Archive for the 'Learning' Category

07
Jul
15

Selecting and coaching speakers to deliver quality digital presentations

Webinar

This post was originally written by Aaron Wolowiec for the CommPartners blog.

When it comes to identifying topics for face-to-face and digital presentations, there are generally two schools of thought:

Call for presentations; or
Content curation.

In a traditional call for presentations, a general invitation is released to an organization’s key constituents to submit topic ideas for a program. This call provides detailed instructions for submission of papers for assessment and selection by a review committee. Ultimately, constituent submissions are returned to the committee for review, scoring and selection.

In a content curation process, a committee comprised of a cross-section of the organization’s key constituents first identifies the topics of greatest interest or concern to the industry. In some instances, this committee may rely on a content outline such as the one created for the Certified Association Executive (CAE) exam.

If no outline is available, the committee will consider current trends, future trends (five to 10 years or more into the future) and other hot topics likely keeping the industry up at night. Once content is reviewed, ranked and confirmed, the result is a makeshift content outline the committee can use to disseminate speaker asks.

Ultimately, staff inherent speakers from one of these two methods. Via the call for presentations approach, speakers self-represent their content expertise and speaking prowess and are selected accordingly. Via the content curation approach, speaker asks may be more deliberate (e.g., based on credentials or demonstrated know-how); however, they are limited by the committee’s network.

Regardless of the method used, there really is no guarantee speakers will be successful. Your candidate may be an experienced and skilled face-to-face presenter, a 30-year industry veteran and a world-renowned practitioner, but still may not be ready to present utilizing a digital platform.

SpeakerBefore selecting a speaker for your next digital presentation, consider that individual’s digital presentation experience. Additionally, request evaluation data. Where possible, it’s best if the speaker has previously presented (successfully) using the same digital platform you intend to use. Remember, not all digital platforms are created equal.

And regardless of experience, speakers should be open to furthering their presentation skills. Following are 11 challenges and possible solutions you may use to coach your speakers in delivering quality digital presentations. Of course, practice is still the best strategy for mentoring speakers who have no previous digital presentation experience.

Challenge: Attendees seem disconnected from the speaker/learning experience.
Solution: Utilize a webcam to deliver the presentation; care should be taken to look directly into the camera throughout the program.

Challenge: With no facial expressions/body language to draw from, the speaker is uncertain attendees are “getting” the content.
Solution: Consider pausing the presentation periodically to ask an assessment question via the digital platform’s poll function.

Challenge: When joining remotely, participants are constantly distracted by email and other visual cues.
Solution: Set ground rules for participants early in the program and ask attendees to follow along in a pre-printed participant guide where they can complete assignments and take notes.

Challenge: Reflection activities cause a lot of dead space/air time during the program.
Solution: Convert the reflection activity into a pre- or post-program assignment.

Challenge: Practice activities facilitated during face-to-face programs don’t seem to translate into a digital environment.
Solution: Encourage multiple registrants from the same office or gather attendees at centralized locations to participate in the program together; arm them with a supplies list, directions and plenty of activity time.

Challenge: Four or more hours of content may be required to teach a particular skill.
Solution: Segment and sequence content into smaller modules. No more than 60 minutes is suggested, though even shorter is preferred.

Challenge: Learners want to share their experiences, but this is difficult to facilitate when all of the lines are muted for optimal sound quality.
Solution: Allow attendees to demonstrate their interest in speaking and then open up only their phone lines. Alternatively, gather attendee stories in advance of the program and have the moderator read them aloud.

Challenge: Participants are easily bored by digital presentations.
Solution: Incorporate different instructional strategies into the program beyond lecture (e.g., video, poll, chat).

Challenge: The chat function is difficult to moderate so it often goes unused/is turned off.
Solution: Participants crave interaction with their peers. They also learn a lot from these conversations. Utilize a separate chat moderator who can prompt discussion with attendees, respond to questions and pose trending questions to the speaker.

Challenge: The digital platform makes it difficult for the speaker to provide personalized attendee feedback.
Solution: Allow participants the opportunity within 30 days to follow-up with the speaker directly (e.g., ask a question, gain clarification).

Challenge: It’s challenging to ensure retention and job transfer post-program.
Solution: Encourage action planning to focus learner ideas and next steps; create a job aid to guide future performance; or schedule post-session touch points (e.g., 30, 60 and 90 days).

