On this first episode of 2022, we had Jared Bendis, Jill Hurst-Wahl, Diane Huckabay, Paul Signorelli, and Maurice Coleman. This entire episode was Jared and Jill talking about U.S. copyright and education! They provided explanations, great examples, and occasionally dug into the weeds. It was glorious! What is missing from the recording are the visuals of the nodding heads as Jared and Jill agreed with each other, and the looks when they got into the details. Every educator, teacher or trainer should listen to this episode. You can listen to the episode on TalkShoe or wherever you listen to your podcast episodes.
Although there will be no recording of T is for Training this evening (brief holiday break to give Maurice Coleman, our Cat Herder in Chief a chance to spend time with family), there is quite a nice line-up for July/August 2021 on T is for Training:
Thursday, August 26, 20219 pm ET/6 pm PT–James Richardson, a Sacramento-based “writer, farmhand, Episcopal priest,” will join us for a conversation about getting from no to yes in training-teaching-learning. There is, of course, a backstory here: Jim and I worked together at The UCLA Daily Bruin a couple of lifetimes ago; we recently reconnected, and his story about how he moved from full-time work as a journalist to being a minister by learning to move “from no to yes” struck me as being a wonderful jumping off point for this episode of T is for Training. And yes, he continues to write: he has an amazing book (his second) coming out next year: “The Abolitionist’s Journal, due for release in fall 2022, is the story of his anti-slavery ancestor who used his house on the Underground Railroad, served as the white chaplain to a Black Union regiment in the Civil War, and then with his family founded a college for the freed slaves in Austin, Texas (Samuel Huston College).”
Addendum (6/18/2021): In the middle of this episode, there is a conversation about storytime and copyright. I (Jill) mistakenly used the word “derivative” when I should have used the word “transformative.” What I described was the transformative use of a work during storytime. For more information on copyright and storytime, view these slides.
Maurice Coleman, Tom Haymes, Paul Signorelli, and Jill Hurst-Wahl were ‘on the call.’ We used part of a Jen Loesher article as our starting point. In her article, Loesher captures several recommendations “to ensure that our students and teachers get what they need”:
Mental health and social-emotional support for students and teachers
Professional learning/development for teachers, education professionals, and support staff
Mentorship for early career and veteran teachers
Grow your own educational professional programs & career pipelines
We talked about students, teachers/trainers, and institutions. What should institutions have done?
Remember that you need to deliver learning. Then think about what the right tools are.
Already have a foot hold in a virtual space, rather than panicking and diving into online learning quickly (and without planning).
Scale up what you already have.
Understand what materials you need and what your rights are to use those materials. (There is a quick Fair Use discussion in this T is for Training.)
Have the right people making decisions about what you’re going to do in terms of training. They need to be knowledgeable.
Have the correct decision-making structures.
Be sure to learn from your failures.
Paul brought up that some school districts and states are eliminating online learning as a reaction to what happened during the pandemic. See:
We talked about the words on this graphic, which was posted by @MindShift on Twitter. The graphic was created by @woodard_julie (Julie Woodard). On the call were Andrea Snyder, Jill Hurst-Wahl, Tom Haymes, Paul Signorelli, and Maurice Coleman. We talked about the online teaching platforms (e.g., Zoom, Adobe Connect, etc.), techniques, and tips. This was a lively conversation that didn’t yield many notes. You’ll have to give it a listen to hear use talk about the C’s and beyond!
With a group of writers on the podcast, we had to ask about her process for writing a book. Elaine secludes herself when working on a book, and has other people handle email, etc.. She names the chapters, then organizes her materials. She noted that she writes chapter 1, which introduces the book, last. Elaine does not write in order. Jumping around works for her. This sounds simpler than what it likely is!
Elaine’s most recent book was born out of notes she has taken for 15 years, and skills, etc., that she knew worked. (This book was her passion.) Among her notes, she amassed 51 skills that she writes about in the book. She notes that we all need to be accountable for our own professional development. While our organizations likely have plans for us, we need to know what we want and then grow towards that. What is meaningful? What do we find inspiring?
Maurice did a really nice job interviewing Elaine and getting her to talk about skills and strategies.
