Browse Category by Reviews

Who ya gonna call? Mythbusters (or Clark Quinn’s book Millennials, goldfish & other training misconceptions)

Ghost buster logo on car door

When we visit the doctor, we put our trust in their expertise and rely on them to keep at the top of their game. Imagine if, when you complained of suffering from migraines, your doctor recommended a series of bloodletting to relieve the pressure!  Bloodletting was practised by the medical profession using a device (sometimes, using leeches) as recently as 1923! Fortunately, doctors no longer recommend this course of treatment because (unsurprisingly), they realised it didn’t work.

As a learning and development professional, our delegates put their development and skills in our hands; they trust that we have the current skills to help them learn and develop new skills. As with the medical profession, we have a duty to keep up to date, critique, analyse and act on evidence.

The stuff of myths and legend

It’s healthy to question, to never take things at face-value, especially when people rely on our advice and support. I like to do a fair amount of research. Does that make me a Theorist? Hmm, I thought I was more of a Reflector …but I also like to get stuck in and try things out; surely that means I’m an Activist… but… I need some real examples how this might work. Now I’m confused…that would make me a Pragmatist. Help! I have a split personality!

If you value your professional credibility, you will already be keeping up with current debates, thinking and theories. You may have even debated these yourself. Wouldn’t it be great if you could find some evidence one way or the other? But where do you start?

In his book, ‘Millennials, goldfish & other training misconceptions’, Clark Quinn gives you that start you might be looking for.

Clark Quinn looks at three categories:

  1. Learning myths (e.g. tailoring to learning styles etc)
  2. Learning superstitions (e.g. smile-sheets equals evaluation)
  3. Learning misconceptions (e.g. 70-20-10)

It’s a lovely, easy read and is meant as a starting point; it is packed full of citations and references should you wish to delve deeper into the evidence behind the counter arguments. I love that (there’s that ‘Theorist’ in me again ).

The myths

For each myth, Clark Quinn gives a brief description and its appeal. Then he sets out the pros, cons and suggestions on evaluating its validity. Finally, we are given a summary of what the evidence actually says followed by advice on what we should do.

The superstitions

Similarly, we read a brief description of each. Clark Quinn then sets out the rationale, why it doesn’t work and what do to instead.

The misconceptions

We can easily misunderstand the purposes of certain practices. Here Clark Quinn gives us a counter argument against the brief description of a commonly held belief. He then helps us reconcile, before making suggestions on what we can do.

What I really love about this easy read is that he gives us a handy little summary section where the key points are set out in easy to read tables.

This is a must on your bookshelf. It’s a handy reference and is small enough to carry around with you without taking up too much space or add to the weight in your L&D kit-bag. Ideal for those moments when a debate is about start or you need a quick memory jogger.

This book has re-affirmed some of my own counter arguments for some learning theories and practices that just didn’t sit right with me; I’ve also had some myths and beliefs busted. I’m OK with that. What about you?

Digital Teaching Platforms: a review

Image by Hermann Traub from Pixabay

A little while back I was asked if I’d like to write another review for eLearn Magazine. Here’s an extract:

“When I read the title of this book I was intrigued. Admittedly, at first I only read the main title “Digital Teaching Platforms” and as I’m always looking at learning more about how technology can help, support and advance learning, I was keen to investigate further. When I then read the sub-heading “Customizing classroom learning for each student,” I have to admit, I was thinking more corporate classrooms.

Finding ways of avoiding the “sheep-dip” approach to teaching and thereby seeking to customize learning interventions for individuals is the Holy Grail amongst learning professionals. However, customizing content for learners often proves elusive. It was once deemed expensive to have to create enough variables to cater for everyone. However with the major advances in technology of recent years this is becoming achievable.”

More…

E-Learning and the Science of Instruction by Ruth Clark and Richard Mayer: A review

Towards the end of last year I was asked if I’d like to contribute to the online e-learning magazine ‘eLearn Magazine‘ by writing a book review. I was honoured to be asked and eagerly agreed.

I was pleased to find out that the book chosen for me to review was Ruth Clark and Richard Mayer’s third edition of ‘E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning’ to give it its full title.

Here’s an extract, hot off the press.

