tag:blogger.com,1999:blog-103139782024-03-13T22:06:30.856-07:00The Learning Circuits BlogThe LC Blog is a community feature of Learning Circuits. It is dedicated to sharing ideas and opinions about the state of learning and technology.jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.comBlogger477125tag:blogger.com,1999:blog-10313978.post-36045398935002248882013-12-30T12:34:00.003-08:002013-12-30T12:34:25.898-08:005 Best Practices of Training and Development Professionals - ASTD<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="margin: 0in 0in 10pt;">
<b>ASTD has created this resource to
highlight the five best practices of learning professionals that </b></div>
<div class="separator" style="clear: both; text-align: center;">
<b><a href="http://www.astd.org/Offers/2013/08/%7E/media/Images/Offers/cover%205%20best%20practices%20of%20Learning%20professionals.png" rel="nofollow" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="http://www.astd.org/Offers/2013/08/%7E/media/Images/Offers/cover%205%20best%20practices%20of%20Learning%20professionals.png" width="207" /></a></b></div>
<b>enable
you to concentrate your efforts, be more strategic, and maximize your
impact on your team and organization</b>. <br />
<div style="margin: 0in 0in 10pt;">
Each of the best practices highlights a specific concept or tool and explains: </div>
<ul>
<li>who would use it</li>
<li>why you would use it</li>
<li>how you would benefit</li>
<li>why your boss would care</li>
<li>
<div style="margin: 0in 0in 10pt; text-align: justify;">
why your organization would care</div>
</li>
</ul>
<h4 dir="ltr" style="margin-right: 0px; text-align: justify;">
<a href="http://www.astd.org/Offers/2013/08/5-Best-Practices-of-Training-and-Development-Professionals" rel="nofollow"><< Download Your Free Copy Now >></a></h4>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-10313978.post-30352279550147190012013-12-30T11:26:00.002-08:002013-12-30T11:27:46.872-08:00Free E-Book: Understanding Mobile Learning<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="margin: 0in 0in 10pt; text-align: justify;">
<a href="http://www.astd.org/Offers/2013/06/%7E/media/Images/Offers/251110_150.jpg" rel="nofollow" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://www.astd.org/Offers/2013/06/%7E/media/Images/Offers/251110_150.jpg" /></a>The audience for
mobile devices wants to be able to learn from any device at anytime,
anywhere. This creates a challenge, as we have to plan, develop, and
deliver tools and content that can be used in all facets of learning, as
well as work on the range of devices we use now and will use in the
future. This <i>e-book</i> shows <b>the reasons why mobile learning has seen such recent growth and what areas are best suited for this type of learning</b>.</div>
<div dir="ltr" style="margin: 0in 0in 10pt;">
With this 20 page e-book you will be able to answer: </div>
<ul>
<li>
<div style="margin-right: 0px;">
what is mobile learning?</div>
</li>
<li>
<div style="margin-right: 0px;">
how mobile learning differs from e-learning?</div>
</li>
<li>
<div style="margin-right: 0px;">
what are the benefits of mobile learning?</div>
</li>
<li>
<div style="margin-right: 0px;">
why you should consider mobile learning?</div>
</li>
<li>
<div style="margin-right: 0px;">
when is mobile learning appropriate?</div>
</li>
<li>
<div style="margin-right: 0px;">
how to Design successful mobile learning programs?</div>
</li>
<li>
<div style="margin-right: 0px;">
what are the ingredients for a successful mobile learning strategy?</div>
</li>
<li>
<div style="margin-right: 0px;">
what is the future of mobile learning?<br />
<h4 dir="ltr" style="margin-right: 0px; text-align: justify;">
<a href="http://www.astd.org/Offers/2013/06/Understanding-Mobile-Learning" rel="nofollow">Download your free copy today >></a></h4>
</div>
</li>
</ul>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-10313978.post-7766818816594455062012-08-15T07:32:00.001-07:002012-08-15T07:32:11.258-07:00The Blog EvolvedThis month marks the end of an era. After nearly a decade and 500+ posts, we are shuttering the <a href="http://learningcircuits.blogspot.com/">Learning Circuits Blog</a> and posting exclusively on the <a href="http://www.astd.org/Home/Publications/Blogs/Learning-Technologies-Blog.aspx">ASTD Learning Technologies Blog</a>. It has been a tough decision, especially with the LC Blog getting some of its highest traffic ever—thanks to the amazing group of guest bloggers who have contributed their ideas and expertise over the past 10 months. <br />
So, why are closing it down?<br />
<br />
Well, ASTD’s website redesign in April enabled us to publish blogs through our own Communities of Practice—rather than externally house them. For the past few months, we have been dual posting new content in both places, but that was never intended to be a long-term solution. So this month, we’re making the transition to post new content solely to the <a href="http://www.astd.org/Publications/Blogs/Learning-Technologies-Blog.aspx">ASTD Learning Technologies Blog</a>. It will still be the same great content, just on a different—and more dynamic—platform that is searchable from anywhere on the ASTD website, making it easier for users to find technology-related content. <br />
<br />
This isn’t the first time ASTD has revamped the LC Blog into a more serviceable offering. Excited about the new communication tool, we actually started our first blog somewhat ambitiously in 2002 as an experiment lead by informal learning guru <a href="http://jaycross.com/">Jay Cross</a> and <em>Learning Circuits</em> editor <a href="http://www.astd.org/Publications/Author.aspx?ItemId=7E5018CF67EF46B685CDE1865B214B65">Ryann Ellis</a>. After a few years of misfires and restarts, Jay helped us relaunch the blog as we now know it on January 5, 2005, with a post laying down ground rules for a group-generated blog. In short, the rules were, no self-promotional posts, no personal attacks, and keep it brief—all good advice to heed today, no matter the platform. <br />
<br />
Indeed, over the years, the blog has seen several incarnations and a parade of learning technology thought leaders contributing content, including <a href="http://www.clarkaldrichdesigns.com/">Clark Aldrich</a>, <a href="http://www.uleduneering.com/kappnotes/">Karl Kapp</a>, <a href="http://donaldclarkplanb.blogspot.com/">Donald Clark</a>, <a href="http://eelearning.wordpress.com/">Dave Lee</a>, <a href="http://blog.learnlets.com/">Clark Quinn</a>, <a href="http://clive-shepherd.blogspot.com/">Clive Shepherd</a>, <a href="http://www.jarche.com/">Harold Jarche</a>, and most notably <a href="http://elearningtech.blogspot.com/">Tony Karrer</a>, who was at the helm for nearly four years. We thank them and everyone else who shared their ideas, expertise, and dedication to the field. [And have no fear: For those looking for an older post, the LC Blog will remain live with all its content intact.]<br />
<br />
The final post on the LC Blog, <a href="http://learningcircuits.blogspot.com/2012/07/lets-stop-pretending.html">Let’s Stop Pretending</a>, is a fitting one. It’s been the most commented on post we’ve had in years. Written by <a href="http://www.astd.org/Publications/Author.aspx?ItemId=0472484FB1DD4230987112DDD6ABEB0E">Craig Wiggins</a>, the post is a rally cry to all learning professionals and instructional designers. Thanks for sending us out on a high note, Craig.<br />
<br />
For August, our guest blogger is the wonderful <a href="http://www.mayraaixavillar.com/">Mayra Aixa Villar</a>, who will share her insights on mobile learning.Ryann Ellishttp://www.blogger.com/profile/10910749007576273325noreply@blogger.com5tag:blogger.com,1999:blog-10313978.post-58995343362482973592012-08-01T10:12:00.000-07:002013-01-07T10:14:06.237-08:00Strategies for the Scattered <div dir="ltr" style="text-align: left;" trbidi="on">
<h3>
Part 2 in a 4-part series on what the Human Capital Community of Practice can learn from neuroscience</h3>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.astd.org/Publications/Blogs/Human-Capital-Blog/2012/12/~/media/Images/Stock%20Thumbnails/brain-chip.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://www.astd.org/Publications/Blogs/Human-Capital-Blog/2012/12/~/media/Images/Stock%20Thumbnails/brain-chip.jpg" /></a></div>
Neuroscience is a field buzzing with new findings that are
indisputably attention-grabbing. But what practical value do these
findings offer for those in <a href="http://www.astd.org/Communities-of-Practice/Human-Capital">ASTD’s Human Capital Community of Practice</a>?
In part two of this four-part series on what neuroscience can offer to
the <a href="http://www.astd.org/Communities-of-Practice/Human-Capital">Human Capital</a> CoP, Dr. Erika Garms examines two related functions
critical for our success in the workplace—<em>focus</em> and <em>attention</em>. Readers will learn what supports and challenges focus and attention so they can improve their <em>own</em> performance, and coach or train others in their organizations to improve <em>their</em>
performance. We will also explore the facts and fiction surrounding
multitasking, which may change the way you allocate your time and
energy... <a href="http://www.astd.org/Publications/Blogs/Human-Capital-Blog/2012/12/Strategies-for-the-Scattered">continue reading</a></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-10313978.post-14019080422730444632012-07-30T00:26:00.004-07:002013-01-30T10:57:40.553-08:00Let's stop pretending<div dir="ltr" style="text-align: left;" trbidi="on">
I think I may have mentioned this before, but <a href="http://www.exbd.com/">I work with researchers</a> - people who spend time living in data and coming up for air only when they have actionable insights in tow. In some ways this has been a bracing change of pace for me, and for the most part it has been very interesting to witness. I don't think any of my colleagues in Rosslyn would put it this way, but I like to think that the unspoken refrain in this kind of work is:<br />
<span style="background-color: white;"><br /></span>
<br />
<div style="text-align: center;">
<i style="background-color: white;">look -- really look -- at what is in front of you.</i></div>
<div style="text-align: center;">
<i style="background-color: white;">stop pretending that things are otherwise.</i></div>
<div style="text-align: center;">
<span style="background-color: white;"><i>act accordingly.</i> </span></div>
<br />
<span style="background-color: white;">Rinse. Repeat.</span><br />
<br />
I like this idea a lot. I think I like it so much because we are living in an age of unprecedented access to data and potential analysis. It's flooding into our living rooms, our classrooms, and our conversations, <a href="http://elearningjockey.blogspot.com/2012/07/data-your-trench.html">threatening to knock over our television viewing habits</a> and aborting our actor sighting arguments into trips to <a href="http://www.imdb.com/">IMDb</a>. Never has it been easier to elicit the right answer, even taking into account the number of wrong answers that doggedly flank our prey. In the interests of taking stock of the world in which we're working - in light of all of this (and inspired by <a href="http://www.learningasylum.co.uk/2012/05/lndconnect-unconference-world-cafe-summary/">this unconference update</a>) - <b>let's stop pretending</b>.<br />
<br />
<br />
<ul>
<li><span style="background-color: white;">Let's stop pretending that the answer to <a href="http://www.slideshare.net/charlesjennings/the-702010-framework">70-20-10</a> is to double down on formal learning hierarchies.</span></li>
<li><span style="background-color: white;">Let's stop pretending that <a href="http://en.wikipedia.org/wiki/Community_of_practice#Examples_of_communities_of_practice">'social learning' is something new</a> (or something that can only be achieved using social media).</span></li>
<li><span style="background-color: white;">Let's stop pretending that what you're collecting with your LMS has a lot to show in terms of learning analytics, ROI, or business intelligence.</span></li>
<li>(While we're at it, let's stop pretending that you need an LMS at all to <a href="http://www.tincanapi.com/">capture information about meaningful learning experiences</a>.)</li>
<li>Let's stop <a href="http://www.nytimes.com/2012/07/20/opinion/the-trouble-with-online-education.html/">pretending that online learning can only be canned, disembodied public access TV-style instruction with no connection to universities' missions and students' needs</a>.</li>
<li>For starters, let's stop pretending that live instructor-led or online education are the only (<a href="http://www.astd.org/Publications/Blogs/L-and-D-Blog/2012/07/Blended-Learning-Is-Better-Than-Instructor-Led-or-Online-Learning-Alone">let alone ranking</a>) games in town.</li>
<li>Let's stop pretending that the university <a href="http://www.forbes.com/sites/susanadams/2012/07/17/is-coursera-the-beginning-of-the-end-for-traditional-higher-education/">will be killed by online education</a>.</li>
<li>Let's stop pretending that we don't know (better than most) that the ones most responsive to change will survive.</li>
<li>Let's stop pretending that the solution to crafting excellent learning experiences is going to come from Silicon Valley.</li>
<li>...or from <a href="http://teacherslovesmartboards.com/">a tool</a>.</li>
<li>...or from <a href="http://www.apple.com/education/ipad/">a tool</a>.</li>
<li>...or from <a href="http://www.articulate.com/products/storyline-overview.php">a tool</a>. (it bears repeating.)</li>
<li>Let's stop pretending that tools are anything more than tools.</li>
<li>Let's stop pretending that elearning and mlearning should exist as terms.</li>
<li>Let's stop pretending that we even know how to <i>spell</i> <strike>eLearning</strike> <strike>e-learning</strike> <strike>e-Learning</strike> elearning.</li>
<li>Let's stop pretending that any part of our value comes from shrouding our methods and knowledge in mystery.</li>
<li>Let's stop pretending that the transparency of a common language for what we do is anything but potential #winning.</li>
<li>Let's stop pretending that any of this is about anything other than GTD.</li>
<li><i>Pelo amor de deus</i>, can we please stop pretending that catering to <a href="http://www.astd.org/Publications/Blogs/L-and-D-Blog/2012/05/Stop-Wasting-Resources-on-Learning-Styles" target="_blank">learning styles</a> is something that we should be talking about in 2012?</li>
<li>Let's stop pretending that bowing to business pressures from stakeholders is helping anyone, <a href="http://getpocket.com/a/read/198760770">in the long run</a>.</li>
<li>At the same time, let's stop pretending that we are not in a <a href="http://www.astd.org/Publications/Blogs/Learning-Technologies-Blog/2012/07/Think-Like-a-Product-Manager.aspx">business of production</a>.</li>
<li>Let's stop pretending that some part of us didn't wish that we could please everyone.</li>
<li>Let's stop pretending that we don't have the scars to prove that much of our value is in our spirited, educated opposition.</li>
<li>Let's stop pretending that, somewhere along the way, <a href="http://www.coleface.co.uk/what-can-ld-learn-from-marketing/">we didn't allow marketers to make us look kind of dumb</a>.</li>
<li>Let's stop pretending that we can get away with not knowing how to work with visual and user experience design teams.</li>
<li>Let's stop pretending that we have nothing to learn from visual and user experience design teams. (for starters, they tend to be more comfortable with the concept of design thinking than we.)</li>
<li>Let's stop pretending that badges = fun.</li>
<li>Let's stop pretending that <a href="http://en.wikipedia.org/wiki/Microsoft_Flight_Simulator#Flight_Simulator_X">this game from 2006</a> isn't more engaging than a fair lot of <span style="background-color: white;">serious/educational gaming.</span></li>
<li><span style="background-color: white;">(While we're at it, let's stop to marvel at our <a href="http://playspent.org/">breathtaking getting-schooled-ness</a> at the hands of <a href="http://www.umdurham.org/spent.html">a motivated social change organization</a> and <a href="http://mckinney.com/work/clients/urban-ministries-of-durham/spent">a clever ad firm</a>.)</span></li>
<li>Let's stop pretending that <a href="http://www.astd.org/Publications/Blogs/Learning-Technologies-Blog/2012/03/Curation-a-Core-Competency-for-Learning-Professionals.aspx">content curation</a> isn't already a core competency.</li>
<li>Let's stop giving the impression that we as a people have this social media thing figured out. (This is me, standing on the free soil of Google+land, staring disapprovingly at you all trying to make it work in Facebookistan. Let's get it together, my people.)</li>
<li>Let's stop pretending that, at one point or another, we haven't for a moment wondered if we deserve to be marginalized. (Opinions on learning are never short supply.)</li>
<li>Let's stop pretending that what we do is to be relegated to the corner of any business or institution. What we do is central to <i>life</i> -- or at least, <a href="http://blog.commlabindia.com/elearning/how_can_you_unlearn">living full throttle</a>. Let's make everyone else realize that, too.</li>
</ul>
<div>
<span style="background-color: white; color: #333333; font-family: Georgia, serif; font-size: 13px; line-height: 20px; text-align: left;">--</span><br />
<br />
<i style="background-color: white; border: 0px; color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; text-align: left; vertical-align: baseline;"><span style="background-attachment: scroll; background-color: white; background-image: none; background-position: 0% 0%; background-repeat: repeat repeat; border: 0px; font-family: georgia, serif; font-size: 10.5pt; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Craig Wiggins has been helping people create and manage learning experiences for the last 10 years. He is the eLearning Instructional Design Strategist for the <a href="http://www.exbd.com/" style="border: 0px; color: #005288; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;">Corporate Executive Board</a>'s Corporate Leadership Council, where he manages the creation of meaningful distance learning and performance solutions. Craig holds a B.A. in anthropology and an M.Ed. in curriculum development, and spends a lot of time thinking about how to sneak usability, accessibility, and proper task analysis into the mix. In his natural habitat, he is usually storyboarding on wall-sized whiteboards or pontificating on <a href="https://plus.google.com/u/0/106071870205072415425/about">Google+</a>.</span></i>
</div>
</div>
Unknownnoreply@blogger.com37tag:blogger.com,1999:blog-10313978.post-71606463035270346042012-07-23T11:26:00.000-07:002012-08-07T07:38:10.158-07:00Think like a product managerI think it's okay to admit one of the things that attracts us to something like curriculum design and the world of knowledge management is the idea of achieving elusive goals. While we often profess to be striving towards <a href="http://youtu.be/6vMO3XmNXe4">something measurable</a>, 'learning' is still a deliciously vague term for what we are trying to cause or create. I think part of becoming an instructional designer is loving (or learning to love) the craft of creating conditions and <a href="http://floatlearning.com/2012/07/aaron-silvers-on-designing-experiences/">designing experiences</a>. <span style="background-color: white;">I could probably go on for a bit to talk about the virtues of pursuing systems excellence, but I want to spend a bit of time talking about the flip side of that interest - the part where what we create is rightfully situated in the corporate or academic contexts. The part where what you create is considered a component of a product.</span><br />
