When Social Biz Meets Superbowl

I spend a lot of my time describing effective use of social media and the need for brands to have a real voice, to show that they are in touch with their customers, and to show that they are acting in real-time. Problems with auto-scheduling and then stepping away from social media content, or outsourcing social media tasks to inept firms, have time and again proven embarrassing (at best) for companies. But it's no reason to shy away from working in the social space. 

Last night's power failure during the Superbowl brought several great examples of corporate social media voices in the right place at the right time, giving a bit of humanity to the companies and showing some personality behind the corporate image: 

As with most anything else at work, it's a matter of hiring. Choose those who will understand and bring the right voice at the right time, who show a sense of humor and confidence in doing the right thing for the organization. And let them work. 

Happy New Year

It's my habit with each January column to revisit colums from the previous year. Here's a recap of major themes from 2012:

1. Find new approaches to design work
2. Be more reflective about practice, and work to evolve it 
3. Find new ways to encourage change by showing value

The full piece is at: 

http://www.learningsolutionsmag.com/articles/1082/nuts-and-bolts-happy-new-year-2013

Content Becomes Its Own Context

“How much of our training budget goes to things that have nothing to do with ‘learning’? Why does the LMS cost more than the whole L&D department? How many organizations invest in more authoring tools and asset libraries than they do in people who know how to use them to design more effectively? Why have we fragmented learning into shards of ‘objects’ rather than craft whole, robust learning experiences? We’re supposed to be in the learning business, not the ‘object’ business.”

More: http://www.learningsolutionsmag.com/articles/1070/nuts-and-bolts-content-becomes-its-own-context

Metaphors

"How would different beliefs about learning affect our practice? What is the prevailing belief in your own work culture? In thinking of my own past and present workplaces, and the types of instruction I’ve most often been asked to build or facilitate, the belief seems most often to be that learning happens as people acquire discrete pieces of data—which we hope they’ll apply as needed. This in turn affects the way in which the instruction attempts to tap into prior learning and tie to other, related pieces of instruction."

For the full article, see: http://www.learningsolutionsmag.com/articles/1054/nuts-and-bolts-metaphors

The Pinterest board referenced in the article is at http://pinterest.com/janebozarth/learning-teaching-metaphors/

Assessing the Value of Online Interactions

In looking for value in online interactions, try to get past the idea of a magic metric. I can’t tell you that my spending x hours on LinkedIn and tweeting y times per day will get you the result I got in the example above. I can tell you that my choice of when, with whom, and how to engage is what helped drive that result.

For more, including an overview of a new framework from Wenger et al, see: 
http://www.learningsolutionsmag.com/articles/1019/nuts-and-bolts-assessing-the-value-of-online-interactions

Unlearning

One of the givens in working with adult learners is the importance of helping them access prior knowledge and building on what they already know. But what if that prior knowledge is no longer useful, or the skills no longer applicable, or it was never very accurate in the first place? 

See more in this month's "Nuts and Bolts" column: http://www.learningsolutionsmag.com/articles/1000/nuts-and-bolts-unlearning

Narrating Our Work

"By sharing what we are doing and how we are learning, we distribute the tacit knowledge otherwise so hard to capture; invite feedback and encouragement from others; invite others to learn with us; document our work and learning for future use; and tie our learning to the efforts of others. Here’s a true story about physical rehab turned learning turned hobby turned community of practice turned two successful businesses, all via informal, social means. And all within six months."  

See this month's "Nuts & Bolts" column:  http://www.learningsolutionmag.com/articles/984/nuts-and-bolts-narrating-our-work

UPDATE 2026. In a server move the new owners of the Learning Guild deleted a good deal of old content. That column no longer exists. Luckily I still have all my files.

[Leader Here’s a true story about physical rehab turned learning turned hobby turned community of practice turned 2 successful businesses, all via informal, social means.  And all within 6 months.]

 

Narrating Our Work

There’s a lot of talk among the social/informal/curation-interested learning set, of which I hope I’m considered an active member, about the idea of narrating our work. This has become decidedly easier over the last decade given the many new tools available for it. By sharing what we are doing and how we are learning, we:  distribute the tacit knowledge otherwise so hard to capture; invite feedback and encouragement from others; invite others to learn with us; document our work and learning for future use; and tie our learning to the efforts of others.  Here’s a true story about physical rehab turned learning turned hobby turned community of practice turned 2 successful businesses, all via informal, social means.  And all within 6 months.

Self-directed informal and social learning. I have an acquaintance from my hometown, Gloria Melton Mercer, who became a Facebook friend some time back. Gloria, a retired elementary school art teacher, needed surgery on her dominant hand in October 2011 and was told she’d need to find a way to rebuild her strength and dexterity. Thinking, “You should mix something fun with something you need to do, right?” she decided to teach herself to create elaborately decorated bakery-style cookies (learner identifying own needs; taking ownership of learning; choosing own solutions).  Gloria started with YouTube videos, many provided by bloggers whose work she then followed (self-directed learning).  A lot of her learning was through practice and trial-and-error (experiential learning). And along the way she decided to share her project with her Facebook friends (because that camera on her phone is really easy to use; Facebook makes things so easy to post; she wanted to solicit feedback; she thought it might be fun to share her work; she had learned from others who shared theirs).  Many photos included comments about what she was learning, and how (narrating her work and learning out loud).  

