Tuesday, December 23, 2008

Tip #256: Three Cognitive Load Theory Effects

I had originally thought that I could simply tell you what the cognitive load theory effects are. However, when I looked at them more closely, I realized that I needed more information to even begin to understand them. The following is intended to provide some contextual explanation for the three cognitive load theory effects identified at the end of this week's Tip.

According to Fred Paas, Alexander Renkl and John Sweller in "Cognitive Load Theory and Instructional Design: Recent Developments' [2003], the manner in which information is presented to learners and the learning activities required of learners can impose a cognitive load. When that load is unnecessary and interferes with schema acquisition and automation, it is referred to as an extraneous or ineffective load.

They state that many conventional instructional procedures impose extraneous cognitive load because most instructional procedures were developed without any consideration or knowledge of the structure of information or cognitive architecture. For example, any instructional procedure that requires learners to engage in either a search for a problem solution or a search for referents in an explanation (i.e., when Part A of an explanation refers to Part B without clearly indicating where Part B is to be found) is likely to impose a heavy extraneous cognitive load because working memory resources must be used for activities that are irrelevant to schema acquisition and automation.

The use of worked examples rather than solving the equivalent problems is one of the earliest and probably the best known cognitive load reducing technique. In the earliest stages of learning, when intrinsic cognitive load is high because few schemas are available, learners should study instructions; during intermediate stages when schema formation has freed some working memory capacity, they should study worked examples and increase germane load by using self-explanations; in the final stages, there should be sufficient working memory capacity to permit more problem solving.

Complete worked examples are faded by successively eliminating sections of the worked example until eventually only a full problem remains. This fading technique has been found to be superior to the traditional procedure of alternating worked examples and problems.

According to Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners (2008), by Anthony R. Artino, Jr., there are six cognitive load theory effects that reduce extraneous cognitive load. The first three relate to problem solving:

1. Goal-Free Effect means to replace conventional problems with goal-free problems that provide learners with a non-specific goal. This reduces extraneous load caused by relating a current problem state to a goal state and attempting to reduce the difference between them.

2. Worked Example Effect means to replace conventional problems with worked examples that must be carefully studied. This reduces extraneous load caused by weak-method problem solving.

3. Completion Problem Effect means to replace conventional problems with completion problems, providing a partial solution that must be completed by the learner. This reduces extraneous load because giving part of the solution reduces the size of the problem space.

If anyone can help to clarify this information and distill it down into layman's terms, I would be very grateful!

Next week, we will discuss the last three of the six cognitive load theory effects that reduce extraneous cognitive load.





Before we begin, I would like to ask your assistance. If anyone is aware of excellent training for either film making or for web design that is offered within driving distance of Wisconsin (Illinois, Minnesota, Iowa), I would appreciate it if you would let me know. Thank you!

A final reminder: Our four day Train the Trainer program: Designing and Delivering Dynamic Learning, which is scheduled for February 17-20 in Madison, Wisconsin, still has some slots open.

Last week, we looked at the first three of six cognitive load theory effects. This week, we will look at the last three cognitive load theory effects.

Thursday, December 18, 2008

Tip #254: Introducing Cognitive Load Theory

In early December, Janis Taylor sent me this intriguing note:

I forget how I came across 'cognitive load theory' but I find it fascinating. I wonder if you have any good resources you could suggest or insights on the topic. I know when I'm learning something new I reach the point where I say, "Don't tell me anything else, I need to absorb this first." And I've observed the same with my learners when we try to introduce too many new concepts at the same time.

Maybe the subject of a future 'tip'?

Quite honestly, I had never even heard of cognitive load theory before. So, I started to collect as much information as I could about the topic. When I began to read some of the research articles, my initial response was: Thanks a lot, Janis! This is heavy stuff for someone who just wants sound bites!

