Archive for the ‘Teaching’ Category
New Poster Theme: Frugality in Teaching and Learning
Posted by: Nancy Kiplinger in Best Practice, Instructional Design, Teaching on August 13th, 2009
How does the concept of frugality apply to teaching and learning?
For me, it is about being economical while being effective–that is:
- using sound instructional practices that have been empirically proven to produce learning,
- focusing on the knowledge and skills learners need to do their jobs and protecting learners from cognitive overload, and
- producing instruction and instructional materials that are engaging.
Likely there’s not much in the previous sentence that instructors would disagree with, yet many continue to rely on unproven concepts (or misconcepts) when designing instruction. For example, many instructors waste time and effort because they believe they must consider and design for multiple learning styles. Others try to fit the notion of a learning pyramid (learners remember 10% of what they hear, 30% of what they see, 50% of what they do, etc., etc.) with the way they develop and deliver instruction. Still others adhere to the belief that we learn best from formal instruction.
Persuasive arguments are made against these and other learning myths in Parts 1 and 2 of an article by Wallace Hannum of this university entitled Training Myths: False Beliefs That Limit the Efficiency and Effectiveness of Training Solutions. Part 1 has been available for several months in the TLS literature racks in the 3rd-floor break room or next to the mailboxes on the 4th floor. Part 2 was published in July, and you can find copies of it and Part 1 in the literature racks. While you’re there, please notice the latest TLS poster on the theme of frugality and let us know what you think.
I encourage you to read both short parts of this article and then weigh in with your thoughts. Or, drop by for a friendly debate or a conversation about really works since mythical concepts don’t.
Multi-use Computer Training Room (1300). Now Open for Business.
Posted by: Joel Galbraith in How To, SOG, Teaching, Try it! on July 30th, 2009
A couple weeks ago, construction was completed on the new multi-use, computer classroom in 1300, funded by the Knapp Foundation. The 20-computer, 30-seat room is now ready and can be scheduled in CollegeNet. The room has already accommodated multiple successful inaugural training sessions. It has been thrilling to see people in the room anxiously engaged in learning new skills where just months ago the space served as a large, concrete storage closet–packed with the building’s odd and ends and surplus furniture–but no longer!
ITD hosted two Outlook training sessions which were well-attended, and useful to those in attendance. If you missed those, links to the edited archives will be available shortly. In addition Dale Roenigk has also conducted a couple Microsoft Excel trainings in the room.
I’m attaching excerpts of James Balfour’s original detailed room description below:
The room is equipped with a fixed podium, computer, VCR/DVD player, document camera, and a connection for a laptop. A wall panel allows easy control of which device is sent to the projector. The room also has dimmable fluorescent lights controlled with a wall panel near the podium. Three round tables are also available at the rear of the room.
The classroom supports software training for 20 students (i.e. Excel, PowerPoint, Outlook, Blogs, Turning Point etc.). As part of your conference, you may also bring in outside instructors to train clients on software and applications relevant to their jobs. The space can also be used as a normal lecture space, but note that the desk arrangement is fixed.
We would like to thank Sean Downing for all of his work coordinating contractors and ensuring the project was completed as quickly and accurately as possible. We would also like to thank Kelly Medlin for her behind-the-scenes work coordinating and tracking expenditures on this Knapp Foundation project.
Poster Theme: Teaching is More than Telling
Posted by: Joel Galbraith in Best Practice, Did you Know?, Distance Learning, Instructional Design, Teaching on April 13th, 2009
Our new poster theme emphasizes the truth that teaching is more than telling or presenting. Alone, telling and showing do not automatically result in learning. Learning is most likely to occur when 1) the information presented meets a learner’s needs, 2) when learners adapt the knowledge to their context, and 3) when learners get to practice and demonstrate their new skills or knowledge.
A good teacher always tries to see things from the learners’ point of view… Read the rest of this entry »
Identifying Audience Needs
Posted by: Joel Galbraith in Instructional Design, Presentations, Teaching on April 7th, 2009
(requires SOG Intranet authentication)
Dona Lewandowski recently created a powerful introduction to her course that really anchors and gives a human face to the technical information she was attempting to communicate to her Magistrates. Dona considered her clients, identified a “missing link” in her course, and came up with this solution. Her solution is simply brilliant, easy to make and will be remembered! (SOG intranet password required)
As teachers we are 1/2 of the learning equation, the client too must be an active participant for learning to happen. But it is incumbent on us to put our self in our client’s shoes, learn their needs, and do what we can to eliminate obstacles to learning. If you were in their shoes listening to you, would your information and activities be useful? Would it be busywork, or engaging and relevant? If you were them, is there something else you wish you’d be getting from your course?
Let’s assume for a moment that as a high-performing organization–intent on helping public officials and citizens understand and improve state and local government–that what we teach is critical information for their jobs. Have you made clear why the information you are sharing is critical and helpful to them? Before we make that assumption, is there a way we can check that assumption? Consider the following:
- Use (or revise and use) your course evaluation as a tool to really solicit feedback on the effectiveness of your course in meeting learner needs
- Create a client survey to gather info on your specific client training needs?
- Use TurningPoint at the end of class to gather (and save) anonymous client responses. Let the rank order preselected topics of interest and value to them. Who knows? maybe choosing to display the results might show clients how difficult it is for your presentation to meet all their diverse needs.
The TLS team can help you design a survey, design some TurningPoint poll slides and provide additional tips on ways to consider your learners’ needs.
-Joel G.
