Experience It

PROLOGUE

Bored, the boy took off his watch and began fiddling with it whilst the teacher droned on about predicates. Turning his head he gazed out the window at the concrete playground. Lost in a daydream playing ball with his friends his watch, somehow, found its way into the cuff of his uniform pants. "Five more minutes. Please God make the time go faster." the boy prayed as he stared at the clock high up on the wall. "My watch! Where did it go?" he thought as he sat up suddenly, his face worried. His right arm shot up, hand waving frantically trying to gain the teacher's attention.

LEARNERS EXPERIENCE LOSS EVERY DAY

This actually happened. A few days after Christmas Break in 1969 I lost my watch. The sister, at Our Lady of Guadalupe School teachers were nuns of the Incarnate Word Order, when she noticed my raised hand smiled. Maybe she thought I was going to ask a question predicated on predicates? Sadly, we'll never know. What I do know, much to my embarrassment, was what happened next. After I told her I'd lost my watch she asked the class to help look for it. Before anyone could start Peter, sitting at his desk in the row next to mine said "He stuffed it into his pants cuff a few minutes go." What do you think happened next?

I learned lots of stuff in school. Reflecting on my experience now, so many years later, it surprises me that I did. I mean so much of the time in class I was daydreaming.

Fast forward to now: I finished watching George Saunders: On Story. My takeaway from his talk, I watched it several times, is that story is experience boxed up. Opening the story exposes someone to wonder. Being individuals we appreciate the story based on our experience. So I reflected on this a little more and connected some dots.

What if an online learning experience was more about story than facts? I'm taking HumanMOOC at the moment. I'm learning how to make online learning experiences a bit more learner friendly and engaging. The course is presented in two modalities that I don't completely understand. One is instructor directed whilst the other, I think, is learner directed. As usual in school the subject matter is chunked into lessons or modules the thought of which makes me shudder. They're artificial structures designed to make it easier for.. sorry, I'm going off on a tangent that has nothing to do with my story.

Except that it does. When a student is engaged in her learner experience hours can seem to pass in a blink. In this MOOC I'm put off by the structure of the first modality and confused by the second. The dissonance I feel makes me seek a third learning mode: rhizomatic learning. It's where I come up with a question and go in search of stuff. Sometimes I find answers. Most of the time what I find is more questions.

This is where the magic happens. Rather than poring over media the course designer and/or instructor thinks will provide learning I go on my own way. I don't believe it's serendipitous. It's purpose driven. It's my purpose that motivates me to go out and learn based on my own needs via my own resources.

EPILOGUE

My face, I'm told, flushed the deep red associated with life-threatening embarrassment as sister bent down to retrieve the watch from my pants-cuff. Geez that memory comes back so clearly despite the passing of almost 50 years. How might we leverage story to build life-lasting knowledge and skill? Might it encourage learners to open a door and, curious, go out into the night and experience it?

 

 

Where The Teachers Are

INTRO

I spent Saturday October 24 with a roomful of ELA (English Language Art) teachers at the Arizona K12 Center. We learned about educational technology tools, including how to leverage them to support teaching to Arizona’s college and career ready standards. Disclosure: I’m not a teacher. I do instructional design.

IMPROVISATIONAL PD: FAILING TO GET IT RIGHT

Me not being a teacher is a good thing. I don’t know enough to keep quiet when something was introduced during the workshop. It’s all new to me. Except that it’s not. I learn a lot about K-12 strategies and educational technology at the EdCamps I participate in. Through some applied improvisation later on I figure out how to apply it with the adult learners I support.

I get asked sometimes why participate in so many EdCamps? I think I’m up to 30 so far: EdCamps in Texas, Arizona, California and Washington, DC. It’s because I like the improv. Hearing about something cool I want to try it right away, or as soon as possible, before it gets stale. I view doing something that I just learned from teachers as improv because I’m flying without a net. I don’t know what the cues are. Not being a teacher means I’m not sure about context. So I give it a try and add or drop stuff as seems to make sense.

OUT-OF-THE-BOX THINKING INSIDE OF A BREAKOUT EDU BOX

I hear now and then how we instructional designers need to be more innovative and creative. A lot of times the ideas that come back from “How?” involve advanced educational technology. Since EdCamp I prefer simpler more natural and humanistic approaches.

At CUEROCKSTAR Las VegasI learned about this Breakout EDU thing. The way it works is you get a box. But not just an ordinary box. Noooo. You get one with a sturdy hasp. About that hasp, it’s an electricians lockout hasp. There can be as many as six locks on this hasp.

