerous areas
• And/or records that show the above

Slogan mapping - “Slogan Jam Sessions”

Slogans are the ultimate expressions of strong beliefs and engrained knowledge in people. These are instinctive and instantaneous. Slogans are used by people to express their views, and emotions regarding a subject. If one needs to know what the deep seated feeling of a group of people is, one can ask the question: what slogan do you say to express your view on a subject?

These are examples of slogans. Try to fill blanks after each phrase with the beliefs and knowledge that drive the slogans.

“Let’s kick ass” ______________________

“Innovation is collaboration” __________________

“Super-charged team” ___________________

“We are a green organization” ________________

Capturing slogans is a good way to find stories and identify the idea that you want to battle with. You can do this by interviewing people or conducting “Slogan Jam Sessions”.

Conclusion

To win this “Battle of Stories”, we need to use the right “gears”. We can do this by examining the impact stories and slogans that have brought about the ideas and stories that the learners need to “un-learn”. Once we are able to gather this, it will be much easier to battle with the ideas, and create and design stories that we can use to successfully teach to the learners.

Ray Jimenez, PhD3Minute Worlds - Learning Community Social Learning, Work and Performance 3Minute eLearning Games"Helping Learners Learn Their Way"

How to keep your sanity in the “Learning Vortex”?

2011-06-09T06:09:00.000-07:00

Synthesis
The learning industry is in turmoil - like in a twister. There is constant push and pull which results to changes and adjustments. The “Learning Vortex” is an effective way of maintaining focus and keeping one's “sanity” in the midst of the “ twister” in learning. The core of the vortex represents the impact and result of the changes – which can be clearly categorized and identified by the three other parts of the vortex
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Recent events have reminded everyone of the catastrophic impacts of hurricanes, and tornado or twisters.

A twister is a phenomenon in our atmosphere where cold and hot air collide to create massive turbulence. In many respects, our learning world appears to be caught up in a twister. There is an abundance of change, innovation, and technologies, as well as dislocations and realignments. There is constant push and pull, as well as impacts.

As a learning professional, I most often find myself in the center of a twister. There is so much to learn. Too many changes, too much risks and adjustments confront me. To make sense of rapid changes, I developed a framework called the “Learning Vortex.” This helps me to take a “fly over” when I need to take a breather and see the overview. I especially need the “Learning Vortex” when I begin to feel sucked into the core and feel like I am losing my balance because of what’s going on around me.

The “Learning Vortex” has four parts: The Core; Learning Strategy; Implementation; and Organizational influences.

Let me share with you a few of my thoughts on each area.

The Core
The Core is the heart of the vortex. This is the strongest area where the twister creates new values and impacts the way we do things. The main impacts in today’s changes in learning are more pronounced in cutting costs and increasing speed, and refocusing the attention of trainers and learners on what is important. Preview the video of Sal Kahn and Bill Gates about Kahn Academy and you will see the inroads to creating new values. We are redefining our roles by being agnostics in our approaches.

Part 1 – Learning Strategy

Regardless of whether one starts from Part - 3 Organizational Influences or Part 1 - Learning Strategy, the learning professionals now realize that they must change their roles, skills, tools, and objectives to meet the shifting needs of learners.

1. Skills – we are becoming “Collaborative Learning Anthropologists” where we focus on using different skills sets to become catalysts of change.
2. Objectives – the focus of our efforts is how to bring learning closer to work.
3. Learners – we are seeing learners more as contributors who actively pursue their own learning interests.
4. Trainers – we are seeing more of us in the role of Network Weavers.
5. Tools – the abundance and large scale adoption of Web 2.0 tools in learning suggest our growing versatility to choose and pick the right tools for a given problem.

Part 2 – Implementation

The design, development, and delivery of learning has been redefined by technology. Both classroom and course development are undergoing remakes that make them accessible and flexible. From mobile learning to video streaming, the focus is to provide newer experiences in learning and more opportunities to cut costs and increase speed.

6. Design – we see more micro-learning programs, courses and delivery.
7. Develop – rapid development enables trainers to get training delivered, fast.
8. Deliver – more of our learning initiatives are delivered through diverse forms of collaborative and social networking tools and methods. We also see the practical learning values of tools like Twitter and micro-widgets.

Part 3 –Influences

The “Learning Vortex” takes place in the larger context of our organizations and societies. How much change we experience and the speed at which it happens are always influenced by the nature of the business, leadership and the goals and strategies of the business. This is part of the push and pull of the “Learning Vortex”. Organizations that are seemingly slow in adapting to change often create environments where the learning professional is caught in a flux. Businesses want to reduce the costs and increase the speed of change that create new learning values, but are not prepared to embrace solutions that demand transformation in their culture and leadership. So, we see learning professionals doing guerrilla warfare – using unauthorized and unorthodox learning methods and deliveries outside of the corporate structures.

9. Culture – enterprises are complex structures and the “Learning Vortex” is most visible mainly in how enterprises use knowledge – as a central repository of information or as a living and growing knowledge base to be built and shared freely within the organization.
10. IT Structure – we see IT departments starting to adopt collaborative systems and becoming more tolerant and accepting of multiple requests from learning professionals in deploying social networks and high and rich media content delivery.
11. Organizational Impacts – convergence of technologies makes it possible to link learning to actual performance metrics in business impacts.
12. Feedback – although feedback from a traditional view suggests that trainers provide feedback on learning progress, learners are taking more and more responsibility upon themselves when it comes to their own learning. .

Conclusion

There is always rapid and constant change, especially in the things that influence learning and the learners’ needs. All the different strategies, ways of implementations, and influences change along with time and innovations in technology. The “Learning Vortex” can help us take these things into consideration and understand their effects on the core of learning. It helps strike a balance when things go out of hand. As clearly pointed out in each element, these changes are inevitable and are therefore greatly impacting the core of every learning experience, and learning need.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Adding Tension to eLearning Stories to Engage Learners

2011-06-02T09:10:00.000-07:00

Synthesis

Using eLearning stories with varied elements of tension is an effective way of helping learners focus their attention on learning what they need to learn. Events that stimulate certain tension levels are more likely to imprint in the minds of learners, thus helping them learn the subject and retain what they have learned.

Adding tension to eLearning stories focuses the learners’ attention on response and reaction. With the overloaded learners struggling with competing content, stories with varying levels of tension raise their value and hence help the learners retain and learn the subject.

What situations often call immediate reaction?

Pick one from the list: hope to gain money; paying taxes; fear of death; failure; loss of a loved one; conflict with another person; frustration; absolute boredom; and many others.

In work situations, what might be in the list? Disagreeable boss; hard to manage people; risk of losing a job; being challenged to take action; commitment to goals; unfair treatment and many others.

What is common in the above list is tension. These events or issues cause emotional and mental anguish or excitement. Tension can either be bad or good. And in learning design, particularly in the use of stories, tension serves as a lever, fulcrum or a tourniquet that can be tightened to get the desired action or reaction from learners. People tend to respond to a stimulus that raises their tension level, be it positive or negative. And we can take advantage of this basic human instinct.

The tourniquet is an illustration of how we may increase or decrease tension. The tourniquet controls blood flow. As we tighten the tourniquet, we restrict the blood circulation. Lack of blood supply causes discomfort, death to the cells and will eventually incapacitate the arm.

Tourniquet

Watching your blood pressure

Adding tension is like monitoring a person’s blood pressure. While learning becomes our prime focus for each of the learner, our goal is to design our programs to allow variations in tension levels. It helps your learning design to focus the learner's attention. Hence a better chance of teaching and helping the learners learn.

Opportunities to add tension in your eLearning design are abundant. The following are good examples.

Introducing conflicts and using first person voice

Which one works better: before or after?

The before and after example above shows us that by changing the voice from that of someone explaining a scene to a character, Trump, who is speaking directly to the audience, the tension level of the event dramatically changes.

Inspiring tension

Tension can be also an uplifting experience. In this photo Paraore is shown with a satisfied smile while Mt. Everest is in the background. An image that shows some ways of overcoming difficulties or challenges adds some level of positive tension into a story.

Adding a text

Simply adding a text to an image helps define emotional expression and adds tension.

Exaggerated metaphors

In the drawing below, exaggeration of a frustrated character shows the extent of emotion, creating more tension. Illustrated graphics may also be used to add tension in a message. Exaggeration is accomplished by creating extreme illustrations of a condition. For example, the person strapped for time is hanging on a clock, or a person is banging on the table and loudly complaining “Why.”

Tension by varying expressions

The different facial expressions of an irritated person suggest their varying moods and how they effectively communicate tension in our story.

Conclusion

Learners respond better to eLearning that has elements of tension. It is human nature and instinct to respond or react to stimulus that raises tension, anxiety and pleasure.

Adding tension helps the learner to focus on the subject and will likely learn the content materials.

Related blogs:

Instant learning:

eLearning Design for Short Attention Span and Overloaded Learners

Ray Jimenez, PhD
3Minute Worlds - Learning Community Social Learning,
Work and Performance 3Minute eLearning Games

"Helping Learners Learn Their Way"

Guarding Against Primitive eLearning Programs

2011-05-11T07:14:00.000-07:00

[Please share your comments below.] [Please share with your friends.]
Synthesis
Are we too focused on the use of technologies in elearning that we overlook the opportunity to reflect and contemplate? In our love of everything instant, we tend to develop “primitive-like” behaviors in learning and lose significant insights present in a “contemplation mindset”learning environment. In “The Spaces of Contemplation” eLearning, we can provide an environment that promotes learners to reflect, ponder,work, collaborate and produce outputs applying the meaning of context learned.

