CivieBlog

Rick Nigol posted and reminded me of a post by Donald Clark - Training magaZZZZZZZZZZines. Both are lamenting about the fact that picking up any publication tends to cover roughly the same ground over and over. I have a similar feeling about the limited value of these publications for me and it's something that I mention at most presentations I ever do on eLearning 2.0. In particular, I say that since I've begun to shift my scanning behavior to blogs (scanning is how you stay up-to-speed on a topic) - my rapid fire skimming of blogs via a Skim Dive Skim approach has meant that magazines have mostly become pretty irrelevant to me. I will bring copies of magazines on a plane to flip through, but rarely do I read articles in any great depth. They simply are not worth my Limited Attention.

In other words, my scanning behavior has radically changed because of blogs (see Time Spent on Blogging, Personal Learning Strategies).

I also lump into this most of the activities at conferences (see Better Conferences). In fact, my limited attention has made me into a Session Hopper. It's much like skimming, but at a conference.

But Rick and Donald got me thinking that the reality is that Magazines and Conferences continually must aim at introductory, novice, overview level content. That appeals to the broadest audience. And somehow, ASTD conferences attract 50-75% newbies to ever conference. If you look at it, there is a relationship here:

Introductory / Novice Sources:

• Conference Sessions
• Training
• Wikipedia
• Magazines

What's common about these is that they are higher level coverage from a more trusted source, but they only go to a certain depth. And, yes, after you've gone through these for a while, they tend to be fairly repetitive.

Expert Sources:

• Search
• Blogs
• Conversations with other experts
  

These sources tend to offer more depth along more narrow topics. Further, there is a tendency to involve other people in conversations to really explore the topic. The conversations can happen in all kinds of ways both online and offline.

The conference sessions I present on eLearning 2.0 and the articles I write on various topics (e.g., Learning and Networking With A Blog (T+D article)) have to be somewhat of an overview. You cannot assume that people come with a common understanding of a topic. And I would suggest that I normally focus on more advanced topics.

In Disruptive Changes in Learning, I point to how the long tail of learning is addressed through alternative sources...

• Mainstream media -> YouTube
• Mainstream press -> Blogs

And this has real impact when you see things like: InfoWorld Folds Print Magazine and you also see things like The Industry Standard coming back, but as an aggregator / prediction market.

It will be interesting to see what begins to happen to mainstream sources that chase large audiences. Can they survive with such broad coverage? Can they also add value for people looking for deeper content? I personally think there's an interesting aggregator role, but they may be made irrelevant by networked aggregation unless they get out in front today.

Certainly, for most experts, my guess is that they've lost much of their value and there are much better scanning sources.

Of course, this also relates to the same issues we face as developers of training. We currently focus on large audiences. We face much the same challenge as publishers and conference organizers. How do you pursue opportunity in the long tail?

I've just been looking at a useful websites called Gifup that enables users to quickly and easily create animated gifs / image sequences like the one below. This seems to me a like a really useful way of revising and teaching vocabulary.


What are the sports?

This is a gif that I created to revise some sport vocabulary. It took about 3 mins to make using images from Flickr.

Here's a tutorial movie showing how I made it. (1.2Mb swf)

It was very simple and just involved searching around my key topic and selecting a few images. Then a couple of clicks and the site generated my gif and gave me an 'embed code' to add it to the site. (See my previous tutorial to find out how to embed images and video into webpages on your desktop)

How to use this with students
Collect up gifs related to any vocabulary area you want to teach or revise. Embed them in an html page on your desk top and start a collection. Each time you add new ones send the html page to your students. (They will need to have a live connection on their computer to be able to view the gifs)
Ask them to make notes of any words they relate to the images they see.

What I liked about it

• It's quick and easy and there are lots of images available
• There are some really nice images
• It's great that you can embed the gifs into your materials

What I wasn't so sure about

• There are also some images which may be unsuitable for your students, so this is a resource for teachers to create materials rather than one to let students loose on
• I'm not sure what the copyright arrangement is with the images they are using
• Be careful about the speed that you set on your gifs, faster ones can be dangerous if anyone in your class is epileptic

On the whole Gifup isn't going to revolutionise your teaching, but it is a useful little tool that you can use to enhance thee teaching process. Please leave a comment if you have any other suggestions for how to use this.

Hope you enjoy it.

