June 18th, 2013
Dan is challenged by getting useful end user data when he doesn’t have time or resources to do a thorough learner analysis. He brings the problem to the Green Room.
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Show Notes:
What do you do when you don’t have the time or resources to conduct a thorough learner analysis before the instructional design process kicks into full gear? Or when someone higher up believes they know the learner.
Dan lays out a real work problem he is wrestling with. Susan observes he is working toward identifying gaps, which is a way to hook into what people care about.
Reality check: What happens if you find the learner needs are taking you in a completely different direction than you had anticipated? A political question!
To create the space and time to talk to end users is a challenge.
In traditional education we do less learner analysis, but we should. Instead, we assume the teacher will modify.
A facilitator should be a listener, but that is easier said than done.
Susan hopes her students are hearing that instructional design is different in a corporate setting. They’re hearing some of the realities.
Listeners, what kind of insight do you have about your learners and how did you get it?
You can comment here at http://www.ltgreenroom.org or email susan@ltgreenroom.org or dan@ltgreenroom.org Also, if you prefer to use your voice, call us at 1-800-609-9006 x8055 (US and Canada) or 678-255-2174 x8055 (outside US and Canada).
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June 3rd, 2013
Susan and Dan are looking for fresh ideas and topics.
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Show Notes:
In this very short podcast, Susan and Dan explain how they come up with ideas and ask the audience to contribute. Send your ideas for topics you’d like to see them unpack. It could be a work problem, a design issue……anything having to do with designing for learning.
You can comment here at http://www.ltgreenroom.org or email susan@ltgreenroom.org or dan@ltgreenroom.org Also, if you prefer to use your voice, call us at 1-800-609-9006 x8055 (US and Canada) or 678-255-2174 x8055 (outside US and Canada).
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May 21st, 2013
Susan and Dan talk with Jeff King, Executive Director of the Center for Excellence in Transformative Teaching and Learning at the University of Central Oklahoma, about his work with faculty development and what “transformative learning” means.
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Show Notes:
Jeff King helps Susan and Dan understand what transformative learning looks like and how that fits in with faculty development. This is the second of a two part episode.
Listeners, we want to hear your stories of transformative learning. Where have you experienced this in your life? Who touched you; what happened? What was the context? If you are a teacher, what are you doing to create the same for your students? You can comment here at http://www.ltgreenroom.org or email Susan@ltgreenroom.org or Dan@ltgreenroom.org
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May 7th, 2013
Susan and Dan talk with Jeff King, Executive Director of the Center for Excellence in Transformative Teaching and Learning at the University of Central Oklahoma, about his work with faculty development and what “transformative learning” means.
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Show Notes:
Jeff King helps Susan and Dan understand what transformative learning looks like and how that fits in with faculty development. This is the first of a two part episode.
Listeners, please be patient for the 2nd part. It’s worth waiting for!
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April 20th, 2013
Based on a question posed by one of Susan’s students, Susan and Dan unpack the ideas of interleaving and spaced learning. This is a true green room conversation as they wrestle with the ideas.
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Show Notes:
A couple resources we consulted:
http://gocognitive.net/interviews/dissociating-learning-performance
http://willthalheimer.typepad.com/files/spacing_learning_over_time_2006.pdf
http://learninglab.uchicago.edu/Publications_files/5-CogsciIddeas2005.pdf
Listeners, we haven’t figured this out! Tell us your thoughts so we can continue to unpack these ideas. You can comment here at http://www.ltgreenroom.org or email Susan@ltgreenroom.org or Dan@ltgreenroom.org
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March 28th, 2013
Susan and Dan bat around the idea of assessing learning when a whole lot of other factors might influence the learner. This is in response to one of Susan’s students.
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Show Notes:
Susan’s student likened planning a weekly sermon to the instructional design process, but Susan got caught in the assessment piece. Dan helps sort through some of the nuances and challenges.
Listeners, we haven’t figured this out! Tell us what some of your challenges and solutions are. Alan Selig, we especially want to hear from you! You can comment here at http://www.ltgreenroom.org or email Susan@ltgreenroom.org or Dan@ltgreenroom.org
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March 11th, 2013
Susan and Dan talk with Jeff King, Executive Director of the Center for Excellence in Transformative Teaching and Learning at the University of Central Oklahoma, about where his institution is headed with regard to MOOC development.
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Show Notes:
Jeff King helps Susan and Dan sort through some of the issues arising from the MOOC “tsunami.” The University of Central Oklahoma has been examining how MOOCs fit with their mission for transformative learning. Also discussed are business models. New models such as LOOCs may be on the horizon.
Listeners, we haven’t figured this out! Tell us what direction you’d like us to continue to explore with MOOCs. You can comment here at http://www.ltgreenroom.org or email Susan@ltgreenroom.org or Dan@ltgreenroom.org
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February 26th, 2013
Susan and Dan continue their interview with Jonathan Finkelstein about an innovative method for awarding credit, recognizing accomplishments, skills and more.
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Show Notes:
This segment is Part 2 of the conversation with Jonathan Finkelstein, Founder and CEO of Credly and Executive Producer of LearningTimes. The trio discuss digital credits and how one can manage his or her own portfolio of achievements.
Listeners, what do you value in the world? Go make a badge and give it to someone (and tell us about it)! You can comment at http://www.ltgreenroom.org or email Susan@ltgreenroom.org or Dan@ltgreenroom.org
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