Although the articles may not be written in a way that accomplishes this, the intention of cognitive load theory is to avoid overwhelming the learner with new information. My first source: Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners (2008), by Anthony R. Artino, Jr., ( I was attracted by the promise of the abbreviated review!!) provided the following information: The basic premise of CLT is that learners have a working memory with very limited capacity when dealing with new information.

Many of us are already aware that working memory can only hold about seven (plus or minus two) items or chunks of information at a time. (That is why telephone numbers have only seven digits.)

Although working memory can hold only a limited number of items at a time, the size and complexity of those items are unlimited!

However, we are able to process (organize, contrast or compare) only two or three items of information at the same time.

And if new information in working memory is not rehearsed, it is lost within about 15-30 seconds!

So, how does CLT think we can expand the capacity of our working memory?

This is where long-term memory comes into play. The capacity of long-term memory is essentially limitless. The information held in long-term memory is organized and stored in schemas that categorize elements of information according to how they will be used. These schemas effectively expand working memory capacity because complex schemas consisting of huge arrays of interrelated elements can be held in working memory as a single entity.

Automation is another critical component of schema construction. Automation occurs when information stored in schemas can be processed automatically and without conscious effort, thereby freeing up working memory resources. Constructed schemas because automated after extensive practice.

Another important characteristic of working memory is that it has two separate channels for processing visual and auditory information. The implication of this dual-processing model is that limited working memory capacity can be effectively expanded by using both visual and auditory channels rather than either processing channels alone.

Wednesday, December 17, 2008

Tip #255: Three Types of Cognitive Load

The intention of cognitive load theory is to avoid overwhelming the learner with new information. I will do my best.

For the purpose of honest disclosure, all of the following information is drawn from Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners (2008), by Anthony R. Artino, Jr.

Before we begin, we need to have some understanding of schemas and automation, and why they are important for learning.

Schemas categorize elements of information according to how they will be used. Schemas are how long-term memory organizes and stores information. Since complex schemas with many interrelated elements can be held in working memory as a single entity, these schemas effectively expand the capacity of working memory.

Automation is a critical component of schema construction. Automation occurs when information stored in schemas can be processed automatically and without conscious effort, thereby freeing up working memory resources. Constructed schemas become automated after extensive practice.

A key point is that entirely new tasks may be impossible to complete until prerequisite skills have been automated because there may not be enough working memory capacity available for learning. It is for this reason that, from a cognitive load perspective, schema construction and automation are the major goals for instruction.

Cognitive load theorists are concerned with the ease with which information can be processed in working memory. There are three different types of cognitive load, and only two of them are helpful to the learning process:

Intrinsic cognitive load

Extraneous or ineffective cognitive load

Germane or effective cognitive load

1. Intrinsic cognitive load refers to the number of elements that must be processed simultaneously in working memory for schema construction (element interactivity). Element interactivity is dependent on both the complexity of the to-be-learned material and the learners' expertise (their schema availability and automation).

2. Extraneous cognitive load (also known as ineffective cognitive load) is the result of instructional techniques that require learners to engage in working memory activities that are not directly related to schema construction or automation. Many commonly used instructional designs require learners to use cognitive resources that are not related to, or helpful for, learning (for example, searching for information that is needed to complete a learning task). Because intrinsic cognitive load due to element interactivity and extraneous cognitive load due to instructional design are added to each other, the end result may be fewer cognitive resources left in working memory to devote to schema construction and automation during learning. Consequently, learning may suffer. This is definitely the cognitive load you want to avoid.

3. Germane cognitive load (also known as effective cognitive load) is the result of beneficial cognitive processes such as abstractions and elaborations that are promoted by the instruction. When intrinsic and extraneous cognitive load leave sufficient working memory resources, learners may invest extra effort in processes that are directly relevant to learning, such as schema construction. These processes also increase cognitive load, but it is germane cognitive load that contributes to, rather than interferes with, learning.