A community of practice (CoP). Then:  As Gloria became familiar with the videos and blogs, she developed a growing awareness of an existing active community of people with similar interests. She began engaging with some of the bloggers, asking questions and sharing her own answers.  Gloria’s daughter Marlo and Gloria’s friend Whitney, seeing Gloria’s creations on Facebook, decided they wanted to learn, too.  Soon they started sharing what they were learning; all were participating with the explicit mutual goal of getting better at their new craft (per Etienne Wenger, this is the very definition of a community of practice).  As they worked they emerged as contributing members of a true community of practice, with  production of artifacts (recipes, actual cookies, and pictures of them), a repertoire (libraries of cutters and techniques mastered, like cartoon characters and airbrushing, and a specialized vocabulary with meaning mostly for other cookie bakers). The repertoire included another classic mark of community, members developing own in-jokes and references.  As they went along the rest of us watched, encouraged, suggested cookie ideas, and commented .  Eventually Gloria became a full participating CoP member as she began teaching others.

Real Application to a Real Workplace. Now? Gloria continues to work on her technique, but cookies remain for her only a hobby. Marlo started and operates Coastline Cookies in Midlothian VA, USA. Whitney started and operates Beach House Cookies in Virginia Beach VA, USA.  The “roi” of this informal, social learning experience? I guess you’d need to ask Marlo and Maria to hand over their books. They have businesses where before they had none, and they both report operating at a profit only a few months in.

Here’s how it looked:
October 2011-January 2012: Gloria learns basics from YouTube videos, then finds that many of those posting videos also have blogs and Facebook pages. “I found a company called Karen's Cookies that showed how to make cookies and decorate them. I figured she would give me correct information if she wanted people to buy their supplies from her (evaluating credibility of information). Karen’s Cookies site posts some of her favorite blogs. Many of the bloggers also have Facebook pages. I made a special Facebook list for these, so I can watch each day to see the latest cookies.” In January Gloria begins posting pictures of her early efforts, which she called “trash”, but reports that where cookies are involved, even hungry husbands like “trash”.  

Figure 1: January 3, 2012, making trash

Figure 2: January 10. Cookies are no longer “trash”. Gloria offers comments about her learning.

 

Figure 3. January 13: Gloria’s feeling confident enough to make cookies for family gifts.

 

Figure 4.  January 18. Gloria says she still can’t make her hand and icing “do what she wants.”  Gloria’s daughter Marlo, 125 miles away, joins in, as does Gloria’s friend Whitney. Gloria describes the need to “stop and stand back” when learning to decorate.

Figure 5. February 2012:  Marlo and her husband Mike begin taking orders for cookies. Marlo obtains a business license and Coastline Cookies is born. Marlo says: “After the experience with the Valentine’s Day cookies Mom and I were both hooked. We would spend hours out of our day watching videos and reading blogs and calling each other to share what we had learned. We still do!”

 

Figure 6. Gloria tries her hand at using the airbrush.

 

Figure 7: April 2012:  Gloria is turning out gorgeous cookies by the dozen.

 

Figure 8. Gloria begins teaching others.

May  2012: Marlo learns web design so she can launch and manage the Coastline Cookies site  http://www.coastlinecookies.com/

Figure 9. July 2012. Marlo’s Coastline Cookies company  is already a huge success.   

 

Figure 10. July 2012. Whitney’s Beachhouse Cookies  is likewise doing well  http://www.beachhousecookies.com/index.html

 

And Gloria continues to learn new techniques and share as she goes, while the rest of us remain on the lookout  for new, interesting cookie cutters.  Her new special interest is in learning better ways of photographing her final product.

Figure 11. Gloria moves on to learning about heat guns, quilting, and cookie photography.

There are so many lessons to be gleaned from this case:  The social aspect of publishing your learning, getting feedback and encouragement from friends, and helping other friends as they learn;  the fact that enthusiasm can be contagious; the willingness to share and not keep everything to yourself; the real way that knowledge is shared; the organic ways that networks grow.

And more to be learned here:  that learning often spawns the desire for additional learning (like web design and photography);  the futility believing  we can ‘capture’ knowledge as discrete pieces of data in a spreadsheet; that ‘generations’ has nothing to do with anything; the ways in which social technologies can accelerate learning and give it geographic reach; and the value of a community truly committed to improving practice. 

This is social learning. This is informal learning. This is narrating our work.

So the concluding question: For Gloria this was a hobby, but for Marlo and Whitney it has become full-time employment. How can we encourage others to narrate their work?  What support or tools would enable that?  How about the repair technician who figures out a new, quicker workaround? Or the restaurant chef who develops a new technique? Or the software engineer who…? Or the paralegal who….? What opportunities are we missing?

"Selling It": Encouraging Change

This month's "Nuts and Bolts" column takes on a common problem: sometimes in our enthusiasm we may be creating the very resistance we're trying to overcome. "What we find cool, others find intimidating. What we find useful, others find threatening. What we find magical, others find scary. And sometimes the very benefits we tout are exactly what others fear." 