<div>
<span style="background-color: white;"><br /></span></div>
<div>
Do you think of what you do - what you contribute - as a product? For a long time, I didn't. I thought of myself as exercising a honed skill, and <a href="http://en.wikipedia.org/wiki/R%C5%8Dnin">it didn't really matter where I was doing it</a>. I didn't think a lot about how things would be acquired, and the term 'product' seemed a little too crass for what I was trying to do. These days, one of the more challenging and clarifying parts of my job is to focus on the product aspect of what I do. I say product because my design is a functional piece within a larger unit that is sold. Today, I say that thinking about instructional design (in my case, e-learning instructional design) in product terms helps me to create more useful solutions. In a way, I am becoming a product manager. For me, this means three things:</div>
<div>
<br /></div>
<div>
<b>Focusing on the context</b></div>
<div>
In my experience, we instructional designers can at times to look at 'the business' as basically a set of limits on what we can do: not enough funding, not enough freedom, not enough appreciation for what we can really do. (If only I had that <i>really good</i> authoring tool, you all would see something...) There's a bit of comfort in that position, of course -- the best solutions can't be properly leveraged due to limits, so we are cleared to make do with a lesser design -- often a design pushed by those with business concerns but no instructional design experience. </div>
<div>
<br /></div>
<div>
That is one option. Another is to look past the minor limits and focus on what your business is trying to do. (I learned the term <i><a href="http://en.wikipedia.org/wiki/Business_acumen">business acumen</a></i> while working for <a href="http://www.executiveboard.com/">CEB</a>. It should probably already have been in my vocabulary.) Using the desired business outcome as your north star -- continually asking what the stakeholders want the learner to <b style="font-style: italic;">do</b>, not learn -- means that you can stay rooted in how valuable this whole endeavor (e.g., your project) really is. Maybe your approach will change. Maybe your stakeholders' resolve will founder. Either way, we shouldn't fear this kind of interaction -- we should embrace this kind of practical analysis and strive to be known for it. We are partners in creating, rather than agents of stakeholder notions, and we have to be OK with (advocate for!) destroying in order to create. Thinking about product means thinking about how we want something consumed; focusing on the context means focusing on <i>why</i> you are making something before getting caught up in the <i>how</i>.</div>
<div>
<br /></div>
<div>
<b>Focusing on the positioning</b></div>
<div>
I am not a marketing professional. I do not want to be a marketing professional. Additionally, brief summer jobs selling <a href="http://www.kirby.com/">vacuum cleaners</a> and <a href="http://voices.yahoo.com/cutco-cutlery-its-scam-but-knives-fantastic-103775.html">steak knives</a> taught me that I really, really hate selling things. I just want to help people do what they do better. Most of us are taught that the target audience -- the end user -- is the most important profile is the cavalcade of people who will lay hands on the end result of our work. I still believe that this is true, but thinking about the product as a whole - as something to be sold and consumed - means that sooner or later, I start thinking about who's doing the shopping. In other words: when all is said, done, developed, and set on the shelf, who or what is going to deliver your work to the end user? Maybe you sell your products externally - in this case, you should have marketing working on your behalf. But maybe the product is internally focused (i.e., for your co-workers); in this case, who or what is standing in the way of your target audience consuming your content? Think about that, and you'll open yourself to more than design and development by thinking about production and deployment - the entire system at play in a business solution, rather than simply the part that you directly control.</div>
<div>
<br /></div>
<div>
<b>Focusing on the ecosystem</b></div>
<div>
Lately, I've been thinking a lot about the learning ecosystems in my company. This is something that I never expected to say, but here it is: by focusing on the product, I am more aware of other products that are vaguely or acutely related to what I have helped to produce. To make sure that I know how what I've helped to produce is interacting with other products, <span style="background-color: white;">my business acumen has extended from my business unit to other parts of the company</span><span style="background-color: white;">. If my product is to be a star in the night sky, I want it to be part of a guiding constellation of resources.</span></div>
<div>
<span style="background-color: white;"><br /></span></div>
<div>
I don't know if thinking this way will work for everyone, but thinking about creating a consumable resource (i.e., thinking like a product manager) has made me closer to both the people who consume the fruits of my labor and the people who help me create them. I believe that doing so is leading us to create ever more helpful solutions - a goal that suddenly doesn't seem so elusive.<br />
<br />
<span style="background-color: white; color: #333333; font-family: Georgia, serif; font-size: 13px; line-height: 20px;">--</span><br style="background-color: white; color: #333333; font-family: Georgia, serif; font-size: 13px; line-height: 20.78333282470703px;" /><br style="background-color: white; color: #333333; font-family: Georgia, serif; font-size: 13px; line-height: 20.78333282470703px;" /><em style="background-color: white; border: 0px; color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-attachment: scroll; background-color: white; background-image: none; background-position: 0% 0%; background-repeat: repeat repeat; border: 0px; font-family: georgia, serif; font-size: 10.5pt; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Craig Wiggins has been helping people create and manage learning experiences for the last 10 years. He is the eLearning Instructional Design Strategist for the <a href="http://www.exbd.com/" style="border: 0px; color: #005288; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;">Corporate Executive Board</a>'s Corporate Leadership Council, where he manages the creation of meaningful distance learning and performance solutions. Craig holds a B.A. in anthropology and an M.Ed. in curriculum development, and spends a lot of time thinking about how to sneak usability, accessibility, and proper task analysis into the mix. In his natural habitat, he is usually storyboarding on wall-sized whiteboards or pontificating on <a href="https://plus.google.com/u/0/106071870205072415425/about" style="color: #999999; text-decoration: none;">Google+</a>.</span></em>
</div>Unknownnoreply@blogger.com5tag:blogger.com,1999:blog-10313978.post-56281833053991353632012-07-16T06:55:00.002-07:002012-08-07T07:36:56.293-07:00Can Higher Education Afford Innovation?So...this whole week I was pretty excited about the idea of riding the interest from my <a href="http://www.astd.org/Publications/Blogs/Learning-Technologies-Blog/2012/07/Our-Kind-of-People.aspx">last</a> <a href="http://www.astd.org/Publications/Blogs/Learning-Technologies-Blog/2012/07/do-You-Brag-About-Your-Personal-Learning-Network.aspx">two</a> blogposts. I was all set to mount a rousing defense of <a href="http://www.google.com/plus">Google+</a> as a social media tool worth greater interest from learning folks of all kinds. I really was. Maybe one day you'll get to read that blog post, replete with breathy exhortations and compelling infographics.<br />
<br />
...and then, I got distracted by something shiny and buzzy. A colleague of mine who is headed to business school sent me <a href="http://blogs.darden.virginia.edu/deansblog/2012/06/yes-we-have-no-nirvanas-the-arms-race-in-online-ed/">this article</a>, in which <a href="https://twitter.com/Bob_Bruner">Robert F. Bruner</a>, Dean of UVA's Darden School of Business, meditates on the hurdles that online education will have to surmount in higher education. I'm going to admit that my first impulse as an e-learning instructional designer after <strike>reading</strike> <strike>perusing</strike> hastily skimming the article was to fall into a bit of defensive confusion, especially with passages like this:<br />
<blockquote class="tr_bq">
<span style="font-family: 'Lucida Grande', 'Lucida Sans Unicode', Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 21px; text-align: justify;"><span style="color: #666666;">But it’s possible that what iTunes did for music and Netflix did for films will be what online education will do to traditional colleges and universities—not a pretty prospect.</span></span></blockquote>
(Is what iTunes and Netflix did for music and movies bad? What was that, again? Are they the same thing? Can media forms like music and movies be equated with institutions? While we're at it, has <a href="http://www.apple.com/education/itunes-u/">iTunes U</a> not been a successful venture? I have questions.)<br />
<br />
After a re-read, I realized that Bruner isn't so much pooh-poohing the coming digital transformation of the traditional college experience so much as he is scoping out the roadblocks that donors might throw up when called to empty their wallets for their alma maters. Fair enough, but I'm still not convinced that the investments necessary for improving the quality an accessibility of education are getting a fair shake.<br />
<br />
Still, as an educator who has never worked in higher education, I think I may be missing something <a href="http://blogs.darden.virginia.edu/deansblog/2012/06/yes-we-have-no-nirvanas-the-arms-race-in-online-ed/">here</a>. To explain my disconnect, I've matched Bruner's five points of potential investor balk with what I hear and think when I read them.<br />
<br />
<br />
<ul>
<li><b style="background-color: white;">I read:</b><span style="background-color: white;"> Learning platform experimentation will "require ongoing investments through time," and obsolescence is a constant danger.</span></li>
<li><b>I hear:</b><span style="background-color: white;"> </span><i>Educational technology is evolving, and such evolution will be expensive and full of dead ends.</i></li>
<li><b style="background-color: white;">I think: </b><span style="background-color: white;">Dot matrix printers still print. Haven't seen one in a campus library in ages.</span></li>
</ul>
<br />
<ul>
<li><b style="background-color: white;">I read:</b><span style="background-color: white;"> While </span><a href="https://www.coursera.org/" style="background-color: white;">online courses</a><span style="background-color: white;"> may result in </span><a href="http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/" style="background-color: white;">more effective learning experiences</a><span style="background-color: white;"> for students, they may not result in greater productivity for professors.</span></li>
<li><b>I hear:</b><span style="background-color: white;"> </span><i>Our professors may have to spend more time developing their curricula, not less. If so, what's the point?</i></li>
<li><b style="background-color: white;">I think: </b><span style="background-color: white;">This kind of thinking seems to fall into the familiar trap of</span><span style="background-color: white;"> </span><a href="http://www.trainingmag.com/content/it%E2%80%99s-not-called-e-cheap%E2%80%94it%E2%80%99s-called-e-learning" style="background-color: white;">trading cost for quality</a><span style="background-color: white;">. It also calls into question what a given university might see as the primary role of professors.</span></li>
</ul>
<br />
<ul>
<li><b style="background-color: white;">I read:</b><span style="background-color: white;"> Economies of scale may allow one professor to reach thousands of students. While cost effective, this sort of mass dissemination is </span><span style="background-color: white;">antithetical</span><span style="background-color: white;"> to the 'high touch' personal attention that is the hallmark of liberal arts universities.</span></li>
<li><b>I hear:</b><span style="background-color: white;"> </span><i>We're afraid of separating the content and delivery from the institution itself.</i></li>
<li><b style="background-color: white;">I think: </b><span style="background-color: white;">Is the synchronous, traditional higher education classroom consistently living up to its 'high touch' potential? Is 'high touch' a thing that all higher ed institutions actually value? Also, would not innovations such as the </span><a href="http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/" style="background-color: white;">flipped classroom</a><span style="background-color: white;"> allow for professor time to be further partitioned into </span><a href="http://www.good.is/post/why-google-is-an-education-game-changer/" style="background-color: white;">virtual office hours</a><span style="background-color: white;">? Again, this is more work for the professors, but I believe it might allow for better experiences for the students.</span></li>
</ul>
<br />
<ul>
<li><b style="background-color: white;">I read:</b><span style="background-color: white;"> A "'star system' of well-known instructors" will "amplify the arms race for talent that already exists among colleges and universities."</span></li>
<li><b>I hear:</b><span style="background-color: white;"> </span><i>We'd like to state again that we're really not comfortable with the idea of separating the content and delivery from the institution itself.</i></li>
<li><b style="background-color: white;">I think: </b><span style="background-color: white;">The only way that I see online course education exacerbating this 'arms race' (!) is by removing more physical barriers to hosting 'celebrity' professors. Is a university's only argument against dumping their physics professors' sets for a series of live events with </span><a href="http://twitter.com/neiltyson/" style="background-color: white;">Neil de Grasse Tyson</a><span style="background-color: white;"> that it's hard to get him down to Charlottesville?</span></li>
</ul>
<br />
<ul>
<li><b style="background-color: white;">I read:</b><span style="background-color: white;"> Traditional university teaching structures require a certain number of people and things, and the need for these things and people might change if we change the way that universities teach.</span></li>
<li><b>I hear:</b><span style="background-color: white;"> </span><i>We have made considerable investments, and are calling on our donors to continue making investments in time-honored methods. Changing our methods threatens both current and future investments.</i></li>
<li><b style="background-color: white;">I think: </b><span style="background-color: white;"><a href="http://thethoughtstash.wordpress.com/2011/07/25/the-end-of-the-open-university-as-we-know-it/">Yes</a>, <a href="http://www.openculture.com/2010/08/bill_gates_the_future_of_the_university.html">yes</a> <a href="http://matt-welsh.blogspot.com/2012/01/making-universities-obsolete.html">it</a> <a href="http://www.downes.ca/post/57160">does</a>.</span></li>
</ul>
<br />
<span style="background-color: white;">I obviously think that using technology to mix synchronous and asynchronous sessions can only help universities by increasing the depth of student engagement. Still, Bruner has a point -- someone has to pay for all of this. His meditation brings up a number of other issues that I'm not qualified to answer:</span><br />
<br />
<ul>
<li><span style="background-color: white;">How </span><b style="background-color: white;"><i>do</i></b><span style="background-color: white;"> traditional universities update their methods and structures without breaking the bank and/or alienating nostalgic investors? How can they bring alumni donors around to supporting ways of teaching that are outside of their experience and (possibly) removed from the confines of the campus itself?</span></li>
<li><span style="background-color: white;">Even if it proves possible, is such a feat desirable?</span></li>
<li><span style="background-color: white;">Is the value of online instruction greater at the undergraduate level than in graduate courses (or vice versa)?</span></li>
</ul>
<div>
I'm going to go out on a limb here and say that anyone reading this has had experience with a higher ed institution as a student or as an employee. What do you think? Is this a watershed moment for colleges and universities, or soon to be a minor speed bump in the history of our higher ed institutions? Is it possible for higher ed to wait this movement out and invest in an eventual learning platform 'winner'?<br />
<br />
--<br />
<br />
<em style="border: 0px; color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; text-align: left; vertical-align: baseline;"><span style="background-attachment: scroll; background-color: white; background-image: none; background-position: 0% 0%; background-repeat: repeat repeat; border: 0px; font-family: georgia, serif; font-size: 10.5pt; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Craig Wiggins has been helping people create and manage learning experiences for the last 10 years. He is the eLearning Instructional Design Strategist for the <a href="http://www.exbd.com/" style="border: 0px; color: #005288; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;">Corporate Executive Board</a>'s Corporate Leadership Council, where he manages the creation of meaningful distance learning and performance solutions. Craig holds a B.A. in anthropology and an M.Ed. in curriculum development, and spends a lot of time thinking about how to sneak usability, accessibility, and proper task analysis into the mix. In his natural habitat, he is usually storyboarding on wall-sized whiteboards or pontificating on <a href="https://plus.google.com/u/0/106071870205072415425/about">Google+</a>.</span></em>
</div>Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-10313978.post-82531056141074245542012-07-09T00:11:00.001-07:002012-08-07T07:37:18.148-07:00Do you brag about your personal learning network?<b><span style="background-color: white;"><br />(The Learning Circuits Blog is moving. Please add this bookmark to keep up-to-date on all of our new posts: </span><a href="http://www.astd.org/Publications/Blogs/Learning-Technologies-Blog.aspx">http://www.astd.org/Publications/Blogs/Learning-Technologies-Blog.aspx</a>)</b><br />
<span style="background-color: white;">One of the best things about being an instructional designer right now is that now more than ever </span><span style="background-color: white;">we feel</span><span style="background-color: white;"> </span><span style="background-color: white;">that our field is in the zeitgeist of what's happening in the media and technology worlds. What we do (rather, how we do it) is influenced greatly by technologies that support more flexible means of communication and collaboration. Social media and mobile technologies have turned the spotlight on social learning concepts, which in turn have made more of us think about the </span><a href="https://plus.google.com/u/0/117373186752666867801/posts/XkK8MZ7ERCT" style="background-color: white;">large, ill-charted</a><span style="background-color: white;"> </span><a href="http://www.aconventional.com/2012/03/culture.html" style="background-color: white;">dark matter of culture</a><span style="background-color: white;">: informal learning.</span><br />
