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@emergingtechblog2011
SchoolBook: Teacher Training Programs Lack Oversight (via Google Reader)
I read this and wanted to share it. With the spotlight on teacher performance, we take a closer look at the world of professional development which is supposed to help teachers improve and stay on top of their game. original post: http://bit.ly/gsMJzK
Morphing robots and shape-shifting sculptures: Origami-inspired design merges engineering, art (via Google Reader)
I read this and wanted to share it. Researchers have shown how to create morphing robotic mechanisms and shape-shifting sculptures from a single sheet of paper in a method reminiscent of origami, the Japanese art of paper folding. original post: http://bit.ly/Lg2raq
Feeling tired? 'Social jetlag' poses obesity health hazard, study shows (via Google Reader)
I read this and wanted to share it. Social jetlag -- a syndrome related to the mismatch between the body's internal clock and the realities of our daily schedules -- does more than make us sleepy. It is also contributing to the growing tide of obesity, according to a large-scale epidemiological study. original post: http://bit.ly/KiechM
SchoolBook: How My Child Skipped the State Tests (via Google Reader)
I read this and wanted to share it. A parent describes the experience of having his third-grade son "opt out'' of the state exams. original post: http://bit.ly/gsMJzK
Explosion In Free Online Classes May Change Course Of Higher Education (via Google Reader)
I read this and wanted to share it.
It's become much cheaper and easier to put college courses online, and new technologies have only made these classes more valuable. Following the lead of other top universities, Harvard and MIT announced a new venture Wednesday to provide online classes for free.
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original post: http://n.pr/K5RUKC
How Googleās Designers Can Help You Build Better E-Learning (via Google Reader)
I read this and wanted to share it.
I read this interesting article the other day about how Googleās designers changed the look and feel of their products. It reminded me a lot of what we have to do when building elearning courses and itās in line with many questions I get about elearning design during my workshops.
Here are some things that relate to what we do in the world of elearning.
Build Consistent Navigation
People generally expect that things work the way they expect them to. Navigation is one of those types of things.Ā
Donāt deviate from what people expect. Navigation should be consistent. Generally people look over the screen using a Z or F pattern. It makes sense that the back and forward navigation is at the bottom right corner since it isnāt critical information and one of the last things we need to see on that screen.
If you do deviate from expected norms, have a reason to do so. Donāt just haphazardly move things around the screen. Iāve seen buttons turned sideways and in different places just because there was no room on the slide or the designer wanted it to look different. This is a frustrating experience. When people start focusing on the navigation and not the instructional content, youāve probably failed.
Use White Space in Graphic Design
White space is a just as much a design feature as any other graphic. However, I think some people arenāt comfortable with it on the screen. Empty space is like a vacuum that will keep sucking until it gets filledā¦kind of like my hallway closet or kitchen drawers. Typically weāll move objects around to fill the space or add decorative graphics.
I worked on a project once where we had icons for six modules. The way they were designed they didnāt completely fill the top. So we had an empty corner (which was fine). But our client couldnāt handle the blank spot and didnāt want to change the icons. So she had us build an extra module just to fill the space.
Donāt be afraid of white space. Itās an ally when communicating visually. Hereās a good article on white space in graphics.
Change Isnāt Easy
Itās hard to institute change. Thatās what Google ran into. While trying to persuade change can be frustrating there is something valuable in the process.
If change were easy weād do it all the time and probably mess up more than we fix. The fact that we run into walls and roadblocks requires that we step back and assess the value of continuing versus the benefits of change.
How much effort are you really willing to put into the change? At one point is it not worth it. If itās important youāll find a way to get the change implemented. If not, then give up and spend your time and energy on things that will produce better value.
Compromise Can Make You Seem Indecisive
Iāve worked on projects where after a few meetings we ended up with three or four decent ideas instead of one good one. The team would split into different camps and support different ideas. Since they were all good enough ideas and we generally didnāt want to offend others (or seem overly aggressive pushing ours) weād present all of the ideas to our clients and let them decide.
Thatās probably what the Google designers did.
Ā They presented then-CEO Eric Schmidt and other leaders with a set of four different concepts, with themes like making Google more like desktop clients, or differentiating products by color. It sounded like there were too many options and not enough conviction.
Ā This is a lack of leadership. Instead, tell me which one is best and why?
Clients hire you for your expertise. They donāt want to make all of the decisions. In the Google example it looked like they presented too many choices and the lack of clarity made it seem no one was really convinced that one was better than the other.
Options are good. You should present options to your clients. But there should be a reason why youāre presenting them. Perhaps each option addresses a slightly different strategic perspective. For example: choose A if you want to go this route. Choose B if you want to go the other. Donāt make both options an A.
Present Multiple Treatments. Generally I present three treatments that range from least expensive (basic) to more expensive (most interactive and media intensive). Each choice is a little different and presents pros and cons for each approach. This gives the client some flexibility with a reason for doing so.