Based on the cognitive demands imposed on working memory from the three sources of cognitive load, cognitive load theory suggests that instructional designers should focus on two tasks: (a) reduce extraneous cognitive load and (b) encourage learners to apply available resources to advanced cognitive processes that are associated with germane cognitive load.

This is very heavy stuff. I think it is well worth wading through because an understanding of cognitive load will enable us to design more effective learning activities. However, I'm wondering how you are holding up.

Next week, I plan to discuss the first three out of six cognitive load theory effects that reduce extraneous cognitive load- unless you write in screaming "Enough!"

Last week, I mentioned my plan to discuss the first three out of six cognitive load theory effects that reduce extraneous cognitive load- unless you wrote in screaming "Enough!!"

Janis Taylor, who started this entire conversation, replied: "Thanks so much for all the effort you put into this research Deborah. I really appreciate it and hope it doesn't overload the recipients of your tips. No pun intended."

Porter Williams responded: "NOT ENOUGH! " I quite liked this. Please expand on it.

Tracy Hudrlik wrote: I am finding this fascinating. "I can't wait until next week. It is interesting that having someone look up information is not helpful........I will have to remember that one."

So, then, on we go!

Tuesday, December 2, 2008

Tip #253: Teaching Complex Data Entry

In early December, Nichole Codrington, a Training Coordinator for Mylan Technologies, Inc., sent in this message:

"A topic that I would like some info on one of these days (if you are ever looking for a topic) is on how to make training lively and engaging on boring topics. Specifically on filling out complex forms. People at our company often have to train others on how to fill out very complex forms and it can be truly awful boring stuff. I would love some ideas on how to help them make their training more engaging, interactive and meaningful while still getting the outcome of people filling out the forms correctly."

I was brainstorming on using e-learning for this as well. Articulate has some features like hotspots and such that could be engaging. If you have any examples of e-learning about how to fill out a form I would love to see them.

Nichole, thanks for your patience while we completed our quick tips in December.

I have a number of thoughts about possible approaches you might try:

1. Make sure there is an organizing principle. By this I mean that there is something familiar to which the participants can relate the form.I once audited training conducted by a state Department of Transportation in which the participants were being taught how to fill out a complex form. It was apparent that the participants were having difficulty remembering a long list of unrelated information. It wasn't until lunch time, when I could chat with the instructor, that I found out the actual form they were filling out was a driver's license application form. Although every participant in the room, at one time or another, had filled out that form, they hadn't recognized what it was- or had it identified for them. Once they knew what the form was, and recognized that they themselves had experience with the form, everything fell neatly into place.

2. Keep in mind that when people are learning information that is entirely new and unfamiliar to them, you should only introduce 2-3 items at a time. If possible, teach the different sections of the form at different times, independent of each other. Provide a story problem or scenario that gives the necessary information from which the participants need to draw to complete that section of the form.

3. If you can make the information meaningful to the participants, or if they are already familiar with the information requested by the form, you can introduce 4-5 items at a time. Again, using a story problem- either a realistic one or one that is humorous- can add interest to the learning experience.

4. What about having the participants compare completed sections of the new form to similar completed sections of the old form, if there is one? You could assign different tables to prepare to explain to the rest of the group: (a) what information has stayed the same; (b) what changes have been made to the form; (c ) why the changes were made; and (d) what the consequences will be as a result of these changes. For this, they would also need reference materials with background information about the changes.

5. I spent 10 years working in state government, where we were very good about telling folks WHAT they needed to do and WHEN they needed to do it- but rarely WHY it was important for them to do it. Without that context, it is very difficult for people to remember and/or buy in to a change. So, make sure to tell them WHY different information is needed, if you don't have them discover and report it out themselves to the larger group.

6. Since adults are competitive, you might make a fun game out of completing the form correctly. For example, have each member of a 5 person table group responsible for completing one section of the form. Keep the form going around the table until all sections have been completed. Then have the tables pass their completed forms to the table on their right, so each table can critique the work of another table. Draw the correct answers from participants at the different tables- and reward the table groups that completed their forms correctly. Hopefully, every table will get a prize!