<br />
Of course, our response to this turn of events should be elation - finally, <a href="http://youtu.be/t6WX11iqmg0">Charles Jennings can stop talking about 70-20-10</a>! We can explain communities of practice without once using the phrase "well, no, that's not really an example of what i'm talking about..."! (bonus: we can avoid awkward tittering by wholly avoiding the name 'Wenger' in a classroom setting). Everyone in the <a href="http://internettimealliance.com/wp/profiles/team/">Internet Time Alliance</a> can retire to tropical islands. <a href="http://internettimealliance.com/wp/key-insights/insights/informal-learning/">Their work here is done</a>, because everyone in your care now understands the value of social and informal learning.<br />
<br />
Except maybe they don't. Maybe you're having trouble convincing your boss that her task force is not a community of practice. Maybe your top-down Yammer implementation has yielded more tumbleweeds than users. Perhaps it's because, in fact, no one is making the connection between the breakthroughs in networking that they can plainly see and whatever it is that you do. Maybe you should <b>brag about your personal learning network.</b><br />
<br />
<span style="background-color: white;">In this new world, those in our care probably find it harder - not easier - to square the existence of <a href="http://www.blogger.com/"><span id="goog_769345963"></span>this wikiHow entry<span id="goog_769345964"></span></a> and your job as conductor of whatever they've been led to think formalized training is. </span><span style="background-color: white;">Do you exemplify the benefits of social and informal learning in your own work life?</span><span style="background-color: white;"> </span><span style="background-color: white;">Do you </span><a href="http://bozarthzone.blogspot.com/2011/05/this-is-what-social-learning-looks-like.html">document successes of social learning</a><span style="background-color: white;">? Are you watching and listening to the concerns of your co-workers, </span><a href="http://androidgogy.com/2012/07/01/just-a-nudge/">providing the right nudge</a><span style="background-color: white;"> when needed, and openly sourcing your information? Are you connecting your peers with <a href="http://emergentradio.com/shows/category/toolbar/">relatable thought leadership</a> or <a href="http://storylineauthors.com/">community resources</a> that you've found valuable? How about </span><a href="https://plus.google.com/u/0/108655711100071488083/posts/czfAMXvRQPi">using technology to make spaces for serendipitous learning</a><span style="background-color: white;"> - loosely organized, de-escalated learning, free from expectations but endowed with purpose?</span><br />
<span style="background-color: white;"><br /></span>
<span style="background-color: white;">As I've said before, <a href="http://learningcircuits.blogspot.com/2012/07/our-kind-of-people.html">I love our kind of people</a>, and not just for their unfailingly sparkling personalities. Every day, they are useful to me in my work, and every day I make it known that I am bringing fire to those in my care because of my associations. In design meetings, I nip errant learning styles talk in the bud. I stay up-to-date on the development of <a href="http://youtu.be/cRJaF9ikhMc">Project Tin Can</a> and use what I know to rethink learning management systems. <a href="https://plus.google.com/u/0/115463965136868413336/posts">I experiment with Google Hangouts</a>. I make it easy for myself to be a node in the network and I make sure that people know that part of my value is being as connected as I am.</span><br />
<span style="background-color: white;"><br /></span>
<span style="background-color: white;">While I probably spend more time talking about </span><a href="http://lrnchat.wordpress.com/">#lrnchat</a><span style="background-color: white;"> than I do participating in it these days, I've been known by more than one boss as 'the Twitter guy.' I'm proud that I eventually stopped being 'the Twitter guy' - that is, I stopped being just a tolerated, quirky evangelist for the platform when I stopped telling </span><span style="background-color: white;">people</span><span style="background-color: white;"> how </span><span style="background-color: white;">valuable</span><span style="background-color: white;"> Twitter is and started using it very publicly to inform my discourse in the workplace. (As Jane Bozarth says, "Google gets you links. Twitter gets you answers.") </span><span style="background-color: white;">As a result, the questions that I get around social media are less of the "what good is Twitter?" variety and more about how to use social learning tools to their best effect.</span><br />
<span style="background-color: white;"><br /></span>
As I rely on
a large, diverse learning network to help me be competent and prescient, I hope to show (not tell) that I am here to solve problems, not simply build courses or teach classes. I can suggest and employ social and informal learning strategies in part because they're already working: social media tools, content curation, collaboration, and networked learning are making me better at what <i><b>I</b></i> do.<br />
<br />
<br />
<em style="border: 0px; color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-attachment: scroll; background-color: white; background-image: none; background-position: 0% 0%; background-repeat: repeat repeat; border: 0px; font-family: georgia, serif; font-size: 10.5pt; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Craig Wiggins has been helping people create and manage learning experiences for the last 10 years. He is the eLearning Instructional Design Strategist for the <a href="http://www.exbd.com/" style="border: 0px; color: #005288; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;">Corporate Executive Board</a>'s Corporate Leadership Council, where he manages the creation of meaningful distance learning and performance solutions. Craig holds a B.A. in anthropology and an M.Ed. in curriculum development, and spends a lot of time thinking about how to sneak usability, accessibility, and proper task analysis into the mix. In his natural habitat, he is usually storyboarding on wall-sized whiteboards or pontificating on <a href="https://plus.google.com/u/0/106071870205072415425/about">Google+</a>.</span></em>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-10313978.post-13552531782952748712012-07-02T03:06:00.002-07:002012-08-07T07:37:34.770-07:00Our kind of people(Please bear with me. This has been percolating for a bit, and i'm airing it on a larger stage than I had originally intended.)<br />
<div>
<br /></div>
<div>
I have been a few things in my life, but I really, really like being an instructional designer. I love the idea and practice of helping people learn better - to <i><b>do</b></i> better. This is pretty fortunate, as people are willing to pay me to make this happen. However, I've come across a problem with my feelings about instructional design: I find myself in quiet moments thinking that instructional design is the domain of a 'certain kind of person.'<br />
<div>
<br /></div>
<div>
If you're reading this, <span style="background-color: white;">I think you know who I'm talking about: the autodidact's handmaiden, the unapologetically pedantic, the learning architect. Those who love to to think about <strike>learning</strike> <strike>knowledge transfer</strike> performance support so much that they put books like </span><i style="background-color: white;"><a href="http://usablelearning.wordpress.com/the-book/">Design for How People Learn</a></i><span style="background-color: white;"> and </span><i style="background-color: white;"><a href="http://www.amazon.com/Things-Every-Designer-Needs-People/dp/0321767535">100 Things Every Designer Needs to Know About People</a></i><span style="background-color: white;"> on their pleasure reading lists. Those who get into internet arguments about Alton Brown's instructional method. Those who will cut you at the mention of '<a href="http://www.willatworklearning.com/2006/08/learning_styles.html">learning styles</a>'. You know, </span><i style="background-color: white;">our kind of people</i><span style="background-color: white;">.</span></div>
<div>
<span style="background-color: white;"><br /></span></div>
<div>
<span style="background-color: white;">I love our kind of people. I love meeting them at conferences and <a href="http://lrnchat.wordpress.com/">online</a>. Perhaps more than anything, I love meeting novice instructional designers who seem to have more sense than I did at their stage in the game. The idea that more of us can be made intentionally (rather than "<a href="http://www.learningsolutionsmag.com/articles/816/the-accidental-instructional-designer">accidentally</a>", even if it seems that's how most of us got here) is really appealing.</span></div>
<div>
<span style="background-color: white;"><br /></span></div>
<div>
<span style="background-color: white;">Which leads me back to my problem. In the last few years, the responsibility for helping budding intentional designers has crept up on me - an direct report here, a correspondence mentorship there. Pretty soon I really started thinking about what it means to have an ordered introduction to our industry. I also quickly found out that maybe not everyone who is serious about </span><strike>learning</strike><span style="background-color: white;"> </span><strike>knowledge transfer</strike><span style="background-color: white;"> performance support name drops Vygotsky. Maybe they just want to get things done and not meditate so much on the deep roots. (Also, it's possible that they just don't care that much about Alton Brown.) </span><span style="background-color: white;">I'm learning that intentional designers like to worry about sensible things, like what tools they should learn to use and what learning theories are most applicable, or how they should </span><i style="background-color: white;">really</i><span style="background-color: white;"> feel about ADDIE. This is bemusing for someone who didn't even know the term instructional design until after he had created two elearning courses for actual money. I started to think that maybe my real problem is that my idea of what an instructional designer should want might not have a lot to do with what an instructional designer has to <i><b>do</b></i>.</span></div>
<div>
<span style="background-color: white;"><br /></span></div>
<div>
So it is with this mental about-face that I started listening more closely to <a href="http://emergentradio.com/shows/toolbar/16/">some voices</a> who have been talking about a particular problem related to the creation of our kind of people - we don't have good ways to talk about what it is that we're supposed to be doing. <i>Our kind of people</i> are they way they are because they had to figure it all out and create tools and guides and strategies <strike>from scratch</strike> without the benefit of routines. The fact that they relished doing so...well, that's how you <i>knew</i>. But in the service of being intentional, maybe we can say that there's simply more romance than virtue in reinventing the wheel. This is where people like <a href="http://blog.tier1performance.com/2012/instructional-design-patterns-capturing-good-ideas-for-everyone-to-use/">Susan Devlin</a> and Julie Dirksen and <a href="http://androidgogy.com/2012/06/12/narrowing-the-solution-field-part-1/">Steve Flowers</a> are advocating the most sensible way for us to help intentional designers: to put our experience and solutions into patterns of instructional design so that it's less of an educated guess as to which interventions to employ. Maybe <strike>we</strike> I need to spend more time leaning the ladder against the wall to scale the problem than worrying about making the kinds of people who would build their own ladders.</div>
<div>
<br /></div>
<div>
I'm really excited about the idea of helping to create an instructional design pattern library. I think you should be, too. How do we get started? </div>
</div>
<div>
<br /></div>
<div>
[Steve and Julie, this is your cue :) ]<br />
<br />
<em style="border: 0px; color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="background-attachment: scroll; background-color: white; background-image: none; background-position: 0% 0%; background-repeat: repeat repeat; border: 0px; font-family: georgia, serif; font-size: 10.5pt; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Craig Wiggins has been helping people create and manage learning experiences for the last 10 years. He is the eLearning Instructional Design Strategist for the <a href="http://www.exbd.com/" style="border: 0px; color: #005288; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;">Corporate Executive Board</a>'s Corporate Leadership Council, where he manages the creation of meaningful distance learning and performance solutions. Wiggins holds a B.A. in anthropology and an M.Ed. in curriculum development, and spends a lot of time thinking about how to sneak usability, accessibility, and proper task analysis into the mix. In his natural habitat, he is usually storyboarding on wall-sized whiteboards or pontificating on <a href="https://plus.google.com/u/0/106071870205072415425/about">Google+</a>.</span></em></div>
<div>
<br /></div>Unknownnoreply@blogger.com13tag:blogger.com,1999:blog-10313978.post-91986396627177953372012-06-26T05:08:00.001-07:002012-06-26T05:08:10.646-07:00Face Up To It: Are You the CBT Lady?<!--[if gte mso 9]><xml>
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<!--StartFragment-->
<br />
<div class="MsoNormal">
Last winter, I was on a cub scout camping trip with my
son.<span style="mso-spacerun: yes;"> </span>Me and a bunch of dads.<span style="mso-spacerun: yes;"> </span>The inevitable “what do you do for a living
conversation” came up over pancakes.<span style="mso-spacerun: yes;"> </span>I
hadn’t gotten too far into the “I design corporate training programs that
people take online” description before one of the dads started hissing at
me.<span style="mso-spacerun: yes;"> </span>Literally.<span style="mso-spacerun: yes;"> </span>He formed his fingers into a cross and said, <i style="mso-bidi-font-style: normal;">“You’re the CBT Lady!”</i><span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
Visions of a hair-netted lunch lady serving up sloppy
joes.<span style="mso-spacerun: yes;"> </span>Is that what I am?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
He went on to describe the true horrors he had suffered
while forced to complete hour after endless hour of boring, locked down
elearning programs:<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">“They make us sit through this long audio and
you can’t click next until it’s over and then you get to the end of the quiz
and you have to take all twenty questions over again because you got one
question wrong!”<o:p></o:p></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I attempted to defend myself and our profession.<span style="mso-spacerun: yes;"> </span>“We try to do it better than that! That’s not
what we’re about!” I protested.<span style="mso-spacerun: yes;"> </span>My words
fell on deaf ears.<span style="mso-spacerun: yes;"> </span>This man had suffered
and would hear nothing more.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Weeks later he introduced me to his wife and I got the exact
same treatment. She works in the pharmaceutical industry and had similar tales
of woe and suffering at the hands of elearning. “<i style="mso-bidi-font-style: normal;">Honey, she’s the CBT Lady!”<o:p></o:p></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The point is, this is what a lot of people think of this
profession and the work that elearning designers and developers put out there
in the name of training.<span style="mso-spacerun: yes;"> </span>Is this what
you want your name on? Is this how you want to be known? <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So before you go out and spend another minute planning your
next learning initiative, go out and find out just how what you’re already
doing is being perceived.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Do you know how the people in your organization currently
view your formal learning offerings? Is classroom training seen as punishment
for poor performance or a careless slip of the tongue? Or is it a breezy day or
two out of the office with free lunch?<span style="mso-spacerun: yes;">
</span>What about elearning? Is it a task to be endured while otherwise
multitasking? <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Conduct surveys or get an informal feet-on-the-street view
of what’s really happening.<span style="mso-spacerun: yes;"> </span>You may want
to walk around and check out the kitchens or break rooms. Are the answers to
the latest compliance elearning assessment posted on the fridge for all to
share?<span style="mso-spacerun: yes;"> </span>The message here is that this
elearning is just a box to tick rather than an activity with any actual value—or
any connection to improving any one’s performance.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Ask people what they think.<span style="mso-spacerun: yes;">
</span>If they’re really being honest, you might get responses that will take
your breath away: <span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">“You’re the CBT Lady!” </i><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
While you’re on this fact finding mission, find out what
people really value in a learning experience and find out if your organization
is providing that. If not, how? <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Ask people how they like to learn on their own time. <span style="mso-spacerun: yes;"> </span>Ask people what you could offer them to help
them do their jobs better.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Find ways to provide support and tools that give people what
they need and when they need it.<span style="mso-spacerun: yes;"> </span>Can you
embed performance support tools and job aids into the work flow? Can you use
social business tools to connect people directly to the experts in your
organization or provide a platform for asking questions and sharing knowledge,
information and best practices?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Look at your data and see what you can uncover.<span style="mso-spacerun: yes;"> </span>I heard a story of an organization that
developed an award winning elearning program with game-like features and
goal-based scenarios.<span style="mso-spacerun: yes;"> </span>They got lots of
hits and uptake from their European and Asian audiences—an unexpected
outcome—while the intended American audience stayed away in droves.<span style="mso-spacerun: yes;"> </span>Why was that? And then why was this
organization now designing a very similar program for their American audience?
Do we ever learn?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I’m raising questions here and not providing a lot of
solutions, I realize. But the point is to live the questions first.<span style="mso-spacerun: yes;"> </span>Find out what people really think of all of
the effort you and your team create.<span style="mso-spacerun: yes;">
</span>Then ask the question, “is that the kind of work you want to stand by?”