Best
Nik

This is a really nice tool that I have just discovered. It's called PhotoSoup and it generates wordsearch activities based on any topic in just seconds.

It's very simple and works on images from flickr. You simply type in your topic and the site automatically generates a word grid and image clues. You then have 90 seconds to find all the words. You can get hints and even get it to show you the answers.

Watch a short video to see how it's done. (499k swf)

How to use it with students

• This is great for vocabulary revision, especially with higher levels. Students could even learn some new vocabulary from it.
• It would look great on an interactive whiteboard (IWB) or you could give students a collection of vocabulary themes and get them to work on their own.
• Good to use as a filler for students who finish early
  

What I like about it

• It's free
• Each wordsearch it generates is pretty much unique
  
• The timing adds an element of motivation and competition to it
• It's just so simple
• I tried a random selection of very unsuitable words that students might put in and it seems that those words are censored, so you don't have to worry so much about badly behaved students looking at unsuitable images
• It's actually quite tricky

What I'm not so sure about

• Because it's based on the tags that images are given the words can sometimes seem a bit tangential
• It's actually quite tricky
• You can't save your wordsearches (Actually I've just discovered that you can. If you look at the top of the page you can click 'embed puzzle' and this will generate a code that will enable you to embed the wordsearch into a webpage or blog)
  

This is the kind of site that might have been custom made for language teaching.
Hope you find it useful and your students enjoy it.

Best

Nik

I don't remember what I was reading, but the post/article differentiated learning as what the learner does and training as what we do to the person - and hopefully they learn.

What's interesting is that eLearning has become pretty much synonymous with Online Training as opposed to use of technology for various kinds of learning.

In a world:

• where we have to be responsible for our learning,
  
• where learning and work are often not separate activities,
• where there's just too much for each of us to learn so we have to make choices,
  
• where we have to continually evaluate our sources of information,
  
• where we have to Stop Reading and instead Skim Dive Skim

How relevant is Online Training as compared to supporting Personal Learning?

This really relates to the questions being discussed in this month's Big Question (Instructional Design - If? When? How much?) where I've argued that Common Sense and Intuition Not Enough to justify ID. But maybe my concern stems partly from the targeting of smaller audiences, niche learning needs, diverse backgrounds - all that suggest a hard time for instructional design - although not necessarily for the right kind of instructional designer.

I'm not sure where I'm going with these thoughts, but it really struck me that confusing eLearning with Online Training is problematic. This relates to the discussions in Learning Systems and EPSS and ePerformance.

At the end of 2006, I spent some time thinking about 2007 and wrote a post challenges and predictions for 2007. This was a great exercise and the fact that I had not considered my big challenges for 2008 made it harder to do my Conference Planning for ASTD TechKnowledge 2008. When I was writing that post, I told myself that I really needed to sit down and define what I see as some of my bigger challenges right now. So, here they are ...

Well, actually before I dive in, I should provide some background to give context...

At any one point, I’m actively working with about 5 clients helping them define their direction around use of technology to support human performance. I will also be working a little bit with roughly 5-10 other clients. I typically talk with 2 or 3 new prospects each week who come to me randomly mostly based on personal introductions from people I know or through my various speaking, writing, blogging, etc. I spend probably 1-2 hours initially looking at what they are doing, and offering high level thoughts. A small percentage of these turn into actual clients and some percentage of the clients who engage my for consulting turn into clients who engage the designers, architects and developers from my staff.

In general, I love doing this. I really enjoy looking at a wide variety of interesting challenges and new ideas in different kinds of organizations. It’s fun to work for a lot of different people who often bring very creative ideas and varied skill sets. Life is not dull. In fact, if I could summarize my biggest challenge - and it's the same challenge every year - it's finding more interesting people, companies, etc. to talk to about what they are thinking about doing and trying to figure out creative ways to help. Of course, I need to break this down and think through this in more detail ...

So, when I look at 2008, some challenges jump out at me:

Challenge #1 - How do I balance time spent between blogging, direct conversations, small group virtual conversations, small group networking, speaking at virtual conferences, speaking at conferences and writing?

My goals for all of this are to accelerate my learning, continue to build my network, and find interesting opportunities. In terms of accelerating learning, blogging is definitely the best for me. However, I still get many more discussions with prospects through personal interaction and blogging lags a bit on that front. When I sit back and look at how I was introduced to various opportunities, my personal network that was built through years of different kinds of face-to-face interactions is still the biggest winner. Part of this is that geography has impact. The closer someone is, the more likely I am to work with them.