The teacher, or in my case instructional designer, crafts an engaging story. This is what teacher and author Dave Burgess calls “A Hook”. My name for it, after watching Jack Black in Goosebumps, is “The Twist.” Anyway, the learner or learners, once engaged, work to solve puzzles. The puzzles and their solutions are grounded in what the learner is being taught or trained on.

EVENT WHEN IT DOESN’T WORK IT WORKS OUT

At AZTEA’s P3: Problems, Projects, and Possibilities conference I presented a session on designing interactive presentations. One of the things I demonstrated was the Breakout EDU box. There were “technical difficulties”, however, and I had to do some improvisation to get over the bump.

Here’s how it was supposed to go. First there was the trailer. Then the backstory. Lastly was the vital clue. Anyway, given technical difficulties I had to play all the parts live. I got to feel the learning. It was pretty cool. I have a whole new perspective on how to do it next time. I’ll definitely have some backup stuff, too.

SCORE ANOTHER ONE FOR THE ZOMBIE (LEARNER) APOCALYPSE

One thing I need to work on, what teacher Chris Long calls Self-Development is the BOOS (Butts-Out-Of-Seats).

I think, and some research studies suggests, learning efficacy can be deepened when learners are actively engaged and moving around doing learning activities.

THATS WHERE THE TEACHERS ARE

To review, why do I get most of my PD (Professional Development) from EdCamp & CUE? Because that’s where the teachers are.

 

Focus Operandi

PROLOGUE

There are lots of things vying for our attention. Maintaining the laser-like focus many of our jobs demand can actually distract us from innovative insights.

FOCUS OPERANDI

Erik Wahl, guest writing in the Kids Deserve It blog notes that innovative insights often occur during times when people are intent on doing their jobs. The problem is, given how busy we are, it’s easy to miss ideas that flit in and out of our consciousness during while we’re busy doing our thing.

Wahl suggests setting aside moments to let our minds wander. Hopefully we’ll notice and be able to cajole some of the insights to stick around long enough for us to get our minds around them.

EPILOGUE

Storytelling and sketching are what I do to open and rest my mind. It helps me focus on something quite different from what I’m usually doing. If only for a few minutes I listen to my little voice of wonder and curiosity hoping to hear something cool.

Tech Yes

PROLOGUE

AprilBlogaDay Day 19.. Teach tech? Tech yes.

TECH

I've seen technology evolve over the last 50 years. One thing that hasn't evolved with it is teaching how to use and respect it.

My first calculator was a slide rule. It was quite the experience learning how to use the C and D scales. Keeping track of powers of 10 was no fun either. Then there were the physical and environmental consideration. It was made of bamboo and was highly intolerant of moisture. Until I could afford my first HP the slide rule was IT.

YES

Each of my three kids had to buy a TI graphing calculator. No wait. I had to buy it for them. This was crazy given that they were expensive AND we already own iPhone apps that did what the TIs did and more.

Schools and teachers need to say YES to technology in their classrooms. If the don't learn how to use and apply technology in their lives where will they?

There's a disconnect when students and teachers could be connected to a degree never before seen in history. All it takes is to say yes, let's give it a chance.

Teaching how to use technology should be grounded in practicality. It should be anchored to what students do. Students can, I am sure, come up with novel ways to run with it once they get the basics.

EPILOGUE

Say Tech Yes.

 

 

TGIF

What am I thankful for? Carly's moving in.

 

 

Social Earning

PROLOGUE

Good news bad news: learning in collaboration with others via social media can be amazing when learners(and their organizations) engage.

SOCIAL

Learning in the company of others offers learners a significant benefit. Individually they learn from gaining and applying their own knowledge. In groups learners benefit from insights triggered by others sharing their perspectives.

A traditional classroom's capacity may constrain group learning. Environmental issues might hinder social learning as well.

EARNING

Learning via social media removes some of the constraints. One, with walls gone you can share knowledge with as many others as you can network with. You can leverage technology to share perspectives across a variety of media: writing, videos, podcasts to name a few.

To benefit from social media learners have to invest themselves in it. Thinking about learning as earnings they have to work at it.

Social media can be a thorny issue for some organizations. Some I have produced learning experiences for have strict policies in place on how social media can be used. Others may prohibit it completely. There are cultural constraints as well. Things people share online via social media is visible. It takes a lot of trust for this exchange to happen.

EPILOGUE

Trust is the currency of learning with social media. When the trust is there learners are motivated to share. My job is designing training that leverages story, what some might call case studies, to hook learners interests and empathy. I keep advocating for it, designing it in where I can. We're getting there.