26
May
15

3 E-learning Myths It’s Time to Put to Bed

Jeff Cobb

Jeff Cobb, co-founder of Tagoras Inc.

This month’s guest blog post is by Jeff Cobb, co-founder of Tagoras and co-host of the annual Leading Learning Symposium, a high impact event for leaders in the business of lifelong learning, continuing education and professional development. It was originally published on the CommPartners blog.

With the global e-learning market now valued at more than $100 billion, we are well past the point where e-learning is simply a trend. It has become a fact of life for learners of all ages, and particularly for those who are coming up through the K-12 and higher education systems – in other words, future association members and lifelong learning customers.

In spite of this shift, there is often still reluctance on the part of organizations to fully embrace e-learning and promote it as a flagship offering. In my experience, there are three key myths at the root of this reluctance and it is past time to dispel each of them once and for all.

Myth No. 1: E-learning is not as effective as classroom-based learning

There is – and has been for decades – a reliable, valid body of research that refutes this claim. As Ruth Clark and Richard Mayer put it in their classic E-learning and the Science of Instruction:

“From the plethora of media comparison research conducted over the past sixty years, we have learned that it’s not the delivery medium, but rather the instructional methods that cause learning. When the instructional methods remain essentially the same, so does the learning, no matter which medium is used to deliver instruction. [13-14]”

In other words, if appropriate methods for achieving the desired learning objectives are used, the medium (e.g., online or classroom) matters relatively little.

Perceptions of e-learning tend to suffer from the fact that it is often designed poorly, but in most cases, dramatic improvements can be made with relatively straightforward changes and without breaking the bank. I recommend Clark and Mayer’s book as the first place to look for actionable suggestions.

Myth No. 2: Creating interactivity in e-learning costs a lot

In my experience, this myth springs from a misunderstanding of what “interactivity” means. The default assumption seems to be that it involves adding animation and game-like elements to courses, but effective interaction can be achieved with much simpler methods.

Whether in live or self-paced e-learning, simply posing reflective questions or scenarios to learners is arguably a form of interaction – one that can be enhanced by having the learners respond via chat or discussion board. And simple quizzing is another. Indeed, low-stakes quizzing throughout a learning experience has been shown to be one of the most effective ways to make learning stick. Another is to have learners download worksheets they can make use of before, during or after a course experience.

Of course, if you do want to add animation or game elements to your e-learning experiences, even the cost of doing that has dropped through the floor. Many self-paced e-learning authoring tools now provide a variety of ways for adding in software-based interactive elements with no programming knowledge at all. Used judiciously in combination with some of the other options suggested above, these tools can empower organizations to create highly interactive e-learning without breaking the bank.

E-learning Concept. Computer KeyboardMyth No. 3: People won’t pay for e-learning

This one has staged something of a comeback with the rise of MOOCs and other free content, but it doesn’t take much more than observation and common sense to dispel it.

People have been paying thousands, even tens of thousands of dollars, for online degrees for decades now. The online training site Lynda.com, recently acquired by LinkedIn for $1.5 billion, was operating profitably on around $150 million dollars a year in revenue at the time of the acquisition. I routinely consult with associations that have e-learning businesses generating hundreds of thousands, if not millions, of dollars.

I could go on and on, but the point is that it has been clear for ages that people will pay for e-learning that actually delivers value. The rise of “free” content has not and will not change that. What it has changed and will continue to change is the imperative to actually deliver and prove you are delivering value with your e-learning (and all of your other educational offerings, for that matter). If you are having trouble getting people to pay for your e-learning, value is the first issue to investigate.

So there you have it: It is possible to create e-learning that is as effective as classroom-based learning, provide for interactivity at reasonable cost and assuming you do these things and communicate the results effectively, charge appropriately for it.

And that’s no myth.

19
May
15

If companies build (capability), greatness will come

approach-buildingWe all know professional development is important. To thrive, companies need to have highly skilled and knowledgeable employees.

So the WHY is covered. But the HOW….that’s a different story. Although companies’ PD needs have increased, most seem to be pursuing the same traditional methods – and many are getting less bang for their bucks.