Stop being the CBT Lady, I beg you.<span style="mso-spacerun: yes;"> </span>And then
let’s all go out and find better ways together.<o:p></o:p></div>
<!--EndFragment-->Cammy Beanhttp://www.blogger.com/profile/14164253880427035485noreply@blogger.com1tag:blogger.com,1999:blog-10313978.post-57248789339664710752012-06-11T11:33:00.000-07:002012-06-11T11:33:15.123-07:00Flavors of eLearning Design (ooh baby, it's a wide world)<br />
<div class="MsoNormal">
I met for coffee this past week with someone who’s looking
to break into the elearning industry.<span style="mso-spacerun: yes;"> She wanted to know where she should be looking and what the hot topics out there are. </span>I was giving her my 12,000 foot lay of the
land, this is what I see going on kind of a thing.<span style="mso-spacerun: yes;"> </span>It was so interesting to step by and take
stock of what’s happening.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Here’s where I see elearning going down these days:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Corporate Training
and Performance Improvement<o:p></o:p></b></div>
<div class="MsoNormal">
Internal L&D departments and vendors designing and
developing online learning programs for use within corporate organizations. This is 90% of what I do and I imagine the case for a lot of you people reading this post.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Leadership Training
for Corporate:<o:p></o:p></b></div>
<div class="MsoNormal">
You look at the ASTD ICE expo list and it’s filled with
loads of leadership consulting and training companies. The Franklin Coveys, Ken
Blanchards, etc.<span style="mso-spacerun: yes;"> </span>This is it’s whole
behemoth sector in the market – it includes a lot of classroom training and
increasingly elearning programs as part of those solutions.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">K-12:<o:p></o:p></b></div>
<div class="MsoNormal">
Lots of elearning happening in the school sector.<span style="mso-spacerun: yes;"> </span>Although, I haven’t seen much of great
quality.<span style="mso-spacerun: yes;"> </span>My son has to do some of his
math homework online: really basic games.<span style="mso-spacerun: yes;">
</span>He says, “I’m not learning, I’m just getting bored!”<span style="mso-spacerun: yes;"> </span>Hopefully there’s a lot more than that going
on.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Higher Ed:<o:p></o:p></b></div>
<div class="MsoNormal">
Want a master’s degree or a BA? Chances are these days you
can take some, if not all of your degree program, online.<span style="mso-spacerun: yes;"> </span>And of course there’s the latest MIT/Harvard
online education initiative <a href="http://web.mit.edu/press/2012/mit-harvard-edx-announcement.html">EdX</a>.<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
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eLearning design for semester long courses is
a different beast than your corporate training elearning design where you’re
creating a 30 minute course on the latest policy. I suspect making a jump from higher ed to the corporate world and vice versa would be a big change -- and quite possibly a completely different skill set.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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<b style="mso-bidi-font-weight: normal;">For Profit:<o:p></o:p></b></div>
<div class="MsoNormal">
We’re starting to see the for-profit universities offering
their curriculums up to the corporate market.<span style="mso-spacerun: yes;">
</span>At Corporate University Week, I heard the story of the Verizon degree
program for store managers being offered in partnership with Bellevue
University (<a href="http://cammybean.kineo.com/2011/11/im-at-iqpcs-corporate-university-week.html">here’s
my blog post on the Verizon/Bellevue story from last November)</a>. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">The Consumer Market:<o:p></o:p></b></div>
<div class="MsoNormal">
Just bought a fancy new camera? Maybe that company has some
fancy elearning to help you learn how to use it.<span style="mso-spacerun: yes;"> </span>More and more we’ll be seeing companies
striving to increase their market share by creating value added programs like
online learning to help people use their products better.<span style="mso-spacerun: yes;"> </span>Because the better pictures you take with
that fancy camera, the greater your loyalty AND the more you’ll get out there
and evangelize about that camera.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Health Care/Mental
Health:<o:p></o:p></b></div>
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I think this is a niche area that’s only going to continue
to grow.<span style="mso-spacerun: yes;"> </span>It’s getting specific
resources, information and strategies out to the general public – either through
an insurance company as part of their overall benefits offerings, or as
programs individuals can purchase online with a credit card.<span style="mso-spacerun: yes;"> </span>I’ve been involved in two such programs in
the past two years and I think it’s a really interesting space.<span style="mso-spacerun: yes;"> </span>Want to help people and make a difference in
the lives of individuals?<span style="mso-spacerun: yes;"> </span>Start poking
around here.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I just pulled this list out of my head.<span style="mso-spacerun: yes;"> </span>I’m sure I’ve missed a lot of big buckets and
welcome your additions in the comments.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
The bottom line is that elearning/online interactive ‘stuff’
is increasingly accepted.<span style="mso-spacerun: yes;"> </span>Who hasn’t
searched on YouTube to figure out how to stop a leaking toilet? It’s just what
we do. <span style="mso-spacerun: yes;"> </span>And while more and more of the
content out there is user generated (power to the people!), organizations are
paying attention.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Organizations in all sectors are figuring out how to create
a valuable presence online that will meet the needs of their audience
(consumers, students, employees, human beings).<span style="mso-spacerun: yes;">
</span>Elearning is happening everywhere – even if that’s not what it’s called.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
If you’re trying to break into “the field” – just remember
that it’s a huge field.<span style="mso-spacerun: yes;"> </span>Figure out where
you want to shine and make your difference.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<!--EndFragment-->Cammy Beanhttp://www.blogger.com/profile/14164253880427035485noreply@blogger.com5tag:blogger.com,1999:blog-10313978.post-19786174439192336272012-06-04T13:51:00.004-07:002012-06-04T13:51:50.701-07:00Accidents Do Happen<!--[if gte mso 9]><xml>
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<span class="Apple-style-span" style="font-family: Calibri;">Once upon a time, I worked at a small
company. Because I knew the business and had helped design our software
package, and because I was pretty good in front of a crowd, I ended up doing
the training.</span><span class="Apple-style-span" style="font-family: Calibri;"><span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">One thing led to another and a couple of
years later, I got hired at a small multi-media production company that
developed corporate training programs delivered on CD ROMs.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">My new job title: “instructional
designer.”<span style="mso-spacerun: yes;"> </span>I’d never even heard the
term, but here I was—off to the races—in what’s turned into a rather healthy
career in elearning.<span style="mso-spacerun: yes;"> </span>16 years later I’m
still at it, designing elearning programs for the (mostly) corporate
market.<span style="mso-spacerun: yes;"> </span>It’s what I do – and, hopefully,
what I do well.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">But I got here pretty much by accident.<o:p></o:p></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">What about you? How did you find your way
into this role? How did you end up designing elearning programs?<span style="mso-spacerun: yes;"> </span>Is this what you wanted to be when you grew
up?<o:p></o:p></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Me? I had visions of becoming a high school
English teacher or a writer of fine American novels. And while elearning design
isn’t all that, it’s sometimes a whole lot more.<span style="mso-spacerun: yes;"> </span>In my role, I teach, I write, I schmooze, I
share, I design, I create, and I learn.<o:p></o:p></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Because although I’m here completely by
accident, I’ve tried to invest myself in this business with passion and
spirit.<span style="mso-spacerun: yes;"> </span>I walked into this field not
knowing how to spell instructional design. And while I’ve never taken a formal
class or gotten a fancy graduate degree in instructional design, I have spent a
LOT of time learning the basics and honing my craft.<span style="mso-spacerun: yes;"> </span>Maybe it’s some deep rooted inferiority
complex, but my desire is to do my job to the best of my abilities.<o:p></o:p></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Here are three things I regularly do to learn
more about this profession and keep my passion for what I do at a gentle boil:<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Read, read, read<o:p></o:p></span></b></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I get geeky and read instructional design
textbooks.<span style="mso-spacerun: yes;"> </span>I learn about learning. I
read up on visual design and design in general.<span style="mso-spacerun: yes;">
</span>I read books about business and consulting.<span style="mso-spacerun: yes;"> </span>And I also read novels and poetry and
non-industry stuff to make sure I’m continuing to fill my creative cup.<span style="mso-spacerun: yes;"> </span>Over the years I’ve created a </span><a href="http://cammybean.kineo.com/2008/02/essential-reading-for-instructional.html"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">reading list for Instructional Designers</span></a><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">. <o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">What about you? Are you reading about this stuff in your spare
time? What books or resources have you learned the most from?<o:p></o:p></span></i></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Conferences <o:p></o:p></span></b></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I speak at a lot of conferences. As a
speaker, I need to know my stuff, otherwise the crowd starts throwing tomatoes
at me.<span style="mso-spacerun: yes;"> </span>Speaking keeps me on my
game.<span style="mso-spacerun: yes;"> </span>And while I’m at these
conferences, I get to go learn myself.<span style="mso-spacerun: yes;">
</span>Good stuff.<span style="mso-spacerun: yes;"> </span>And not just at
sessions, but while connecting with peers and colleagues over coffee or late
night karaoke.<span style="mso-spacerun: yes;"> </span>Elearning people tend to
be pretty passionate. Find your people and learn from them!<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">ASTD’s TechKnowledge (coming up January 30-February 1, 2013 in San
Jose) is a great place to learn more about elearning and connect with other
learning geeks.<span style="mso-spacerun: yes;"> </span>Are you going? If it’s
not in your plan yet, make it happen!</span></i><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Speaking
proposals are being accepted until June 10.<span style="mso-spacerun: yes;">
</span>Make this be your inaugural year!<span style="mso-spacerun: yes;">
</span></i></span><a href="http://old.astd.org/content/conferences/techknowledge/RFPtk/"><i style="mso-bidi-font-style: normal;"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">http://old.astd.org/content/conferences/techknowledge/RFPtk/</span></i></a><i style="mso-bidi-font-style: normal;"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></i></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Community<o:p></o:p></span></b></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Speaking of people, there’s a lot to learn
from each other even when we’re not in the same room together.<span style="mso-spacerun: yes;"> </span>When I was first getting my ID passion on, it
was all about the blogging community and man-oh-man did I connect to a lot of
great people through blogging.<span style="mso-spacerun: yes;"> </span>It’s been
a great place to document and process my own learning journey, and a fabulous
way to connect with other elearning professionals.<o:p></o:p></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">These days, a lot of the community activity
is on Twitter, where you can be up close and personal with great learning minds
like Jane Bozarth (@janebozarth), Clark Quinn (@quinnovator) and Karl Kapp
(@kkapp).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="color: #262626; font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: major-latin;">For blogs of interest, be
sure to check out the eLearning Learning blog feed aggregator (</span></i><a href="http://www.elearninglearning.com/"><i style="mso-bidi-font-style: normal;"><span style="color: #5c1414; font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: major-latin;">http://www.eLearninglearning.com/</span></i></a><i style="mso-bidi-font-style: normal;"><span style="color: #262626; font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: major-latin;">). Jane Hart’s lists tweeters in the learning and development
space. (</span></i><a href="http://c4lpt.co.uk/social-learning-handbook/workplace-learning-professionals-who-blog-andor-tweet/"><i style="mso-bidi-font-style: normal;"><span style="color: #5c1414; font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: major-latin;">http://c4lpt.co.uk/social-learning-handbook/workplace-learning-professionals-who-blog-andor-tweet/</span></i></a><i style="mso-bidi-font-style: normal;"><span style="color: #262626; font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: major-latin;">).<o:p></o:p></span></i></div>
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<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="color: #262626; font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: major-latin;">Who do you learn from? Do
you have a mentor you can bounce ideas off of or who can gently steer you into
new areas of learning? Who are you connecting with and learning from online?<o:p></o:p></span></i></div>
<div class="MsoNormal">
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<b style="mso-bidi-font-weight: normal;"><span style="color: #262626; font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: major-latin;">What’s in your personal
learning plan?<o:p></o:p></span></b></div>
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<span style="color: #262626; font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: major-latin;">So
what’s your game plan for getting better at what you do?<span style="mso-spacerun: yes;"> </span>Do you take classes? Go to free online
webinars? Write books? Look at lots and lots of elearning programs for
inspiration? What helps you create and sustain passion for this work?<span style="mso-spacerun: yes;"> </span>Would love to hear your ideas and
inspirations in the comments here—and/or find me on Twitter! @cammybean.<o:p></o:p></span></div>
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<span style="color: #262626; font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: major-latin;"><o:p> -------------------</o:p></span></div>
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<i>Cammy Bean is the VP of Learning Design for Kineo US (<a href="http://www.kineo.com/">www.kineo.com</a>) and has been accidentally doing elearning since the mid-90s.<span style="mso-spacerun: yes;"> </span>A frequent conference speaker
and active blogger, Cammy served as the ASTD TK12 Planning Committee
Chairperson and will be a featured speaker at this year’s ASTD LearnNow
conferences in Boston (July 25-26).<span style="mso-spacerun: yes;"> </span>You
can find Cammy’s blog at <a href="http://cammybean.kineo.com/">http://cammybean.kineo.com/</a>.</i><o:p></o:p></div>
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<!--EndFragment-->Cammy Beanhttp://www.blogger.com/profile/14164253880427035485noreply@blogger.com10tag:blogger.com,1999:blog-10313978.post-14039423876570294522012-06-01T02:27:00.002-07:002012-06-05T18:19:06.730-07:00This Week's Gamification Blog Book Tour StopTODAY's BLOG BOOK TOUR STOP: June 6: Live appearance at the <a href="http://innovationsinelearning.gmu.edu/">8th ANNUAL INNOVATIONS IN e-LEARNING SYMPOSIUM.</a><br />
<br />
I am speaking on the topic of <b>Getting Lost in a 3D Virtual World: Selecting and Evaluating Appropriate Virtual Worlds for Learning.</b><br />
<br />
Here is a brief description of the presentation.<br />
<br />
<blockquote class="tr_bq">
This presentation details the trials and tribulations of selecting, implementing evaluating and teaching within a 3D virtual World. The presentation is based on the experience of DAU as the organization journeyed down the road of 3D virtual world implementation. From cataloging hundreds of virtual worlds to working with a vendor to create a browser-based virtual world solution to preparing learners to enter a virtual world, you'll gain an understanding of the entire process from start to finish. Join your tour guides who will describe the process undertaken to choose a vendor, work out technical details, prepare instructors and conduct a pilot program learning within a 3D virtual environment. This engaging, exciting session highlights lessons learned from a real live implementation. You will be provided with tips and techniques for selecting your own 3D virtual world for learning, advice on conducting a pilot and a few pointers about what to avoid during the process.</blockquote>
If you are there at the conference, please stop by and say "Hello." I am speaking at 10:00 AM ET.Karl Kapphttp://www.blogger.com/profile/10586071112339563727noreply@blogger.com1tag:blogger.com,1999:blog-10313978.post-14316974375145683002012-05-22T03:55:00.001-07:002012-05-24T04:36:35.125-07:00Gamification Blog Book Tour: Week Six Stops and Week Five RecapTODAY'S BLOG BOOK TOUR STOP:May 24: Webinar event with Dan Bliton who challenges attendees to the game "Are you smarter than Karl Kapp". Dan Bliton will be hosting the game and conducting an interview with me on the <a href="http://www.scoop.it/t/isdchat/p/1715679293/get-your-gamification-on-free-webinar-with-karl-kapp-may-24th-noon-to-1-00-pm-edt">24th of May during </a>BAH open webinar at 1:00 ET.<br />
<br />
<br />
<br />
<b>Stops for Week Six</b><br />
<br />
May 21:<a href="http://www.kaplaneduneering.com/kappnotes/index.php/2012/05/games-teach/">Games Teach!</a>Encore stop from last week.<br />
<br />
May 22: Bruce Walsh <a href="http://www.metro.us/philadelphia/life/article/1143559--can-video-games-help-us-learn">Can video games help us learn? </a>
<br />
<br />
May 23: Jeanne Meister <a href="http://www.forbes.com/sites/jeannemeister/2012/05/21/gamification-three-ways-to-use-gaming-for-recruiting-training-and-health-amp-wellness/">Gamification: Three Ways To Use Gaming For Recruiting, Training, and Health & Wellness</a> Great examples and a quote from the book in Forbes.com.
<br />
<br />
May 24: Webinar event with Dan Bliton who challenges attendees to the game "Are you smarter than Karl Kapp". Dan Bliton will be hosting the game and conducting an interview with me on the <a href="http://www.scoop.it/t/isdchat/p/1715679293/get-your-gamification-on-free-webinar-with-karl-kapp-may-24th-noon-to-1-00-pm-edt">24th of May during </a>BAH open webinar at 1:00 ET.<br />
<br />
May 25: (These two entries are not "official stops" but great reading on the subject) Julie Brink, <a href="http://www.trainingmag.com/content/game-based-learning-corporate-world">Game-Based Learning for the Corporate World</a> and Mark Oehlert<a href="http://blogoehlert.typepad.com/eclippings/2012/05/first-comparing-gaming-to-traditional-e-learning-is-at-best-an-apples-to-oranges-comparison-games-require-absolutely-no.html">An Amplification of the power of Game-Based Learning in the Corporate World</a>
<br />
<br />
Plus we have added a few new tour stop dates in June, a few more interviews on the tour and an article appearing in the June <a href="http://www.astd.org/Publications/Magazines/TD">issue of T&D</a>.<br />
<br />
<b>Recap of Week Five </b><br />
<br />
Week Five was a great week with some interesting postings about the book. Over at <a href="http://www.designingdigitally.com/">Designing Digitally</a>, we had the stop: <a href="http://www.designingdigitally.com/blog/2012/05/the-gamification-of-learning-and-instruction-game-based-methods-and-strategies-for">The Gamification of Learning and Instruction</a>. John Rice, who contributed to a great deal of the thinking and ideas in chapter 7, was a stop on the tour with his post <a href="http://edugamesresearch.com/blog/2012/05/15/new-book-the-gamification-of-learning-and-instruction/">New Book The Gamification of Learning and Instruction</a>. We had a stop with Christy Tucker who, herself, was passoinately defending games as an instructional medium in her posting <a href="http://christytucker.wordpress.com/2012/05/16/gamification-research/">Research in Gamification of Learning and Instruction</a>. The tour also pointed to the <a href="http://pinterest.com/kkapp01/gamification-happenings/">Gamification Happenings </a>Pinterest page which has over 82 pins and is growing.
