Statue of Sisyphus and a rockOn the call were Maurice Coleman, Andrea Snyder, Jill Hurst-Wahl, and Paul Signorelli.  We discussed Google.

After you’ve listened to this show, set your calendar for our next show on July 6, after the ALA Annual Conference in New Orleans.

 

 

 

 

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Cat HerdersThis week we were joined by Christie Ward, who is one of Paul’s ATD (Association for Talent Development) colleagues.  Also on the call were Andrea Snyder, Jill Hurst-Wahl, Paul Signorelli, and Maurice Coleman.  Maurice interviewed Christie about her work, her association involvement, and her thoughts about delivering keynotes.  Christie did a wonderful job talking about the difference between delivering versus facilitating.  We ended the conversation talking about artificial intelligence (IA), augmented reality (AR), and the fourth industrial revolution.

In talking about how she collects information prior to delivering a workshop or speech for a client, some of the questions she uses are:

  • What is it in your workplace environment that is helping or hindering your performance?
  • What technology in your workplace helps or hinders your performance?

In her coaching work, she often asks:

  • What do you do when you lose track of time?  This is a great question to discover someone’s passions and to understand if those passions relate to a person’s work.

At the end, Maurice reminded us that each person wants to be seen as smart, important, and significant. As trainers-teachers-speakers, part of our work is to help our participants feel that.

The entire episode is available on TalkShoe.

Resources:

Yes, we talked for 70 minutes and ended hearing that the older episodes (pre-2015) are no longer on the TalkShoe platform.  They are, however, still available through Apple iTunes.  We’ll post more information on how to get to those older episodes.

The path aheadMike Taylor, Maurice Coleman, Jill Hurst-Wahl, Andrea Snyder, Henry Mensch, Jay Turner, and Paul Signorelli. were today’s show.  This was Mike’s first T is for Training! We talked about how we apply learning after a conference, which was suggested by Paul based on a recent blog post.  We talked about a number of things, which this list of questions captures:

  • How do we synthesize what we learn at an event?
  • How do we share what we have learned? What is our sharing process?
  • How do we make connections between those that we met at one event with people at another?
  • Can you create time after the event, and before heading back to work, to synthesize your learning?
  • If you go to several conferences in a row, do you see several themes popping up over-and-over again?
  • How do we select which conferences to attend?
  • How do we let our learning breathe?

Near the end, we got reflective and very meta!  We hope you enjoying listening to this very lively episode.

Our next shows will be on May 25, then June 8. We will not have a show on June 22 due to the ALA Annual Conference.

It was just Maurice Coleman and Jill Hurst-Wahl, and early on it became a love-fest about the VISTA Collaboratory,which is in the Carlson Library at the University of Rochester (NY). (Photos are below.) We also talked about what’s going on at Maurice’s workplace and had an extended conversation about Google Expeditions Kits.  Along the way, Jill told the story about how she and Maurice met, which she also told on this week’s Library Pros Podcast.  This was definitely a technology-focused conversation.  Listen to the episode on TalkShoe.

#unysla2018

#unysla2018

#unysla2018

Swamp ReflectionOn the call were Diane Huckabay, Maurice Coleman, Andrea Snyder and Paul Signorelli.  Their conversation used Deborah Farmer Kris’s KQED Mind/Shift article “5 Strategies to Demystify the Learning Process for Struggling Students” as a jumping off point for a conversation about “Using Our Brains to Help Our Students.”  Resources from the call are in a separate blog post.

Six elements for high-quality project-based learningOn today’s call were Diane Huckabay, Jill Hurst-Wahl, and Paul Signorelli. Our topic was project-based learning.  We generated a number of ideas, including:

  • Have a clear goal for the project-based learning activity.
  • Help the learners understand their own dispositions.
  • Have someone external to the team act as a facilitator or support.
  • Have learners share how they work on projects (e.g., last minute, face-to-face, collaboration tools).
  • Help teammates understand how to support each other and provide feedback to each other.  Make sure they don’t do each other’s work.

And more if you listen to the entire show.  There is also a minor rant, but we’ll let you discover that on your own.

Resources:

Our next T is for Training will be on April 13, in four weeks!  We will not record on March 30.