I was reminded of the challenge in adding space for contemplation in eLearning when I listened to Pat Morrison, KPCC Public, and her May 3, 2011 interview with Sheryl Turkle (MIT Social Media Scientist) and Nicholas Carr (New York Times writer) on the topic “Technology and the Internet: can they change our brains and behavior?”

The training and learning industry has this love affair with technology. We openly embrace technology since it makes our job of providing and delivering learning faster, cheaper and highly effective. However, this romance with technology always evokes the “love at first sight” feeling. We love it – we adopt it. But we forget to investigate the deeper impacts on learning and behavior. Hence, before we know it, we are rushing from one technology to the next one– from eLearning to mobile learning to semantic learning – with the “wow” of technological romance sweeping us all off our feet.

“It is good to take advantage of the benefits and abundance of technology. But not knowing when and how to stop to reflect and contemplate on the barrage of information, causes some harm. We are closer yet, detached from one another”, according to Turkle.

“We are closer and connected, yet detached from one another”

Nicholas Carr has been a consistent critique of technology. In "Is Google Making Us Stupid?"he suggested that the Internet impacts the way we think. In the NPA interview, Carr said: “Our need to be reactive, busy, and constantlyalert and always playing with gadgets has something to do with the part of us that is primitive. The busyness is rooted from our hunting and self-protecting instinct. We want to be constantly alert for the hunt. People’s inability to take a pause and reflect deprives them the need to assess the value of information.”

“The busyness is rooted from our hunting and self-preservation instinct. We want to be constantly alert for the hunt.”

After listening to the interview, I felt that in many instances our eLearning design is advanced from the technical viewpoint, but is primitive in the way we help learners contemplate, add meaning and context in their own lives. How do we guard against this pitfall?

My reflections from the comments of Carr and Turkle

Digesting the ideas of Carr and Turkle from that interview caused me to ponder on these thoughts:

• We need to appropriate time to go beyond mere eLearning busyness– page turning, multimedia, games, texting, messaging, Facebooking, etc. – to allow reflection and contemplation.

• We need to be cautious not to lose touch with the values that we acquire in closeness, intimacy and valued relationships.

• Test our adoption of technology to avoid reinforcing or building “primitive-like” behaviors such as focusing on the use of technologies and ignoring the opportunity to provide time for reflection and contemplation.

The place of contemplation in learning and eLearning

eLearning has its own strengths and limitations. It is a carrier ofmessages and information. With the integration of social media tools,eLearning further transforms the way learners learn, think, work and collaborate with peers. Even as eLearning does well in helping learners interact with content, it is often driven by the “production mindset” rather than the “application mindset.” Production mindset focuses on rapid delivery of massive content, whereas, application mindset focuses on contemplation to bring content to the learners’ context.

In the past few decades the focus of technical advances in the Internet was simply on “content”. More recently, we now see the movement towards the development of technologies which enable people to link content with their own context.

eLearning has a “production mindset” rather than the “application mindset”

To illustrate the value of context, a number of presentations at Caltech’s TEDX event, touched on the challenge of making scientific knowledge more accessible and navigable to allow non-experts to take advantage of the available data. “Our dream is to make scientific knowledge of the universe at the fingertips of teachers, students, businesses and industry. We want them to play with the knowledge and apply them in their own context”, according to George Djorgovski.

In the games development area, Jane McGonigal from the Institute of the Future espouses the idea that online game players should extend their game by continuing group actions in real life situation. McGonigal says “games offer meaningful social experiences that can translate into the real world.”(See more on World without Oil.)

How to add contemplation in eLearning design

Can we add structure in eLearning to guarantee that learners contemplate on the content? The answer is no.Is it possible for us to create an environment, spaces or private sanctuaries in our design wherelearners are encouragedto contemplate? The answer is, yes.

Consider testing the ideas in the “Spaces of eLearning Contemplation” – a concept that I have repeatedly applied to a mixture of approaches and mutations. The main focus of the idea is to advocate a time of contemplation among learners.

The Spaces of eLearning Contemplation “eLearning Contemplation Flow”

The Spaces of Contemplation

Contemplation comes from different types of actions (spaces). Four processes occur as learner practices contemplation: 1) Constant search to fulfill a need and find meaning (central core – inner circle); 2) different actions of contemplation, context searching, and application (outer ring); 3) transference of content (arrow in and out of the outer and inner core). The tools enable the learners and facilitate the process.

1. Regardless of the size or type of the eLearning content -be it a very small one (one minute), 30 to 60 minutes or synchronous or asynchronous, we can always find opportunities to add a contemplation flow.

2. There is an abundance of tools from eLearning and social media that is able to provide the platform. Select and integrate a single tool that can help accomplish the Contemplation Flow. You may use an LMS with social media modules, Share Point, PBWorks Wiki, Yammer or Facebook -like tools. Incidentally, I have developed two platforms also suitable for the contemplation process: TrainingMagNetwork.com and Vignettes Videos.

3. Contemplation in open spaces or private sanctuaries

a. Journaling – encourage learners to keep and share a journal of their learning. Ask learners to do their journals as observers like anthropologists, sociologists or scientists.

ELearningLearning.com is a good place to see how people share blogs.
I blog because this serves as a journal of my research and thoughts. Ray’s Blog.

b. Mapping – help learners to visualize the key concepts and map them in such a way that they can visualize the “gestalt” of the ideas. Ask learners to create a map as if they are navigators, travellers, or adventurers.

https://bubbl.us/ is a good resource for mapping activities.

See an example of an idea map.

See an example of a mapping tool.

c. Drawing – enable learners to translate their learning into an illustration that portrays something meaningful to them. Ask learners to be like painters and artists from the caveman days etching away patiently with crude tools upon an empty wall. Allow them to visualize the content.

Drawing tool. Try it.

d. Survey and pooling – leaners can design short polling or survey questions that help them to discover answers to their questions. Ask learners to be researchers, pollsters and analysts of data and inject their interpretations.

Polling web 2.0 tools

e. Offline - good old face to face – a learner can be a Merlin, doctor, friend, coach,mentor, etc.

Old-fashion conversations; Have conversations with people that matter.

f. Projects – learners “dirty”their hands. Take up a craft as a project and be artisans.

g. Learning impacts – learners can share learning impacts - qualitative or quantitative, anecdotal or factual - from the impacts of their on-the-job learning, let them prepare a report like an accountant, efficiency expert, bean counter, CFO.

In TrainingMagNetwork.com we have a Learning Impacts tool.

Learning Impact detail

Learning Impact overview

View Video by Nicholas Carr

Carr speaks about: how the brain works; how the Internet changes how we think; the value of solitary thinking, and many others.

Conclusion

Technology at our fingertips has its advantages and benefits in elearning. However, as we nurture that need to be constantly alert, busy and always connected, we face the danger of engaging in “primitive- like" behavior. We appear to be better connected yet detached.

As we embrace technology to provide faster and easier learning, precautions must be taken when absorbing things too fast we don't forget to reflect and contemplate on the true meaning of the contents being learned. Contemplation learning provides the “application mindset” which brings content to the learners’ context.” and a better appreciation of the value of learning. Applying “Spaces of Contemplation”, bridges the gap between the technology of a “production mindset” and a more reflective and meaningful contemplative learning design.

Related blog

Transforming Minds - Using Metaphors in eLearning

How to add the human touch in your eLearning design

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Transforming Minds - Using Metaphors in eLearning

2011-05-05T09:51:00.000-07:00

Synthesis
Using metaphors in eLearning makes learners more receptive to ideas and information that are otherwise complex to figure out. These metaphors in presentation mode or self-contemplative mode make learners easily grasp needed knowledge and immediately adapt concepts thereby prompting a faster and better course of action.

What do we mean when we say “my computer is down” or “molecules act like boiling water”? We are exercising the power of metaphors.

From Newton’s clockwork theory to John Reeves’ Emoticons , metaphors have been used for purposes of communication for the longest time - whether it’s to communicate with each other, learn and even socialize in the new world of social media. So, what is a metaphor and how can we use them in eLearning programs?

A metaphor is the use of an object or idea to represent certain meanings which are otherwise difficult to explain.

Metaphors have fascinated cognitive scientists because they have the power to transform the way people think and how they respond. They allow large amounts of information to be retained, recalled and applied rapidly. Creating good metaphors requires skills which can be learned by eLearning designers and developers.

In the fast-paced learning environment where learners are highly distracted, busy and overloaded, the use of metaphors provide even greater value. Metaphors allow faster understanding of ideas and provide a more efficient way of recalling knowledge and information. Learners are usually engaged because they comprehend the meaning of the ideas at once.

Richard Feynman – Jiggling Atoms

An example of a great metaphor is Richard Feynman’s use of Jiggling Atoms to explain the physics behind a complex concept.

(Click here to preview Richard Feynman’s video)

Usages of Metaphors in e-Learning

• Explain new ideas in familiar ways - Introducing new ideas to learners requires a link from familiar to unfamiliar. Metaphors make it possible for learners to cognitively connect concepts and terms to their own context.

Example: The ‘horseless carriage’ and the ‘cordless phone’ connect the idea of technology to existing and familiar reference.

• Explain innovations by imitating nature’s model - Bio-mimicry is a method of transforming scientific concepts by using nature’s model as inspiration.

Example: Using caterpillars in constructing flexible all terrain robotic machine suited for Mars.

• Simplifying complex systems - Using analogies such as “waterfalls model” and “wheel spokes model” in elearning design.

Metaphors for eLearning

In my experience, there are two ways of using metaphors that help learners learn faster and better. The first is the presentation mode and the other is the self-contemplative mode.

The presentation method helps elearning designers develop lessons that translate their content into easier ways for learners to learn. By using any of the methods mentioned above, designers transform the way learners appreciate the content. This particular method is akin to a narrative, storytelling or teaching an idea.