Transferring classroom courses to online delivery isn’t as simple as it might initially seem. In our eagerness to meet the needs of the organization, the needs of the learners are often overlooked. Even so, the trend for producing more efficient ways of delivering learning is set to continue. It also means more and more organizations are looking to produce eLearning in house. If this is the case, in order to leverage the benefits of eLearning we’ll need some guidance. And for that we do not have to look further than Clark and Mayer’s E-Learning and the Science of Instruction, now in its third edition.

Read the full article at eLearn Magazine here

The New Learning Architect – A review

On 7th January, Clive Shepherd announced the advent of his new book The New Learning Architect. I waited impatiently for it’s arrival later that month and promised a review. I wasn’t disappointed – not that I thought I would be – and dipped in and out of it when time allowed. This didn’t do it justice and before writing the review, needed to give myself dedicated time to read it all through in a shorter time. Even now, I know I’ll enjoy reading it all over again and still take more away.

Clive Shepherd, author of The Blended Learning Cookbook, is a consultant in learning technologies and their application in the workplace.

I reviewed his Blended Learning Cookbook 2nd edition where I predicted that his new work would likely take blended learning to a new dimension. Boy did it ever!

Clive starts explaining why a ‘learning architect’. “An architect is someone who creates the plans from which others build” and likens a learning architect to that of a building architect. Building Architects designs “environments for living” whereas the learning architect designs “environments for learning”. Although they wouldn’t necessarily become involved in building the environment they would have to have detailed knowledge of current research to design suitable and safe environments. Not only will they have to meet the brief but consider the needs of the inhabitants.

Clive affirms what it really means to be a learning architect. We hear of the responsibility they have to advise and consult with the client on what would be most appropriate, drawing on their expertise in adult learning theories, brain science and learning technologies. Learning architects, he says, are not order takers – order takers are builders not architects.

The New Learning Architect reflects on how there has been a battle between delivery options in the past where you either had to choose between one or the other e.g. classroom v eLearning; formal v informal and people were firmly footed in one or other of those camps. What this book clarifies is that there is no need to choose sides. Each would work with not against the other where appropriate and towards one goal. It is the learning architect’s role to establish, based on the situation, how these options would work together.

Clive investigates when formal learning interventions are more or less appropriate and under what circumstances the learners can take more responsibility for their own continued professional development. We also see how we can provide opportunities for them to become more self-directed and independent. He goes on to explore the various contexts in which learning will occur:

  1. experiential
  2. on demand
  3. non-formal
  4. formal

The book also explores why it’s important to look at these contexts from two perspectives – top down (directed from the organisation) and bottom up (directed from the individuals) and why there is a place for both perspectives in learning at work. This book will guide you to establish what types of learning contexts will be suitable for your particular requirements, what types of top down or bottom up approaches to consider.

Whole chapters are dedicated to each of the four learning contexts in which Clive provides examples of various learning activities and media tools, when they are best used and when to avoid them. He also explores them from each perspective.

Clive discusses how important it is for people to be motivated to learn and that when breaking down the barriers to access resources, people will learn when the need arises. We also hear that it’s down to the good design of the instructional methods rather than the delivery medium that will ensure success.

In a recent article in the eLearning Age about the 702010 framework, John Helmer calls for a template or a model to help L&D professional implement informal learning and until there is one, informal learning will be more style than substance. Well, The New Learning Architect does just that. Here L&D professionals can take Clive’s four contexts for learning together with his explanation of top down and bottom up approaches as that model.

So who is this book for? Well, I would recommend this book to anyone who is remotely interested in improving results and investing in the development of a workforce whether a large multi-national or small business.

I recommend this book to all those senior managers and CEOs who call for courses (eLearning or otherwise) as panaceas. This book will help you establish whether there really is a formal training need and help you seek advice from your learning and development professionals so that the most effective and efficient solution to a business need is put in place.

If you are a more experienced learning and development professional; if you have benefited from the Blended Learning Cookbook and already implemented some successful blended courses, this book will guide you beyond training and help you take learning into the workplace. It will help you explore and employ informal and social learning methods. It might also encourage you become more architect than builder by advising rather than taking orders from those who don’t know any better.

And if you are new to learning and development then this book will be a welcome guide taking you through the different learning contexts and providing your with lots of examples and case studies.