According to a recent survey by McKinsey and Co., a global management consulting firm, companies are struggling with the best way to build capabilities. (Institutional capabilities are all skills, processes, tools and systems that an organization uses as a whole to drive meaningful business results. Individual capabilities refer to training, learning or specific skills.)

In the study, companies cited customer demand and strategic importance as the top reasons for building capabilities. McKinsey and Co. says executives most often identify skills in strategy, operations and marketing and sales as most important for business performance, focusing efforts mostly on frontline employees.

Despite recent technological advances and the advent of e-learning, on-the-job training is still the No. 1 vehicle companies use to better their workforces. And while experts have proven that informal or formal coaching is an effective PD tool, only 33 percent of respondents engage in mentorship. And even fewer companies use methods such as experiential learning or digital (mobile exercises or group-based online learning).

“These leading-edge training methods could enable all organizations to replicate or scale up their learning programs quickly and cost-effectively across multiple locations,” the authors wrote. “But currently, companies tend to plan and execute large-scale learning programs with a train-the-trainer approach or with help from external providers to roll out their programs.”

mentorAt the same time, executives reported struggling with how to measure the ROI of capabilities building. At least according to the McKinsey and Co. report, companies lack a clear vision for how to link capability building to the overall business. They also indicate a lack of resources for developing programs and implementing efforts. More than half the survey respondents said they’re not sure if their capability-building programs have met their targets – or whether such targets exist.

And so….what does this all mean?

McKinsey and Co. offers some tips:

  • Diagnose systematically. Companies are best able to build strong capabilities when they systematically identify the capabilities, both institutional and individual, that can have the most positive impact on the business. Objective assessments are an important tool in this process — and few respondents say their companies use such assessments now. These diagnostics not only help companies assess their skill gaps relative to industry peers but also help them quantify the potential financial impact of addressing capability gaps.
  • Design and deliver learning to address individual needs. The core principles of adult learning require that companies tailor their learning programs to employees’ specific strengths and needs, rather than developing a one-size-fits-all program for everyone. The most effective approach to adult learning is blended — that is, complementing in-class learning with real work situations and other interventions, such as coaching.
  • Align with and link to business performance. To be effective and sustainable, capability building can’t happen in a vacuum. Learning objectives must align with strategic business interests, and, ideally, capability building should be a strategic priority in and of itself. Making human resources functions and individual business units co-owners of skill-building responsibilities and then integrating learning results into performance management are effective steps toward achieving this alignment.

What do you think? Have your PD efforts led to better company and/or individual performance?

21
Apr
15

Advancing association meetings via brain science

DSC_7176Whether you’re a planner, a CEO, a supplier or whether you fill some other role, think back to the very first conference for which you selected/hired a speaker. Maybe it was for an association event, a church event, a community event or some other program altogether. In my role as education director for a state trade association, I remember early in my career my priorities for hiring a speaker: cost, availability and topic (often in that order).

Once a contract was signed, we’d next touch base the day of the event. I’d stand in the back of the room and say a little prayer that in 60 minutes our attendees would be singing my praises. I now know better and am intentionally more involved in the co-creation of a presentation that’s right for my clients and their attendees. But just how high should you set your expectations for speakers? Should you have different standards for professional speakers vs. industry speakers?

In his book Brain Rules, John Medina shares 12 brain-based principles for surviving and thriving at work, home and school. I’ve adapted four of his rules as the basis for advancing association meetings.

Medina claims that people usually forget 90 percent of what they learn within 30 days – a staggering statistic. Without key insights and takeaways, professional development investments are wasted. However, as more organizations offer continuing education both to support their strategic missions and to deliver business results, the threshold to meet or exceed the increasingly sophisticated expectations of attendees is changing.

Learning is now characterized by not only the acquisition of knowledge or skills, but by the retention and application of knowledge or skills in the work setting. By the way, your association scores extra points when it clearly describes the business measures that will change or improve as a result of an education program or if a specific return on investment can be attributed to its implementation.

If you understand how the brain learns and functions, you can greatly improve the retention and application of new information. Ultimately, this drives attendee value and influences member loyalty.

DSC_71781. We don’t pay attention to boring things. Audiences tend to check out after only 10 minutes of content. To regain their attention, invite speakers to tell personal narratives based on their experiences or to create events rich in emotion. You might also consider writing learning objectives into participant materials; using humor to engage and activate learners; or answering the question, “What’s in it for me?”