The self-contemplative mode is when a designer incorporates in the design, a way to encourage the learners to share their own metaphors. The value of this mode is immersive learning. It helps learners create their own context and connect the content to what is immediately meaningful for them. This mode also assists learners to assimilate the concepts into their real-life work situation. Oftentimes, many eLearning designs are in presentation mode or the information dumping method which inhibits the learners from a deeper reflective thinking about the content.

Steps to discover and develop Metaphors

Although there are many sources of metaphors, there are steps which when followed can consistently inspire the use of metaphors for elearning.

1. Conduct a survey – determine associations
The first step is to identify a content that you feel may require a metaphor. Ask your learners, clients, and individuals with experience to suggest a metaphor. Ask the question, “what associations do you have with the content idea?” Oftentimes, people have associations that connect a concept and provide potential cognitive links to people’s experiences and understanding.

2. Work with SMEs – simplification
Engineers and subject matter experts spend countless hours wrestling with how to explain the ideas in simpler terms. Asking them “how they can simplify the concept” helps you discover the options on when and how to use a metaphor. Simplifying an idea often allows engineers to use explanations that are easily understandable, hence, making it accessible to learners. The iPod has undergone several iterations to provide more simplified models.

3. Conduct brainstorming focus group exercises – like analogy group thinking
Creative development can sometimes come from open-ended brainstorming exercises. Group thinking exercises can generate innovative metaphors. Encourage the group to imagine ways to express an abstract concept into a real world analogy. Ask “what-if questions” that also trigger metaphors. These questions help unearth parallel thinking and sharing of experiences. What are the options available? What’s next?

4. Test metaphor – instant recall
Select the metaphor that has high-experience and content idea connection. Try to express the metaphor in visual and verbal methods and see how quickly learners respond to it. Look for the “aha” effect – a sense of immediate connection between the learner’s appreciation of the metaphor and understanding of the idea. The “Fish in a bowl” tells how narrow minded our views can be.

5. Incorporate metaphors into elearning lessons – selectively
Metaphors can be positioned effectively by using them in exercises, games, demonstration, animation and simulation. Care should be taken to integrate the metaphor seamlessly. The singular test is to discern if the metaphor can serve as an effective replacement representation of the concept. For example in elearning design, we refer to the “waterfall model of design” to mean “linear design.”

Conclusion

Applying Metaphors for elearning brings about a welcome relief to complex and difficult concepts that learners are trying to unravel. While it’s true that metaphors in presentation methods translate contents thru a narrative or storytelling which helps learners appreciate the content of an idea, more value to elearning is added thru the self-contemplative mode of using metaphors where learning is more immersive and assists learners to integrate concepts into their real life work situations. This helps us avoid the concept of information dumping which can be overwhelming. In the midst of information overload, metaphors help learners take and use concepts quicker and better.

Preview the video by James Geary on Metaphors. (Click here)

Preview this interesting video on how to construct a metaphor. (Click here)

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Engaging Technical eLearning – Tips on Design and Delivery

2011-04-28T07:14:00.000-07:00

[Please add your comments below]

Engineer’s and Technical Writer’s View

Oftentimes, my development team works to help clients convert technical training into eLearning. An example is the Oracle HRIS and hardware training. The initial challenge is, “How do we make this boring content engaging?” Technical training programs are usually written by engineers who believe that users of their products just need to read the instructional guide. “If only they read the guide, they can solve almost all of the problems.” However, the dilemma is that most guides are designed for engineers not lay people.

Here are some tips and ideas to help you convert technical content into engaging eLearning programs.

Unbundling Content - From Technical View to Learner View
To make technical training engaging, we need to re-think the content and switch from the technical view (engineer, technical writer or subject matter expert (SME) point of view) to the learner or user point of view. Below is an illustration showing the comparison between the Technical View and the Learner View. The unbundling process allows us to successfully identify elements or parts of the content that help the learners gain knowledge and apply the content to different situations and delivery methods.

The advantage of adapting the Learner View of our technical content, is that it refocuses our attention to how learners can use the content in actual real-life work situations. Let us imagine for a moment that engineers, SMEs, and technical writers changed their focus and approach. This would alter the way content is organized, written, prepared and delivered. The content becomes more learner and user friendly.

Example

Content on Certification of Systems Administrators in Networking

Note: The content is not accurate and refers to an old product. The intention is to illustrate the reduction of content from class certification size to small slideshows then to 1-minute mobile applications. Once unbundled, we set ourselves free to think of our content in various delivery formats, e.g. classroom, slideshows, and then mobile learning.

Click here to view example of 15 Minute Slideshow (partial pages only)

Weaving technical content with cases/scenarios

Focused learning answers the limitations of the learners in terms of time and helps them avoid information overload. Using the case and scenario techniques enhances the effectiveness and efficiency of the learning process. Technical content becomes more engaging and learners become skilled and are able to rapidly apply knowledge in the real world or work.

(See eLearning Design for Short Attention Span and Overloaded Learners)

These are suggested steps to weave technical content with cases and scenarios.

Gather cases, scenarios and stories of how the content actually helps in real-work situations. See Instant Learning: How it works and how to make it happen

This is done by identifying the 20% of the content and the related cases in real-life work situations and their impacts on performance. For example, though login information is important, it is probably less significant compared to the consequence when users of the software fail to enter the right data for patient diagnostics or an employee classification (hourly or exempt). The effect of wrong data entry has potential catastrophic repercussions in billing, compliance, and others. So, instead of instructing learners on the features of the right data entry, we start with the cases and scenarios that heighten the positive or negative values and impacts of the specific feature and function.

In this example, when do we get to use the detailed guide or instruction? The detailed content becomes a reference, guide or resource. This serves as a valuable on-the-job learning and quick reference.

The number of cases and scenarios to be used depends on the amount of must-learn content you want learners to focus on, immediately. Should the learner need to connect a case or scenario to a detailed reference for a better comprehension of the case and content, it will be wise to provide a link to such reference.

Example

This is a software demo (compliments of Articulate.com) demonstrating how it combines a case / scenario and story to connect the technical content with a specific story by the narrator.

INSTRUCTION:

After reviewing the example, ask yourself the question: “How does a case, scenario or story help learners relate to the technical information?” Please read the blog and post your comments.

(Please click this link to preview the example)

Conclusion

There are two steps to make technical learning courses more engaging. First, unbundle the content so we can separate case/scenarios/stories, from must- learn and learn-on-need. This allows us to reduce the sizes of our content and help learners make it easy to use. Second, we prepare the course and weave case/scenarios with technical content. This heightens the must-learn elements of the course.

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Ray Jimenez, PhD
3Minute Worlds - Learning Community Social Learning, Work and Performance 3Minute eLearning Games "Helping Learners Learn Their Way"

Instant Learning: How it works and how to make it happen?

2011-04-21T05:28:00.000-07:00

Synthesis:
The brain has the ability to replicate or imagine real life experiences. This allows us to share instant learning experiences in our eLearning programs. The Instant Experience Loop occurs at the moment learners share and connect stories with the stories employed in the eLearning program.
_______________________________________________________

Preview the Bully Manager and reflect: “What is it in the presentation that makes you instantly understand the message or why does it stir an immediate gut reaction in you?”

The Bully Manager

(Click here to preview)

[More examples are provided below]

Instant Experience Loop

When an individual has been jolted by electrical charges while jump starting batteries, the person instantly comprehends that it is not safe to hold the positive and negative ends of the battery together. This is instant learning.

Instant learning happens as a quick loop of experience consisting of an event, feedback and discovery. This is referred to, as an Instant Experience Loop. In many cases, such occurrence happens in a span of seconds. Our brain processes what happened, how it happened and learns why it should or should not happen again.

Teaching Breaks the Instant Experience Loop

Essentially, scientific studies and practical experiences have shown us that people are generally self-taught – learning by themselves through the instant experience loop. Unfortunately, in a lot of formal learning structures an instructor, teacher or mentor intervenes and “teaches” the learning, which oftentimes breaks / interrupts the instant experience loop. This happens based on two reasons: (1) most teaching methods remove the experience and learners are only left with the content without the opportunity for feedback and discovery and (2) there is so much focus on the event, which is content instruction. In the classroom or in eLearning, lessons are far removed from real experience. Oftentimes, the focus is the retention of content; not creating the experience.

Stories Replicate Experience

In the rapidly changing work environment where the demand for new knowledge and skill is fast and in constant flux, we have opportunities to use the instant experience loop. How do we do that? We replicate the instant experience loop by sharing stories and the realities of life.

The instant loop experience is an emotional and oftentimes unconscious encounter. Most of our learnings happen as unconscious processes. The expression or articulation of these experiences comes in the form of stories. People transmit knowledge and ideas, build relationships and understand each other by sharing stories.

Reverse Design Process – Build and Share Stories

To design learning that mimics the instant loop experience, we need to recreate and embed the elements in our design.

The Steps of Design Instant Learning Experiences

Step 1 - Focus on asking these questions for a reverse design

1. What event do I want to teach – a small idea?
2. What is the feedback from those who learned from this idea?
3. What discoveries have they arrived at?
4. What stories can they share to relate their own experience?

The focus of the questions is on arriving at the stories, not the content (event). When the story is clear, the content is embedded in it. In the Bully Manager example above, the content is about “identifying the bully character” while the story is the “bully manager who is a jerk.” This may be a tough challenge for many designers, SMEs (subject matter experts) and developers – since many of us naturally focus on delivering content, not experience. But this is not to say that it cannot be done.

Step 2 – Share the Stories with the Learner

In designing our eLearning lessons, we focus on the shared stories. Shared stories are the connection between learning interventions, whether it be a simple lesson page, exercise, game, video, audio or coaching session. Stories carry with them the instant emotional experience along with the idea and the content. The content cannot replace the function and value of a story as a shared element.