Blog Book Tour: Karl Kapp's "Gamification of Learning and Instruction"

Blog book tour stop 3: I was lucky enough to get my hands on an advance copy of Karl Kapp’s new book, “The Gamification of Learning and Instruction” (Pfeiffer) (also see the book's Facebook Page) just in time for a long plane ride. What a delight! In an age when there’s so much confusion about this in the field, Kapp offers a timely, common-sense view of realities and possibilities.  Among my own frustrations are those in L&D (and, ahem, marketing) who are swept away on tides of badges and points without really understanding the instrinsic motivation and factors critical to successful, meaningful gamification.  (More about that? Take a look at the incredibly popular new game Draw Something, in which the only "rule" is an implicit one and successful play requires collaboration, not competition. Fifty million downloads within 50 days of release. And there isn’t even a winner, ever. )

Kapp pitches the book at just the right level, making material relevant for more experienced gamers as well as for those to whom all this would be rather new.  Several chapters offer basics about game elements and play, while others offer reviews of theory and research regarding games for learning, player types and patterns, and snapshots of ways games can support workplace performance of particular types of tasks. Chapters open with  questions, which provides a nice advance organizer for the information to come.

The author has called in some big guns in terms of expertise, with Alicia Sanchez providing a chapter-length case study from Defense Acquisition University, and a chapter on virtual reality games from expert Koreen Olbrish.   I love that Chapter 11 is written by high school senior Nathan Kapp, the author’s son, who  brings a particularly relevant perspective as  he “has been playing video games his whole life."

This is an excellent resource for those seeking to make sense of the gamification craze and apply gamification principles to create better learning experiences. 

How Can We Know What We Don't Know?

Last month's "Nuts and Bolts" column "Buy or Build? and hte decisionmaking folwchart included there, sparked an interesting comment from a reader: " Sometimes organizations go to great trouble and expense to build (often inferior) eLearning in-house becasue they don't really know what their other options are." I explore this further in this month's column:   How Can We Know What We Don't Know? 

eLearning: Buy or Build?

So often I see organizations struggling to develop eLearning in-house when, really, outsourcing would result in  a better product that's really less expensive in the long run. This month's "Nuts and Bolts" column for Learning Solutions Magazine explores this: Buy or Build? 

What Does Learning Look Like? This.

3 Birds, One Stone

Bird 1: I do lots of workshops on using social media for learning, and I struggle to help participants see the possibilities of using images rather than text-based approaches in their work. Thanks to email and discussion boards, we tend to fall into "comment here, post there, respond to that" kinds of interactions. But now, with so many workers armed with cell phones, nearly all of which have decent cameras, there are so many more possibilities for using images and video in our work. A plus: This can level the playing field for people with low-literacy or second-language issues.


Bird 2: I struggle with helping learners recognize when they are learning. They think of it instead as "solving a problem" or "getting an answer". They don't say, "Gee, I'm a motivated, self-directed adult learner, and I think I'll become more mindful of that." They instead say, "I'll just Google 'spreadsheet tutorial' and see what I find." And if they don't recognize when they're learning, it may just not occur to them to share their new learning with others, or mention it to the boss, or include it in their weekly status report. 


Bird 3: My whole career I have struggled to help managers and HR Directors and supervisors and workers understand that "learning" rarely looks like "school". Because of their experience with education, they believe learning happens at tables (or in front of a computer) while an expert talks. 


One Stone: 
This morning (thanks to Dan Pontefract @dpontefract sharing something via Valerie Irvine @_valeriei, who were posting this, the brainchild of Jeffery Heil @jheil65 -- that's how Twitter works, see?) I ran across the most wonderful big stone that hits squarely on all 3 birds: being mindful about learning, while showing what it really looks like, all done via sharing photos on Pinterest on a board called "What Does Learning Look Like?"  


Fabulous answer to a fabulous question. And worth much more than 1,000 words. 

From Traditional ID to ID 2.0

I have an article in the new issue of ASTD's T+D, "From Traditional Instruction to Instructional Design 2.0". It's excerpted here if you'd like to take  look. Some highlights:

Social learning is learning with and from others by moving within one’s culture, workplace, and world. It’s often unconscious and unintentional, and it often looks more like solving a problem or working together to make sense of something. Social learning is how most of us learn most things: through living in our cultures and interacting with others there. It’s how babies learn to talk and how we learn the basic rules of getting along on the playground. It’s all around us every day, from water cooler conversations to asking a co-worker for an opinion.

What are some ways to help support the new learning as people work to implement it? Some ideas include

• an online leadership book club to sustain learning beyond the confines of the organization’s structured leadership academy
• a networking group for graduates of a particular course, which can be a great way to support transfer of new learning from the classroom event
• a dynamic, evolving frequently-asked-questions webpage for new hires, created by new hires, or a webpage with tips from top sales staff
• a wiki for group projects
• a site for “critical incident” discussions related to training topics such as customer service or ethics
• a microblog-based live chat for all the leaders in your organization, or all leaders in the pharmaceutical industry, or all leaders everywhere
• a Twitter hashtag assigned to your training sessions so participants can tweet key points and takeaways to those who were unable to attend.

