I’m going to stop blogging for a while because:

1) Very busy at new job

2) Spending a lot of time on Facebook

3) Decided to concentrate on writing a book or two.

See you later on.

In 2005, Ohio State University started a program to introduce academic storytelling into teaching and learning.  This Educause resource documents the lessons learned from this ambitious experiment.

I am taking some time off for a final three-week push to complete my dissertation draft.  Wish me luck.

Haven’t made it through all of the postings but this looks fascinating!

WOW!  I am just blown away by the possibilities!

I will be teaching another semester of web development online and doing some virtual team-teaching for another three classes.  For the web development course, I created several online demos using Camtasia Studio 6.  Love that smart focus and pan feature which does a great job of zooming in on key parts of the screen.

For the other three courses, I will be using Tegrity to record PowerPoint presentations on how to create compelling and effective PowerPoints (how self-referential ).  It will be interesting to see how these two tools match-up.

Thank you for reading and for your comments (good and bad).

This seems like a good time for my answer to the Big Question for January 2009:

“What are your Challenges, Plans and Predictions for 2009?”

My answer is both a challenge, plan, and prediction:  To help make training an evidence-based profession so that there is no question about its value in making a difference to people and organizations.

Simple to state but I know it won’t be easy. 

Especially when you pair Web 2.0 Storytelling with Pocket Video.

As I work toward creating a neuroscience-based training and teaching method, I have collected a number of books and articles on the subject.  But none have been as valuable as Clark’s Building Expertise: Cognitive Methods for Training and Performance Improvement.  First, it is well-supported by research which often leads to some surprising refutations of the convential wisdom.  Second, Clark has done a great job organizing the material and concludes with the final chapter that neatly wraps up all of the principles she advocates.

My favorite section is Part II which describes the importance of considering the limits of working memory and how to create training for the optimum cognitive load.  Then she discusses techniques on how to gain attention and creating mental models that make knowledge transfer work for the learner.  But the best point Clark makes is this:

“I believe we are transitioning from a craft approach to training to a professional practice based on evidence of what works.  As a training professional, you must incorporate evidence as one factor in your decisions about design, development, and delivery of instruction.  .  .  Because just about everyone believes he or she is an expert in learning, your challenge is to establish yourself as a professional by explaining best practices to your clients and stakeholders in terms of the pyschology and evidence behind those practices.” (p. 380)

Ruth’s book is a great addition to putting the “Research” into ADDIE.

I’ve moved to the DC area and have started a new job as a Human Resource Specialist at the Office of Personnel Management.  I am very excited about this position and glad to be back in the federal government because it is a little bit of project management, a little bit of management analysis, and a little bit of policy analysis.  Not only is it a job; it’s a major source of research ideas and articles.

And speaking of research:  I’m in the final phase of the dissertation analysis.  Another month and I will have the final draft ready for review and (hopefully) will have my oral defense in March.  Also, I will another certification as I just passed the knowledge part of ASTD’s Certified Professional in Learning and Performance.

Been a great couple of months and I am looking forward to a great 2009!

I have accepted a new job in another city and will be preparing for the move.  Lots to do with wrapping up classes, moving, and getting ready for a new job.  Hopefully I will be back to blogging next year.  See you then.

A great guide for you who are refining your skills or offering training and courses in web development:  Ten Most Sought-after Skills in Web Development.

Your iBrain: How Technology Changes the Way We Think is a fascinating article with major implications for education and training.  We know that increased stimuli can rewire even the adult brain.  But the new Internet technologies is speeding up neuroplasticity in dramatic ways.  The plus side is that people can better sift through data and process it with concentrated bursts of attention.  Even our intelligence is increasing.

The downside is that we are losing our ability to learn through traditional methods and extended periods of electronic stimulation can lead to higher levels of stress and fatigue after just a few hours.  We exist in a state of constant alertness which decreases our ability to contemplate and reflect on information.

I see the greatest implications from this research for those who use blended learning techniques in training and learning.  This will have profound implications for how to design our courses and training sessions.

Tony Karrer has a great post on how technology has changed how we approach work.  I know that the new technology has changed the world of education but there is still resistance from (some of ) the old guard in academia.  And much of this resistance is warranted because the rapid pace of change is not allowing for fully exploring and understanding the teaching and learning potential of these new tools.  So, how do you learn how to use the new tools effectively when the force of change pushes you to the next big thing?

I recently completed a training last Thursday using HRDQ’s Mars Surface Rover exercise for leadership training.  It looked like the participants were having a great time and I felt that they learned much more about leadership than they could have from just viewing a PowerPoint or having a discussion.  So, I am rethinking my project management training to include more experiential activities centered around using building block activities.  Here are some good sites I have found on the subject:

1)    LEGO Bricks (or Building Block) Exercises for Experiential Training

2)   Let’s talk training: learning from Legos

* Why I keep saying “building blocks” is that LEGO is quite vigilant about guarding its trademark.  So, please observe that LEGO is a trademark of the LEGO Group, which does not sponsor, endorse or approve this site.