Follow these pointers:

Focus on the experience of the story

1. Use the real-life aspects of the stories, e.g. characters talking, conversations, what’s said-who said, the issues being discussed, etc.
2. Make the story deliver the message (experience)
3. Allow learners to discover the lessons by themselves. Do not teach.

Conclusion: Stories are substitutes to actual experiences

Of course nothing completely replaces real-life experiences. However, cognitive and neuroscience experts and psychologists tell us that the brain is able to replicate actual real experience. In fact, the imagined experiences become so intertwined with reality that we can hardly tell the difference. The more we vividly understand stories, the better we relate to the realities.

In our learning design, we need to aim for instant learning experiences – by using stories. This is the fastest and most economical way to get our job of helping learners learn.

The following are examples of how stories are used in learning design

INSTRUCTIONS

After reviewing the examples , 1) “What story can you instantly connect to the example?” , 2)“What content idea promptly comes to mind?”

The first allows you to connect your own shared story. The second shows you that there is an embedded content which is triggered by the story.

CallSource Compliance Video - (length : 1:28 minutes)

(Click here to preview the presentation)

The video, compliments of Ann Kwinn of Callsource, uses stories to connect the individual’s personal experience regarding the application of the Fair Housing Compliance Laws.

Chipotle Customer Service Clerk – Incident Report

(Click here to preview the presentation)

The first slideshow discuss the importance of incident reports. The second presentation shows a person calling the customer and following up to find out if the customer is happy with the company’s service after he complained of an accident.

Follow up Calls

(Click here to preview the presentation)

The Case with Gina

(Click here to preview the presentation)

The slideshow puts the sales person on the spot.
This is a product of Psychological Associates, Inc. Please send email to rayvft@gmail.com if you wish to get more information about this product for sales training.

Frustrated Programmer – (length: 24 seconds)

(Click here to preview the presentation)

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Ray Jimenez, PhD
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"Helping Learners Learn Their Way"

eLearning Design for Short Attention Span and Overloaded Learners

2011-04-14T08:00:00.000-07:00

Synthesis:
With the barrage of distractions thrown at these already-overloaded learners, we are faced with the challenge to help them focus on what is necessary, must-learn, what is of immediate relevance and content that is rapidly applicable to their jobs and tasks at hand. My goal here is to provide helpful tips to engage our learners’ attention and achieve our learning objectives.
_______________________________________________________

Design for Short Attention Span Learners
Word Play Exercise (Fill in the Blanks)

(Click here to play the exercise)

Do learners have short attention span or are our learning programs too long that we lose our learners in the process?

At the eLearning Guild Learning Solutions Conference, March 23-25, 2011, I facilitated a breakfast session on “Design for Short Attention Span Learners.” It was refreshing to hear so many good ideas on how to help learners assimilate knowledge in spite of the distractions, mobility and rapid demand for learning.

These are the common themes.

1. Useful content immediately
Programs should be focused on must-learn and immediately-useful content. The ultimate goal of total content mastery can be learned while on the job.

2. Valuable content
Work with the SMEs to enlighten them that not all content is important. The designer should take on the challenge of highlighting what the SMEs consider as valuable aspects of the learning when presenting the program design.

3. Quick Search
Enable the program to provide a quick search, to allow learners to dive into the details of the lessons. This helps learners to study quick references and materials while on the job.

4. Small releases
Release small sections of the program progressively instead of attempting a big launch period after several months of work. Learners will definitely benefit from small lessons spread over several determined intervals instead of taking them through a huge chunk of learning data at one singular time.

5. Easy navigation
The navigation design should assist learners to access all available types of content at one glance or in a single site. For example, they can click on videos, audio, references, lessons, reviews, programs, lessons, modules, tests, etc. rather than keeping them hidden.

6. Indexing content
Prepare a good index list of topics that are linked to specific pages in the lessons or programs to facilitate rapid access for the learners.

7. Multi-format
Design programs so that some of the content are in simple formats like PDF, Word, PowerPoint and HTML with a good mix of the more complex formats (audio, video, image or Flash) resulting in an engaging, definitely interactive yet comprehensive, compact and not overly produced learning model.

8. SMS and Mobile
For new updates on the programs, use SMS, text messaging and mobile devices with links to the specific pages.

9. Synthesis
Always provide a short synthesis to inform learners about the gist of the content.

10. Bookmark and sharing
Learners can bookmark and share relevant pages to help other learners. Certain programs cannot be shared by just focusing on specific single pages. Learners have to read the whole lesson or module before they unearth useful content.

11. Unbundle authoring content
Consider authoring lessons and modules as separate or stand-alone units of programs rather than creating traditional closed and encapsulated courses developed by simply following the structures of authoring tools. They become a flexible and easily transferrable set of learning objects. Learners can then scan, view and select quickly from small lessons rather than large programs.

12. Simple time savers
Simple time savers are: 1) video and audio files that show how long they are; 2) a short introduction or synopsis before asking learners to read a long document.

13. Working competency versus full competency
Help SMEs and internal clients understand the difference between programs that help learners acquire vital and critical skills and knowledge immediately needed on the job (working competency) and those that they can master later (full competency). Sometimes, programs become excessively long and very boring because they force the learner to develop full competency even at the onset of the learning process.

14. Instant conversations
In many instances, learners simply need a person to call, chat or exchange emails with, to inquire, validate, or acquire more understanding. We often forget that the ability to have instant, quick and short talks makes a huge difference.

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Are you an Agnostic or Principled Learning Professional?

2011-04-07T04:11:00.000-07:00

Synthesis:
As learning professionals, have we analyzed how our approaches affect our learners and their specific learning and performance environments? Why does one choose to adhere to his/her present method? Are you an AGNOSTIC or PRINCIPLED Learning Professional? A deeper understanding of these professionals may hopefully lead you to an enlightened decision. Perhaps, the Agnostic is the unbounded innovator in us and the Principled is the traditionalist in us.
_____________________________________________________

As learning professionals, have we analyzed how our approaches affect our learners and their specific learning and performance environments? Why does one choose to adhere to his/her present method? Are you an AGNOSTIC or PRINCIPLED Learning Professional? A deeper understanding of these professionals may hopefully lead you to an enlightened decision. Perhaps, the Agnostic is the unbounded innovator in us and the Principled is the traditionalist in us.

Image provided by eLearning Arts.

An executive I work with complained to me:

“This vendor is telling me to spend 200 hours in task analysis. Don’t they know that we pretty much know the tasks?”

“We have so many learning rituals that are irrelevant.” he continued.

“We should rid ourselves (trainers and learning professionals) of practices that appear to be based on sound principles but are actually impractical and apparently outdated thinking.”

As I attend conferences and meet clients and friends, I also keep my ears to the ground and listen to how learning professionals evolve or drastically change their approaches. I look for patterns that help deliver results, improve learning, drastically cut costs and increase speed of delivery. Moreover, I specifically look for something out of the ordinary that I can also learn from. In fact, I’d like to share some interesting differences between the Agnostic and Principled Learning professionals.

Before I share my observations, allow me to define some terms. An Agnostic is a learning professional that is passionate about immediate results. This practitioner uses learning principles and practices only if they serve the end results. The Principled learning professional is also results-focused, but strictly adheres to practices that have been proven and tested in the past. The differences basically lie in the mind set and outlook of these two specialists. These determine their inclinations towards being Agnostic or Principled.

Here are a few of my observations. For easier understanding, we shall refer to these learning professionals as either AGNOSTIC or PRINCIPLED from hereon.

ROI in training and learning

The Principled believes in exact, long-drawn and often, stringent systems of measurements and time-tested scientific methods. As a result, the ROI reports tend to be historical, like a financial accounting process. They tend to be less adventurous and adaptable in their approaches.

The Agnostic uses anecdotal data to gauge learning impacts. This allows for quick information gathering. Jeff Beck of Knowledge Advisors says that anecdotal data are valuable ROI measurements. They are faster to collect. They attribute a deep value to the link between rapid and applicable learnings to job performance. See my related blog - Proof of Direct Link between Learning and Performance.

Don’t bother tracking learning completion

I am familiar with a division within CISCO that does not bother to track learning or training completion. This is the work of an Agnostic. The Principled will insist on tracking completion because it is part of the delivery process.

In the case of CISCO, the change and demand for new content is rapid. Systems engineers need the knowledge in a matter of minutes. For example, there are hundreds of anti-virus and malware patches released each day that it does not make sense to track if the learner has completed the lesson. The ultimate test is how well they apply the ideas on the spot.

Train learners on the essentials and let them learn how to find solutions

One large online retailer I worked with, reduced their two weeks on-boarding training to two days. Initially, the Principled insisted that the 10-day on-boarding program should persist. However with 100,000 products, the Agnostic realized it was impossible to train or even begin to orient workers on all these, during on-boarding classes. As a result, workers’ orientation centered on the basic policies of the company and trained them on the usage of the Wiki Product and Customer Management System to find answers to questions and provide solutions.

Twitter that impacts immediate performance

Mark Oehlert, in one of his presentations on Social Media mentioned about how a company applied a Twitter-like application to help engineers deal with electrical transmission line emergency responses. Engineers found it faster to send a tweet to alert other engineers of problems in their area that would impact other aspects of the electrical grid. The Agnostic found a practical way to use Twitter. The Principled would have been stuck with the question-how do I apply Twitter to learning and training instead of asking “where can this tool impact the performance of people?”