Also, don't for get the <a href="http://www.facebook.com/gamificationLI">Facebook page for the book</a>.<br />
<br />
And if all this has gotten you curious to read the book, you can <a href="http://www.astd.org/Publications/Books/The-Gamification-of-Learning-and-Instruction.aspx">pick up a copy at the ASTD online book store</a> or just stop by and read the first chapter.Karl Kapphttp://www.blogger.com/profile/10586071112339563727noreply@blogger.com0tag:blogger.com,1999:blog-10313978.post-88095909434245522632012-05-14T06:21:00.002-07:002012-05-18T13:59:57.523-07:00Gamification Blog Book Tour: Week Five Stops and Week Four RecapTODAY'S BLOG BOOK TOUR STOP:May 1: <a href="http://www.kaplaneduneering.com/kappnotes/index.php/2012/05/games-teach/">Games Teach!</a>
<br />
<br />
<br />
Also, today would be a good day to revisit some of the great posts of this week. Stop by and see the post at <a href="http://www.designingdigitally.com/blog/2012/05/the-gamification-of-learning-and-instruction-game-based-methods-and-strategies-for">Designing Digitally about the book.</a><br />
<br />
Check out <a href="http://edugamesresearch.com/blog/2012/05/15/new-book-the-gamification-of-learning-and-instruction/">
John Rice's stop on the tour</a>, I want to thank John as I included some ideas on understanding elements leading to higher learning in videogames which he outlined in a paper published a few years ago in the Journal of Technology and Teacher Education.<br />
<br />
And don't forget Christy Tucker's stop <a href="http://christytucker.wordpress.com/2012/05/16/gamification-research/">Research in Gamification of Learning and Instruction</a> and also check out her posting <a href="http://christytucker.wordpress.com/2012/05/08/ruth-clark-claims-games-dont-teach/">Ruth Clark Claims “Games Don’t Teach</a>” part on an interesting debate I plan to weigh in on tomorrow.<br />
<b>Stops for Week Five</b><br />
<br />
May 14: Andrew Hughes <a href="http://www.designingdigitally.com/blog">Designing Digitally</a><br />
May 15: John Rice <a href="http://edugamesresearch.com/blog/">Educational Games Research </a><br />
May 16: Christy Tucker <a href="http://christytucker.wordpress.com/">Experiencing E-Learning</a><br />
May 17: <a href="http://pinterest.com/kkapp01/gamification-happenings/">Gamification Happenings</a> at Pinerest<br />
May 18: See my post, "Games Teach!"<br />
<br />
Plus we have added a few new dates and stops (stay tuned) we are also having a webinar event with Dan Bliton who challenges attendees to the game "Are you smarter than Karl Kapp". Dan will be hosting the game and conducting an interview with me on the <a href="http://www.scoop.it/t/isdchat/p/1715679293/get-your-gamification-on-free-webinar-with-karl-kapp-may-24th-noon-to-1-00-pm-edt">24th of May during </a>BAH open webinar at 1:00 ET.<br />
<b><br /></b><br />
<b>Recap of Week Four </b><br />
<br />
Week Four was an exciting week. We had many activities going on related to the tour. We had a very interesting stop with Mike Qaissaunee's post <a href="http://q-ontech.blogspot.com/2012/05/gamification-of-learning-and.html" target="_blank">Gamification of Learning and Instruction</a>. Mike gave the perspective of a technology educator and someone who is not an instructional designer and explained how gamification impacts him and the difficulties associated with gamification when your teaching load is heavy.
<br />
<br />
Koreen Olbrish's <a href="http://learningintandem.blogspot.com/2012/05/shamification-of-gamification.html" target="_blank">The Shamification of Gamification</a> posting discussed how we should "focus on the challenge of educating the market, not vilifying a word." She also commented on the chapter she contributed to the book.<br />
<br />
Larry Hiner at <a href="http://drlarryhiner.com/2012/05/08/intersection-of-games-learning-and-organizational-psychology-gamification-blog-book-tour-underway/">drlarryhiner</a> talked about the Intersection of games, learning, and organizational psychology providing an interesting and thought provoking perspective.<br />
<br />
Catherine Lombardozzi at her <a href="http://learningjournal.wordpress.com/2012/05/09/gamification-whistle-stop/" target="_blank">Gamification Whistle Stop</a> discussed what someone will learn when they read the book and what people mean when they talk about “gamification” and the factors that transform engaging learning into game play.<br />
<br />
Zaid Ali Alsagoff created a post called <a href="http://zaidlearn.blogspot.com/2012/05/gamify-to-amplify-learning-experience.html">Gamify to Amplify the Learning Experience</a>. He talked about gamification to of personal learning and sharing and the gamification of teaching. As always, he provided great graphics and visual insights.<br />
<br />
We also had two book reviews <a href="http://elearnmag.acm.org/archive.cfm?aid=2211316">one by Connie Malamed at eLearn Magazine</a> and another book review by <a href="http://www.learningsolutionsmag.com/articles/915/book-review-the-gamification-of-learning-and-instruction-by-karl-m-kapp">Jennifer Neibert of Learning Solutions Magazine</a>.
<a href="http://www.allisonrossett.com/">Allison Rossett </a> mentioned Gamification in her interesting post titled <a href="http://learningcircuits.blogspot.com/2012/05/my-commencement-address-for-workforce.html">My Commencement Address for the Workforce Learning Class of 2012</a>.<br />
<br />
And I somehow missed this before but Ruth Clark wrote a provocative piece called <a href="http://www.astd.org/Publications/Blogs/L-and-D-Blog/2012/04/Why-Games-Dont-Teach">Why Games Don't Teach</a> which discusses one research article that found the game used for learning didn't teach what it was supposed to teach. There are other studies, of course, that show that games do teach (many are cited in the book) and even serveral meta-analysis studies (studies of studies) that show games do teach.
So, right now I say it depends on the study and research design as well as game-design as to how effective the game is for achieving desired learning outcomes.<br />
<br />
One thing that Ruth Clark did bring up that I think is important is that "we [need to] cultivate a more refined approach to categorize the features of games that best match various instructional goals." I agree and have put such a hierarchy into chapter 8 of the book. That is where I identify types of games and which type is best for teaching which type of content. It's a start. If you have a chance, read Ruth's article. It is good to keep a balanced perspective when thinking about games for learning. They are not the answer to every instructional problem.Karl Kapphttp://www.blogger.com/profile/10586071112339563727noreply@blogger.com2tag:blogger.com,1999:blog-10313978.post-14680389260862508362012-05-10T13:02:00.000-07:002012-05-14T05:19:44.103-07:00My commencement address for the workforce learning class of 2012<br />
<div class="MsoNoSpacing" style="margin: 0in 0in 0pt;">
<span class="apple-style-span"><span style="color: #333333; font-size: 12pt;"><span style="font-family: Calibri;">I
admit it. I love when people seek my opinion. That happened a lot in Denver, at
ASTD 2012:</span></span></span></div>
<span style="font-family: Calibri;"><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;"></span></i></span><br />
<span style="font-family: Calibri;"><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;">I am entering the field. What do I
do to make a success of it?</span></i><span style="font-size: 12pt;"><o:p></o:p></span></span><br />
<o:p></o:p>
<br />
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<span style="font-size: 12pt;"><span style="font-family: Calibri;">Let’s pretend that somebody asked me to
deliver a commencement speech in response to that question, preferably on a
lush, ivy covered campus, near amiable watering holes. <o:p></o:p></span></span></div>
<o:p></o:p>
<br />
<div class="MsoNoSpacing" style="margin: 0in 0in 0pt;">
<span style="font-size: 12pt;"><span style="font-family: Calibri;">Thank you for inviting me to share this
wonderful occasion with the workforce learning graduates of 2012....<o:p></o:p></span></span></div>
<br />
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<span style="font-family: Calibri;"><span class="apple-style-span"><span style="font-size: 12pt;">Let me begin by
congratulating you on your career choice. I am sure you and your family are delighted—after
all you could have chosen to go to law school. </span></span></span><br />
<span style="font-family: Calibri;"><span class="apple-style-span"><span style="font-size: 12pt;"><br /></span></span></span><br />
<span style="font-family: Calibri;"><span class="apple-style-span"><span style="font-size: 12pt;">After years of clamoring for a
seat at the table, C-levels are increasingly intrigued by what we can do for
them. Pressure for growth, technology, and a competitive landscape create
abundance and opportunity for workplace learning people. Every sector, from
higher ed to pharma, is seeking candidates whose heads are screwed on right.
What do I mean by right? I am talking about heads with an unrelenting focus on
performance and results.</span></span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<br />
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<span style="font-size: 12pt;"><span style="font-family: Calibri;">Everything I say then is from the vantage
point of celebration. I think this is a bountiful time to be in our field. I think you can get in the door. That's not the primary challenge. What's difficult is to
make the most of it once you are in place.<o:p></o:p></span></span></div>
<br />
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<span style="font-size: 12pt;"><span style="font-family: Calibri;">My advice to you as you commence this tasty
career….<o:p></o:p></span></span></div>
<o:p></o:p>
<br />
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<span style="font-size: 12pt;"></span></div>
<div class="MsoNoSpacing" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;"><span style="font-family: Calibri;">It’s
not about how. It’s about why.</span></span></b><span style="font-size: 12pt;"><span style="font-family: Calibri;"> Several years
ago, I served on a committee to review submissions for awards at an
international conference. We considered a four-day course for engineers soon to
be tasked with serving as instructors. The course devoted itself to teaching
them Instructional Design 101, with half of the first day spent writing
letter-perfect, four-part objectives. And so on and so forth. My eyes glazed
over. The engineers’ eyes would close entirely. Wrong stuff. <br />
<o:p></o:p><br />
A more recent example came from online compliance training I was dragooned into
taking. The topic was information security. Screen 3 listed the objectives.
Only three of the eight had anything to do with my work and life. How would I
endure the next 73 screens? Even animated pandas could not make this e-learning
successful. Wrong stuff. <br />
<br />
In our business, we begin with the end in mind. Heaven help us when those ends
are wrong-headed.
<o:p></o:p><o:p></o:p></span></span></div>
<br />
<div class="MsoNoSpacing" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;"><span style="font-family: Calibri;">It’s
not about us. It’s about them. </span></span></b><span style="font-size: 12pt;"><span style="font-family: Calibri;">Sounds obvious, I
know. But I can’t tell you how often I hear people say they want to put the
program in the classroom because they themselves like to learn in the
classroom. Or they are going to try out avatars because they are engaging. (Are
they?)<br />
<br />
One twenty-something told me that she intended to do coaching for supervisors
and managers. I asked why. She said she thought she would be good at it and
that coaching was a good way to help people. While eloquent about her
preferences and capabilities, she never mentioned </span><a href="http://eppic.biz/2011/10/26/ebp-evidence-based-practice-words-of-wisdom-and-from-the-research-from-richard-e-clark/"><span style="color: blue; font-family: Calibri;">evidence</span></a><span style="font-family: Calibri;">.
Would coaching work in this case? Shouldn’t she review the literature on that matter?
And what of her lack of experience as a supervisor and manager? The fact that
she likes people is good but by no means sufficient.<br />
<o:p></o:p><br />
It isn’t what you want to do. It’s what the work, worker and workplace demand.
There’s the challenge and the opportunity.
<o:p></o:p><o:p></o:p></span></span></div>
<br />
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<span style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;"><span style="font-family: Calibri;">It’s
not any one thing. It’s many things, aligned, in systems.</span></span></b><span style="font-size: 12pt;"><span style="font-family: Calibri;">
Forget shiny pennies. Mobile learning is an example of just such a penny.
ASTD’s chief Tony Bingham loves it. I love it too. I’ve </span><a href="http://www.learningsolutionsmag.com/articles/500/"><span style="color: blue; font-family: Calibri;">written about it</span></a><span style="font-family: Calibri;">.
I see ample potential. But it is <i style="mso-bidi-font-style: normal;">no slam
dunk in and of itself</i>. No single solution, not mobile or </span><a href="http://www.allisonrossett.com/2012/04/10/webinars-are-better-but-not-yet-best/"><span style="color: blue; font-family: Calibri;">webinars</span></a><span style="font-family: Calibri;">
or games or even </span><a href="http://learningcircuits.blogspot.com/2012/04/gamification-of-learning-and.html"><span style="color: blue; font-family: Calibri;">gamification</span></a><span style="font-family: Calibri;">,
is the answer. The value of each emerges within systems. Our goal is strategic
benefit, such as making information available on demand, tracking performance,
reminding of expectations, enabling tons of practice, or helping new customer
service reps communicate with peers or coaches.<br />
<o:p></o:p><br />
Take the job of retirement specialist. Consider the stress the topic provokes in customers. Think about how
much there is to know to do this job, and then extend your vision to the
attention that regulators pay to it. If you are tasked with developing and supporting these professionals, best not throw a
single solution at it, no matter how nifty that solution is. Your program must
involve intense and graduated lessons, lots of practice with diverse cases,
coaching and feedback, assessments and self-assessment—and that’s the
development part of it. Surely you would want to provide human and automated
resources available on demand to deal with infrequent questions, lengthy
procedures and updates.<br />
<br />
Mobile? Games? Perhaps. Why not? What’s for sure is that there must be a concerted
system. There’s the challenge and the opportunity.
<o:p></o:p><o:p></o:p></span></span></div>
<br />
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<span style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;"><span style="font-family: Calibri;">The
soft stuff is the hard stuff. </span></span></b><span style="font-size: 12pt;"><span style="font-family: Calibri;">A few weeks ago I
visited </span><a href="http://www.allisonrossett.com/2012/04/30/deloitte-university-what-were-they-thinking/"><span style="color: blue; font-family: Calibri;">Deloitte
University</span></a><span style="font-family: Calibri;"> with 75 learning leaders. Our focus was leader development. Eric
Paul from Dell said to nods all around, "The soft stuff is the hard
stuff." <br />
<o:p></o:p><br />
And not just for leader development. The retirement specialist can’t just know
about retirement, she must want to help. Same for the USPS. My postal
deliverers know their job and then they do it with gusto. They stop back,
wait a moment or two to get a signature, or brighten my day with a howdy. It’s
knowing and doing <i style="mso-bidi-font-style: normal;">and caring to exert
effort</i>. How do we influence that through training and development?<br />
<o:p></o:p><br />
How will you systematize the development of minds AND hearts and bellies?
There’s the challenge and the opportunity.<o:p></o:p></span></span></div>
<o:p></o:p>
<br />
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<span style="font-family: Symbol; font-size: 12pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;"><span style="font-family: Calibri;">No
matter how much you know today, success depends on your ability to learn
continuously, forever</span></span></b><span style="font-size: 12pt;"><span style="font-family: Calibri;">. In the opening keynote at ASTD 2012,
Jim Collins reminded us of the importance of humility. <br />
<o:p></o:p><br />
Now, as you launch your career, it’s time to weigh the value of humility. If
you are humble, you know that you do not know it all. Your humility opens you
up to lessons, messages, ideas and surprises. You seek them. <br />
<o:p></o:p><br />
Don’t just nod at me, graduates. What are you going to do to systematically
assess and develop? How will you push yourself beyond your comfort zone? For
starters, let me suggest that you join a local professional association, and an
international too. </span><a href="http://www.astd.org/"><span style="color: blue; font-family: Calibri;">ASTD</span></a><span style="font-family: Calibri;"> is a great choice,
but not the only one. Consider ISPI and eLearning Guild. Find one I don’t know
about.<br />
<o:p></o:p><br />
Take advantage of the idea of a </span><a href="http://learningcircuits.blogspot.com/2012/03/filtering-challenge-and-responsibility.html"><span style="color: blue; font-family: Calibri;">personal
learning network</span></a><span style="font-family: Calibri;">. Tour regularly in domains with which you are not
familiar, where you will encounter approaches that are not old hat to you. </span><a href="http://www.adlnet.gov/"><span style="color: blue; font-family: Calibri;">I did it yesterday.</span></a><span style="font-family: Calibri;"> This morning I
contemplated </span><a href="http://www.tuaw.com/2012/05/10/man-uses-iphone-app-to-revive-stunned-bird/"><span style="color: blue; font-family: Calibri;">all</span></a><span style="font-family: Calibri;">
that went into the development and mobile support that enabled a British tree
surgeon to save a tiny finch. <br />
<o:p></o:p><br />
As you refresh your skills and perspectives, you will also inoculate yourself
against burn out. There’s the challenge and the opportunity.
<br style="mso-special-character: line-break;" />
<o:p></o:p></span></span></div>
<br />
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<span style="font-size: 12pt;"><span style="font-family: Calibri;">I think commencement addresses are supposed to
conclude with an inspirational quote from someone like John Kennedy or Martin
Luther King. </span></span><span style="font-size: 12pt;"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<br />
<div class="MsoNoSpacing" style="margin: 0in 0in 0pt;">
<span style="font-size: 12pt;"><span style="font-family: Calibri;">Instead, I’ll turn to baseball. First, Pete
Rose: “You owe it to yourself to be the best you can possible be—in baseball
and in life.” Then there’s the speedy Lou Brock: “No one wants to hear about
the labor pains, they just want to see the baby.” And finally, Yogi Berra, “<span class="huge"><span style="border-bottom-color: windowtext; border-bottom-width: 1pt; border-image: initial; border-left-color: windowtext; border-left-width: 1pt; border-right-color: windowtext; border-right-width: 1pt; border-style: initial; border-top-color: windowtext; border-top-width: 1pt; color: black; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">I wish I had an answer to that because I'm
tired of answering that question.”</span></span></span></span><span style="font-size: 12pt;"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<br />
<div class="MsoNoSpacing" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;"><span class="huge"><span style="border-bottom-color: windowtext; border-bottom-width: 1pt; border-image: initial; border-left-color: windowtext; border-left-width: 1pt; border-right-color: windowtext; border-right-width: 1pt; border-style: initial; border-top-color: windowtext; border-top-width: 1pt; color: black; font-size: 12pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">Actually,
I’m glad I got to answer a question about advice for new grads-- and I hope my thoughts
will also be <i>useful</i> for the old grads who stumble upon these words. That’s
what I hope you will be in your career—<i>useful</i>. Just a word, and within
it is both the challenge and the opportunity.</span></span></span></div>
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<br /></div>
<br />
<div class="MsoNoSpacing" style="margin: 0in 0in 0pt;">
<span class="huge"><i style="mso-bidi-font-style: normal;"><span style="border-bottom-color: windowtext; border-bottom-width: 1pt; border-image: initial; border-left-color: windowtext; border-left-width: 1pt; border-right-color: windowtext; border-right-width: 1pt; border-style: initial; border-top-color: windowtext; border-top-width: 1pt; color: black; font-size: 12pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;"><span style="font-family: Calibri;">Allison Rossett blogs at </span><a href="http://www.allisonrossett.com/"><span style="color: blue; font-family: Calibri;">allisonrossett.com</span></a><span style="font-family: Calibri;">.
