Browse Tag by learning technologies
Performance support, Technologies

Video – The star of performance support?

Photo by GR Stocks on Unsplash

In my previous blog post I paid homage to video, the come-back kid. In this post I’m going to explore a few pros and cons our beloved video has.

With the popularity of YouTube, Vimeo, Slideshare and the like, it has never teen easier to sell the benefits about using video for learning and performance support. Wherever we go; on our PCs, on our laptops, on our mobile devices – video is there.

Why? Well, we are visual creatures primarily and, as the saying goes, pictures paint a thousand words. In which case, how many words would moving pictures paint, let alone ‘talkies’ (and they said it wouldn’t catch on).

Videos are a great way to engage audiences with its storytelling properties. In a formal setting we could:

  • Watch a film showing good/poor behaviour. Analyse it and add reflective notes to a forum
  • Use videos as branching scenarios where you choose the next bit in the story from selecting from given responses to each clip until the final scene which will expose the final result

Then we have the video as performance support. Videos seem to have transformed this arena. So much so that should you search for a ‘how to’ guide on practically anything, it is highly likely there will be a clip for that.

The problem with video … oh yes, there are problems with video… is that in the world where we are encouraging more learner-control, these don’t quite give them that. Yes, they can be classed as ‘on-demand’ but they are far from self-paced. You can fast-forward, stop and rewind, but you still can only listen and watch at the pace at which they were recorded.

This can cause problems. For example, the other day, my other half needed some instructions to help him install some software and searched the vendor’s website for some help. The only thing he found was a video. Now, my spouse is an experienced techy guy and only required a quick checklist or simple steps to run through as he installed the software. I’ve also experienced the same and it’s very frustrating.

It’s great to get an overview to get yourself ready before you carry out the steps. A video will set the scene and, as the visual creatures we are, we feel more prepared for the activity. Allison Rossett, in her book Job Aids & Performance Support calls this type of performance support a ‘planner’. It does what it says on the tin – it helps you plan for when you need to do it.

What he needed was a ‘sidekick’. Something quick to help him carry out the steps at that moment.

So a word of friendly advice… if you are developing a collection of on-demand videos for performance support, be sure to consider your audience, their needs and in what situation they will need that support. If you only provide ‘planners’ then you might be setting yourself up for a fall if you don’t also provide ‘sidekicks’ to help at that exact moment of need. These could be checklists, quick procedure steps or step by step diagrams. Think aeroplane safety cards – what use will a video be when you can’t remember what you saw in the video/demo at take-off?

How have you used video either to help you as an end user or to support others?

Blended Learning, Learning design

Why we shouldn’t call it blended learning!

Image by Полина Андреева from Pixabay

Now for those of you who have read a few of my posts might think that a very strange statement.  Those who know me well professionally will certainly be taken aback – after all, to them, I must sound like a broken record (for those who don’t remember records, think scratched CD!) because I’m always banging on about how anyone remotely involved in designing learning should first learn all there is to know about blended learning.

So why am I considering a change of name?  Because there are still a lot of people out there who don’t understand what blended learning is (see my post about the myth of blended learning). In my view, the blended learning approach is the foundation on which all other learning and training components are built upon.

My earlier post talked about how some people think blended learning is a what I refer to as the eLearning sandwich (eLearning tutorial+classroom+eLearning tutorial); some people think it’s a classroom course with some computer work included within it; some people think it has to include classroom; some people think that it has to include some computer-based or online activity.  Well, it may surprise you to hear that none of the above are true – and yet – all are true.  How can this be?

I confess that in this day and age it is very unlikely that any learning solution will not include some sort of digitial activity.  However, it may be there is none.  It all boils down to putting together a solution that is right for the situation – and that situation may not have any access to modern technology.  There are too many variables to cover here.

If we consider what Clive Shepherd calls ‘the logical approach’ in his Blended Learning Cook book, 1st and 2nd edition, (see my review) we should first establish the current situation before embarking on determining the strategy for putting forward the learning solution.  This means we need to make a detailed analysis: a lengthy process so often skimped on.

