Friday, February 22, 2002

Well, I'm back from Atlanta.

I learned a ton on my trip to Training 2002.

I'm disappointed that I didn't get to attend Ruth Clark's session.

At the same time, I got to two of M. David Merrill's sessions and am extremely impressed. I think that Knowledge Objects (KO), as Merrill describes them, are bang on. I want to also say that Merrill is very careful to distinguish between Knowledge Objects and Learning Objects.

NOTE: Ruth Clark's Resuable Learning Object for Cisco is one such example of the latter. Clark based the RLO on Merrill's work. Cisco is currently revising the model for the RLO -- I know this last piece of information because I overheard an employee of Cisco telling Dr. Merrill just that following Wednesday's talk.

If you are a regular reader of this diary you'll know that I've discussed the online teaching of snowboarding. I didn't think that it was possible. Dr. Merrill told us his students have tackled "how to be a baseball shortstop" and "how to bake cookies" as computer-based Instructional Design (ID) academic assignments. I've got until 01 March, 2002 to come up with an assignment topic for CTL 1606.

I hear a question being begged here....

Dr. Merrill's id2 site.

Wednesday, February 20, 2002

Today I attended the following sessions at Training 2002. Titles are bold.

Tips for Teaching Synchronously
· Jennifer Hofmann
Virtual Classroom Designer, InSync Training Synergy LLC

Jennifer Hofmann's session presented some great tips. Chief among these was her insistence on "ground rules" for the synchronous learner. She advocates that synchronous sessions should have lots of interaction (every 3 to 5 minutes). Intonation and inflection of the speaker's voice is another key to synchronous sessions. Trainers should focus verbally on content and NOT on technology. Team teaching, or the use of a "producer" to support the presenter is also a good idea, as is scheduling more time than you think you'll need for your session.

Mental Models, Knowledge Objects and Instructional Design
· M. David Merrill
Professor, Utah State University

The state of e-learning, Dr. Merrill tells us, isn't too pretty at present. Merrill surveyed 60 online courses and found only two that had what he considers educational value.
The brain works like a computer -- we process information with a schema and cognitive processes. Instructional design involves two types of analysis -- Knowledge Analysis (what to teach?) and Process Analysis (how to teach?).

A Pebble-in-the-Pond Model for Instructional Development
· M. David Merrill
Professor, Utah State University

Popular instructional theory contends that learning is facilitated when students are engaged in solving a real-world problem. Formulating a problem is the initial "pebble" in this instructional development model. This learning process helps students identify the input (givens) and output (conclusions, solutions, plans) for solving any given problem. "Ripples" in the pond occur when more, successively complex problems are identified. Explore these ripples of development and relate this model with the more formal models of ISD. Examine the advantages and disadvantages of the pebble-in-the-pond model.

Tuesday, February 19, 2002

02/19/2002 -- Today I attended the following sessions at Training 2002. Titles are bold.

25 Years and Counting: Forgotten Origins ... Eternal Wisdoms

Growing the Passion for Excellence in Teams
Tim Gallwey

Are You Listening? How to Relate to Learners

Finding Order in the Chaos of E-learning

Monday, February 18, 2002

02/18/2002 -- Today I attended the following sessions at Training 2002. Titles are bold.

Let's Get Vertical! Wall Games That Teach
· Stephen Sugar
President, The Game Group

· Robert Preziosi
Professor of Management
Wayne Huizenga Graduate School of Business
Nova Southeastern University
[description to follow]

Playing the Inner Game of Training
· Tim Gallwey
President and Founder, The Inner Game; Author, The Inner Game series

As he worked with a tennis client one day many years ago, Tim Gallwey realized he was more committed to his own teaching than to his student's learning. "What do you think would happen if you didn't teach so much?" he asked himself. "Think some learning would happen if you didn't teach?" Sure enough, when Gallwey stopped telling his student what, when and how to play, his student's tennis game improved. Moral: The real teacher is experience, not the coach or trainer. Learn the rules of the inner game of training and coaching from one of its acknowledged masters.

Evaluating Training Programs: Inside the Four Levels
· Don Kirkpatrick
Professor Emeritus, University of Wisconsin

The four-level "Kirkpatrick Model" is recognized around the world as a practical way to evaluate training's impact. Don't miss the chance to hear one of the field's acknowledged authorities on evaluation describe why and how to evaluate your training programs. Learn about the 10 ingredients of an effective training program and the five requirements for transfer of training from this 1997 Training magazine HRD Hall of Fame winner!

Facilitation Skills for Advanced Trainers
· Elaine McRae
President, McRae & Co.
[description to follow]

The Human Connection: Art, Design and Technology
· Bran Ferren