Just-in-case and just-in-need training and learning – very costly impact

The Agnostic uses eLearning beyond its traditional definition - from just-in-case-knowledge to a just-in-need learning. Knowledge and skill requirements are changing so fast that the Agnostic focuses on immediate “working knowledge” rather than “full competency” training for ongoing learning on the job. The Principled continues to focus on compacting all knowledge in one training because of the fear that learners may miss the knowledge. Unfortunately, most learners can only retain so much in one sitting. Consequently, investments in long and elaborate courses are wasted. See related blog on How Much Training is Enough Training?

“They don’t know what they don’t know”

This is my favorite because it continues to be a training professional meme. It is so well-accepted that many use the statement without much thought.

I often hear “the Principled” say …

“If we don’t train learners on the content, they will be unable to do the job” or “learners cannot be trusted since they don’t know what they don’t know.”

Many of the “Principleds” adhere to the notion that people lack inherent wisdom to perform their jobs. The truth is, it’s pretty much the opposite.

Reversely, the Agnostics believe that the learners have a certain amount of experience, regardless of quantity and quality. Their approach aims to help the learners build on these experiences and connect them to the learning environment. This understanding of the learner’s wisdom is the foundation of social and informal learning. People can learn and contribute while they share with others. The job of this learning professional is to multiply this capacity. Please see Jay Cross on information learning.

Conclusion

Whether one is Agnostic or Principled is often a reflection of our growth process as learning professionals. We tend to be Principled when we stick to rituals from principles and practices we are accustomed to. In the process, we have ceased to question them or assess its efficiency especially in performance applications. The Agnostic is that part within ourselves that awakens to the realization that learning environments and its learners are evolving, sometimes faster than we can change our mind sets and outlook with a willingness to adapt better performance results.

Perhaps, the Agnostic is the unbounded innovator in us and the Principled is the traditionalist in us.

Related blog

Proof of Direct Link between Learning and Performance

How Much Training is Enough Training?
_____________________________________________________

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Is it spoon-feeding or discovery scenario learning?

2011-03-22T19:55:00.000-07:00

Synthesis:
Scenario- based learning should take learners through a journey of discovery ; involving them in the events that take place at various points in your scenarios. It propels learners to think about the choices presented and not merely determining the right or wrong answers. Join me on a train ride to gain a better understanding of how to create a more engaging scenario for your next SBL challenge.
_____________________________________________________

I conducted an informal survey of 20 workshop participants asking them this question:
How do you know if your scenario-based elearning program works? The responses were:
•Learners pick the right answer or options.
•Learners do trial and error until they find the right answers.
•Learners reflect on the choices provided.
•Learners were engaged.

It was intriguing to me that no one mentioned about learners discovering the learning points from scenarios.

On the surface, the responses seemed descriptive of a scenario- based eLearning program. However, on further scrutiny, they were symptomatic of a surface- level or shallow understanding of how scenario-based eLearning works.

The Heart of Scenarios

Although the answers described some characteristics of scenarios, they did not mention the core idea of why scenario-based eLearning works, which is:
It is about recognizing patterns from a series of choices leading to the discovery of the ideas.

The emphasis is on PATTERNS and DISCOVERY.
•Identify the end idea to be discovered.
•Set up different choices leading to the discovery of ideas at the ending.

Signs of Spoon Feeding

After more prodding, I confirmed my suspicion. Oftentimes, scenarios are unknowingly used as extensions of instructivist (telling) methods, rather than the implementation of the constructivist (discovery) methods.

It is spoon feeding when “scenarios” pose multiple choice-like questions.
•When it is a memory recall question.
•When choices lead to a right or wrong answer.
•When feedback is like a lecture ...this is right or this is wrong.

This situation stems from a lack of clarity that scenario-based eLearning is a constuctivist(discovering ) method and not an instuctivist (telling ) method. Due to strong previous backgrounds, many developers or instructional designers write scenarios as if they are writing instructional lessons rather than presenting a series of choices for learners to discover ideas.

Hollywood Vs. Training

In the moviemaking industry, script writers are into discovery writing to allow its audience to experience the unveiling of events and revealing more of the story as the film progresses. They cannot simply shift to just “spilling the beans” and telling everything outright about each scene. That would certainly bore the moviegoers.

In the elearning industry, trainers and instructional designers who have gotten used to the traditional instructional styles would find it particularly difficult to shift from simply instructing or using the telling method to integrating scenarios that will allow the learners to pinpoint patterns and discover ideas, thereby, creating materials that engage their learners. However, in this case, the shift is totally beneficial for a more positive learning experience.

Seeds of Discovery are Like Train Travel

Scenarios are like train tracks. They have metal rails, wooden ties and the ballast.

e-Learning,

The ballast is the content which is the foundation of the scenario. The metal rails and the wooden ties represent the story which helps roll the train coaches. The train stops are the events of the story while the final destination is the outcome. The learners are the passengers.

Content is not to be apparent or immediately divulged . Rather, it should assume a story form that draws in the learners.

The story should glide, lubricate and move the train. It ought to allow the participants to get involved in the unfolding of events and solicit insights instead of just telling them to listen in a communication scenario. Use characters to represent the content and let learners discover the idea/s through the actions and behaviors of the characters. This initiates discovery.

We shall look into the story about a character named John, a sales person rejected by prospects. He appears not to be able to understand what the customer wants.

But to illustrate my point just a bit further, do you notice that when traveling a certain distance by train, we begin to enjoy the trip when conversations revolve around the people, the places and highlights of these places along our journey? These conversations are the train stops. Each stop triggers certain questions in our minds. What is this place? What landmarks can be found? The questions vary depending on how the ride goes. Nonetheless, train stops arouse curiosity and interest. In scenarios, the train stops are the events.

The train stops - as events- are natural places to pose questions to the learner. This is where learners choose options. The choices are presented in story form and must be continuous. Using John as our primary character, the events might play out like this...
- Event 1- he sent a proposal to the client
- Event 2- client rejected the proposal
- Event 3- John has to review and redo the proposal
- Event 4- John meets with his manager. He gets warned that he needs to get this sale..
So on and so forth....
Each event asks questions of the learner to help them discover what John should do.
This becomes an opportunity for deeper learning.

Opportunity to link event discoveries and develop into a pattern

Scenarios are not one-time discoveries of answers. That would be too boring. The gradual discovery of John’s actions and attitudes ,triggers something within us. It sort of acclimatizes us to get more involved in the story and the various situations of its character/s.

Arriving at the destination is a sure thing. But you gradually build a conclusion based on your travel.

Scenario-based eLearnings are like travels

Let’s say we travel from an urban setting to the rural area. We begin to notice new patterns at every stop. The sky gets bluer, more trees dot the landscape, people appear to live in a different way and buildings are less imposing. We now begin to grasp clues of certain patterns. Ultimately we gain better perspectives.

Conclusion...

One way you can test how SBLs work is to imagine yourself in this scenario.

Let’s say you and other learners are hauled in enclosed carts ...no stops...no windows...destined for somewhere ... seemingly regarded like cows for delivery. No alternative options.

Sounds stifling , right? No chance to discover ideas along the way. I’m not sure what experience that is but I don’t think I would like to take that route or even attempt to go there.

Click to play these example that may help inspire you in your scenario building efforts:

Related Blogs

How to add the human touch in your eLearning design

Inspire others - be a Master Storyteller -Study the Profile and Survey

How to Embed Learning Goals in Stories
_____________________________________________________
Workshops
Join Ray's work on Scenario-based Learning and recieve a $150 discount.
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Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

“Brain Freeze: Does your eLearning System Cause Learning Paralysis?”

2011-03-16T13:32:00.000-07:00

Synthesis:

The advent of technology options can be exciting. However, the influx of information to an individual’s brain may prove to be debilitating to one’s decision making process or may result to learning paralysis for learners. Considering the limitations of the brain’s working memory to handle a certain quantity of information, elearning developers should seriously reflect on their implementation strategies. Avoid the Zombie Tech effect.
___________________________________________________________________
How many of us are guilty of these: answering emails while having dinner with our families; feeling left out when you miss the most recent tweets; unable to set aside the iPad and continuously checking Facebook while playing “Angry Birds?” If you exhibit one of these behaviors, you may be suffering from what I call the “Zombie Tech Effect.”

(Click here to play the self-reflection exercise.)

The Zombie Tech Effect is my description of behavioral manifestations when we suffer from information overload that disables us from making quality decisions or results to learning paralysis.)

Twitterization overload

In a Newsweek article (February 27, 2011), (link) Sharon Begley reported a study conducted by Angelika Dimoka, director of the Center for Neural Decision Making at Temple University on “combinatorial auctions.” Dimoka explains that in bidding wars that resemble eBay, the more information the person receives, the less likely he/she makes good decisions. Although there are many benefits to Twitter, Facebook and many other social media tools, Dimoka says there are unintended consequences. A serious side effect is “brain freeze.”

In her study, volunteers’ brain activities were measured with an fMRI. As the information load to the brain rapidly increased , the activity of the dorsolateral prefrontal cortex - a region behind the forehead that is responsible for decision making and control of emotions – freezes; it ceases to function as if a “circuit breaker had popped.” A key reason is that our brain’s working memory can only handle seven items at one given time . Anything beyond that must be processed into long term memory. Any additional information from that point and beyond tends to hamper or paralyze people’s ability to make sound decisions.

Sadly, the deluge of information and the rate at which the brain gets bombarded with them cause diminishing or negative returns as it struggles to make smart and successful decisions.

People experience information anxiety

There are impacts on productivity and well being with information overload.

In “Dying for Information?” a investigative work on the effects of information overload, (Waddington, 96), 44% of the over 1,313 managers and executives interviewed, believe that the cost of collating information exceeds its value to the business. Furthermore, two-thirds of the respondents report tensions with work challenges and loss of job satisfaction because of stress associated with information overload.