Check here for the excerpt, and the actual publication for the full text. 

Social Learning and Etc.: In Conversation with Jane Hart

Jane Hart and I got together to talk about social learning, social media, change management, and measuring engagement in online communities. Here's the recording: Her audio's not great so she let me do most of the talking. I didn't do anything to cause that-- I promise.

Not Everything Requires "Instruction"

New "Nuts & Bolts" column today: Watch for opportunities to quickly solve a performance problem or encourage use of a new idea, approach or tool. Warning: this may not have a thing to do with your job.

Headed to DevLearn?

I hope to see you at the eLearning Guild's DevLearn Conference and Expo next week. If you're there, join me Wednesday for a Morning Buzz session on social learning, on Thursday for breakout sessions "What Managers and Executives Need to Know About Social Learning" and, with Kevin Thorn "DesignBoarding: Leveraging Good Treatments for Your Content".  Also on Thursday I'll be on the Strategic Buyers Stage to discuss "Outsourcing Social Media: When and Why".  Also check out sessions from many of my great and learned (and entertaining) colleagues. DevLearn is always a great time, and this year it's in Vegas, baby. Should be a fun and meaningful time! 

"Nuts and Bolts" for Practitioners

Many of you likely know that for the past couple of years I've been writing a monthly column, "Nuts & Bolts", for the eLearning Guild's Learning Solutions Magazine. It's meant to help an audience largely made up of folks who may have found their way to eLearning and instructional design via less-than-formal means. I find that writing this often satisfies my bloggin' urge (and find that people often refer to these columns as "posts"). Some are ID based, some philosophical, some theory. Visit here for all the past columns. 

"Social Media for Learning" Report

I was delighted that the eLearning Guild invited me to write up the results of their ongoing "Social Media for Learning" report. The 2011 version is now available to Guild members. Results showed great enthusiasm for using social media for learning, and widespread (83% of respondents!) belief that social media for learning was worthwhile. 


There's a brief excerpt in my October "Nuts and Bolts" Column for Learning Solutions if you'd like to take a look there. 

Tool Time: To Each His Own

In my work I sometimes need to schedule meetings with people, all at once, who live around the globe: New York, LA, Sydney, London. As I am math-challenged even on the best days I find the time zone issue confounding and almost always get something wrong. I'd tried a number of time zone converters but none displayed multiple cities in just the way I needed. So I was delighted to find out about World Time Buddy, which displays time by cities all at once. I tweeted about this and was almost immediately, resoundingly, hammered with responses like "this is not useful for webinars" and "I don't need to know the city, I need to know the time zone".

Here's the thing: World Time Buddy is useful to me. It is the tool that solves my problem. It is what I need. With literally dozens of time converters out there, no doubt there is something more useful for you, that solves your problem. This is part of the magic of the web 2.0 world: people can find just-in-time, just-for-me solutions. Some of us think that maybe that's supposed to be the point.

I see this happen, too, in discussions of most other tools. People say, "Well, college students don't use Twitter" as if there is some fatal flaw of Twitter that only college students see. Why would a college student use Twitter? Do most undergraduates need to reach out to big online communities day and night? I like Twitter because I am in a very isolating work role and have found it a wonderful way to connect with other L&D professionals and writers. I didn't really need that when I was in college. (And by the way: when I'm in a location with lots of friends nearby, like at a conference, and want to keep in touch via text, I don't really use Twitter for that. I like the Beluga phone app. I bet college students have something they like for that, too.)

And of course it is happening now with Google+. I keep going in to look at conversations, and I'd guess that fully half of them right now are either arguments about how Google+ is better or worse than some other tool, or discussions of which other tool will or will not be put out of business by Google+. I like Google+  fine, and I've enjoyed playing with it for the past week or so. I also still like Facebook and Twitter just fine, too. Others like LinkedIn. Or Ning groups. Or [name your tool]. (As I've said before: Don't like Facebook, Twitter, or Google+? Ask for your money back.)

I don't know why we feel there has to be one magic tool to rule them all. But I do know this, for sure: If tomorrow someone launched the Perfect Social Media Product, which was free, ridiculously easy to use, seamlessly integrated with every other need and tool, and solved every problem we had, then the day after tomorrow there would rise up a group of People Who Hate The Perfect Social Media Product. There would then be another tool, and more discussions, and ... will it ever end?

So my $.02? Find what you need, and use that tool/those tools. Partly that may be driven by where your best connections spend most of their time. But don't be blind to other, newer things, or places where other good connections are spending time, and try to give them an honest chance. And please, if we ever need to have a meeting in Yokohama, be sure to double-check my math.

Join me at eLearn Magazine!

I have recently taken on a new role as Editor in Chief of eLearn Magazine and hope you'll be a partner with me on this new journey. Here is part of my welcome message:

"I’m thrilled to be coming on board as Editor in Chief.  We’ve worked hard to identify ways of keeping the best of the last 10 years while looking for new areas of focus and ideas for reaching a broader community of readers. eLearning has evolved so much since 2001, from “CBT” and the early days of “distance education,” through virtual classrooms and virtual worlds to, now, the brave new frontier of handheld devices and mLearning, in an age with so much being created, shared, and curated through the new channels provided by social media.