2. Move to improve your thinking skills. Develop opportunities throughout the program to get participants out of their seats and moving throughout the room or venue (e.g., breaks, meal functions). Additionally, ask speakers to consider flipcharts, manipulatives, networking and roleplaying as excuses to get people on their feet. Other ideas include a wisdom while you walk format (leveraging pre-function/outdoor spaces); small group assignments and activities; or having participants get up/post responses on a magic wall.

3. The brain is designed to solve problems. Encourage speakers to build and implement practice exercises that challenge learners. It’s recommended that practice time comprise between 35 and 50 percent of education sessions. Practice time includes practice activities, facilitator feedback and both pre- and post-assessments. You might also ask learners to elaborate on what has already been presented; share a case study that illuminates key concepts; or encourage learners to reflect on new information.

4. Vision trumps all other senses. The power of visual tools such as PowerPoint, Prezi, videos, handouts and job aids should not be underestimated. It’s said that if participants hear a piece of information, three days later they’re likely to remember 10 percent of it. Add a picture and they’re likely to remember 65 percent. The key here is fewer words and more pictures. And if you can stimulate more of the senses at the same time, all the better for creating memorable content.

IMG_1180While there’s still a lot we don’t know, implementing these simple techniques when combined with quality meeting management can enhance the intentionality of an association’s professional development offerings.

Additionally, associations must work hand-in-hand with speakers and other subject matter experts well in advance to share with them clear expectations. Determine when and what you’ll introduce to instructors leading up to the learning program, the information to be covered during instructor orientation and how instructors will be supported both individually and as a cohort as they apply these new techniques.

For more, view the keynote and deep dive slides presented April 15 for the Georgia Society of Association Executives (GSAE). You might also check out the Brain Rules book and website.

07
Apr
15

Social butterflies may learn the most

social_mediaMaybe one of the reasons I love Pinterest so much is that I’ve learned how to use basic household substances to remove stains; how to make cute Thanksgiving pinecone turkeys; how to make pasta from squash; and the list goes on and on.

In other words, I’ve admittedly expanded my horizons with social media.

By now, you know I’m an avid user of Facebook and Twitter, partly because I realize the potential of social media to educate. Yep, I said it: It’s possible to learn from social media.

In fact, the term is “social learning,” and associations are slowly embracing it as part of their learning efforts.

Last April, consulting firm Tagoras conducted an informal survey about associations’ use of social technologies for learning products and/or services, and shortly thereafter released a whitepaper on the topic.

Social technologies are defined as any technology that allows users to communicate with each other via the Internet or cellular networks to share videos, graphics, etc. Examples: blogs, discussion boards, social networks (Facebook, LinkedIn), YouTube and podcasts.

Of the 102 respondents, more than half reported they use social technologies for learning, with 25 percent indicating plans to do so within the year. Not surprisingly, YouTube ranked No. 1, followed by discussion forums and Twitter. Facebook and LinkedIn, thanks to their discussion capabilities, were also popular.

In addition, a placed-based annual meeting of members was the No. 1 type of learning product associated with social technologies.

So why should associations adopt social learning, according to Tagoras?

  • It’s a natural fit. Associations are social in nature, striving to connect people with similar wants and needs. So social tools – for which there are groups, pages and forums to bring together passions – simply make sense.
  • Social learning boosts retention. Discussion forums allow users to learn from each other by asking questions, sharing ideas and reinforcing concepts from classes, while also fostering the building of networks.
  • It’s ongoing. Often, learners attend a class and after it’s over never revisit the knowledge they gained. But by using a blog or WiKi, users can revisit archived topics anytime.
  • Social learning is motivational. It’s exciting to see classmates, colleagues and peers succeed and social media and social technologies make it easy to share such news.

social-learning_smallThe Tagoras whitepaper cites several examples of associations that have successfully used social learning. But in short: Twitter chats; Facebook discussions in which people answer a question or respond to a comment and to each other; and live-tweeting during a conference.

If participation is a concern, associations can require members to participate in weekly discussion forums, contribute blog posts and participate in Twitter chats or Google hangouts.

All this said, the Tagoras survey found most associations don’t have a social learning strategy in place. At the same time, respondents indicated lack of resources and budget as top barriers for dabbling in social media. And some associations fear their staff isn’t skilled enough to successfully engage in social learning.