Old familiar learning term - cognitive overload

Dimoka’s investigation and previous studies on cognitive overload reminds us that there are inadvertent consequences if our learning approaches do not add the cautionary step to ensure we are not inundating our learners.

In the training and learning practice we have become accustomed to the concept of not overloading our learners. Too much information does not help learners retain or learn. However, we seem to have ignored this old rule whenever we design technology driven assisted learning, in particular eLearning and social learning projects. The same symptoms of learning paralysis and information anxiety do exist and are observable in our learners. How do we identify these problems and what do we do about it.

Learning models and assumptions about learners

In June, 2008, I wrote about Groundswell Insights – Why Trainers Often Say, “It Does Not Work”. The chart below is a learning model showing different types of learning behaviors and the environments wherein they operate.

(Click here for wider view of the chart.)

In this chart, I aim to explain that different methods of learning result from different givens. As learning designers we need to orchestrate these conditions that will produce the right combination of results. We can either do a good work of matching or cause havoc without well-thought-out plans.

How, where and when does information overload and “brain freeze” happen in learning environments? Many of them are systemic – software selection and implementation practices.

The right tools for the right objectives: We should not use Twitter, Facebook and other similar tools to aid in deliberate practice – where we expect learners to retain knowledge and build the mastery of skills. Neither should we use instructional methods of teaching when we post and share knowledge in Twitter or Second Life. In essence, to support a learning behavior, the right combination of tools must be applied.

Suggestion: Avoid embracing tools and technologies without experimentation and testing. Sometimes the hyped up functionalities deliver less than promised. Have a personal experience to see the impacts of the tool. In some instances, it is even better to see the experiences of early adaptors.

Awareness and readiness: Another failing I often observe is using the tools like Twitter, Wiki and Blog in learning designs and presuming that the learners have the readiness – skills, attitudes, equipment – to be creators in open learning environments. The power and promise of technologies could not compensate for the lack of the learners’ readiness. The lack of proper skills definitely causes learning paralysis and anxiety.

Suggestion: Conduct a Techno Profile Survey. This survey helps you assess the readiness of your audience.

Business culture and practice: If your organizational culture and the nature of your business mandates a specific learning method, this supersedes all other possible approaches. Here are two case comparisons. In the first case, a Cisco technician has to have instant learning through his/her smart phone because new valuable information happens almost every minute – like a solution to the most recent virus attack. On the other hand, a pharmaceutical lab technician has to learn safety compliance procedures for HIV drug research – where rigid rules must be followed. As a result, the Cisco technician welcomes the newest updates since it is critical to his/her performance. However, the lab technician is required to adhere to strict routine processes.

Suggestion: Have a strategic level conversation with your top leaders. Align your learning system and practices with what supports the business needs and interests.

Marriage or divorce between an LMS and Social Learning: LMSs work best to support just-in- case learning, while social learning systems are ideal for just- in-time learning. Combining these two tools under one roof may be good vendor hype; however, they could lead to “psychotic” learning systems. To illustrate, many of the content published in LMSs are compliance or mandated learning. Many learners grudgingly study the courses. Social learning systems, on the other hand, are highly interactive and participative systems. Learners are self-motivated to contribute ideas. Inherently, these two learning motives and behaviors are not compatible.

Without a proper strategy for selecting learning systems, companies could be throwing their learners into confusion and overwhelming them with too many types of learning methods.

Suggestion: Select one dominant purpose for a learning system – an LMS or Social Learning. Before you modify, purchase or implement a hybrid solution, think twice about your implementation strategies to minimize confusion.

Conclusion

We can easily overwhelm learners with information and content overload from our lessons. However, what is more problematic is the inappropriate selection of systems and implementation practices: readiness, methods and goals, business culture and learning system selections. Include plans to check for systemic information overloads in your implementation strategy.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

How to add the human touch in your eLearning design

2011-03-02T06:23:00.000-08:00

Synthesis:

eLearning programs are faced with the dilemma of creating effective online learning without losing the human element. What can be done to achieve this ? In your design, help keep the emotional connection to your learners. Help them experience human warmth by connecting learnings to real-life situations. Apply the five tips.
____________________________________________________________________________

When do you get inspired and excited about an eLearning program? It happens to me when I have an on-going mental conversation with myself and with the writers of the course. When I sense they are “present” in the eLearning programs, I feel encouraged. Unfortunately, this is more of a rare experience than what should be the norm. Oftentimes, our eLearning programs feel cold and detached, lacking the warmth usually experienced in a face to face interaction. Why is this the case? I think that in our rush, it is easy to overlook that learners learn best if we include human elements into our design and delivery of eLearning programs.

The loss or absence of empathy and catharsis in eLearning programs have been one of my on-going interests and study. Sherryl Turkle in her book “Alone, Together” says digital technologies connect us closely and yet we experience less of each other’s presence. She warns that our over reliance and distraction with technologies (cell phones, PDAs, computers) can lead to isolation.

According to Turkle:

"Technology promises to let us do anything from anywhere with anyone. But it also drains us as we try to do everything everywhere. We begin to feel overwhelmed and depleted by the lives technology makes possible. We may be free to work from anywhere, but we are also prone to being lonely everywhere. In a surprising twist, relentless connection leads to a new solitude. We turn to new technology to fill the void, but as technology ramps up, our emotional lives ramp down."

From another perspective, in “Body of Thought”, Scientific American Mind, Siri Carpenter writes that although our minds can successfully process abstract information separate from the actual experience, there are many cognitive processes that are so intertwined with the body – that the way our body experiences things dictates how we understand them. For example, “the flexing of our facial muscles does not just reflect our emotions but is necessary for our experiencing them.”

I see a correlation between the ideas of Carpenter and Turkel and our eLearning design approach. Carpenter reinforces many of our beliefs that the “body and thought” relationship is ingrained in our human nature such that learning and doing or learning and interacting with other people is a strong natural need. As we move further away from human contact, we ran the risk of being isolated, as Turkel asserts.

Admittedly, self-directed learning programs offer enormous benefits that learners and leaders have become accustomed to tolerating and accepting its lack of warmth and loss of empathy therein.

The question, therefore is, must eLearning feel cold, detached and devoid of human elements? Can we create eLearning with the idea of extending “human warmth”? Can eLearning writers and developers project empathy through their lesson pages and multimedia? There are a few things we can do to make this happen.

These are simple ideas you can apply to add some warmth and human touch to your eLearning programs:

1. Use the “mind-heart-body” design approach

In writing for eLearning, try to remember that learners are whole beings. They learn with the combination of the mind, heart and body. Although we design technology assisted learning, it is people who use technology. Help the learner move their experience from thinking, to feeling and then doing.

2. Let human presence be felt - Add synthesis

Oftentimes, many of us produce eLearning programs with static content, which are factual, statistical and mundane. The temptation is very strong to copy and paste the content from a PowerPoint file and publish it online. Why not add a simple and short summary on why the content should matter to the eLearner? Jakob Nielsen does this very well by always adding a few lines of summary or synthesis or “what’s in it for you” comment. Learners feel that you care and took the extra step to show them the “benefits.” You tried to inspire them.

3. Always use the first person voice

Compare the image (A) and (B). Which one grabs you more? Why?

Image (A) is spoken from a first voice. In using the first voice, you retain the emotional tone and flavor of a situation. It helps the learners to quickly connect the concept into real-world situations. Of course you may not get approval for this type of caption in your eLearning due to some legal and sensitivity constraints. However, try to keep the tone always on a “first voice” basis.

As writers, we have a strong temptation to explain to the learner. Such is the case in image (B). When we explain the image, we interrupt the learner’s instincts to connect the abstract idea to his/her emotional experience. We break or discourage the “body and thought” that Carpenter alluded to.

4. Provoke conversation in the learners mind example – ask questions of learners

Starting, ending or inserting questions in your writing or lessons help learners to focus on the meaning of the content. This allows them time to interpret the content and connect it to their real-life situation. Ideas like reflections or questions at the end of each page or section, highlighted to call attention, help learners summarize the value of the content in their own work situation.

5. Instantly bridge to real life applications off line

Jane McGonigal of the Institute for the Future has been a proponent of extending the life of online games into real world situations. She believes that online gaming can help users translate online interactions into real-world positive consequences. Following McGonigal’s thought, as we see more of learning done through online means, we need to provide learners the opportunities to quickly apply ideas in real-life situations. Real-life situations allow for more in-depth human interactions.

Some examples:

Software eLearning – allows learners to immediately practice the skill with actual cases. In a data base coding topic, adding an activity to apply a line of code immediately, rather than wait for the whole program to be completed, allows them to put the skill to practice.

Coaching eLearning – allows learners to apply the concepts in face to face situations. In skills like negotiation, add an activity to let the learners present a case and negotiate a deal with his/her peer or leader.

Human touch must persist in eLearning

It is our nature to always attach concepts to the physical, emotional and real world; “mind-heart-connection”. We may never regain many of the lost warmth from human contact in eLearning programs, but we can help eLearners feel the human touch by embedding the elements of personal touch in our design, systems and delivery.

Play the Pairing Game

_______________________________________________________________
Workshops
Join Ray's work on Scenario-based Learning and recieve a $150 discount.
Use the code: tctrj

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

How to instantly grab e-learners attention!

2011-03-02T02:46:00.000-08:00

To instantly grab e-Learners, remember embedding content into stories.

Embedding Steps

Relate
Interpret
Apply

Which statement grabs you instantly? Life is full of trials and tribulations or I started work at 3:00 am and finished at 11:00 pm, exhausted. The fist statement is a technical content, whereas, the second statement is a story.

Many experts agree that in e-Learning, storytelling is a good approach to instantly grab learners and help them relate the content to real life situations, hence, helping them to retain and apply the content. Thus stories carry with them the emotional aspects of learning.