Without this we don’t know our audience enough, we don’t know the resources we have or haven’t got, and we may not even know if there is a valid learning need.  Once we have all this information we can establish the most appropriate activities relevant for the audience and subject matter and be able to determine the most efficient way of delivering them.  It will also determine whether it is appropriate to go down the formal training route or the less formal approach of coaching, just in time resources, an ‘in at the deep end’ or a mixture.

Once we’ve set out our framework we can then start designing the individual components, facilitating and supporting as my diagram explains.

Blended Learning Infographic showing the blended learning framework as the base foundation bar and support in the workplace as the top bar. In between there is shown a range of 6 learning method examples. Group 1 is designing live online and self-paced learning and the facilitation of both. Group 2 is classroom design and facilitation. Group 3 is elearning tutorial design. Group 4 is coaching and mentoring. Group 5 is on-demand media content and group 6 is learning on the job in the workplace.

So this is why ‘blended learning’ is the foundation of any learning solution and why it should be the first step for everyone needing to determine the best learning strategy for their organisations.  But what should we call it? What about just LEARNING!

Technologies

What’s in a name? Let’s Huddle!

Photo by Nguyen Thu Hoai on Unsplash

It’s more than just a social gathering

On my travels through the blogesphere (looking for something else as it happens), I came across Huddle. Now the name intrigued me because of what it brought to mind.

One definition for huddle is “to gather together privately to talk about or plan something”. I often use it when facilitating in a classroom asking the group to ‘huddle’ around the flip chart to discuss a topic.

The people at Huddle describes it as follows: “With Huddle, you can manage projects, share files and collaborate with people inside and outside of your company, securely. It’s available online, on mobile devices, on the desktop, via Microsoft Office applications, major business social networks and in multiple languages. Simply: if SharePoint was built today, the would have built Huddle.”

Taking a further look around the website, it seems it has a lot going for it to encourage people to work together and learn together more easily and, they stress, securely. I haven’t taken a really close look or opted for the free trial but here’s a low-down on what Huddle offers:

    • File sharing and management
    • Collaboration
    • Real-time collaboration with web conferencing and phone conferencing
    • Project management features that sound similar to Outlook
    • Security features which allow you restrict or open up elements
    • Customisable for a corporate look and feel
    • Tracking activity of members and assign individual priviledges and permissions
    • Individuals have their own profile area
      • Mobile connectivity across various smart-phones with the ability t
      o access Huddle via other social networks such as LinkedIn

Huddle is cloud-based which means less strain on internal IT infrastructure

With the increase in emphasis on working and learning smarter by enabling channels for collaboration, sharing ideas and best practice, experiential and on-demand learning for improved performance from a bottom-up approach, Huddle may be one solution for organisations out there who see the need for such working and learning practises but are sceptical about using the open social tools.

I’m not so sure they’d be convinced by the name of the product alone. It does seem some social tools out there have been given some strange titles that do little to help sell their benefits to the more serious minded potential user. But that’s a whole different story. If we want to get past the quirky handle, we’re going to have to sell the benefits ourselves.

Huddle, themselves, have given us a good head start.

I was impressed by the list of testimonials and case studies on their site which include organisations who, from my own experience, are very strict about accessibility and security. I’ve taken the list from Huddle’s testimonial page.

    • Kia Motors
    • Akqa
    • NHS East of England
    • Dept for Business Innovation& Skills
    • Kerry
    • Liberal Democrats
    • Belgian FPS Social Security
    • Aggie-Lance
    • Berkshire Community Foundation
    • Boots
    • Rufus Leonard
    • Bright One
    • Care for the Family
    • British Institute for Facilities Management
    • Cheltenham Brough Council
    • East of England IDB Ltd
    • Distinct
    • Fulham Football Club Foundation
    • Inform
    • Government Skills
    • Plymouth Mind
    • Post Office
    • Traffic Management Solutions
  • University of London Computer Centre

So if you want to get past the sales pitch, how about checking out some of the case studies or even contacting their customers and find out what it’s done for them.

I’ll be very interested in hearing from anyone out there who has implemented Huddle, either tried it out on the free trial or is already up and running with it. How have you found it useful and any tips you might have to help others who are thinking of using this or any similar application.