7. It helps to have a large glass jar, filled to the brim with colorful peanut M&M's, sitting on the front table. As you begin the training, you can raise their interest by telling them that their correct completion of the form will help the participants at one of the tables win the contents of the jar. You will definitely have their attention!!

8. You could provide or ask the participants to come up with an easy-to-remember acronym for the steps involved in completing the form.

9. You could have the participants create lyrics about how to complete the form using a familiar tune. I've mentioned in earlier Tips that, to this day, I still have to sing with Jiminy Cricket when I spell ENCYCLOPEDIA! (I was singing it to myself to spell it correctly now!)

10. You could place a description of each step for completing the form on a separate note card, put all the note card into an envelope, and distribute one envelope to each table group. Then give the signal to start and see how quickly and correctly they can place the note cards in the proper order.

11. You could create a relay race using the acronym for the steps to fill out the form. Write each letter of the acronym vertically, one letter below the prior letter, on the left hand side of a flip chart page. Count out 12 paces from the flip chart and put a strip of marking tape on the floor to identify the starting place for the relay. Follow these same steps to set up a second flip chart, so that you can have two teams competing against each other. Then each person on the team needs to take a marking pen and fill in one step at a time that relates to the acronym. You can then have each team review the other team's work to make sure that each list is correct- and reward both teams.

12. What about a gallery walk, with each page labeled to relate to one section of the form. For example, Tips for Completing Section 1. Break the group into five or six smaller teams, give each team a different colored marker, then have each team start in front of a different flip chart page. Give them 2-3 minutes to brainstorm their ideas- then ring a bell and have each team move to their right, so eventually every team will have a chance to identify tips for every flip chart. Have individuals read what it written, getting clarification from the writing group responsible where necessary. Take digital pictures of the flip charts and provide them to the group after the session. This will refresh their memories and reinforce their learning.

Well, you already know my preference for even-numbered lists (sorry again, Lou). If you have other ideas to add, please write in and we'll print them next week.

Also, I have neatly avoided Nichole's question about the use of e-learning. I'm counting on those of you who are less technologically-challenged and more e-learning astute to give her some suggestions. Please don't fail me!!

Next week, we are going to tackle a very interesting topic that Janis Taylor mentioned to me as a possible Tip in early December: cognitive load theory. Are we starting the year with heavy-hitting topics or what?





Last week, I requested your assistance in responding to Nichole Codrington's request for information about how to use e-learning to teach complex data entry, after Tip #253 identified twelve ways to teach it in the classroom. Judi Lepper, SPHR, Officer, Instructional Designer III, Private Client Group at National City sent in this wonderful response:

Hi Deb! "Thanks for the great newsletter. I have a few suggestions regarding e-learning solutions to the complex form question, and many of the same approaches you have suggested for ILT may be implemented in the e-learning. My first question would be, is the complex form to be completed an online form?" "If so, Nichole can add interactivity in the e-learning in a number of different ways:

Using screen captures for the form, allow a pop-up or explanation box to appear when they roll over certain fields so they can explore at their own pace and learn the value and importance of why each field is important.

Provide guided practice completing the form, e.g. "Based on the given scenario, select the appropriate option from the drop-down". The e-learning can then provide corrective feedback based on the learner's choice, to help them understand WHY it was right or wrong.

Using screen captures, provide the learner with practice completing the entire form based on the elements that they have learned above. There are several screen capture tools to enable this kind of practice, and to demo the appropriate completion (i.e. Captivate)

I echo all of Deb's points about chunking the material, explaining WHY it is important, having an organizing principle, etc. In addition, each activity Deb mentioned below can be adapted to the e-learning. Make sure to keep the e-learning as engaging as possible, using games, puzzles, relay races, etc. Lectora (authoring tool) just released version 9 which includes a Media Library with several games they are excellent ways of teaching material in creative ways.