Emotions as integral to learning

According to Rosenfield (1988), emotions have important connection to memory; Caine and Caine (1991): stories add and help in storing information, thus triggering its recall.

"The emotional depth and range that learners have affected their actual capacity to grasp ideas and procedures. Similarly, content that is emotionally sterile is made more difficult to understand. ... To teach someone any subject adequately, the subject must be embedded in all the elements that give its meaning. People must have a way to relate to the subject in terms of what is personally important, and this means acknowledging both the emotional impact and their deeply held needs and drives. Our emotions are integral to learning. When we ignore the emotional components of any subject we teach, we actually deprive learners of meaningfulness."

Stories and storytelling as carry learning ideas

Furthermore, stories and storytelling are the carriers of emotional content. Stories, which I call organics, have different forms: narrative stories, anecdote, example, metaphor, demo, illustration, and other forms that bring the emotional and real-life aspects of content.

Two types of content

There are two types of content: technical which are factual, objective, mechanical content and the emotional which are real-life situations, personal context and understanding of the content. The technical and emotional content work hand in hand. However, we discover that in designing e-Learning pages, there is even a greater need to magnify the emotional side. There is practical reason to this. In classroom or facilitated sessions, the good instructor or facilitator can successfully relate the technical and emotional content. Unfortunately, in e-Learning, the facilitator and stories are absent and we oftentimes find the lessons to consist more of technical or mechanical content. Something is lost in the conversion. The emotional content is “lost in the translation”.

Embedding content into stories

Embedding content into stories is the technique of relating mechanical content into engaging stories. The technique is valuable when you wish to instantly grab and engage your learners. Essentially there are three steps.

Embedding Steps

Relate
Interpret
Apply

Relate the technical content to real-life situations

Relate refers to adding meaning to new mechanical content by presenting or translating them into emotional and real-life experience. The experience might be events, people and conversations. Furthermore, it is not sufficient to relate real-life situations. The real-life situation must have emotional aspects to them. To relate the technical content to real-life meaning involves one or more of these methods:

Citing unresolved problems – helps learners to focus on specific, meaningful and real-life conditions. Example: “John lost his left eye due to a furnace blast. He used the wrong protective goggles.”
Using familiar and personal experience – helps learners to understand the content by finding a relevant meaning in their personal lives. Example: “When was the last time you had to work 24 hours to meet a timeline?”
Using visualization and emotional experiences – helps learners imagine and picture in their minds and capture the emotions of the content through a story, metaphor, examples, illustrations and other organic methods. Example: “He touched my shoulders, leaned on me, whisper in my ears and sad ‘you smell great’”, she sobbed while telling her story to the lawyers.”

Brainstorming questions:

What is the mechanical and technical content? What is a real-life problem situation that depicts the content? What can learners easily relate to? What familiar events are familiar to the learners? What stories and other form of organics help the learners visualize and feel the emotions of the real-life situation?

Ask learners to interpret the story

While the learner is relating the story, it helps the learners when they are asked to interpret the story. Interpretation is a mental process that allows the learners to connect the story and the content in their own lives and their own create their meanings. The story and the content becomes part of learners’ experience. And therefore helps the learner to personalize and own the story and content. This is similar to the learner discovering the answers for themselves. To help the learners’ interpret the story and content, one or more of these methods would work:

Asking the learner to respond – this helps the learners move from an observer to a participant in the story. Example: “If you are Pearl, what would you do?”
Bring the learner into the story – this helps the learners become a character in the story. Example: “To stop this accident recurring, what would you do as a safety officer?”
Ask the leaner to resolve the problem – this helps the learners to actively offer their personal solutions to the problem. Example: “How would you resolve Nancy’s dilemma?”

Brainstorming questions:

How do you invite the learner to respond? How can the leaner become a character in the story? What and how do you ask the learner to resolve the problem?

Ask the learner to apply in their own real-life situations

To further engage the learner and strengthen the learning process, ask the learners to apply their understanding of the story and content in their own lives. This process is either a thinking or an action process. By applying the solution to a problem or the learning discovery into their real-lives, the learners satisfy themselves that indeed they discovered the meaning of the story and content. If not, learners will go back to interpret the story and will try to understand it further. Applying the ideas helps in retention of the knowledge, but even more important is the immediate usefulness of the ideas. The usefulness of the discovery helps learners recognize the immediate value of the content in their own lives. To help the learners’ apply the story and content, one or more of these methods would work:

Reflecting on the application – this helps the learners reflect on how they can apply the solution in their own lives. Example: “Why is this case useful to you?”
Applying in a personal case – this helps the learners apply the solution in a very specific personal case. Example: “Select a situation at work that you can apply your solution?”
Responding to a similar story – this helps the learners apply the solution in another related or similar story. Example: “In the related story where John and Martha had the same disagreement, but John, in this case, terminated Martha, how would you apply the ideas that you learned?”
Applying in off-line activity – this helps the learners extend the learning into a specific work project. Example: “Go off-line and have a conversation with your boss. Ask him: ‘How would handle this situation?’”

Brainstorming questions:

How do you ask the learner to apply the story, content and solution in their personal lives? What is a related story that you can ask learners to apply the content and solution?

Now, let’s look at some examples.

Example 1 - Sales Training

The technical content
To close a sale you need to know what the customer needs. Understanding the customer needs helps you offer the right product or solution. The more you know the customer’s need, the more you close the sale. The story Would you buy from a salesperson if he does not know what you need? What’s the worst thing that can happen? How would knowing the need of the customer help you close more sales? Reflect for a moment. Which content helps you immediately relate to real-life situation?

Example 2 - Cashier Training

The technical content

Scan each product correctly to get an accurate record of the sale and update the inventory. A mistake is very costly for the company because of excess inventory and wrong forecasting in production.

The story The delivery driver complains – “I just delivered 100 cases of product X, but you still have 100 cases available, on-hand? Why did you over-order?”

What likely happened in this situation? What would you do to avoid the problem? Reflect for a moment. Which content helps you to immediately relate to real-life situation?

Example 3 - Leadership Training

The technical content

An effective leader has integrity and can be trusted. The leader who is trustworthy builds a bond with his team members.

The story

How do you feel a leader whom you can not confide your personal concerns?

For team members to confide in the leader, what must the leader possess? How do you build integrity and become trustworthy?

Reflect for a moment. Which content helps you to immediately relate to real-life situation?

In the above examples, we used the common patterns for questions?

Questions are basic technique of engaging the learners.

Example 4 - Leadership Training (A Story)

The technical content

An effective leader has integrity and can be trusted. The leader who is trustworthy builds a bond with his team members.

The story

It has been rumored that Dana was fired because Peter, her boss, reported to HR and legal that Dana had misused her company credit card. “I trusted Peter and I was asking for his advice”, Dana said. Dana was cleared of the allegations and kept her job. What do you think happened in this case? What happened to the trust between Dana and Peter? If you are Peter, why is it important to preserve the trust between you and Dana and how would you go about preserving this trust?

Conclusion

To instantly grab e-Learners, remember embedding content into stories. Embedding Steps

Relate
Interpret
Apply

Ray Jimenez, PhD

Vignettes Learning
"Helping Learners Learn Their Way"

Proof of Direct Link between Learning and Performance

2011-02-02T05:36:00.000-08:00

(To protect the interest of our clients, we are using fictitious names. However, the data presented here are close to real and living cases.)

Last week, I had a conversation with a VP for Sales Training. He asked what is new in learning systems that can demonstrate learning impacts on the job. Furthermore, he inquired if this solution is an off–the-shelf software.

The first question is like searching for the Holy Grail in training and learning. This has been always a tough question with exceptionally hard –to- find solutions. The reply to the second question can only be "none."That type of off–the-shelf software does not exist."

However, under certain conditions, we can use software to link learning with tangible numbers in performance.

I'd like to share here an approach we have developed to help some of our clients. However, I must preface this presentation with this thought -that we have replicated this model only in very specialized and niched initiatives and only where conditions converge to make the model possible.

Metrics Learning System

The model "Metrics Learning System" (MLS) is an approach that uses learning systems to dynamically (a) link and correlate learning activities and progress with measurable aspects of the job. Furthermore, the (a) approach identifies gaps in performance that trigger coaching and remedial action.
Click here to view large image.

Background

“Our key leaders in branches abhor learning since
it takes away income from performance bonuses. “

The case overview below is a good illustration of a specific organization that we worked with to implement the Metrics Learning System.

A financial services company of 2,500 branch offices wants to accelerate expansion to 1,000 more branch offices in 3 years. To accomplish the business plans, a good training strategy must be in place. During the research phase, it was clear that a creative approach had to be developed. This summarizes the business realities according to the branch leaders:

“Our account managers are high-revenue generating contributors. Their time is very expensive. Each hour spent in training, unless directly related to the tasks on hand or challenges they are currently facing currently, are considered time wasters. Our key leaders in the branches abhor learning since it takes away income from performance bonuses. “

The Three-Pronged Solution

“Quick lessons, flexible LMS, real-time feedback and
follow-up are starting points.”

These were solutions taken, using the integrated technology, instructional design, implementation and management approaches. At the heart of the solution is a metrics driven learning program.

