LearningTimes Green Room

Follow Susan and Dan on this very loose conversation about filtering the overwhelming amount of information coming at us. Sometimes it is hard to manage everything in our inboxes.

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Show Notes:

The paradox is that we need to focus and maybe turn off a few channels while still knowing what’s new on the big picture of learning.

Personal learning networks can help manage incoming ideas. Through PLNs we can find respected sources.

Social networks often fuel PLNs. Needs change over time.

Shift: From pre-Internet era to now. We have to be more nimble in letting go of sources that served us well at one point but not currently.

It is OK to unsubscribe!

Since technology allows us to publish information easier, there is more to follow and a higher need to use discretion. The production of information is speedier and more collaborative.

Kind of fun but overwhelming.

Listeners, how do you keep up with the amount of information sent to you? How do you filter?

Post your comments below or call us at 1-800-609-9006 x8055 (US and Canada) or 678-255-2174 x8055 (outside US and Canada) to record a message by phone.

Susan and Dan talk with Gus Prestera about the work he’s doing with simulations.  Dan reconnected with him recently and inspired this blog post:   Simulations: Ten Cool Things People Are Doing (part 1) and part 2 is here.

Play Podcast:

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Show Notes:

Gus describes simulation as  doing the work you would be doing in real life in a safe, controlled environment.

Where do technology and media fit…is it just that simulations are more immersive?

Gus gives an example of a simulation that did not require technology but was very immersive and authentic.

What are the critical contextual factors that we need to manipulate in simulation?  That’s what simulation designers ask.

Gus answers Susan’s question about what makes a simulation designer different from an instructional designer.  Scriptwriting, media production, direction, acting ….. think theater or Hollywood.  Instructional designers want to know what everyone is going to learn.

There are goals in simulation, but it is not about achieving learning objectives.  Instead, the experience is tied to trying to do their work differently; that is the metric.

Student teaching, supervised practicum and nursing clinicals are examples in higher education.

Gus shares an application of simulation to the job search process.  You can learn more about Gus at his personal site  or company site.

Listeners, share ideas for simulations for synchronous events.  Or tell us what you’re simulating and how you’ve been solving problems with this strategy.

Post your comments below or call us at 1-800-609-9006 x8055 (US and Canada) or 678-255-2174 x8055 (outside US and Canada) to record a message by phone.