The eLearn reader we hope to reach is  interested in and willing to use new technologies and approaches in creating, delivering, and supporting instruction (both academic and organizational) and workplace performance improvement.  This reader sees him- or herself as an educator or workplace learning practitioner interested in professional development, improving practice, and learning more about learning regardless of the vehicle.  He regards professional development and lifelong learning as an obligation for any practitioner in any field.  She is not a schoolmarm with a ruler.

eLearn will continue to publish content for the higher ed audience but will expand material for  those involved in workplace training, instructional design, and performance support.   We’ve already begun this journey with Cammy Bean’s wonderful  “Avoiding the Trap of Clicky-Clicky-Bling-Bling”, Aaron Silvers’ review of Thomas and Brown’s New Culture of Learning, and Tracy Parish’s reportage from Learning Solutions 2011."

We welcome reader submissions and invite case studies, research, app and product reviews, reviews of conferences and other events.

See the full text of my first blog post and writer's guidelines for more details. 

Talking is Easy. Do Your Objectives match Your Strategies?

New "Nuts and Bolts" column today! Do your learning objectives match strategies and outcomes? 

“Talking is easy. Presenting bullet points is easy. Figuring out how to reach the other domains – to provide psychomotor practice or to elicit an emotional response – is your challenge in developing effective eLearning.”

THIS is What Social Learning Looks Like

Something really interesting happened on Twitter last night. The backstory: There is a regularly scheduled discussion, #blogchat, that happens on Sunday evenings at 8 pm ET (oops--update, correction: 8 Central). Participants share ideas for generating content, growing readership, that kind of thing. I don't usually participate but I follow several people who do. Last night I happened to see a tweet from @MackCollier with a link to http://mackcollier.com/congrats-to-the-four-blogs-that-will-be-reviewed-at-blogchat/ . Turns out the #blogchat group decided to dedicate some of their Sunday nights to offering critiques of one another's blogs. Participants wanting feedback submitted their blogs for consideration; 4 were chosen this time with a promise that others would be considered soon. 


Those who offered their blogs up for review got a good deal of feedback useful particularly for them, but also for others in the group. For example:
@newdaynewlesson: Make your type left justified. Centered screams amateur.
@Collin_K: Font in the header looks too much like comic sans. Hard to take you seriously.
@blogdash: You want your readers to focus on your content. Everything else is a distraction. Choose your distractions wisely.
@Collin_K:  I've never been a fan of the double sidebar. Takes too much attention off of content.
@TheOnlineMom: I love how you share your objectives of the blog right off the bat.
@MikeHale: You can get a premium template for $100 and tweak it, you don't need to do a whole custom design. 
@AmyAfrica  If you want a new design & are on a budget, get a new header. It's affordable & it will make biggest difference.


I think last night's #blogchat is important for several reasons:
1. So many organizations show interest in Twitter and other social tools, but then worry about making online conversations private, or locking them up inside the company's firewall. I always say that's not really the point, and last night's #blogchat is exactly why. These are people who otherwise don't know each other, or work together, but who share a common interest -- and improving could be quite valuable to some of their employers. Talking about top-secret research on a new drug the company hopes to patent, or a pending indictment of an SVP? Maybe not in public. Talking about making your corporate blog better, or tweaking your leadership academy, or communicating with a global workforce, or finding the best productivity apps for the organization-issued smartphones? Why not a Twitter chat, or a LinkedIn discussion, or a Facebook group open to the rest of the world? 


2. The fact that this happened in public means I got to learn from  it, too. Because I happen to follow some of  #blogchat's regular participants, their tweets started showing up in my feed.  My takeaways: In blogging, content matters more than most anything else, and "choose your distractions wisely". I also found a couple of interesting new folks to follow. How many of us work in organizational silos and have discovered -- often too late -- that employees in other silos were having really interesting, useful discussions relevant to our own interests and work? Or were working on a project that we could contribute to? Or were replicating work that's already been done? Another thing that happens by living out in the big wide world: You may find new things that interest you. Hagel, Brown & Davison's Power of Pull describes this as "increasing your surface areas".


3. Popular talk about  "communities of practice" (CoPs) focuses a great deal on 'community' but rarely on 'practice'.  Per Wenger, a CoP is comprised of people who work together with the explicit intention of getting better at what they do (not just talking about it, or complaining about it, or 'conferencing', or sharing 'best practices'), but to actually apply their new learning and improve their own practice.  #blogchat is a great example of what a CoP does. The community members don't want to just gripe about problems with blog products, or trash other bloggers who don't participate in #blogchat, or complain that someone else's blog is better because that someone else has funding for it. People engage within the CoP with the intention of improving their practice. Most are open to offering up their own work and saying, "How could this be better?" -- if the feedback is given in a spirit of cameraderie from peers or other credible sources. Most people are willing to share what they know. Most people want to help each other. And what organizations often just can't grasp: People can gather based on their own self-identified needs and self-manage to get better at what they do -- without excessive administrative oversight or elaborate procedures.