You can listen to this episode on TalkShoe as well as on your favorite podcast platform. Our next episode will record on May 20 at 9 p.m. ET and we’ll be talking about writing and spreading the knowledge.
On the call were Diane Huckabay, Maurice Coleman, Tom Haymes, and Paul Signorelli. Our topic was adult education theory and we began our focus on Malcolm Knowles. Is andragogy truly different from pedagogy? Is adult education different than what we do (or should do) with K-16 students? We recognized that there were different traditions in this (e.g., European versus U.S.). During our talk, we mentioned other people who have written and theorized on this. This was a fast moving – and focused – conversation.
Since Jill edits this blog, she will mention this quote from “Various ways of understanding the concept of andragogy”:
There was a need to shape a form of education that could contribute to justice and peace and that would show that the societies in question had learnt lessons from the racial hatred and intolerance that accompanied the war. This led to rapid growth in the field of adult education after World War II.
Face-to-face training was hit especially hard in 2020 and is certainly on the minds of L&D professionals looking into next year. While most respondents expect to have classroom training available again sometime in 2021, they are preparing for a big shift in how it is used, says [Jay Campbell, Ken Blanchard Companies’ senior vice president of products and content].
“Face-to-face workshops have always been the dominant modality in the L&D space. Our survey results show that pre-COVID, respondents estimated 63% of their delivery was in-person instructor-led training (ILT). During the past ten months, that percentage has plunged to 9%. The hero here is virtual instructor-led training (VILT), which grew from 10% to 53%, and self-paced digital, which rose from 14% to 24%.
“COVID-19 created a discontinuity in the normal evolutionary path toward digital and virtual. It has accelerated the shift—possibly by as much as a decade!
“Face-to-face training still has its place, but it will be a modality that L&D people will use selectively. It’s no longer the default. According to our results, 56% of respondents say the physical classroom still has a role, but mainly as a part of a blended learning experience. Most survey participants expect that blend to be about one-third ILT, one-third VILT, and one-third a combination of self-paced learning, coaching, and mentoring.
We talked about virtual and in-person conferences and courses, what worked, and what our hopes are for the new normal (and not the old new normal). You can listen to the entire episode on TalkShoe or wherever you get your podcasts.
Sardek Love joined Paul Signorelli, Jill Hurst-Wahl, Tom Haymes, and Maurice Coleman on the show. Sardek is the co-author of Speak for a Living, and describes himself as a performance consultant. On LinkedIn, he releases advice every week (free video) through LinkedIn and the website AskAMasterFacilitator. We talked about virtual training, what happens when training is bloated with useless information, adult learning theory, the power of 3-5 steps, learning through failure, making content accessible, and much more…including a few laughs.
On the call were Alexandra (Alex) Almestica, Tom Haymes, Maurice Coleman, Paul Signorelli, Diane Huckabay, and Jill Hurst-Wahl. We began with Jill giving an overview of why she wrote five blog posts (below) on diversifying library staff. We then launched into a lively and informative conversation about diversity in the profession. We provided stories from our own lived experiences as we talked about this complex problem. We recognized the lack of data that could help us understand aspects of the problem, and why that data doesn’t exist. In the end, we acknowledged that this is a problem that some just don’t understand. And if don’t understand it, you can’t address it.
Podcast interview – “The Truth About Jims” – with Minda Harts, who wrote the book The Memo. Description – ” What’s it like to be a Black woman in the workplace? Best selling author Minda Harts talks about space, grace, color blindness and a certain aunt of hers who we hope isn’t listening.” (Added 03/17/2021)
Andrea Snyder, Jill Hurst-Wahl, Tom Haymes, Paul Signorelli, and Maurice Coleman talked about technology and the upcoming new normal in regards to teaching-training-learning in 2021. Tech-wise, we discussed a few technologies with a in-depth discussion of broadband access and the lack of digital infrastructure. As we pivoted to talk about things trainers might find useful, we spent a few minutes on good lighting. Tom mentioned how to improve your lighting on the cheap, while Jill mentioned her new inexpensive ring light. In terms of what the new normal might be…Holey moley! Did we agree? Nope!