A Brief T is for Training History: The first T is for Training occurred on Sept 12, 2008. (Sadly, it looks like TalkShoe doesn’t have those early episode available for your listening pleasure.) Since then, we’ve recorded new episodes every two weeks, with a few skipped weeks due to holidays, and have even done several live sessions, which meant that participants were actually in the room together at some library conference. Maurice, our Bald Geek in Maryland, also did some interviews and published them as episodes. So perhaps there have been more than 222 to date, but whose counting! We have had a long list of participants and most of them appear in the column on the right side of this site. Most have been from the U.S., but others have been from other countries, including South Africa and Australia.  Episodes are available through your favorite podcast service (e.g., iTunes) and on the Talkshoe web site.

If you have been on T in the past, please consider stopping by as we work our way towards our 10th anniversary!  And be sure to to listen to today’s show.

Cinderella's Using WiFiOn the call were Maurice Coleman, Paul Signorelli, Diane Huckabay, Clark Quinn, and Jill Hurst-Wahl.  We discussed tools we use for online collaboration.   Paul pointed to this KQED article as background for the conversation.

Tools we mentioned included:

It was noted that wikis are not as “hot” as they were 10 years ago.  And there was a random mention of Google Wave (w-h-a-t?).

You can hear the episode here as well as through places like iTunes.  Our next two shows will be on March 16 (hosted by Paul Signorelli) and then on April 13.  (We’re skipping March 30, which is Good Friday.)

ALA Midwinter signage in DenverOn the call were Kate Kosturki, Jill Hurst-Wahl, Diane Huckabay, Maurice Coleman, Paul Signorelli, and Samantha (Sam) Becker. We talked about winning the war on complacency in education.    We need to illuminate exemplars and expose people to different ways of engaging learners.  Can we learn from our own experiences?

As teachers, we need to help students/learners to understand how to learn better.  We can’t just teach them the subject, but how the student can learn more about it in the future.

Technology are not a meaningless set of tools.  We need to understand how to use the technology in meaningful ways to meet our goals.

All stakeholders need to come together to think about how various disciplines play together, and how learned can acquire multi-interdisciplinary skills.

Students/learners need to acquire foundational, core and specialty skills.  Sam noted that there are a broad range of foundational skills which people need. Some of this might be done through personalized learning.   Jill noted that the acquisition of those foundational, core and specialty skills might occur with technology being a means or clue.

This conversation connected to our previous conversation with Jonathan Nalder. Sam and Jonathan have worked together and she is was part of the genesis of  First on Mars.

What are some simple things we can do to help our folks get to a place where they can be successful with technology?

  • Digital literacy initiatives
  • Space for collaboration using technology
  • Space for using technology
  • Building in professional development for staff, so staff can then support technology learning

What’s the first thing you would say directly to trainer-teacher-learners to reverse that the part of learning that is passive (referred to in our conversation as the 90% piece of the pie)?  We talked about several solutions.

Question: Can we do personalization at scale?  What can we do face-to-face as well as online?

You can listen to the entire conversation on the TalkShoe website, as well as through your favorite podcast service (e.g., iTunes).  And don’t forget to rate the show, so we might get a rating that shows during our 10th year!

Resources:

 

ASL sign for interpret

ASL sign for interpret

Our topic today was how to make our training more accessible.  It is not simple to make an event accessible for all, but it is necessary that we try.   Consider physical accessibility (or mobility concerns), language accessibility (including American Sign Language), etc. as issues (opportunities) to consider.  On the call were Maurice Coleman, Paul Signorelli and Jill Hurst-Wahl.

Tips:

  • If there is a microphone, use it.
  • If you are working with an interpreter (sign language or non-English), try to give the person a script or notes in advance.  Also speak at a pace that is comfortable for the interpreter. (Make the interpreter part of your presentation.  That person is actually presenting with you.)
  • Be mindful of your learners and their needs.
  • Use the accessibility checker that is built into some products like Microsoft PowerPoint.
  • In a face-to-face session, make sure everyone can see you (line of sight). Be sure to keep your face towards the audience.  Some people make be trying to read your lips.
  • Ask your audience upfront : “How can I make the session better for you?”
  • Loud noises — e.g. lots of people talking at once — can be disorienting for people, who are sensitive to sound.  For someone who is blind, a room full of sound is like fog for a sighted person.
  • Check the languages that are spoken in your community.  Can you offer handouts in languages that are frequently spoken in your community?
  • In selecting colors for your presentation, be aware that some people are color-blind and may not be to distinguish the colors.

Resources:

You can listen to the episode here.  In two weeks, Samantha Adams Becker will be joining us on the show.  She does consulting, writing, and presenting on teaching and learning.

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