Here's the thing: What happened in #blogchat last night goes on all the time in workplaces. People say they're having a problem and ask coworkers or others for help. They likely don't think to document it on their TPS reports, or include it on a time sheet, or maybe even mention it to anyone else. They don't call themselves "adult learners"; they call themselves "solving a problem". Last night it happened to happen on Twitter. Where is it happening in your organization? 

There's an App -- or Something -- for That

I remember the day I felt the technology plates shift under my feet. It was maybe 6 years ago: post-Internet, pre-Kindle, and I'd gone into the local library. I was standing in the fiction section thinking how great it would be if I could go online at home and store an evolving list of books I wanted to read, and then pull it up when I got to the library.

Well, it turned out, the library had an app for that. Ok, not an app exactly, but an online catalog/request system that did exactly what I wanted. It was a moment that foretold -- for me -- the coming age of apps, of devices talking to one another, and of  the Cloud. I remember that was the moment I stopped thinking, "Why can't I...?" and started asking "Can I....?" I've had a lot of moments like that since then: I wished there was something that would send an alert when there's a traffic jam to or from the office. I wished I could find out what is the name of that song they're playing in the shoe store. I wished there was somewhere I could just store my music online and access it from anywhere on any device. Well, I have all that now. Some days it's like rubbing a magic lamp: wish, and it appears.

I love these changes in technology, every day. And I love the usual answer now to "Can I...?"

What was your moment?

Building Your PLN

This month's "Nuts and Bolts" column is on building your Personal Learning Network (PLN).

Headed to Learning Solutions?

Headed to the Learning Solutions 2011 Conference in Orlando next week? Lots of great folks will be presenting, including Marc Rosenberg, Patti Shank, Thiagi, Brandon Carson & Enzo Silva, Judy Unrein, Brian Dusablon & Kevin Thorn, Tom Kuhlmann, Michelle Lentz, Ray Jiminez, Mark Oehlert... I'd better stop. I'm going to get in trouble for leaving folks out.

SO: I hope to see you there. I'm onsite all week. Find me on Twitter @JaneBozarth. Even if you're not in one of my sessions, please hunt me down and say howdy. Keep an eye out for my Twitter avatar.




My sessions:
Monday, March 21: Foundations Intensive, "Evaluating eLearning"
Tuesday: Certificate Program : "Better than Bullet Points: Creating Engaging eLearning with PowerPoint"
Wednesday: "Social Media for Trainers"
Thursday: ID Zone, "Social Media: Myths & Magic"
And the closing "Ignite!" Session

The New Learning Architect

Last month at Learning Technologies UK I finally had the pleasure of meeting Clive Shepherd in real life. We vowed to read and to review each other’s new books, a promise he kept right away and on which I was delinquent. I did download The New Learning Architect to Kindle right away – it’s available solely in handy ebook form—and did finally settle down with it last weekend.

Clive does a great job articulating a problem that’s nagged at me for a long while: as one trend surfaces, separate camps emerge and the implication of a winner and loser takes over the discussion. We saw it with eLearning v. classroom learning; we’re seeing it again now with informal learning v. formal. Shepherd argues that learning occurs in several contexts, with formal learning only one card in that deck, but still a useful one. He then offers a nice tour through tools and approaches within each context.  It’s the goal of L&D, he says, to build not classes or courses but environments in which people can learn, and those environments can come in several forms.  Suggesting we are ‘architects’ raises the bar, asking us to move to a more efficacious position above the ‘order taker’ function we’ve been fulfilling for far too long (“Yes, sir! That’ll be an order of Teambuilding with a side of Conflict Resolution!”)

Novices will find this very useful—there is a lot of support here to help them step off on the right foot,and  I think it would be a fabulous resource for those coming to the field with no preconceived notions. Experienced practitioners will likely be more interested in the information around informal and social learning as well as the excellent profiles of several successful learning architects.  Another thing experienced people might need?  Perhaps some new perspective on the place of learning in the learner’s world.  Shepherd talks a great deal about the case for and ways of achieving bottom-up change.  The idea appeals to me, and I admit I’m even more interested and optimistic about it given the recent events in Egypt.  While I was reading I occasionally Tweeted quotes from the book (did you know you can post to Twitter directly from Kindle? Like this). Shepherd’s idea that, "You build a learning culture by building an appetite to learn. This is predominantly a bottom-up, peer-to-peer process” caused a good deal of bristling, mostly from people who seemed to feel this could not happen without upper management control or L&D orchestrating it.  People used words like ‘partner’,  and having upper management involved in culture change, but we’ve seen how that looks so far and, well, it mostly ain’t working.

 Shepherd offers a nice overview of the field, with useful suggestions for current practice and provocative ideas for the future. It’s available as an ebook from Amazon US  and UK . 

Twitter in Training

There's lots of interesting stuff coming out this week on using Twitter as a training tool. First, Terrence Wing is moving like a house afire, first with this nice piece on using Twitter as a training platform, then with this great YouTube demonstration of using the video widget in the new Twitter interface to support delivery of a whole course via Twitter. (You can visit Twitter to see the course, too.)