The New Learning Architect is available on Kindle and from Lulu. Oh and Onlignment will be reviewing individual chapters inviting open discussion too. It’s probably the cost of a couple of drinks or a cinema ticket but could be worth £1000s in improved results.

The New Learning Architect – a review

I’m very excited….. I’ve just received Clive Shepherd’s new book The New Learning Architect which is now available from Lulu and on the Kindle.

I’m going to be digesting Clive’s work over the next week or so and will post my own humble thoughts on it. In the meantime though, I thought it would be a good opportunity to re-introduce you to Clive’s Blended Learning Cookbook.

With the need to do more for less in this current economic climate businesses are increasingly coming under more and more pressure to continue to equip their workforce with the knowledge and skills to perform in difficult circumstances. Clive Shepherd’s book is an excellent place to start if you need some practical advice to provide more efficient learning and development solutions but at the same time, maintaining effective learning to take place.

The book is a refreshingly clear explanation that cuts through the fog by determining exactly what blended learning really is. It is written with an unbiased view of media which so many others fail to do. It will open up a whole new range of opportunities to organisations that is beyond what we might call traditional training methods. After all, it’s about blended LEARNING not blended TRAINING.

What it doesn’t do, and rightly so, is insist that a blended solution HAS to include specific delivery methods to be a true blend; for example, blended learning isn’t just combining classroom and eLearning which is a common misconception.

What makes this book the most valuable asset to anyone involved in providing learning solutions, whether classroom designers, eLearning designers, trainers, managers, senior managers or freelancers is take you back to basics and keeps you focused on the learning rather than the media. Quality learning has too often taken a back seat in the struggle to find cheaper, quicker ways of delivering training. This book shows you how to keep the balance.

The reason it is a ‘cook book’ is that it gives a rich collection of real blended examples – or recipes to follow. There are plenty and I’m guessing there will be one that will be close to the situation you are currently facing. Even when we eventually rise out of the current downturn, The Blended Learning Cookbook will prove a useful, well-thumbed reference for its recipes.

Without having read Clive’s new book The New Learning Architect yet apart from the back cover and Clive’s own blog posts about it, I’m anticipating that it will take blended learning beyond formal training solutions to a more appropriate and integrated approach to development that reflects how we live and work today.

Social Media for Trainers

A review of Jane Bozarth’s new book

If trainers are to secure their futures, it’s important to evolve beyond training and be there where the learners are most comfortable. They need to find out what social media is all about; really all about – not just what they hear in the hyped up media. They need to understand the pros and cons, what they can use it for and above all, try it out for themselves. Jane Bozarth’s Social Media for Trainers is a great place to start. You may also be interested in a previous post where I reviewed an interview Cammy Bean had with Jane on her virtual book tour.

Although the book concentrates on the most popular of social media tools such as Twitter and Facebook, as well as general tools such as wikis and blogs, Jane stresses that the tips and ideas can easily be transferred to similar tools such as Yammer and Elgg to mention just two that may be allowed within organisations’ firewall.

The book demystifies these tools in layman’s terms. It highlights the advantages and disadvantages of each and when and how we could use them. But what the uninitiated would really find useful is the ‘how to get started’ section. As you read through the wealth of ideas for learning activities within the formal training environment you will also discover how to help your learners continue their learning back in the workplace with various social media tools. You will also discover a little about other media tools you may not have thought of as learning tools such as TeacherTube and SlideShare.

However, as technology evolves quickly, the downside of printed material (as the author points out at the beginning of the book), information can often become out of date at the point of publication. This has happened with Google Wave (a promising collaboration tool) which has since been discontinued.

Unusually, the glossary of terms appears at the beginning of the book and is a perfect place for it to be to prepare you for the read.

The book is more than a bunch of ideas on how to use social media tools in your training. It goes beyond training and how trainers can become part of the ‘spaces in between’ the formal training events to nurture and facilitate learning back in the workplace. It will help trainers help themselves grow and ensure their viability in organisations. But even more than that, it gives trainers an opportunity to try the social media out for themselves.

So if you want to get to grips with starting and keeping the conversations going beyond the training room – read this book.

If you want some tips on how you can persuade others that having conversations is where the learning is at and social media will help them do it – read this book.

Or if you want to start your own personal social media learning journey – read this book and start your own conversation.