She taught at San Diego State University for more than three decades and now
consults and speaks on matters relating to learning, performance and
technology. You can reach her at </span><a href="mailto:arossett@cox.net"><span style="color: blue; font-family: Calibri;">arossett@cox.net</span></a><span style="font-family: Calibri;">
and follow her on twitter: @arossett <o:p></o:p></span></span></i></span><span style="font-size: 12pt;"><o:p></o:p></span></div>
<br />
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<br /></div>Allisonhttp://www.blogger.com/profile/00263154990460205967noreply@blogger.com9tag:blogger.com,1999:blog-10313978.post-8476775068458144402012-05-07T09:38:00.001-07:002012-05-07T12:48:39.953-07:00Allison Rossett Guest Post: Evaluation—Words Into Action?<div style="margin: 6pt 0in 0pt;">
This is one of those topics that never goes away. It reigns supreme in just about every needs study for workplace learning professionals. We say we want to do more and know more. We are eager to check out more tools, and get a better handle on the situation. The topic—evaluation. </div>
<div style="margin: 6pt 0in 0pt;">
We speak fluent Kirkpatrick. When workplace learning and performance (WLP) professionals are asked about the four levels of evaluation, in the USA and beyond, they respond in unison: “Level 1 is reaction, 2 is knowledge; 3 is behavior in the workplace; and Level 4 is results.” </div>
<div style="margin: 6pt 0in 0pt;">
But knowing is not doing, not even close.</div>
<div style="margin: 6pt 0in 0pt;">
An ASTD benchmarking study looked at course evaluations by Kirkpatrick level. It turns out that while almost every course is examined for Level 1 and a third (a third?!?) are checked for Level 2, only 13 percent of courses are examined for Level 3, transfer behavior. Only about 3 percent of courses are held to questions about influence in the field—Level 4. </div>
<div style="margin: 6pt 0in 0pt;">
That data was collected five years ago.</div>
<div style="margin: 6pt 0in 0pt;">
Is it different today? </div>
<div style="margin: 6pt 0in 0pt;">
Technology has changed the shape of workplace learning and performance, shifting learning, information and support into the workplace, and enabling new ways of capturing and communicating data and meaning. ASTD’s own studies of practice, and others, show steady increases in the use of technology for learning and performance. Might<a href="http://www.blogger.com/" name="_GoBack" shape="rect"></a> this change the current landscape for metrics in learning and performance? </div>
<div style="margin: 6pt 0in 0pt;">
<a href="http://edweb.sdsu.edu/people/jmarshall/Home.html" shape="rect">Jim Marshall</a> and I set out to find out. These findings are preliminary. They scratch the surface. Only 110 people responded to our request for participation. We are eager to <a href="https://www.surveymonkey.com/s/learningmetrics" shape="rect">capture more views</a> from diverse settings. We are eager to find out what you are doing.</div>
<div style="margin: 6pt 0in 0pt;">
Let me tease you with snippets our findings:</div>
<ul>
<li>When we asked WHY our respondents gather data, most often they do it to determine participants’ satisfaction with their offerings. Sixty percent reported that they do this habitually. No surprise here. </li>
<li>We also measure to fulfill compliance obligations, reported as a habit by 48% of respondents. </li>
<li>Only 25 percent of respondents habitually assess to find out if the learning transfers to performance, and 11% have a habit of seeking data about strategic results. Chew on that. </li>
<li>No matter the keynotes or magazine covers devoted to integrating talent management with the learning enterprise, only 4% of respondents are investigating this matter. </li>
</ul>
<div style="margin: 6pt 0in 0pt;">
Our curiosity extended to barriers to metrics.</div>
<ul>
<li>Just over half of our respondents said they don’t because nobody asks for this data. Their customers are satisfied with participation numbers. </li>
<li>Another constraint is the pushback that comes when line managers and executives are asked to play an active part in answering questions about the influence of performance on the field. </li>
</ul>
<div style="margin: 6pt 0in 0pt;">
These are interesting findings, I think. But we dare not consider them conclusive or actionable, not yet. The sample is too small. You don’t want to spend too long reflecting on findings generated from the practices and opinions of just over 100 colleagues. We need you to add heft to this work.</div>
<div style="margin: 6pt 0in 0pt;">
Our study focuses on why workforce learning people gather data today, how they hope to change and improve those practices, and what gets in their way. Please go to <a href="https://www.surveymonkey.com/s/learningmetrics" shape="rect">https://www.surveymonkey.com/s/learningmetrics</a> to participate. Your responses are anonymous and very much appreciated. Participation will take only 10 minutes. One other thing—the questions should be interesting to you and will provide you with options for ways to think and talk about our work.</div>
<div style="margin: 6pt 0in 0pt;">
Again, thanks.</div>
<div style="margin: 6pt 0in 0pt;">
</div>
<div style="margin: 6pt 0in 0pt;">
<a href="http://www.allisonrossett.com/" shape="rect">Allison Rossett Website</a></div>Ryann Ellishttp://www.blogger.com/profile/10910749007576273325noreply@blogger.com1tag:blogger.com,1999:blog-10313978.post-78491023839414069922012-05-06T11:11:00.001-07:002012-05-11T06:16:40.485-07:00Gamification Blog Book Tour, Week Four Stops and Week Two RecapTODAY'S BLOG BOOK TOUR STOP:May 11: Zaid Ali Alsagoff <a href="http://zaidlearn.blogspot.com/">Zaid Learn</a> <br />
<br />
And if you missed a couple of recent stops, check out Mike Qaissaunee's post <a href="http://q-ontech.blogspot.com/2012/05/gamification-of-learning-and.html" target="_blank">Gamification of Learning and Instruction</a> and Koreen Olbrish's <a href="http://learningintandem.blogspot.com/2012/05/shamification-of-gamification.html" target="_blank">The Shamification of Gamification</a> . And Larry Hiner at <a href="http://drlarryhiner.com/">drlarryhiner</a> as well as Catherine Lombardozzi at her <a href="http://learningjournal.wordpress.com/2012/05/09/gamification-whistle-stop/" target="_blank">Gamification Whistle Stop</a>.<br />
<br />
<br />
The Gamification of Learning and Instruction blog book tour has been a lot of fun, with interesting comments and exciting dialogues and some in-person stops. Here are the stops for week four and a recap of week three.<br />
<br />
<b>Week Four:</b><br />
<br />
May 7: Mike Qaissaunee <a href="http://q-ontech.blogspot.com/">Frequently Asked Q</a><br />
May 8: Larry Hiner <a href="http://drlarryhiner.com/">drlarryhiner</a><br />
May 9: Catherine Lombardozzi <a href="http://learningjournal.wordpress.com/">Learning Journal</a><br />
May 10: Brent Schlenker <a href="http://elearndev.blogspot.com/">Elearning Development </a><br />
May 11: Zaid Ali Alsagoff <a href="http://zaidlearn.blogspot.com/">Zaid Learn</a> <br />
<br />
<b>Recap of Week Three</b>
During the week, there was a review of the book published at Learning Solutions Magazine. You can <a href="http://www.learningsolutionsmag.com/articles/915/book-review-the-gamification-of-learning-and-instruction-by-karl-m-kapp">read the review here</a>.
Enid Crystal of the New York Chapter of ASTD started off the week by summarizing my in-person visit to the joint NYU Higher Ed and eLearning SIG joint meeting. The meeting was a lot of fun. We started the evening by playing a game to get everyone familiar with the various elements of games such as challenge, roles and feedback. We then discussed various examples of gamification. You can <a href="http://www.astdny.memberlodge.org/Default.aspx?pageId=853990&mode=PostView&bmi=906227">read the posting here</a>.<br />
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Next, the tour stopped by the <a href="http://www.articulate.com/blog/" target="blank">Word of Mouth Blog</a>, sponsored by <a href="http://www.articulate.com/" target="blank">Articulate</a>. The tour stop was titled <a href="http://www.articulate.com/blog/using-gamification-to-transform-your-learners-from-angry-birds-into-learning-ninjas-2/">Using Gamification To Transform Your Learners from Angry Birds into Learning Ninjas</a>. The post had to be moved from its originally scheduled date because of the long awaited release of <a href="http://www.articulate.com/products/storyline-overview.php">Articulate's Storyline</a> which was scheduled on the same day as the original blog tour stop on Word of Mouth. So we did a little switch. The posting is great with several clever examples of using game-elements to enhance instruction.<br />
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Cammy Bean at <a href="http://cammybean.kineo.com/" target="blank">Learning Visions</a> was the next stop. Cammy, as always, gave an insightful look at the subject of Gamification in her stop called <a href="http://cammybean.kineo.com/2012/05/karl-kapp-book-tour-gamification-of.html">Karl Kapp Book Tour: The Gamification of Learning and Instruction</a><br />
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We then skipped a stop. Hey, it happens.<br />
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And moved right to Friday which was an in-person tour stop date. I stopped by the <a href="http://www.uleduneering.com/">UL Eduneering</a> event known as the Knowledge Summit and spoke about busting e-learning myths as we played a game called "Fact or Fishy". A link to my slides and resources from the presentation was posted on the UL Eduneering blog in a posting titled <a href="http://blog.kaplaneduneering.com/Blog/bid/143936/Busting-Learning-Myths-Fact-or-Fishy">Busting Learning Myths: Fact or Fishy</a>
Here are some images from my in-person book signing.<br />
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If you are interested in the book, <a href="http://www.astd.org/Publications/Books/The-Gamification-of-Learning-and-Instruction.aspx" target="blank">you can purchase a copy at the ASTD Book Store.</a>Karl Kapphttp://www.blogger.com/profile/10586071112339563727noreply@blogger.com1tag:blogger.com,1999:blog-10313978.post-86666315702597510792012-05-01T10:10:00.000-07:002012-05-01T10:11:02.735-07:00Introducing May Guest Blogger Allison Rossett<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">May’s blogger has been a steadfast friend and contributor to ASTD. Allison Rossett is knowledgeable about needs analysis, technology-based learning, persistence and engagement in a world with increasing amounts of technology-based independent learning. </span></div>
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<span style="font-family: Calibri;">Her official bio reads something like this: Dr. Allison Rossett, long-time Professor of Educational Technology at San Diego State University, is a consultant in learning and technology-based performance. A member of <i style="mso-bidi-font-style: normal;">Training </i>magazine’s HRD Hall of Fame, Allison serves on the Board for the <i style="mso-bidi-font-style: normal;">Elearning Guild</i> and <i style="mso-bidi-font-style: normal;">Chief Learning Officer</i> magazine. She was honored when ISPI selected her as a Member-for-Life and more recently when they bestowed the wonderful Thomas Gilbert Award on her. Allison served on the ASTD International Board and more recently received ASTD’s recognition for lifelong contributions to workplace learning and performance. Allison is the author or co-author of six books, several of them award-winners.</span></div>
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<span style="font-family: Calibri;">Recently, ASTD designated Allison a LEGEND, and she writes on her </span><a href="http://www.allisonrossett.com/"><span style="font-family: Calibri;">blog</span></a><span style="font-family: Calibri;"> that she is still stunned by the label. Really? I’m stunned that it didn’t happen sooner because Allison absolutely knows a lot about a lot of complex issues. More important, people like to hear what she has to say. When I’ve needed help understanding something, finding resources for <i style="mso-bidi-font-style: normal;">Learning Circuits,</i> or bouncing around ideas, she’s one of the first people I email. Her responses are not only always insightful, they’re sharp and fun to read.</span></div>
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<span style="font-family: Calibri;">So, with ASTD International Conference & Expo this month, Justin and I wanted to invite a guest blogger who could cover a variety of topics. I instantly thought of Allison. Enjoy!</span></div>Ryann Ellishttp://www.blogger.com/profile/10910749007576273325noreply@blogger.com0tag:blogger.com,1999:blog-10313978.post-8192332768867414742012-04-30T04:41:00.000-07:002012-05-04T06:03:59.838-07:00Gamification Blog Book Tour, Week Three Stops and Week Two RecapTODAY"S BLOG STOP: May 4: <a href="http://blog.kaplaneduneering.com/blog/">UL EduNeering Online Compliance Training Blog</a><br />
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The blog book tour has been a lot of fun, with interesting comments and exciting dialogues and some in-person stops. Here are the stops for week three (with a few changes) and a recap of week two.<br />
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April 30: Enid Crystal <a href="http://www.astdny.memberlodge.org/Default.aspx?pageId=853990&mode=PostView&bmi=906227" target="_blank">New York ASTD Chapter Blog</a><br />
May 1: Jeanette Brooks <a href="http://www.articulate.com/blog/">Word of Mouth blog</a>.<br />
May 2: Cammy Bean <a href="http://cammybean.kineo.com/">Learning Visions</a><br />
May 3: Koreen Olbrich <a href="http://learningintandem.blogspot.com/">Learning in Tandem</a><br />
May 4: I am appearing "live" at the <a href="http://www.uleduneering.com/">Eduneering </a>Knowledge Summit in Baltimore, MD. Complete with book signing. The blog for the day will be <a href="http://blog.kaplaneduneering.com/blog/">UL EduNeering Online Compliance Training Blog</a> which will have slides and information from the session.<br />
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<b>Recap of Week Two</b><br />
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Clark Quinn started the week off at <a href="http://blog.learnlets.com/">Learnlets</a> with a discussion of the word "gamification" (he would prefer a more meaningful term like "engagification" especially since "gamification" does seem to carry some negative connotations. He provided a balanced and well described critique of the book. You can read Clark's post <a href="http://blog.learnlets.com/?p=2666">Kapp’s Gamification for Learning and Instruction</a>.<br />
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Next Karl Grieb of the <a href="http://phlesig.wordpress.com/">ASTD Philadelphia eLearning SIG</a> provides a description of the content of the book. He describes the break down of the elements of games and points out the section describing ADDIE versus Scrum as a development process. He also highlights the writing about different types of motivation including John Keller's ARCS model. <a href="http://phlesig.wordpress.com/2012/04/23/a-review-of-dr-karl-kapps-new-book-gamification/">Read the post here</a>.<br />
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Then Debbie Richards from <a href="http://cre8iveii.blogspot.com/">Take an e-Learning Break</a> wrote about four themes from the book including "matching game results with game design. She also talked about the <a href="http://forums.cisco.com/CertCom/game/binary_game_page.htm">Cisco Binary game</a>. I also did webinar for the Houston Chapter of ASTD arranged by Debbie. <a href="http://www.slideshare.net/kkapp/what-research-tells-us-about-games-gamification-and-learning">You can see the slides here</a>.<br />
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The week ended on a fun note with Connie Malamed of <a href="http://theelearningcoach.com/">The eLearning Coach</a> creating a game/post called Are you a gamification wizard? Play the game. <a href="http://theelearningcoach.com/reviews/gamification-of-learning/">See how well you can do</a>.
There were also some live appearances.
<b>New York City</b>
I traveled to New York City and presented at a joint ASTD Special Interest Group (SIG) meeting of the NYU Higher Ed SIG and the eLearning SIG. It was a great time and I met some wonderful folks. Here are a few pictures of our interactive session. I'd like to thank Amy Lui Abel and Enid Crystal for making that meeting happen. Here are some pictures from the event.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6FT58zGwGvczF3B5lDoIxxVc8WZ_DTq4d4T8ps-3EysZQtV4trPNv8Lvr7KeQU3ni7GipB8EgqwLURzKKGVAXE6aUxTvVgGPfCr1wMzAGhRifg_nZXqTmrWilxRmBfC9FXLLD1Q/s1600/Week+Two+004.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6FT58zGwGvczF3B5lDoIxxVc8WZ_DTq4d4T8ps-3EysZQtV4trPNv8Lvr7KeQU3ni7GipB8EgqwLURzKKGVAXE6aUxTvVgGPfCr1wMzAGhRifg_nZXqTmrWilxRmBfC9FXLLD1Q/s320/Week+Two+004.jpg" width="320" /></a></div>
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You can see the <a href="http://www.slideshare.net/kkapp/games-simulations-and-gamification-in-learning-design-and-delivery">slides for the presentation here</a>.<br />
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<b>Lehigh Valley</b><br />
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As part of the tour, I severed on a panel about gamification for the Lehigh Valley Chapter of the Association of Information Technology Professionals. The title was "The Computer Game Industry: Not for Kids Any More." We had a great panel discussion with lots of questions and engaging conversation.<br />
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The panel included myself, Jason Brozena of <a href="https://www.caro.net/">Caronet </a>which is a hosting company that provides data center services to organizations, including numerous game companies. Having a data center's perspective helped to broaden the attendees understanding of how games are being hosted and other back-end services/technologies. And Larry Wolfe of <a href="http://www.liquidint.com/">LiquidInt</a>. Larry will introduce Liquid Mobility Bridge™. This tool was designed to work across various mobile platforms. Larry will also discussed the concept of gamification of business applications.
I'd like to thank Mary Rasley, Steve Steven Weitz and Thiep Pham for including me as a panel member.