I hope this helps.

Judi, Nichole was thrilled with this information when I sent it to her last week. Thank you from both of us!

Janis Taylor, Technical Training Developer, PMCC - Product Lifecycle Data Management, Philips Healthcare also responded:

Feedback for Nichole: Regarding an e-learning option for training on your forms: If the form is completed on paper today then I wouldn't consider it. If the form is completed electronically, then yes, e-learning is an option. And it can be combined with many of the good options Deborah describes below. In other words it doesn't have to be all e-learning or all classroom, but a combination. Maybe an e-learning 'prework' component followed by classroom?

Janis, thank you, as always, for adding your perspective!

We have Janis to thank as well for the topic of today's Tip: cognitive load theory.

Sunday, November 30, 2008

Tip #252: A Simple Ice-Breaker

my Dietrich provided this ice-breaker:

"Gray Elephant ø Ice-Breaker

his exercise gets everyone on the same page and thinking along the same wavelength.

Note: The group can get hung up on the first three steps, so talk them through with an example.

Step 1:

Pick a number between 1-9.

Example: 4

Step 2:

Multiply this number by 9.

Example: 4 x 9 = 36

Step 3:

If there are two digits in this number, add these two numbers together.

Example: 3 + 6 = 9

Step 4:

Subtract 5 from this number.

[Example: 9 ø 5 = 4]

Step 5:

Correlate this number to a number in the alphabet. For example, 1=A, 2=B, 3=C, 4=D.

[Example: 4 correlates to D]

Step 6:

Think about a country that begins with this letter and write it down.

[Example: Denmark]

Step 7:

Look at the second letter and think of an African animal that begins with this letter and write it down.

[Example: Elephant]

Step 8:

Write down the color of this animal.

[Example: Gray]

When the group has completed all eight steps, ask them: Who has a Gray Elephant from Denmark? Try it with several numbers and it will always be the same as long as the math is right. Once I had a person with a gray elephant from Denver. This person needs to travel more - it did add good humor."

Thanks, Amy!

And my thanks to all of you for reading and responding to our Tips throughout 2008. May your journey in 2009 be joyful and full of light.

We will start 2009 off with practical tips for making training engaging, interactive and meaningful when teaching people how to fill out complex forms. If you have any to suggest, please send them in. Thanks!


Sunday, November 9, 2008

Tip #251: Saving Your Voice

I probably should clarify that this tip pertains to saving your voice when you train a loud, noisy, exuberant group. It doesn't really matter how many are in the group, although a larger group has the capability of making more noise.

If you have access to a microphone, then you're all set. As long as the public address system is working, people will be able to hear you. But what do you do if you don't have access to a microphone?

Shouting is an option, but not the best option- particularly if you need to have a voice for the rest of the week or month. So here are a few items or techniques you can use:

  1. Ask the people who can hear you to clap their hands. Keep repeating this statement until enough people are clapping so that everyone realizes it's time to give their attention to the front of the room. [I first saw this used by Bob Pike.]

  2. Speak very softly, asking those who can hear you to tell someone else to stop the activity and turn to the front of the room. Keep repeating this statement until you have everyone's attention. [I first saw this used by Stanley Kramer.]

  3. Hit chimes with a mallet. [Trainer's Warehouse has several varieties.]

  4. At the beginning of the session, identify a musical signal that will be used to get people's attention. Then play that music loudly. [I first saw a musical signal used by Ralph Schwartz.]

  5. Blow a kazoo. [I first saw this used by Sharon Bowman.] Blowing a horn would also work.

  6. Hit small hand cymbals together.

  7. Use a children's wooden pop gun.

  8. Slam one of those slammer objects that make a sound or say something when you slam it on a table top.

  9. Turn the lights off and on quickly.

  10. Yodel.

  11. Pop a balloon.

  12. ??