Nevertheless, efforts don’t have to be expensive or complicated, Tagoras says.

“Given that social learning is effective, why not try it, if you’re not already?” it wrote. “To our minds, the case for social learning is made, and the question at hand is not whether to make use of it but how to incorporate it as effectively, as strategically as possible.”

24
Mar
15

Time for a MOOC-like makeover

moocMassive Open Online Courses. The public seems to embrace them, while higher education remains skeptical of their educational value.

But either way, MOOCs probably aren’t going anywhere, so it’s wise to take some tips from their success.

So what’s a MOOC? Essentially, it’s a teaching format that’s open and accessible to learners around the globe, provided they have Internet access. A MOOC is a social, networked learning experience that blends a subject matter expert (instructor), technology and convenience. In other words: a hybrid-learning format that appeals to today’s 24-7 learners.

In the background, a successful learning management system is key to operating a successful MOOC. Many associations already employ a LMS, and since they retain experts in niche and trendy areas, they’re prime to offer their members a MOOC-like learning opportunity.

That’s according to Web Courseworks, a learning technologies and consulting company. It recently released a whitepaper with 10 tips for instructional designers and LMS administrators, inspired by the success of MOOCs.

There are MOOC-like things associations can do to entice learners. Since associations are nimble and can respond quickly to industry trends (much more quickly than higher education institutions can), associations are prime MOOC providers, the whitepaper says.

Associations need three things: people (SMEs, instructional designers, LMS administrators), processes (course development, marketing) and technology (video, left-navigation layout).

“Professional and industry associations … don’t have obligations to a tenured faculty, so they can recruit faculty based on what content is in high demand; and their members are applying new knowledge and techniques in the field, giving them the ability to provide valuable job-related training,” the authors wrote. “Learners should be turning to your association to fill gaps in academic training and address evolving standards and techniques within a community of practice. Use the promotional power of a MOOC to ‘claim’ a hot topic and gain recognition as the go-to source for related educational material. A timely MOOC is a great way to connect educational and marketing goals.”

Word of caution: A MOOC isn’t a webinar and it’s not a regurgitation of a PowerPoint presentation.

Yes, put your SME on screen, but involve your instructional designer. Rather than overloading learners’ brains with a massive amount of information, Web Courseworks suggests chunking up information – in short segments – based on learning objectives.

mooc.org_And it’s important to check in with your learners to make sure they “get” it. The whitepaper suggests offering two- to five-minute video segments, with a check-in wedged between segments. Simple multiple-choice questions, or weekly quizzes with unlimited attempts and feedback, work well. Of course, this means LMS administrators need to ensure systems are capable of importing and exporting questions and managing social learning elements.

Perhaps the biggest draw of a MOOC is its social learning function. It’s impossible for an instructor to answer all questions, so students rely on each other for assistance. Discussion forums, in which peer feedback can occur, are musts for MOOCs, the whitepaper says.

Of course, all of this is moot if learners aren’t motivated. So, try offering digital badges and certificates (shareable on social media) for credit completion or educational advances.

Oh. And MOOCs are generally free, or at least low cost.

“Think of a MOOC as an entry point for members into your educational offerings,” Websource says. “It can be the ‘loss leader’ that grabs the attention of learners and promotes premium items in a course catalog. Advertise related course offerings within a MOOC, or use it to satisfy prerequisites for a larger certification program. Transform ‘free’ into ‘freemium’ by offering a MOOC as a small piece of a larger professional development and certification puzzle.”

What do you think? Does your association offer a MOOC? Or, do you offer webinars that could be transformed into MOOC-like offerings? Share your advice here.

In the meantime, check out a previous blog post on MOOCs.

17
Feb
15

Accelerating the Spread of Knowledge, Learning and Collaboration

Elliott Masie

Elliott Masie, The MASIE Center

On Wednesday, Jan. 14, I had the opportunity to interview Elliott Masie for an ASAE Professional Development Virtual Learning Session titled, “Ask the Expert: Accelerating the Spread of Knowledge, Learning and Collaboration.”

Elliott is a provocative, engaging and entertaining futurist, analyst and speaker – focused on the changing world of the workplace, learning and technology. He is also the editor of Learning TRENDS by Elliott Masie, an Internet newsletter read by more than 52,000 business executives worldwide, and a regular columnist in professional publications, including CLO Magazine. Moreover, he is the author of a dozen books, and is the convener of Learning 2015.

