//embedr.flickr.com/assets/client-code.jsOn the call were Kate Kosturski , Andrea Snyder, Jill Hurst-Wahl, Marc (in Calgary, Alberta), Donaldson and Maurice Coleman. (Marc and Donaldson were new to calling in!)
Kate started the conversation by talking about Pratt’s School of Information and Library Science becoming the Pratt Institute School of Information on October 5. (The announcement is here.) This brings up the difference between the i-schools (information) and the l-schools (library).
University of Maryland published Re-Envisioning the MLS: Findings, Issues, and Considerations, http://mls.umd.edu/wp-content/uploads/2015/08/Re
Information on ischools (information schools) are available at http://ischools.org
Eventually we moved to talk about libraries who will or will not cooperate with their neighboring libraries.
You can listen to the show here.
This week’s topic – The Role Beliefs Play in Training-Teaching-Learning – was based on the Peter Brown, Henry Roediger, and Mark McDaniel book Make It Stick: The Science of Successful Learning. The conversation was lively, even though there are few notes here. Go ahead…give it a listen!
On the call were Andrea Snyder, Paul Signorelli, Maurice Coleman, Kelly Brannock (a first timer to the program), and Jules Shore. You can listen to the show here.
By the way, the seventh anniversary of T is for Training is on September 13, 2015. Yippee!
Paul Signorelli started the discussion about what we can do to help learners make the connection between learning and the audience they serve with that learning? For example, if you’re training people to do reference work, how do you train them to understand truly how to apply what they are learning to their workplace? Paul offered this blog post as inspiration: Clive Thompson on the New Literacy. Ideas included:
- Role playing
- Working a practical application of the skill
- Project based learning
- Having the work supervisor ask that the person (trainee) share what he/she learned
- Learners need to come to the training with an idea of how they intend to use what they are going to learn
- Ask people why they are attending the training and get them to articulate how they will use the information
We talked about asking for feedback, which not only helps the trainer, but also helps the learner understand the impact that the training had. Feedback needs to gathered several weeks or months after the event, when people may have implemented what they have learned.
Can learners, who come together for a training, create a community that becomes a long-term support community? (An ongoing community of learning.) How about creating learning buddies?
Paul asked an interesting question, who owns your learning?
Maurice Coleman and Jill Hurst-Wahl talked about the online tools they have used for face-to-face training. Those tools include:
- Google Doc for providing a list of resources that can be useful to participants during and after training. (And Google Sites if that still exists.)
- YouTube so people can see how to do something.
- Organization’s content management system or WordPress site.
- SlideShare for pointing handouts and slides.
- Evernote for sharing handouts, etc.
- URL shorteners.
- Bookmark sites (e.g., Diigo.com)
- http://www.appear.in – On the fly video chat. (BTW the show contains a suggestion for how we can use this in December. Listen for it!)
- http://www.dragontape.com – For merging videos together and editing them.
- http://fotofriend.com/video-booth – For creating funky looking videos.
- http://www.vialogues.com – For creating a video and then having a dialogue around that video. We talk about this being useful for customer service or reference scenarios.
You can listen to the recording here.
it’s not about content, it’s about experience. Are you designing experiences?
In our training sessions, how do we create experience? Do we provide the opportunity and space for people to transform?
If the learning environment isn’t what you want, rearrange the room. Ask learners – before the sessions ends – what needs to change in the environment and try to change it. Quinn, who joined us on the call, noted that most evaluation forms do not really evaluate the impact of the training. Rather people evaluate the experience in terms of hot, cold, food, lighting, etc.
Who does experience correctly? We had multiple mentions of Disney. When we stop paying attention to the man behind the curtain (a reference to The Wizard of Oz), we’re truly involved in the experience.
We need to separate practitioners versus novices, so that the training/experience is appropriate. We need to consider how to scaffold the experience/learning.
Sometimes conferences are a place of reflection for people actively engaged, while in formal learning. And because learning is a continuum, we sometimes reflect on something that we learned years ago. There is a long tail of learning experience. In addition to reflection, we often need to design application/practice opportunities for those learners.
- Kirkpatrick’s Four-Level Training Evaluation Model, http://www.mindtools.com/pages/article/kirkpatrick.htm
- Google Apps for Education Certified Trainer Summit (for info on unconference formats), https://sites.google.com/a/googleapps.com/education-certified-trainer-summit/unconference/unconference-formats
- Handbook of Experiential Learning by Melvin L. Silberman, https://books.google.com/books/about/The_Handbook_of_Experiential_Learning.html?id=gSLkiAgMmTQC
- Motivational Design for Learning and Performance: The ARCS Model Approach By John M. Keller, https://books.google.com/books?id=HRCQlZzMwhsC&dq=arcs+model+keller&source=gbs_navlinks_s
- The Risk and Reward Conference (2012), http://rsquaredconference.org/
On the call were Clark Quinn, Patti Poe, Paul Signorelli, Andrea Syder, Mickey Coalwell, Jill Hurst-Wahl and Maurice Coleman. You can listen to the call here.
We want to note that Heather Plett has written a follow-up to the posts on “holding space”, which is “On holding space when there is an imbalance in power or privilege.”
There was a mention of a podcast interview with Daniel Levitin, https://soundcloud.com/inquiringminds/55-daniel-levitin-the-organized-mind, on how the brain works. Begin at minute 25.
Also we referred to the book The Pursuit of Silence. There is an NPR interview (13 minutes) with its author at http://www.npr.org/templates/story/story.php?storyId=125511963.
We ended the podcast by talking about how we are going to incorporate silence into our days: sitting in the backyard, weeding in the garden, zoning out on the commute home, taking breaks during work.
On the call were Maurice Coleman, Kate Kostuski, Jill Hurst-Wahl and Paul Signorelli. The episode can be heard here.
With the ALA Annual Conference in a few weeks, the crew talked about their favorite conference attendance tips and tricks. You can here the whole episode T is for Training. On the call were Kate Kosturski (who hosted this episode), Andrea Snyder, Jules Shore and a drop-in visitor.
On the call were Stephanie Zimmerman, Mickey Coalwell, Michael Porter, Andrea Snyder, Paul Signorelli, Jill Hurst-Wahl, Patti Poe, Maurice Coleman, and [for a short time] Jeremiah. We began by discussing this article:
Plett, Heather (@heatherplett). What it means to “hold space” for people, plus eight tips on how to do it well. March 11, 2015.
We also noted that Plett has written a follow-up article entitled,”How to hold space for yourself first,” which we encourage that people read.
The group talked about almost all of the eight tips and found relevance in all of them for both learners and trainers. Patti noted that the tips describe a good work environment and good bosses. It is also a good guide for mentoring, and a great reading for people, who work the reference desk.
Those of us, who were on the call, want to thank Heather Plett for these two articles. She sparked a wonderful conversation among us!
You can listen to the show here.
On the call were Paul Signorelli and Maurice Coleman, who discussed how to ensure your training causes the change it was designed to do and what it means to be a 21st century learner. The conversation emerged from the article:
Conrad Gottfredson, Conrad and Bob Mosher. “Are You Meeting All Five Moments of Learning Need?” Learning Solutions Magazine, June 18, 2012. http://www.learningsolutionsmag.com/articles/949/
Because Paul seems to read everything and remember what he read, he mentions several resources/books during the show.
You can listen to the show here.