I hate having an uneven number in a list!! Please, if you have other tricks you use to get people's attention when they're noisily engaged in an activity, let us know and we'll print them in the next Tip.

In November, we published a Tip about the Theatrical Aspects of Training. Heather Kilpatrick, Senior Trainer for ASMG, recently sent this interesting note:

"This is a quick aside about this tip. I read a study done years ago (sorry, I no longer remember by whom) where a group of professors were replaced by actors for a part of a semester. The actors learned the topics and the lectures, and then presented them. The actors were evaluated by the class, as were the professors, and the actors were, to a person, more highly rated than the professors, and their classes did as well or better on the tests of material than the real professors.

The study said that they attributed the improvements on testing to the improved engagement the audience (class) felt with the material thanks to the presentation skills of the actors versus the professors."

Heather, thank you for this wonderful testament to the importance of presentation skills!

In our Tip last week on Saving Your Voice, I bemoaned the fact that the list of options had an uneven number. Lou Litchison, Program Evaluation, Hutchings Psychiatric Center, responded:

"Actually, depending on your perspective, odd numbered things can be just right. Most music students have scales to learn (8 notes each?), but drummers have a bunch of basic stick patterns to learn called rudiments, and many (not all) of those are odd numbered patterns - RLRLR - which can be fun and interesting and musical. And how about 3/4 time? Only three beats to a measure, but beautiful and very smooth! Even is nice, but so is odd!"Thanks, Lou! I will work on achieving a greater appreciation of odd numbered things. In the meantime, Heather satisfied my need for an even numbered list by adding a 12th option to save your voice:

"My personal favorite is to move to the center of the room and stand on a chair or table saying nothing until most of the group is watching to see what's next. It works best with large groups or where the activities are loud and moving around. If they are all focused on a task and looking down, it takes a long while to work."

Heather, thank you for this one. It gives me still another idea: If we're going to stand on a table, we could tap dance... So now we're up to 13 in the list. Thank goodness Lou told us it's all right!

This week, we share a simple ice-breaker. This is particularly symbolic to many of us who have been experiencing lots of snow, ice, and frigid temperatures!

Tuesday, November 4, 2008

Tip #250: Traveling Computer Trainers

Any trainer who travels knows that there are a number of logistical issues to keep in mind. After a while, we develop a checklist of items to have along with us or to know beforehand, to forestall previously-experienced crises. This is particularly important if we need to set up the night before the program when there are few or no staff available on-site.

Key information includes:

  • Names and phone numbers (home, office and cell phone) for one or more contact persons on-site.

  • Access codes for doors and/or the phone number and location of security personnel.

  • The room location: room number and floor.

  • Directions to the room, including elevator access if you are bringing a lot of equipment.

  • The layout of the room, including where the light switches and electrical outlets are located!!

If you are a computer trainer, you will also need:

  • Passwords.

  • The sign-in for the training room.

Please let us know if we've forgotten other key items that should be on a traveling computer trainer's list. Thanks!

Do you have any tips for making training engaging, interactive and meaningful when teaching people how to fill out complex forms. Please send in what works for you and we'll include your best practices in a future Tip.

If you have a tip to make training more effective and enjoyable for the trainer and/or the participants, please write and we'll include it in this series. Thanks!

Two weeks ago, we published responses about the usefulness of a variety of e-learning software. This was a second mailing of Tips because of the offer for a free Articulate teleclass. Janis Taylor, who is the Technical Training Director for PMCC- Product Lifecycle Data Management at Phillips Healthcare, attended the session and had this to say about it:

"I did sit in on the Articulate demo today and I can confirm the following: Articulate is primarily a Power Point add on. It doesn't do screen capture, which is what I need to demonstrate hands on 'how tos' for using new software functionality. It was good to sit in on the demo though. And the instructor did confirm Captivate was the tool people use for screen capture."

Thank you for this information, Janis.

This week, we look at quick tips for for saving your voice when you train large groups.