 

Expeditionary Mettle

PROLOGUE

"There's an old man sitting next to me.." -- Billy Joel -- Piano Man

EXPEDITIONARY

Why I teach.. My response to AprilBlogaDay Day 14.

Once upon a time, "When I wore a younger man's clothes," a US Navy uniform actually, I went on an expedition. I travelled far from home and all I knew. It's why I teach.

METTLE

I'm a little older now. I'm still expeditioning. These days my voyages are mostly over the American Southwest. At the helm of my Honda Pilot I travel far and wide to unconferences and conferences. I meet and learn from some amazing educators. Mettle. It's why I teach.

EPILOGUE

Why do I teach? I teach to learn. Those years I taught multimedia production, animation, and programming I learned from my students. I benefitted greatly from their questions and perspectives.

Today, as I design transformational learning experiences, I continue to learn. It's why I teach.

 

Hiddenest Selfs

PROLOGUE

"Our own truths can be the hiddenest of all." -- Me

HIDDENEST

Day 11, AprilBlogaDay: It dawned on me a moment ago that it's a challenge. We're being dared to keep at it ever day, all month long. That's 30 days of month days.

Today's suggested topic: What are you reading professionally or personally, and why? My holistic take is everything I read has application in my craft and is fun to one degree or another.

I am always on the prowl for instructional strategies. The other day my gaze fell upon this gem: Simpson's Grammar.

I tend to read during quiet times. It's been a while since I read with other readers nearby for more than a few minutes.

SELFS

I start lots of books. Mostly they're on my iPad's Kindle app. I like science fiction. Some cool ideas have come from the genre.

Many books come recommended by people I know from EdCamps or Twitter chats. The thing they have in common include making the learning visible, doing what it takes to engage curiosity, and setting high and achievable expectations.

A couple-three years ago my professional self noticed many learners were disenchanted by what and how they were learning. I'm mostly talking about the training we get through our employers.

The people I interviewed gave a lot of reasons why it turned them off. It all got down to b-o-r-I-n-g. But not in the dull mind-numbing sense that probably popped into your mind first. The learning experiences they were being subjected to were superficial: Designers didn't develop learning that grabbed attention, that drilled down into what people wanted and needed to really learn and apply to improve their job performance.

EPILOGUE

Maybe we do a better job going our own way, seeking out learning that clicks for us. Or not. One thing I learned a while back that really touched me deeply: When Mrs needs help I should jump. She needs help putting the new leaf blower together. What makes you jump?

 

Knot Tried

PROLOGUE
I’d like to teach the world to sing “I’d to teach the world to sing” — The New Seekers, 1972.
KNOT
Day 10’s AprilBlogaDay is suddenly upon me. Who knew it’d wrap me up in its all encompassing thrall? What have I not tried this school year that I want to? (Disclosure: I’m an instructional designer producing learning experiences for health care providers).

Sure, a Tangram is supposed to come with seven shapes. But if seven is good eight or more must be great!
Anyway, most of my better ideas for learning activities have their roots in K-12; the bulk of my PD (Professional Development) activities come from participation in EdCamps, CUE, and TCEA events. There’s some amazing things going on in K-12. The rub for me is my learners are quite a bit older than first graders, so there’s that. Other differences are a little more knotty.
For example, teachers sometimes assign stuff to be completed after school hours. With adult learners being trained this way can be a big no-no; unions have contracts and there are strict rules for overtime and so on.
I usually have to reflect tons and bounce ideas off my PLN (Personal Learning Network) before an idea morphs into something that I can test.
TRIED
Tried is tired spelled sideways.
When, as part of my design thinking instructional design process, I interview learners I hear a lot of moans and groans about stuff that doesn’t work or work well. Don’t get me wrong. Most of the learning I see is great. But there’s room for improvement.

The thing I’d like to try next is a series of case studies told over a campfire. There’d be a campfire hook (thank you @burgessdave and his Teach Like a Pirate book for that) to draw learners in. What would have been a series of PowerPoint slides on a wall and a lecture would instead be transformed into hearing about a problem and then working through to an actual solution.
My thinking here is that at by the end of the training transfer would have occurred and learners will have made something (job-aids, decision-trees, something I haven’t even thought of (!!)) to make their learning visual and discussable. To the English teachers in my PLN: apologies for that run-on.
EPILOGUE
A lot of technology goes into education and training. I’d like to try a more primitive and earthy approach next time out. I’ll let you know how it goes.