Following is an outline of our discussion, a combination of pre-populated and audience-generated questions.

Why do people come to our programs?

  • They come for context and community
  • It’s a rare opportunity where attendees are in a building with people who understand what they do for a living and can connect with people who have similar problems/issues

How do you like to tee up your conferences to get your attendees excited to be there?

  • Do not publish the entire agenda of people, keynotes and topics significantly prior to the conference
    • Announce one keynote or theme a month
      • Ripple effect
      • Get people interested and wanting more
      • Get conversations going about each new release
      • Use each announcement to post videos, announcements and questions
      • Create an environment where attendees can provide input
    • Build up to the full agenda about five to six weeks out

Before the event are there effective ways to engage the learner?

  • Surround the learner with options from which they can choose
  • Provide access to as many materials as possible beforehand
  • Be careful to ensure that any assessments don’t discourage people
  • Don’t do it in a way that takes people back to ninth grade

How much down time should we be scripting to encourage learning? How much of it should we let people use in a way that suits them?

  • Encourage participant choice
  • To some cohorts, empty space scares them
  • Allow people to skip the breakouts to go sit with people and network
  • “Meet up team” – put them in the middle of the pre-conference space to create opportunities for meet-ups and connections that aren’t in the agenda
  • Those who don’t go to breakouts are using the time in their own way (e.g., mingle, network, do other work)
  • Freedom of choice and personalization is key

In thinking about the experienced conference participants, is it about linking them with other experienced conference participants? Is it about finding opportunities for them to mentor new professionals? Or is it something else?

  • They want to be near their colleagues, but not necessarily in the classroom

Do you have any must-have evaluation questions?

  • Observe behavioral data
  • Count those who visit the content afterwards (e.g., read the material, watch the videos)
  • Create focus groups of 10 to 15 people and make the questions about next year’s conference (i.e., what they would like to see during another conference)
  • Have the participants design the next conference
    • You don’t have to use all of their ideas

How do you carry the learning through following the event?

  • Curation
    • Take as much of the content as you legally can and give it back to the people who paid to come to the conference to read again, listen again or watch again
    • Take bits and pieces of the content and send it out to the related industries
    • Most of the time people come for the experience, not the content
    • Don’t curate everything – it’s not all good
    • Part of curation is effective chunking

Have you explored or reached out to participants to assess job transfer? What does that look like?

  • Implement actionables
    • Job aids
    • List of five do’s and don’ts people can reflect on when they return to their workplaces
  • Although you may not be able to follow participants back into their workplaces, set them up for success
  • Sometimes an abundance of information and tools causes participants to do nothing
  • Less is more

What would you advise for a smaller association with a tighter budget?

  • Spend less money on food; people aren’t coming to feast
  • Bring content leaders in by video instead of in person
  • Try moving away from so much technology – encourage conversation
  • Move toward compression (e.g., one day instead of two)

What incentives or attention grabbers have you found successful?

  • Ask people to submit questions they’d like you to ask the speakers
  • Point out where controversy exists in your field
  • It better be fun even if it is deadly serious

How do you suggest learning leaders/planners/producers keep up with changing attendee education and experience needs?

  • Keep your pulse on the hot topics
  • Look at what is driving people in or out of your association/industry
  • Real-time word maps at your conferences

Attendees don’t feel comfortable sharing failure. How do you reveal that?

  • Programming it is almost impossible
  • People will gravitate to it as long as they’re not announced as the leader or the case study
  • Leverage the high and low points
  • Reshape the conversation

Is there a time in which an event should take a sabbatical?

  • This could keep the ideas and the experiences fresh
  • Consider hosting a national conference every other year; on the odd years host regional events

We need to take a fresh look at the trade show/exhibitor/sponsor model.

  • Frustration is growing
  • People are attending as learners and not as buyers



meet aaron

Association learning strategist & meetings coach. Founder & president of Event Garde. Passionate about cooking, running, blogging, old homes, unclehood & pet parenting (thanks to Lillie the pup).

meet kristen

Writer, editor, public relations professional. Digital content manager. Proud mom of three. Total word geek. Spartan for life.

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