Then last night I happened to check in on the new episode of Grey's Anatomy, which included a whole storyline about using Twitter as a training tool. The Chief was adamantly opposed to tweeting from operating rooms, calling Bailey's Blackberry a 'litigation machine' (sound familiar?). Meantime, staff were bending the rules and residents from all over the country were following along with surgery backchannels, eventually appealing to the chief's expertise and ego. Learners were able to ask questions and get answers from a master. Everybody won--including Twitter.  The ABC network site doesn't leave these episodes up long, and I fear readers in some countries outside the US will be unable to access the site. The episode's called "don't deceive me please don't go" so keep an eye out for it on subversive channels everywhere.

Readers of Social Media for Trainers will appreciate the challenges of trying to keep print text updated as new approaches and ideas evolve. Keep me posted of new things you run across and I'll do my best to spread the word. Ain't technology -- and the people who use it -- great?

Surprise!

This month's "Nuts & Bolts" column for Learning Solutions Magazine: Surprise!


Incorporating what we understand about the role of surprise can help us overcome several common challenges in eLearning design.

No More Clicky Clicky Bling Bling

This month's "Nuts and Bolts" column for Learning Solutions Magazine focuses on eLearning resolutions for 2011 --- and features the definitive example of Clicky Clicky Bling Bling eLearning. 


Note: Social Media for Trainers has been out for several months now and I am interested in hearing what you've been trying. Please get in touch if you have examples or experiences to share.


Happy new year, everyone! 

It's YOUR Privacy: Own It

We're lucky to live near the fabulous Durham Bulls Athletic Park. This ain't your usual little hometown venue with wooden bleachers, but a big, pretty, sure-fire stadium. I'm not much of a fan but my husband is, and he often goes to games by himself to catch up with friends there. One night last September he was sitting, alone, on a row behind a talkative thirtysomething couple with a young son. In the span of half an hour my husband -- the  "strange lone man" of lore -- sitting behind this family, had learned:

• Where the child goes to school, and his teacher's name
• What time school gets out
• The family's secret password ("Jupiter")
• What color and kind of car the mother drives
• The name of the subdivision where the family lives
• Where and what day and time the child takes karate lessons

The irony: Later in the game the mother was expressing her concerns about... FACEBOOK privacy issues.

It's no secret that I like Facebook; I wrote 1/5 of a book about it. But apart from its usefulness as a tool, I really admire what Mark Zuckerberg has done. After a decade of struggling to drag people into online interactions, someone  popped up with a technology so appealing and user-friendly that five hundred million people voluntarily use it. (Update: Make that over a billion.) Grandmas, my high school principal, folks from my dad's neighborhood, and sometimes their dogs, all have profile pages. And while I don't always agree with the changes, I truly do admire Zuckerberg's vision. He is not just trying to build a faster horse -- if he were, he'd have yet another portal site. He is forcing new interactions, new ways of engaging, and along the way redefining the concept of "privacy". He does give users privacy controls, but they are granular and prone to rapid and frequent change, and you'd best keep up. He's tearing down the silos the rest of us just keep talking about. Mark Zuckerberg is changing the world and the way we move in it, even if we're not even on Facebook.

I'm amused by people who are only too happy to take advantage of everything Facebook offers -- including the inescapable acreage of Farmville --  yet feel they have any right to complain about anything. Let's get clear: We are not Facebook's "customers".  We are its product.  Don't like it? Close your account, then. (Or ask for your money back. That'll show 'em.) I'm reminded of the time years ago when Ted Turner, blasted for announcing that he would be colorizing old Hollywood classics, reportedly replied, "The last time I checked, I owned those movies." Like it or not, it was his to do.  

I also am not in the camp that people need to be saved from themselves. It's the internet, and you can't both share information there and really expect it to be 'private'. Here's something to help clarify, from Dave Makes: 

(http://www.flickr.com/photos/buriednexttoyou/5095255302/lightbox/)

So: If you want it to truly be private, don't put it online.  Don't be surprised if you learn that someone has harvested your email address, or used Google street view to get an idea of your income, or allowed some third-party app to access data it shouldn't.  (And don't be naive: Making a call? Your phone knows where you are. Buying gas or eating at a restaurant? Your credit card company knows where you are and what you're doing. In your car? OnStar knows where you are.) Don't allow others to tag you in photos. Turn off the geotagging feature on your smartphone. Disable Facebook Places. Don't download every Facebook game and app and gift. Don't announce when you'll be out of the country for 2 weeks. If you don't want Facebook to have it, then don't give it to Facebook.

And maybe don't talk about it so strangers can overhear at ballgames, either. 

If You Force Them, They Won't Learn

A link on Twitter caught my eye this morning: "5 Hallmarks of Good Homework", Much of the content is applicable to L& D (make assignments relevant, have a purpose, that kind of thing). If you're interested in workplace learning I encourage you to take a look. 