But maybe I'm missing better choices here. Can I be doing things different online to build personal relationships that rival what I have in my face-to-face network? Will this net more interesting opportunities?

Challenge #2 - How can I help individuals within corporations become better at work / learning skills?

I'm convinced there is a need here. People need help. I’m pursing a bunch of different avenues here to get smart on this topic. More on this during the year.

Challenge #3 - How do I get involved in more projects that really will make a difference?

The projects I like the most are those where I'm working directly with a start-up on their core systems, or working with a company where the project will impact people in a way that directly ties to the bottom line. There's no question of whether it has impact. There's obvious linkage to what matters. I see this happen on projects such as:

• Metrics-driven performance support tools
• Performance support tools and workflow
• Integrated psychometric models
• Matching Algorithm

Unfortunately, I randomly find these projects. I've tried various ways to get the word out and maybe my blog can help, but I'm still struggling with how to increase the likelihood that I'll find these kinds of opportunities.

Challenge #4 - Get smart on Advisory roles that would make sense

Out of the many people I talk to, in some cases it might make sense to take an Advisory role. Several have asked. Normally the conversation stops as we mutually struggle with defining a model that works.

• I have to figure out what some of these models might be.
• I have to figure out if and when it makes sense for me to take Advisory roles.

I'm still working through defining these challenges, and I would very much welcome any thoughts that folks have around this.

Dennis Coxe posted Let me tell you about...Excuse me, what were you saying? about an article: The Post-Literate Era: Planning Around Short Attention Spans. The article is more or less summarized in the following graphic:



Dennis' point is that this points us to designing eLearning that is shorter and to the point.

The advent of shorter attention spans that successful learning events need to engage the learner, but I think this concept has often been given lip service while the focus of most learning is on how to save dollars by using software that will allow rapid development of e-learning courseware by the subject matter experts who know their materials. Unfortunately the subject matter expert may not be the best story teller.

Great points ... I also wonder if changes around reading styles (see Stop Reading - Skim Dive Skim) doesn't suggest better content presentation formats to make sure that people get the few critical items.

In the 2008 Horizon Report, they discuss various technology trends including. Their comments around Social Operating Systems is interesting:

The issue, and what social operating systems will resolve, is that today’s tools do not recognize the “social graph”—the network of relationships a person has, independent of any given networking system or address book; the people one actually knows, is related to, or works with. At the same time, credible information about your social graph is embedded all over the web: in the carbon-copy fields of your emails; in attendee lists from conferences you attend; in tagged Flickr photos of you with people you know; in your comments on their blog posts; and in jointly authored papers and presentations published online.

This is a good definition of what we need from an open layer that allows a transportable, open social graph that we can leverage across various applications.

This address a critical problem that we face right now that I described in Social Networking Entrepreneurial Opportunities on my SoCal CTO Blog.

Certainly, what we are seeing with OpenSocial and DataPortability represents a possible future state where we can avoid some of this issue. If we could focus on building our "destination" on top of a set of open protocols that provide us with the social graph for users but that allows us to control our destiny, I believe that's the right model in most cases. It reduces friction for end-users and still gives us the leverage you want.

What I found interesting and I disagreed with was the statement that:

The essential ingredient of next generation social networking, social operating systems, is that they will base the organization of the network around people, rather than around content.

First, I don’t necessarily consider the social operating system to be “next generation social networking” – rather it’s a layer that allows us to have transportable information between all the places that knows about our information. Social networking sits on top of this and provides interfaces that allow us to interact.

Second, I don’t agree that next generation social networking will be based around people rather than around content. My personal experience is that content and social networks are intertwined. Blogs are both content and a social network. There is a social network around del.icio.us, YouTube, Flickr, etc. I’m much more likely to form and keep a social network when there is common interest in some form of content. And as we see more and more niche networks forming – they will almost invariably form around content. In fact, the Social Operating System will make it more likely that common interest and content will be the tie that binds.

If you go to the introduction page for OpenSocial, you can see that it too focuses as much on content as it does on person to person. The image is great and shows that OpenSocial thinks of the social graph as being BOTH people and content.