Before and After Examples Work
Instead of wasting your time trying to explain what you want to do, build some before and after examples to show your clients. Seeing the difference is better than hearing about it.
If you work in a large organization building the same boring click-and-read content and want to do more, then take that boring content and rework it to show what you want to do. Show them the difference between good and bad elearning.
Theyāve taken enough bad courses to recognize the difference. Having some examples ready to go is a good way to convince them to make the change. And it also cements your authority as an expert and not just order taker.
Stay Connected with Your Peers
When the initial presentation didnāt work, the Google designers became more strategic by staying connected with each other. This is something you can do, too.
Many times the training and elearning people are spread throughout the organization and not usually connected to each other.Ā But thereās a lot of power in being connected. In Googleās example, they were able to coordinate some of their design ideas.
I presented to the Humana group in Kentucky. Theyāre connected and run an internal training conference every year. Itās about as good as any other conference Iāve been to (on a smaller scale). This lets them create a sense of community and ability to share all sorts of expertise. Another group I met with the Washington State government has started doing the same thing by connecting their elearning developers. They share best practices and resources.
If you work for a large organization, see what you can do to connect with your peers. If you need some ideas, let me know. If you donāt have access to others in your organization then join the elearning community and use that as your community of peers.
Here are a few examples that may give you some ideas. Recently someone wanted to do some benchmarking for healthcare organizations. From there, they created a monthly elearning healthcare chat about difference topics. Someone in higher education saw that and started something similar.
E-learning in Healthcare
Calling all folks who work in higher education
Doing some regular networking is good, but it doesnāt need to be that organized. Just jump into the community when you need some specific help with your elearning projects like how to streamline the content and create a great elearning course.
The article about the Google designerās is a reminder that working on teams and trying to make change happen can be a challenge. Itās true for Google and itās true for elearning.
Hopefully these ideas help you move in the right direction. Did you gain any other insights from reading the article about Googleās designers? If so, feel free to share them using the comments link.
Tidbits
The E-Learning Workshop in Portland is filling up. Make sure to sign up before itās too late. Same for the session in the UK.
I just added some new information on the Orange County workshops and dates for other upcoming workshops.
Upcoming Events
March 21-23: Orlando, FL (Learning Solutions Conference)
April 5: Portland, OR (OpenSesame). An E-Learning Heroes Roadshow workshop where weāll look at ways to build elearning courses and learn some great PowerPoint tips. Excellent price and great coffee!
April 10: Jacksonville, FL (NEFL ASTD). Rapid E-Learning: From Blah to Hoorah! Feel free to contact the chapter if you have questions. Join me for the free Articulate jam session on April 11.
April 17: Virginia (SEVA ASTD). Rapid elearning workshop. The first half weāll look at some basic course design and in the second half weāll learn to build interactive content. Working on a free Articulate jam session for this event.
May 17: Costa Mesa, CA (ASTDOC). Two workshops in one: Rapid E-Learning Workshop and Getting Started with Articulate Storyline.
May 22: London, UK. Iām doing a full-day elearning workshop and looking forward to meeting the blog readers in the UK.
May 24: Leeds UK. This is the annual Articulate usersā conference hosted by Leeds. Itās a great way to connect with other Articulate users.
June 27: Baltimore, MD. Details coming.
July: Knoxville, TN (Smoky Mountain ASTD). Details coming
August: Houston, TX (ASTD Houston). Details coming
September 27: Boston, MA (ADAPT). Details coming.
October 4: Seattle, WA (ASTDPS). Details coming.
October 17: Bloomington, IL (CIC-ASTD). Details coming.
October 23 & 24: Milwaukee, WI (SEWI-ASTD). Details coming.
November 14 & 15: Chicago, IL Details coming.
Download your free 46-page ebook: The Insider's Guide to Becoming a Rapid E-Learning Pro
original post: http://bit.ly/K9xWFj
70-year-old chemical mystery solved: How tropolone are synthesized in fungi (via Google Reader)
I read this and wanted to share it. Chemists and biologists have finally cracked one of the longest standing chemical mysteries. They have demonstrated exactly how an unusual class of compounds known as tropolones are synthesized in fungi. original post: http://bit.ly/J18SQ9
To Make Algebra Fun, Rethink The Problem (via Google Reader)
I read this and wanted to share it.
For most people, the word "algebra" conjures classroom memories of Xs and Ys. Weekend Edition's math guy, Keith Devlin, says that's because most schools do a terrible job of teaching it. He talks with host Scott Simon about what algebra really is. Plus, Devlin explains how algebra took off in Baghdad, the Silicon Valley of the ninth century.
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original post: http://n.pr/uM7LAu
A Comparison of an Open Access University Press with Traditional Presses (via Google Reader)
I read this and wanted to share it.