One item that struck me: "Our children are now expected to read 20 minutes a night and record such on their homework sheet. What parents are discovering (surprise) is that those kids who used to sit down and read for pleasure … are now setting the timer, choosing the easiest books, and stopping when the timer dings. … Reading has become a chore, like brushing your teeth."(Kohn, 2006, pp. 176–177)


We see this happen in the workplace all the time.  For instance, "Diversity", "Harassment", and "Ethics" can be really interesting, engaging training topics if handled by good designers and facilitators. But nooooo, the HR Department takes over and loads the policy word-for-word onto 73 PowerPoint slides, no one in their right minds would want to sit through the oral recitation on it, and so HR... makes the training  mandatory.  If people don't want to sit through your program on their own accord, then there's something wrong with your program, not your learners.  Making it mandatory does not send the message, "This is important", but, "This is so awful we have to put a gun to your head to make you attend." This topic becomes a chore and, worse yet, learners have had another bad "training" experience. What could be useful learning just becomes more work.


Another example: I used to belong to a vibrant,dynamic community of workplace trainers who gathered formally once a quarter, and informally at other times, with the stated goal of improving their practice. The meetings were fun and exciting, people brought new topics and activities to share, and many deep and lasting friendships evolved. Without fail, at every meeting, one or two people would show up and say something to the effect of "My boss made me come." Sometimes this was the boss's indirect cowardly way of telling the employee there was a performance problem; sometimes the person was sent to see if he/she could "get" something to bring back to the workplace. Either way, the person sent did not enjoy it, did not get much out of it, and saw the requirement to participate as extra work. (And PS: We didn't enjoy having them there, either.) You won't find many articles or discussions on the topic of communities of practice without someone asking how we can control and manage them, how we can make people participate, and when we should enroll our new hires in them. Here's the thing: You can't. See the bibliography in my dissertation for forty-eleven references that say that. 


Katja Pastoors, in particular, offers research that speaks to the matter of voluntary v. forced learning. From my dissertation:  
"Pastoors (2007) found that motivation to participate in bootlegged CoPs was high, that the bootlegged CoPs allowed for sharing of tacit knowledge and provided a welcome arena for those who shared common interests and “passions” (p. 29), and that those involved in bootlegged CoPs were willing to expend time and energy in its activities. The institutionalized CoP was, by contrast, viewed as the organization’s means of imposing additional workload and expecting work outside of regular working hours. Strict communication plans and procedures were viewed as inhibiting effective activity. By their own report, members felt no ownership of the institutionalized CoP."


The full Kohn citation is: Kohn, A. (2006). The homework myth: Why our kids get too much of a bad thing. Cambridge, MA: Da Capo Press. 


Pastoors, K. (2007). Consultants: love-hate relationships with communities of practice, The Learning Organization  14 (1), 21-33.

Blog Book Tour Week 1 Recap

Thanks to everyone who's been following the blog book tour for Social Media for Trainers! It was a great week with contributions from great folks:

Stop 1 was Jane Hart's Centre for Learning and Performance Technologies, where the book received "Pick of the Day" status.

Stop 2 offered comments from Karl Kapp's Kapp Notes on the variety of activities available to workplace training practitioners wanting to extend and enhance their practice with social media tools.

Stop 3 was a guest post for Yammer with a discussion of using these tools for social learning in the enterprise.

Stop 4 Came from someone with a slightly different specialty area, Clark Aldrich, who commented on categories of social media on his Simulations blog

Cammy Bean went beyond the call in doing both an audio interview with me (Stop 6)  for the Kineo blog as well as inviting me as a guest on the fun ID Live program (link will take you to the Elluminate recording).

Stay tuned for more! Up next: Posts from Brent Schlenker, Gina Schreck, Don Clark, Sahana Chattaopadhyay, and Monish Mohan, and a podcast from Eden Tree. See the complete blog book tour schedule here.

Social Media for Trainers is now available in paperback and for eReaders in North America; shipping soon to the UK, EU, and India. Available from Amazon, Barnes & Noble, Borders, and other booksellers.Thanks again to everyone helping with this project. It's much appreciated.

 I'm especially interested in hearing what ideas readers are applying/what new ideas the book may have sparked, so please comment here or find me on Twitter (@janebozarth , @SoMe4Trainers) or on my Facebook pages (Bozarthzone ,  Social Media for Trainers).

"Social Media for Trainers" Blog Book Tour Starts Thursday!

The Social Media for Trainers blog book tour begins this Thursday, September 2, with a kickoff post from the Centre for Learning and Performance Technologies' Jane Hart. This will be followed by a constellation of blogging stars from the training and eLearning fields.

Is the book right for you? The publisher asked specifically for activities and ideas to help trainers and instructional designers develop an understanding of social media tools at "eye level": What are they, how are they best used, and how can we use them to extend and enhance current practice?  The book is available from booksellers in North America now, with UK and EU releases due in the next few weeks. Check out the "look inside" feature on Amazon.com to get a peek.

Take a look at the blog book tour schedule  and watch for the posts from my colleagues. Many thanks to them for their help with this project!

More? Follow "Social Media for Trainers" on the book's Facebook page and on on Twitter @SoMe4Trainers  (use #SoMe4Trainers).