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU2QKqhm3ZHCJMOTU5wRSlwjbFCFPV2huNkDih8jXSfdBDpy_AOPmjVAME1w5v81RkO65Ov-0rgAzJQtD4IO-_iyMW9sZ9DLqvaskZptURB83bRxfnmRQ_CSrcyObP-6SjQyuJQw/s1600/presentation1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="126" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU2QKqhm3ZHCJMOTU5wRSlwjbFCFPV2huNkDih8jXSfdBDpy_AOPmjVAME1w5v81RkO65Ov-0rgAzJQtD4IO-_iyMW9sZ9DLqvaskZptURB83bRxfnmRQ_CSrcyObP-6SjQyuJQw/s320/presentation1.jpg" width="320" /></a></div>Karl Kapphttp://www.blogger.com/profile/10586071112339563727noreply@blogger.com0tag:blogger.com,1999:blog-10313978.post-73391184839675050602012-04-26T09:03:00.001-07:002012-04-26T09:03:47.254-07:00Measurement Part 4: Implementation Tips and Technology Tools<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC74lICpHN9pbI8MtYpzCA6aUmVtxyJQBLLjrSDs3OvvP82rnh7L0ijzq6gLQ48LrWovdVdVxI9FqurHGpAxIG7drCPQhDvRWX_FMwknIycdYK0gLe5U6OjMGJEZ6AheoLk5gS/s1600/post+4.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC74lICpHN9pbI8MtYpzCA6aUmVtxyJQBLLjrSDs3OvvP82rnh7L0ijzq6gLQ48LrWovdVdVxI9FqurHGpAxIG7drCPQhDvRWX_FMwknIycdYK0gLe5U6OjMGJEZ6AheoLk5gS/s200/post+4.jpg" width="200" /></a></div>
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<b id="internal-source-marker_0.4957862184382975" style="font-size: medium; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Designing the program is only the beginning - data are even more valuable in enabling you to consistently </span><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">improve</span><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> your learning programs. This week, we’ll discuss the “red meat”: Implementation, data analysis, and program improvement. </span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Baseline Assessment</span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Once you have completed your program design, start the implementation phase </span><span style="background-color: white; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">by taking a baseline assessment. This means using the tools and measurements you have identified to assess your target audience’s </span><span style="background-color: white; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">current</span><span style="background-color: white; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> status and performance - and your organization’s status and performance. </span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Remember that throughout the assessment process, you will likely identify </span><span style="background-color: white; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">administrative, logistical, and structural problems that can’t be solved through training. </span><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">While this can be frustrating, it is an opportunity. You may not be able to solve all the organization’s challenges through your work, but as you isolate the factors you can change through training, you can share your findings on needed change within your organization. You can document the administrative, logistical or resource obstacles that are interfering with learning and productivity in your organization - and position yourself and your department as an internal consultant to your organization. </span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Program Implementation</span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The theory of change, once articulated, provides the </span><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">metrics</span><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> of your success. Your goal, as you implement your learning initiative, will be to collect assessment and performance data, and continually compare this data to your program goals. </span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Iteration and Improvement</span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">You will know you have succeeded in generating positive change once you can demonstrate the uptick in the metrics you planned to address through your theory of change. Conversely, if you aren’t seeing positive movement in your targeted metrics, you can move into higher level analysis: Evaluation of possible causes for the lack of success, and experimenting with possible means of improvement.</span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There are two crucial characteristics of the iteration and improvement phase: </span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">1) </span><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Lack of success is not failure. </span><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If the first incarnation of your learning program is not successful, that means you have useful data about what </span><span style="background-color: transparent; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">doesn’t</span><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> work. Don’t lose heart, but refocus on where the connections between your activities and desired outcomes broke down.</span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">2) It’s never over. </span><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Improvement of a learning initiative lasts as long as the program’s goals remain in place. As circumstances change, it will continue to be your responsibility to respond to feedback, improve the program and respect your learners’ needs.</span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Lessons Learned</span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In closing, here is my most important lesson learned: When you’re working hard to improve your program, you won’t be overwhelmed by too much data. In contrast, you will be thrilled to have access to great data and may even regret all the questions you </span><span style="background-color: transparent; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">didn’t</span><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> ask. Building processes for collecting and analyzing performance data in your organization will empower you to make informed decisions, allocate training department resources effectively and focus on the changes that will make the biggest improvements in your organization.</span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Further Reading: </span></b></div>
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<li style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><b id="internal-source-marker_0.4957862184382975" style="font-size: medium; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“</span><a href="http://blogs.hbr.org/ashkenas/2010/06/how-to-translate-training-into.html"><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">How to Translate Training into Results</span></a><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">”, Ron Ashkenas</span></b></li>
<li style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><b id="internal-source-marker_0.4957862184382975" style="font-size: medium; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“</span><a href="http://www.businessperform.com/workplace-training/evaluating_training_effectiven.html"><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Why Measure Training Effectiveness?</span></a><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">”, Business Performance</span></b></li>
<li style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><b id="internal-source-marker_0.4957862184382975" style="font-size: medium; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“</span><a href="https://www.opensesame.com/blog/talent-development-reporting-principles-part-3-three-reports"><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">The Three Reports: Talent Development Reporting Principles</span></a><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">”, Dave Vance</span></b></li>
</ul>
<b id="internal-source-marker_0.4957862184382975" style="font-size: medium; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><span style="background-color: transparent; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="background-color: transparent; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Image credit: </span><a href="http://www.flickr.com/photos/40119308@N05/"><span style="background-color: #fefefe; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">logos noesis</span></a><span style="background-color: transparent; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> on Flickr</span></b>Kelly meekerhttp://www.blogger.com/profile/02371933654263500171noreply@blogger.com0tag:blogger.com,1999:blog-10313978.post-58933036137655355302012-04-23T04:41:00.001-07:002012-04-27T04:15:43.221-07:00Tour Stops for Week Two of Gamification of Learning and Instruction TourTODAY'S STOP:April 27: Connie Malamed <a href="http://theelearningcoach.com/">The eLearning Coach</a>: <a href="http://theelearningcoach.com/reviews/gamification-of-learning/">Are you a Gamification Wizard</a>
This week promises to be an exciting second week of the Gamification Blog Book Tour. Here are the stops for this week.<br />
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April 23: Clark Quinn <a href="http://blog.learnlets.com/">Learnlets</a><br />
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April 24: Karl Grieb <a href="http://phlesig.wordpress.com/">ASTD Philadelphia Chapter</a><br />
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April 25: Webinar Presentation for Houston ASTD Chapter "What Research Tells Us about Games, Gamification and Learning" <a href="http://astdhouston.org/en/cev/665">Join the webinar.</a><br />
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April 26: Debbie Richards <a href="http://cre8iveii.blogspot.com/">Take an e-Learning Break</a> And a <a href="http://www.astdny.memberlodge.org/Default.aspx?pageId=890490&eventId=473937&EventViewMode=EventRegistration">live appearance by Karl at the NY ASTD Chapters combined SIG Meeting</a>. If you are in NY, you may want to register and attend.<br />
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April 27: Connie Malamed <a href="http://theelearningcoach.com/">The eLearning Coach</a>.<br />Karl Kapphttp://www.blogger.com/profile/10586071112339563727noreply@blogger.com0tag:blogger.com,1999:blog-10313978.post-71948727013834359642012-04-21T11:41:00.000-07:002012-04-21T11:50:28.822-07:00Gamification of Learning and Instruction Blog Book Tour Week One Recap<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL8FOo4DzDxpkXNMj08AuL2C5vmrb7PO48lJtctWyg8-__adCLSSxicEXGTE-zCJdbOdAIU-6-yvnw5g-IV1yFplmq7hCxjO3fLfC_S8rEvCZ8Dm4ACn1JbhEQ7hCIhF_t8XJ7Tw/s1600/kapp-hardcoverstack.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL8FOo4DzDxpkXNMj08AuL2C5vmrb7PO48lJtctWyg8-__adCLSSxicEXGTE-zCJdbOdAIU-6-yvnw5g-IV1yFplmq7hCxjO3fLfC_S8rEvCZ8Dm4ACn1JbhEQ7hCIhF_t8XJ7Tw/s200/kapp-hardcoverstack.png" width="168" /></a></div>
<b>Week One Recap</b><br />
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The first week of the blog book tour has ended and it has been a fantastic week with informative blog posts, information and opinions about gamification and even a bit of controversy.<br />
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The week opened with a posting of the <a href="http://learningcircuits.blogspot.com/2012/04/gamification-blog-book-tour-starts.html" target="_blank">tour stops on the Learning Circuit’s Blog</a> and the <a href="http://www.kaplaneduneering.com/kappnotes/" target="_blank">Kapp Notes blog </a>and then introduced everyone to the <a href="http://www.facebook.com/gamificationLI" target="_blank">Facebook page for the book</a> and then the discussion really ramped up with <a href="http://bozarthzone.blogspot.com/2012/04/blog-book-tour-karl-kapps-gamification.html" target="_blank">Jane Bozarth talking about the how the book takes a common sense look at the subject</a>. Next, New York Time’s bestselling author <a href="http://kevinkruse.com/gamification-karl-kapp" target="_blank">Kevin Kruse </a>told us how articles appearing within the last year in notable publications such as BusinessWeek, Forbes, Fortune and even the Harvard Business review are talking about how gamification is impacting marketing, service and employee satisfaction (notice training seems to be absent.)<br />
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Then on Friday <a href="http://onehundredfortywords.com/2012/04/20/the-gamification-of-learning-and-instruction-what-will-you-gain-from-this-book/" target="_blank">Judy Unrein</a> discussed how the book can benefit instructional designers and <a href="http://pdginnovates.wordpress.com/2012/04/20/the-chocofication-of-learning/" target="_blank">Rich Mesch</a> made us all hungry when he reminded us that just like Chocofication (adding chocolate to everything) is not a good idea, neither is gamification of all content a good idea. In some areas it doesn't work or even make sense to add "Gamificaton". We need to be careful how we apply "Gamification." It is not a universal cure-all. <br />
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<b>Issues with Gamification and It’s Implications</b><br />
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Another guest on the tour, although not a scheduled stop, has been <a href="http://en.wikipedia.org/wiki/Kathy_Sierra" target="_blank">Kathy Sierra</a> who is a self-confessed gamification curmudgeon and author of a widely popular series of test preparation books to help people pass Java tests to become certified and not only does she prepare people to pass those tests, she has created certification exams that are used to certify programmers. Her test preparation books are some of the best selling on the topic.<br />
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Kathy has brought the perspective that gamification is not good--at all. She doesn’t like the word “gamification” and she had her “heart broken” because so many people that she respects are involved in this tour talking about gamification. She is worried about my insistence on using the word "gamification" (including my urging of others to "take back the word").” She states that “nearly every game scholar and professional game designer (real games, not just Zynga game-like things) is adamantly opposed to the word for many reasons including how misleading it is by including the word 'game'".<br />
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She was also “offended” that during the tour I offered a whitepaper for anyone who wanted to leave a comment on every blog entry. She felt that was a crass use of gamification and that I was clearly using an extrinsic reinforcer offering a reward in a feeble attempt to market the book. She felt that in an industry where knowledge is valued that withholding knowledge to shape behavior or action was wrong. Kathy felt that technique was “LEAVE a COMMENT for POSSIBLE WIN scheme” and that it appealed to the basest aspect of Gamification.<br />
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<b>In Defense of the Term Gamification</b><br />
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Her concerns are not without merit but I think there is another perspective to consider, especially with her dislike of the term“Gamifiaction” While “nearly” every game scholar and professional game designer is against gamification and some who initially were proponents of the term have backed off, these people are not controlling the discussion about gamification within businesses and corporations. <br />
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The CEOs, Vice Presidents, executives and managers are not tapped into the game developer industry; for the most part they don’t attend the Game Developer’s Conferences, they don't read game developer magazines or blogs. Instead, they read reports from Gartner that indicate 70 percent of Global 2000 organizations will have at least one gamified application over the next five years. And reports that say the overall market for gamification is predicted to grow to $1.6 billion in the next ten years. (we all know Gartner analysis are fabulously optimistic in their predictions but someone is reading those reports and paying for the analysis).<br />
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Additionally, as NY Times bestselling author Kevin Kruse told us, CEOs, VP’s, executives and managers read Forbes, the Harvard Business Review, BusinessWeek and Newsweek which all within the last year have carried articles about gamification. Like it or not the “Gamification” term is out of the bag and it’s not getting back in or disappearing or falling out of favor with executives. The gamification message is targeted toward the major decision makers within organizations and is not being lead by major scholars or figures within the game industry. It's being lead by vendors, marketers and others who can, and are, getting the word out about gamification and its working.<br />
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Learning and development professionals must now react to requests for Gamification, we are not driving the discussion--we are forced to react. And many times we are not even in the discussion at all. In fact, many proponents of gamification feel learning and development professionals have nothing to contribution to the conversation about gamification at all. Actually we have the most to contribute. We understand human motivation and how people process information and how they learn and how to shape behavior so it lasts. We should be in the conversation or it will go in unhealthy directions and have negative consequences for us.<br />
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<b>Two Choices</b><br />
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Now we have two choices, one is to “Just Say NO to Gamification.” We can ignore it, we can rally against it, we can talk about how no “serious” game developer believes in gamification but, at the end of the day, business leaders are bombarded by gamification messages in magazines they read religiously by organizations that have the funds to spread the gamification message.<br />
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The “anti-gamification” tribe has little funding, organizational structure or reach into CEOs and VPs. So waging a war against the term “gamification” will, ultimately, not be productive. We will just be ignored or bypassed when “serious” gamification issues need to be discussed--you know the kind mentioned in the Harvard Business Review. We may not like it but it’s already happening.<br />
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In fact, if we learning and development professionals turn our back on gamification, refuse to take part in this narrowly defined if/then extrinsically motivated movement, then the CEOs, the business managers and executives will go somewhere else. My fear is that a CEO will walk into a training department after having read an article in the Harvard Business Review about Gamificaiton and demand that the training department create a gamification program to train sales reps. Then the training department either doesn’t know anything about gamification (because learning and develop professionals refuse to use the term and its not talked about by the major voices in the field) or they say “no” we don’t do gamification under any circumstances.<br />
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The CEO shakes her head and then goes to the marketing department and says, “Can you create a sales training program around gamification?” and they say “Of course!”
Now non-learning and development professionals are using gamification, perhaps at its most extrinsic level to create training. And, if it works or even appears to work, the learning and development professionals lose credibility and relevance. We will be out of the loop and away from business discussions.<br />
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We can’t sit with the C-Suite people or in meetings uninformed about this thing called “Gamification.” Sure, we can decide to name it something else like “Gamefullness” or “Activityification” but then learning and development professionals will be speaking a different language than executives. We already have this problem by the ton. We can't decide to make it worse by creating a substitute word for “gamification."<br />
Learning and development professionals should have learned by now that we have to use the language of business to work with the leaders of business to obtain credibility to have influence.<br />
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Inventing another term or refusing to discuss that low-brow "gamification" concept doesn't help the profession one bit because we appear out of touch or not in sync with the business units.<br />
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The other choice, the one I have chosen, is to educate ourselves about this thing called Gamification and to expand and broaden the definition—not so that the definition or term is meaningless—but so that when the CEO comes to us and says "can you do gamification of a sales training program", we can say “yes.” And then we intelligently add story elements, challenges and the main tenants of Self-Determination Theory autonomy, competence and relatedness to the training.. The elements of games that actually make a difference, that actually add intrinsic value instead of a crass use of points, rewards or badges. And we can still call it gamification.<br />
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We have then met the needs of the CEO and created a meaningful learning experience. Additionally with this approach, we are not left out of the loop. We can shape the gamification discussion about the sales training to be more instructionally sound than if we were not involved or left out. By learning about gamification we become part of the conversation and are not isolated on the sidelines.<br />
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<b>Why Respected Individuals are Talking About Gamification</b><br />
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The reason I enlisted so many respectable people in the learning and development field and the reason I think they agreed to participate is because we can’t hope the term gamification goes away. We need a general discussion within the field of the term, its positive and negative aspects. The term won’t go away no matter how much some of us hate it.<br />
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We must talk about Gamification and examine it and see how it can fit into what we are doing. We must be participants in the conversation about gamification and try, in some way, to shape the term. If we don’t, the entire concept and application it will go into a direction that, from an instructional standpoint, is untenable.<br />
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We have the ability to influence the application of gamification in the field of learning and instruction right now. If we wait or hesitate we will loose our opportunity. It’s not too late as some would have us believe.<br />
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<b>Gamification Resources for L&D Professionals </b><br />
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In fact, before "The Gamification of Learning and Instruction" was released, the learning and development field had no book about gamification that focused on the learning theories behind gamification or a listing of what gamification is or is not from a learning perspective. The purpose of the book is not to “glorify” gamification or to get people to be “quotable for having said useful, positive things about gamification.” The purpose is to have a measured, civil discussion about gamification and how it applies or doesn’t apply to learning situations.<br />
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The goal is to create competence within the learning and development community to be able to speak intelligently about gamification and decide when it is appropriate and when it is being used to manipulate people and, at times, the distinction can be tricky.<br />
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For example, Kathy Sierra rightly pointed out that I was using an extrinsic motivator in terms of proposing a reward (a whitepaper) in exchange for an activity (leaving a comment). I agree that creating that type of arrangement was a crass use of extrinsic motivation. I admit my error and will make the whitepaper available freely to anyone (of course I have to write it first—it will be available end of May).<br />
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Helping me to see and correct my use of extrinsic motivation is the point of having open, civil conversations about things like external motivators. Sometimes we need others to point out how we might unwittingly use external motivators to influence behavior and we might not even be aware of it.