Short and Quick Lessons – The old curriculum training design which demanded more time from account managers was “thrown” into the waste can. The criticism was “why train people on topics they may not need to impact performance.” The lessons were reduced to 5-10 minutes covering basic and sufficient content to train managers on “must learn” content. The mentoring system between branch leaders and account managers continued.
Flexible Learning Solutions – The LMS was reprogrammed to allow for flexible training 24/7. Managers took their training sessions online anytime and anywhere they were. There were mandated trainings for license compliance, but the main thrust was to make learning easy and timely. The learning plan was connected to the performance being tracked by the branch leaders.
Metrics Learning System – The branch management system tracked revenues and activities per account manager. To continue with this practice, the learning system and data were integrated with the branch financial system to show how each account manager’s training has impacted the performance. The interesting thing happened according to a few branch leaders: “Once we saw how the amount of the account manager’s learning positively or negatively impacted their revenue contributions per hour, we realized the significance of learning as a true value.” An account manager‘s learning and performance dashboard was developed to show each manager and the branch leader the learning schedule, actual time and revenue performance.

The Metrics Learning System Dashboard

Click here to view large image.

1. Work Metrics
Jobs that have clear, quantifiable task outputs and data collected are presented. The data represent targets and commitments of an account manager. It also only represents the actual performance updates. The red items show negative variables which trigger notices to the account manager and the branch leader for one on one coaching. Triggers are emails or onscreen alerts.

Click here to view large image.
2. Learning Plans and Progress

The dashboard shows the learning plan. This data comes with the LMS (Learning Management System). The learning plan is matched with the work metrics.

Click here to view large image.
3. Actionable Items

Red alerts from gaps in performance trigger coaching discussions between the account manager and the branch leader. The system provides documentation on the details and progress of the coaching session. The section also shows messages and the exchange of communications between the account manager and the branch leader.

Click here to view large image.

Practical Usage

“Glimpses of actual performance, red alerts
and corrective actions”

Participants use the system in the following ways.

Review the dashboard almost daily to see a glimpse of actual performance, learning, and actions. The dashboard is a source of immediate feedback. It is an alert mechanism.
Update the data in the dashboard to reflect revised or new targets, coaching sessions with leaders and priorities for learning.

Leaders use the system in the following manner:

Get instant red alerts indicating team member’s performance issues.
Redirect learning priorities based on red alert items.
Record coaching communications between the team member and leader.

Link Learning to Performance

“Leaders and team members to instantly get
a feel of what is happening.”

The Metrics Learning System’s biggest value is allowing leaders and team members to instantly get a feel of how to correct work jobs issues, align the right learning and follow-up with coaching. In essence, the system focuses learning on what matters in performance and makes sure that the follow up coaching are instant feedback and transparency. The ability to redirect learning and coaching to help the team member is where learning is linked to improved actual performance.

The focus of the system is to help real time corrective actions and less on documenting ROI learning. The champions, who are the operations and sales executives, clearly understood that the correlation between learning and performance do happen. Their desire is to help team members improve real performance.

Conditions for a Successful Metrics Learning System

“Enlightened leaders, pro-active IT teams, historically tracking
numbers converge to create the right conditions.”

These conditions seem to be common characteristics of a successful implementation.

The champions are top line level executives, e.g. VP for Call Center Operations, VP for Corporate Accounts, and Managing Partner for consulting practice. Training leaders and specialists are support providers.
The technology platforms and IT leaders are proactive to find business solutions. Systems innovations and integration are encouraged. Most often, the Metrics Learning System is an integration of the LMS, CRM, Call tracking system, and HR systems.
The system is only feasible when team members’ task and performance metrics have been historically tracked as part of the business practice. For example, number of accounts contacted, number of successful phone calls, consulting hours producing billable hours, etc.
Strong leadership dedication to run a business unit with the mission to help team members improve performance by learning and proactive actions, and not reactive.

Conclusion

The Metrics Learning System is not driven by software but by enlightened management leadership. Software solutions only work with the right leaders. The solutions are often very specific and narrow; hence, creative innovations and customization are needed.

The key benefits of the system are to provide real timely feedback, transparency and follow up. When learning is approached in this manner, it is most likely that learning links to performance.

Inspire others - be a Master Storyteller -Study the Profile and Survey

2011-01-26T09:00:00.000-08:00

How do you inspire others to take action and make a positive change?

Stories are powerful as narratives and become a way to communicate persuasively.However, another dimension of stories is how they move people to take actions. This is what Master Storytellers do.

The Master Storyteller Survey and Profile below is a product of my research on how to help trainers, learning and eLearning specialists to reflect on how well they are applying the ideas of storytelling in improving learning and performance.

Click here to download the PDF version of the survey. If you wish to download the PowerPoint slides and view the recording of the Be a Master Storyteller webinar, please visit TrainingGamesNetwork.comhttp://www5.traininggamesnetwork.com and click the group "Storytelling and Performance" on the left side. You will be required to register.

The purpose of the survey and reference material is to help you get a glimpse into
your practices as a storyteller. The survey is an exercise for reflection. It is NOT
a scientific instrument for gauging your attitudes or skill set.

Complete the survey and read the corresponding insights in the section

“Master Storyteller Profile.”

Thank you, Ray Jimenez, PhD

Survey Questionnaire:

1. Do you look at people and think of them as a web of stories ?
[ ] Never [ ] Somewhat [ ] Sometimes [ ] Most of the time [ ] Always

2. When you are in a conversation with someone, are you focused on discovering the meanings the person attaches to the information?

[ ] Never [ ] Somewhat [ ] Sometimes [ ] Most of the time [ ] Always

3. When studying reports, books, documents or listening to lectures, do you search for the stories behind the facts ?
[ ] Never [ ] Somewhat [ ] Sometimes [ ] Most of the time [ ] Always

4. Do you engage people in conversation and learn about their feelings towards certain things or views?
[ ] Never [ ] Somewhat [ ] Sometimes [ ] Most of the time [ ] Always

5. In interviews or discussions with people, do you try to connect with the stories that they share and learn what engages them?
[ ] Never [ ] Somewhat [ ] Sometimes [ ] Most of the time [ ] Always

6. When writing, do you use people, events and real-life elements to define your theme and connect with your readers?
[ ] Never [ ] Somewhat [ ] Sometimes [ ] Most of the time [ ] Always

7. When using images, video or audio materials, do you use stories to heighten the emotional connection with your audience ?
[ ] Never [ ] Somewhat [ ] Sometimes [ ] Most of the time [ ] Always

8. In meetings or training sessions, do you make an effort to weave other people’s ideas and stories to learn from each other?
[ ] Never [ ] Somewhat [ ] Sometimes [ ] Most of the time [ ] Always

9. In your own learning, do you use real-life events to associate with ideas and materials for easier recall?
[ ] Never [ ] Somewhat [ ] Sometimes [ ] Most of the time [ ] Always

10. In motivating yourself, do you dream and imagine the stories that help you visualize how to make them realities?
[ ] Never [ ] Somewhat [ ] Sometimes [ ] Most of the time [ ] Always

Survey Ideas for Reflections

# 1 “You’re full of stories” - web stories

Do you look at people and think of them as a web of stories? Conventional wisdom suggests that the more facts the person has, the more he/she is deemed more intelligent. Studies have shown that intuitive intelligence stems from the experiences and stories a person has. The more that the stories are based on experiences the better the person sees the intuitive dimensions of facts. Facts alone do not help in decisions or learning.

# 2 “What does that mean?”

When you are in a conversation with someone, are you focused on discovering the meanings the person attaches to the information? People attribute meaning to things, facts, and events in their lives. Simply focusing on the information is superficial. Following the flow and meaning of information in someone’s life or what is relevant to the individual helps you understand the person better.

# 3 “What’s behind the story?”

When studying reports, books, documents or listening to lectures, do you search for the stories behind the facts? Well written books and documents always link factual information to value added benefits to the readers. To learn quickly, it is best to find the stories and narratives behind how the author or some characters or events in the book show how the facts were applied.

# 4 “What does your gut feel tell you?”

Do you engage people in conversation and learn about their feelings towards certain things or views? Most often, we are reluctant to ask people about how they feel due to the fear that we may touch on sensitive and personal matters. However, most decisions, learnings and actions are only reached when we see how people strongly feel or do not feel anything about an issue. Feelings stem from one’s own experiences. Personal stories are generators for emotions and help people take action.

# 5 “I can certainly relate to that”

In interviews or discussions with people, do you try to connect with the stories that they share and learn what engages them? Sharing stories is a key ingredient in establishing empathy and close relationships.) In conversations with people, try to always connect a similar or related story to what the other is talking about. This process creates a “new story bond” between you and that person.

# 6 “This is a news flash”

When writing, do you use people, events and real-life elements to define your theme and connect with your readers? Successful writers always start with a real-life example, incident, event or character to depict their writing theme.

# 7 “Do you get the picture”

When using images, video or audio materials, do you use stories to heighten the emotional

connection with your audience? Images, videos, audio and other multimedia materials are only as good as the story they create. Multimedia without stories are beautiful presentations that do not evoke any emotion in the

audience or reader.

# 8 “It’s like weaving or knitting.”
In meetings or training sessions, do you make an effort to weave other people’s ideas and stories to learn from each other? The conversationalist is constantly weaving the stories of different people in a group or meeting to help a group learn, remain entertained or inspired to take action.

# 9 “I recall that ” - associate themes
In your own learning, do you use real-life events to associate with ideas and materials for easier recall? Speed readers or memory experts tell us that we remember things more when we associate them with real-life events, objects or people we know.

# 10 “This is my dream”
In motivating yourself, do you dream and imagine the stories that help you visualize how to make them realities? According to Stephen Hawking, an expert on the study of black holes in the universe, scientists start with a dream which are supported by facts later . Dreams help us imagine our stories and make us emotionally committed to our feelings, wishes, and aspirations. Storytelling always inspires.
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Ray Jimenez, PhD
www.vignetteslearning.com
rayvft@gmail.com
Author: 3-Minute e-Learning,
Scenario-Based Learning (SBL),
Do-It-Yourself eLearning from
(www.Lulu.com)