In 2006 I published a book ā Knowing Knowledge ā (.pdf version for download here). Iāve never really tracked how many copies it has sold ā a few thousand at best. I stopped tracking pdf downloads about two years ago as it was approaching 1 million (far, far less have actually read it, Iām sure). It has been translated into various languages (Spanish, Chinese, and a few others that I forget at the moment). All of this to say: open publishing is far more effective for disseminating ideas than traditional publishing. A recent publication from Rory McGreal and Nian-Shing Chen, A Comparison of an Open Access University Press with Traditional Presses (.pdf), resonates with my experience from an academic perspective:
Results suggest that there is no significant difference in the Amazon rankings. This suggests that releasing academic books on open access does not lessen printed book sales online in comparison with traditional university presses using Amazon.com and Amazon.ca rankings. On the other hand, AUPress, because it is open access and publicly available at no cost, can boast of having a significantly larger readership for its books. The traditional university presses, because of their cost, print-only format, and other proprietary limitations are not readily available and therefore not accessible to many potential readers.
Quite simply: if youāre publishing, think beyond the financial impact of a book. Consider peripheral factors such as extending the reach of your work and non-monetary reward factors such as connecting with colleagues in emerging economies, speaking invitations, collaboration opportunities, etc.
original post: http://bit.ly/nX34k1
The startups are circling education (via Google Reader)
I read this and wanted to share it.
The field of education (primary, secondary, higher) needs to embrace itself for an onslaught of technology startups. Where educators have failed, entrepreneurs see opportunity. Seb Schmoller points to an āeducational technology startupā and comments:
What interests me is whether Know Labs was already involved (or even there?) when the AI course was originally advertised, or whether the scale of the response either led to the formation of the start-up, or brought it into involvement with Stanford.
The startup ā Know Labs ā is ālooking to change the future of educationā (Fascinating. Why has no one thought of that before?). Iām interested in seeing how the Stanford AI course is run and how they manage the numerous voices and activities of participants. The scale is different than what weāve experience with our open online courses and will require different approaches. Stephen Downesā gRSShopper has been central in our courses. Iām not sure if a central aggregating service will work with over 200 000 participants. Course organizers face a key question ā how to create a marginally coherent narrative in open courses? The pedagogical model of the Stanford AI course may be such that this isnāt an issue. If the course uses a knowledge broadcast pedagogy, rather than participatory social pedagogical model, then the problem is solved: simply broadcast your content, have learners complete quizzes, and automate feedback. The drawback of this model is that it overlooks the importance of learners sharing their sensemaking artifacts (code, diagrams, images, reflections). In CCK08/09/11 as well as PLENK10, sensemaking artifacts serve as important feedback mechanisms by which learners can share how they are developing their knowledge. Iām sure weāll see this in our fall course again.
Quick advice to Know Labs: whatever your platform becomes, design it to optimize learner sharing of their sensemaking artifacts, not instrutor broadcasting. Itās an obvious statement, but if you want to unleash the creativity of participants, tools need to be designed for them, not for instructors.
original post: http://bit.ly/pImMwf
Learning Through Digital Media
This is an amazing project/book.
Check it out!
What do you get when you combine Mythbusters, Tesla coils and Doctor Who? The answer is one charged-up performance. ArcAttack is a performance art group that has rocked audiences with its custom-built Singing Tesla Coils since 2005. The plasma speakers produce musical tones by modulati...
Outstanding conversations
I was just reading your work for this week, and was really impressed by the depth in your responses to the readings and to each other.Ā
I really look forward to seeing what develops over the rest of the week.
Googlios
Apparently, there is a new thingee called Googlios, which is the result of using Google App tools to create portfolios.
Check it out.
Cool Etoys Stuff
Steve Thomas is a teacher and Etoys whiz. He has a blog, Mr. Steve's Exploratorium, as well as a YouTube Channel.
He regularly publishes cool Etoys projects, usually in responses to questions that have posed to him through various avenues.
I have had the chance to work with Steve directly on a project I was having trouble with. Not only did he spend an hour working with me via a Skype call, but he only took his own time to revise my project after the call when he had more ideas.
Check out his work. I think you'll like it.
Subrina,
I appreciate the depth of your response, and the criticisms you raise.
Please know that there has been a great deal of research into the effects of LOGO. I recommend one called Research on LOGO: Effects and Efficacy, which you can find here.
Additionally, LOGO has morphed into other things. Put Ā another way, LOGO has several children, nieces, nephews, cousins, etc.Ā
My point in exposing us to LOGO and Etoys is to have us reconsider what is possible in using technology in our classrooms.
msteducator:
The LOGO researchersā offeredā¦āThe purpose of the present study was to compare the performance of kindergarten and second grade students on creativity and problem-solving measures following either individual LOGO computer experience, individual non-LOGO graphics computer experience, or no...