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<b>Certification Exams as External Motivators</b><br />
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Even the most intelligent people can unwittingly fall into the "trap" of relying on extrinsic motivation to spur learning results. For example, I wonder how consciously aware Kathy is of her use of strong external reinforcers in her creation of certification exams and in her creation and marketing of test prep materials that support those exams.<br />
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When people study for these extrinsically motivating events known as certification tests (or in gamification parlance “badges”) do these people perceive that that they've been manipulated into preparing to pass these tests? Do they realize their intrinsic motivation to learn a programming language is being systematically and methodically undermined because, as Kathy has suggested, the result of rewarding someone for something they would have done anyway is ultimately de-motivating. In fact many believe the original intrinsically motivated behavior will disappear after the extrinsic reward is removed.<br />
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To paraphrase a wise and informed person on the topic of extrinsic motivation: while the programmers Kathy urges and encourage to read her books to earn the badge/certification are all smart, savvy, brain aware people it makes no difference because that knowledge does not protect them from the damaging effects of putting such weight and value on the EXTRINSIC reward of certification. The negative, undermining effects all happen at a level of conscious processing for which Kathy’s poor readers lack the "security clearance" to access let alone override.<br />
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This If/then proposition inherent in Kathy's test prep books is the exact same offense Kathy correctly and accurately accused me of committing with my whitepaper. Kathy is extrinsically motivating people to buy her books so they obtain the reward of certification. She isn’t marketing these test prep books as a way to learn programming or as a way to develop a love of programming or as a way to build competence in programming; she is marketing them as a way to obtain an external reward--to pass a test.<br />
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So I urge Kathy to do the same thing I have done. I divorced the reward from the action; I am offering the whitepaper freely on the web for no cost. Kathy, please seriously consider offering anyone who wants certification a free copy of your book. Or consider dropping the certification. Or, only write books which tap into intrinsic motivation. I urge you to become the model for which you want others to follow—don’t use external rewards as a motivational tool. Show learning and development professionals how to use only intrinsic motivational techniques so that your readers develop a competence level in programming that is so high, no certification is needed.<br />
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Abandon your test prep books and write more books fostering the love of programming through intrinsic devices like autonomy, competence and relatedness. Stand up and no longer present the proposition to your readers that if they buy your book, they will ace the certification exam and receive the extrinsic reward of certification. Be the change you hope to see in others.<br />
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<b>Summary</b><br />
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This week has certainly been a great first week for the tour and next week is a great line up as well. I have learned a great deal and hope you have too. The interest in the tour is growing and next week we’ll be announcing new tour stops, webinars and other events that have joined the tour.<br />
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This upcoming week, we have <a href="http://blog.learnlets.com/" target="_blank">Clark Quinn</a> who I purposefully asked to be one the stops because he doesn’t like the word “Gamfication” and I wanted everyone to know of his concerns and perspective. And, in light of this discussion it will be interesting to read what he thinks. We have the <a href="http://phlesig.wordpress.com/" target="_blank">Philadelphia Chapter of ASTD</a> with Karl Grieb making an appearance as well as Debbie Richards of Texas with her blog <a href="http://cre8iveii.blogspot.com/" target="_blank">Take an e-learning break</a>.<br />
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I am doing a live appearance in New York at at Special Interest Group meeting and my friend Connie Malamed of <a href="http://theelearningcoach.com/" target="_blank">The eLearning Coach</a> will discuss her view of the subject of gamification.<br />
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I look forward to their postings and hope that you too decide to post as well. Now that the LEAVE a COMMENT for POSSIBLE WIN scheme has been removed (and I do apologize if that offended anyone), I urge you to freely post your ideas and thoughts.<br />
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Let the community know what you think, Should we ignore the term "gamification"? Should we denounce the term as crass if/then behavioral reinforcement? Should we attempt to shape the term and concept or should we find another term?<br />
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See you on the tour and if you want to learn more, <a href="http://store.astd.org/Default.aspx?tabid=167&ProductId=22923" target="_blank">pick up the book at the ASTD Book store</a> or check out the <a href="http://pinterest.com/kkapp01/gamification-happenings/" target="_blank">Pinterest page for Gamification Happenings</a>.Karl Kapphttp://www.blogger.com/profile/10586071112339563727noreply@blogger.com0tag:blogger.com,1999:blog-10313978.post-14048990588654203912012-04-19T09:41:00.004-07:002012-04-19T09:52:18.706-07:00Creating a Measurement Model<span><span>In the first two posts in this series, we discussed the value of data and the process for using the theory of change model for learning design. This week, we’ll walk through creating a measurement model for a fictional company, Acme Donuts.<br /><br />As you work through the learning initiative design process, the key challenge is to balance strategy with tactics: Connecting specific actions that accomplish high level goals. The Theory of Change model, which starts with broad goals and asks you to work backwards to specific actions, forces you to make the connections between each step clear. The narrative step also challenges you to explain the connections: An excellent exercise for testing assumptions and discovering gaps.<br /><br />I created this sample narrative to outline the many factors relevant to designing a learning program that includes a measurement model from the beginning.<br /><br /><span style="font-weight: bold;">Developing a Program Narrative: Acme Donuts Example</span><br /><br /></span></span><ol><li><span><span>What are your initiative’s goals? To develop functional goals, you need stakeholder buy-in, alignment with organizational goals and specific descriptors. Make sure you’re not developing goals in a vacuum.</span></span><br /><br /><span style="font-style: italic;">Acme, Inc. is a manufacturer of donuts. Our goal is to increase profits 15% this fiscal year. To do that, we must meet two key preconditions: 1) Increase the recurring revenue generated from long-term sales agreements; 2) The sales team must develop strong communication, sales and negotiation skills to negotiate and close sales agreements.</span><br /><br /></li><li>Whether conscious or unconscious, everyone makes assumptions. A key step in developing a functional initiative is ensuring that you understand what variables you will hold neutral as you target changes in your organization.<br /><br /><span style="font-style: italic;">We are making two key assumptions: 1) The product is appropriately priced for its quality. 2) There is sufficient demand in the marketplace to enable us to increase sales.</span><br /><br /></li><li>Work backwards from your goals to the preconditions that must be met. Limit the scope of your discussion to the changes that can be affected through training and development activities. If, for example, Acme’s Donuts just aren’t very good, training sales people more effectively may not do any good at all.<br /><br /><span style="font-style: italic;">Both sales team members and managers have described needing opportunities both to study and practice the techniques of sales and communication and to work together as a team to identify best practices and improve performance over time.</span><br /><br /></li><li>Outline specific initiatives you will undertake. Ensure that you outline how those initiatives connect with your preconditions and goals.<br /><br style="font-style: italic;"><span style="font-style: italic;">To reach the targeted competencies of communication, sales and negotiation skills, we will embark on a multi-phase initiative: Participation in online learning courses to expose sales team members to the techniques of diagnosing and creating a sales strategy. Group workshops with their peers to enable them to practice their communication and negotiation skills. Connecting each participant to a mentor who will meet regularly with them to enable them to seek feedback and advice. Creating a social network to enable team members to share successes and resources.</span><br /><br /></li><li>Develop specific metrics based on your goals. Ensure that you have a variety of metrics at each level and step of your initiative. Make sure you can assess specific factors so that you can, in turn, make specific improvements to your learning initiatives.<br /><br /><span style="font-style: italic;">We will measure the success of our initiative on a monthly basis with these metrics: </span><br style="font-style: italic;"><span style="font-style: italic;">- Sales team’s self-assessment of communication, sales and negotiation skills on a detailed scale</span><br style="font-style: italic;"><span style="font-style: italic;">- Sales manager and VP of Sales assessment of individual and team performance</span><br style="font-style: italic;"><span style="font-style: italic;">- Monthly recurring sales per salesperson and as a group; the rate of change in monthly recurring sales</span><br style="font-style: italic;"><span style="font-style: italic;">- Profit growth</span><br /><br /></li><li>Set expectations. Ensure that you and your colleagues understand and agree on goals and reasonable expectations for results.<br /><br /><span style="font-style: italic;">We expect to see some change in the metrics in the first two-three months of the initiative, but we believe that we will see significant improvement within six months as sales team members have an opportunity to implement and improve their new skills in cooperation with their peers. We will use data from assessment and from performance to continually create online courses and group workshops targeting areas of weakness. To the extent possible, we will use internal experts to lead workshops both in person and virtually. </span><br /></li></ol><span><span>In closing, this example is just the beginning. Check out the <a href="http://www.theoryofchange.org/about/how-does-theory-of-change-work/toc-process/example/?dirtoken=lu2dp2o2aqzs8elxgag4mdyca4">Theory of Change website,</a> which provides an excellent case studies from a variety of social and job training programs.<br /><br /><span style="font-weight: bold;">Further Reading</span><br /></span></span><ul><li><span><span>“<a href="https://www.opensesame.com/blog/getting-serious-about-measurement-metrics-social-learning-communities">Getting Serious About Measurement: Metrics for Social Learning</a>”</span></span></li><li><span><span>“<a href="http://www.trainingdoctor.org/2011/04/29/21-questions-to-ask-before-designing-any-training-program-part-3/">21 Questions to Ask Before Designing a Training Program</a>”, The Training Doctor</span></span></li></ul><span style="font-style: italic;"><span>Image credit:<a href="http://www.flickr.com/photos/roofless/"> dasroofless</a> on Flickr</span></span>Kelly meekerhttp://www.blogger.com/profile/02371933654263500171noreply@blogger.com0tag:blogger.com,1999:blog-10313978.post-61287486222118860782012-04-16T05:33:00.008-07:002012-05-01T08:02:02.436-07:00Gamification Blog Book Tour Underway!See below for the entire list of tour stops!<br />
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The blog book tour has started as ASTD and I kick-off a 25 stop blog book tour for the ASTD co-published book <b>The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education.<i></i></b> The book is available at the <a href="http://store.astd.org/Default.aspx?tabid=167&ProductId=22923">ASTD Book Store.</a> <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJ817xSKNas5rC4XnNTQuOWEUby5ko8gzbv2Vohij2welTlelhLOGZS9ICe7V5A_lnMV6Kjp97Hlf-FA15Ewyqztf5_1evTQFdiL6Bi4U0H_Q24Kr9tZa-iS0ARvkeObr8rkKXEQ/s1600/hardbackcoverlaying.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="254" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJ817xSKNas5rC4XnNTQuOWEUby5ko8gzbv2Vohij2welTlelhLOGZS9ICe7V5A_lnMV6Kjp97Hlf-FA15Ewyqztf5_1evTQFdiL6Bi4U0H_Q24Kr9tZa-iS0ARvkeObr8rkKXEQ/s320/hardbackcoverlaying.png" width="320" /></a><br />
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The tour includes stops at several ASTD chapter web sites including Philadelphia, New York and Houston, Texas. <br />
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You are welcome to join the tour, no...you are urged and encouraged to join the tour. <br />
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Leave a comment on this posting linking to your blog and it will "officially" become part of the tour. The tour currently includes some well known bloggers and some bloggers you really need to know but we want to expand it with your input, ideas and concepts related to Gamification. <br />
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Here are all the tour stop dates. <br />
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The blog book tour is a virtual tour so you can just follow along stop by stop. If you don't have the book yet, stop by the <a href="http://store.astd.org/Default.aspx?tabid=167&ProductId=22923">ASTD book store a pick up a copy</a>. <br />
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The Twitter hashtag for the tour is <b>#gamiLI</b><br />
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There is a <a href="http://pinterest.com/kkapp01/gamification-happenings/">Pinterest page for the tour</a>. <br />
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And a <a href="http://www.facebook.com/gamificationLI">Facebook page for the tour</a>, stop by and give it a LIKE:)<br />
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Here are the tour stops, the day of the stop and a link to the stop are indicated below. You can follow along by going blog to blog and leaving a comment. If you stop at every stop and leave a comment, you will receive a free whitepaper "The First Five Steps to Gamification of Content, Curriculum and Courses."<br />
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Also, on April 26th, Join Karl at the Houston <a href="http://astdhouston.org/en/cev/665">ASTD Chapter's Webinar</a> for a live chat and presentation by the author. <br />
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<b>Week One:</b><br />
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<i>Oops, already had a change in venue as my scheduling abilities appear to have been less than stellar, please see below for today's stop.</i> <br />
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April 16: <a href="http://learningcircuits.blogspot.com/">Learning Circuits Blog.</a> <br />
April 17: <a href="http://www.facebook.com/gamificationLI">Gamification Facebook Page</a><br />
April 18: Jane Bozarth's <a href="http://bozarthzone.blogspot.com/">Bozarthzone </a><br />
April 19: Kevin Kruse, <a href="http://kevinkruse.com/">Keven Kruse Blog.</a> He is NY Times bestselling author of <a href="http://www.amazon.com/gp/product/047076743X/ref=as_li_tf_tl?ie=UTF8&tag=wwwkarlkappco-20&linkCode=as2&camp=1789&creative=9325&creativeASIN=047076743X">We: How to Increase Performance and Profits through Full Engagement</a><img alt="" border="0" height="1" src="http://www.assoc-amazon.com/e/ir?t=wwwkarlkappco-20&l=as2&o=1&a=047076743X" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0px;" width="1" /><br />
April 20: Rich Mesch <a href="http://pdginnovates.wordpress.com/">Performance Punctuated</a> and he will be joined by Judy Unrein <a href="http://onehundredfortywords.com/">OneHundred Forty Words </a>.<br />
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<b>Week Two:</b><br />
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April 23: Clark Quinn <a href="http://blog.learnlets.com/">Learnlets</a><br />
April 24: Karl Grieb <a href="http://phlesig.wordpress.com/">ASTD Philadelphia Chapter</a><br />
April 25: Webinar Presentation for Houston ASTD Chapter "What Research Tells Us about Games, Gamification and Learning" <a href="http://astdhouston.org/en/cev/665">Join the webinar.</a><br />
April 26: Debbie Richards <a href="http://cre8iveii.blogspot.com/">Take an e-Learning Break</a> And a <a href="http://www.astdny.memberlodge.org/Default.aspx?pageId=890490&eventId=473937&EventViewMode=EventRegistration">live appearance by Karl at the NY ASTD Chapters combined SIG Meeting</a>. If you are in NY, you may want to register and attend.<br />
April 27L Connie Malamed <a href="http://theelearningcoach.com/">The eLearning Coach</a>.<br />
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<b>Week Three:</b><br />
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April 30: Amy Lui Abel <a href="http://www.astdny.memberlodge.org/Default.aspx?pageId=853990&bmi=881297">New York ASTD Chapter Blog.</a> <br />
May 1: Cammy Bean <a href="http://cammybean.kineo.com/">Learning Visions</a><br />
May 2: Tom Kuhlmann <a href="http://www.articulate.com/blog/">Word of Mouth </a><br />
May 3: Koreen Olbrich <a href="http://learningintandem.blogspot.com/">Learning in Tandem</a> <br />
May 4: "Surprise Blog Appearance" <br />
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<b>Week Four:</b><br />
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May 7: Mike Qaissaunee <a href="http://q-ontech.blogspot.com/">Frequently Asked Q</a><br />
May 8: Larry Hiner <a href="http://drlarryhiner.com/">drlarryhiner</a><br />
May 9: Catherine Lombardozzi <a href="http://learningjournal.wordpress.com/">Learning Journal</a><br />
May 10: Brent Schlenker <a href="http://elearndev.blogspot.com/">Elearning Development </a><br />
May 11: Zaid Ali Alsagoff <a href="http://zaidlearn.blogspot.com/">Zaid Learn</a> <br />
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<b>Week Five:</b><br />
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May 14: Andrew Hughes <a href="http://www.designingdigitally.com/blog">Designing Digitally</a><br />
May 15: John Rice <a href="http://edugamesresearch.com/blog/">Educational Games Research </a><br />
May 16: Christy Tucker <a href="http://christytucker.wordpress.com/">Experiencing E-Learning</a><br />
May 17: Justin Brusino <a href="http://learningcircuits.blogspot.com/">ASTD Learning Circuits Blog</a> (we come full circle to discuss the tour and the gamification concept) <br />
May 18: Karl Kapp <a href="http://www.eduneering.com/kappnotes/">Kapp Notes</a>. The author provides reflections and lessons learned from the tour. <br />
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So join us for this exciting tour and social media event to discuss the pros and cons of Gamification and what it means to learning and development professionals. And follow us on Twitter at #gamiLI.<br />
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<a href="http://www.facebook.com/gamificationLI" style="color: #3b5998; font-family: "lucida grande", tahoma, verdana, arial, sans-serif; font-size: 11px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none;" target="_TOP" title="Gamification of Learning and Instruction">Gamification of Learning and Instruction</a><br />
<a href="http://www.facebook.com/gamificationLI" target="_TOP" title="Gamification of Learning and Instruction"><img src="http://badge.facebook.com/badge/168206433272068.1484.876236524.png" style="border-bottom: 0px; border-left: 0px; border-right: 0px; border-top: 0px;" /></a><br />
<a href="http://www.facebook.com/business/dashboard/" style="color: #3b5998; font-family: "lucida grande", tahoma, verdana, arial, sans-serif; font-size: 11px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none;" target="_TOP" title="Make your own badge!">Promote Your Page Too</a>Karl Kapphttp://www.blogger.com/profile/10586071112339563727noreply@blogger.com2