Thursday, October 30, 2008

Tip #249: Designing E-Learning

At a recent training in Scottsdale, Arizona, participants identified three different e-learning software programs. Although I have no personal experience with any of these programs, they assure me that they are very easy to use when designing e-learning.

The three software programs are: Articulate, Illuminate, and TraCorp.

If you have experience with any of these software programs or are familiar with any other e-learning software, we would appreciate your feedback or recommendations. Thanks!

Tip #249 Addendum

I've received some immediate responses to today's Tip #249 on Designing E-Learning, including a timely offer of a free teleconference training on the use of Articulate on December 15th. Since our next Tip is published on that date, I thought it best to send this addendum out today so you can plan to attend, if that interests you.

First, an unsolicited testimonial for Articulate:

Karen Phillips of Ultradent wrote that: "We have and use Articulate software for our e-learning courses. It is very easy to use and can be done very quickly with your PPT slides you already train with. Our students really like this design and always look forward to seeing more in this application. "

If you would like to know more about Articulate (and please know I have no association with this offering), Daniel Graham, a Trainer/Coordinator with the South Carolina Department of Transportation, sent in this information about the training:

"In reference to the E-Learning programs that you have discussed above, it has been my experience that Articulate is the most practical tool for e-learning course development. You can find out more about Articulate by attending the following web-ex conference hosted by Brian Young of the Department of Social Services on 'designing courses with Articulate'.

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Karen and Daniel, thank you both for your helpful information!

Beth Eberhardt from Maricopa Community College was kind enough to send in a clarification about both the spelling and purpose of Elluminate:

"To clarify, Elluminate is actually an interface to facilitate a live webinar or presentations can be used to within Blackboard or another type of LMS. For additional information: click here."

Janis Taylor, Technical Training Developer for PMCC- Product Lifecycle Data Management at Philips Healthcare, suggested an additional e-learning software, Adobe Captivate, that she likes but cautions is less than intuitive:

"I use Adobe Captivate to develop eLearning. I use it to record the use of new features or functionality in our homegrown software applications.

I combine the demo with voice-over instructions and on-screen tips. I'm still pretty new at it. I hesitate to call it 'training.' Instead I bill the things as 'automated demonstrations.' The user community seems to like them. Many users report running the demo and the live system hand in hand and practicing as they go.

I had to take a two-day training class after purchasing the software, since I couldn't figure it out on my own.

Biggest tip? Keep them short!! Better to record three five minute 'movies' (as they call them) than one fifteen minute movie."

Thank you, Beth and Janis!

If other suggestions and responses come in, I'll include them in next week's Tip. I just didn't want you to miss the Articulate teleconference training on the 15th.

Sunday, October 26, 2008

Tip #248: Tailoring Power Point

Karen Phillips, Product Training Manager for Ultradent Products, introduced me to the fact that it is possible to hide a Power Point slide when you are tailoring a presentation. This way you don't have to create an entirely new slide show.

Thank you, Karen, for saving all of us, who were unaware of this feature, a lot of time and energy in the future!

I'm intentionally keeping the December Tips very very short. However, last week's Tip to tailor Power Point programs may have been so short it wasn't helpful. It is possible to hide Power Point slides that aren't relevant to a specific new audience, rather than deleting them and creating variations of the same Power Point slide show. I didn't go into HOW to do this, because I imagine it may be different for Macs versus PCs. On my Mac, I go to the drop down under Slide Show and one option under it is "Hide slide."

This week, we look at easy-to-use e-learning software.

Wednesday, October 22, 2008

Tip #247: Managing Stage Fright

There are many ways to manage stage fright or presentation anxiety. For example, you can:

  1. Organize your material.

  2. Visualize yourself delivering a successful presentation.

  3. Rehearse by standing up and using all of your visual aids.

  4. Breathe deeply just prior to speaking.

  5. Focus on relaxing with simple, unobtrusive isometric techniques.

  6. Release your tension in a positive way by directing it toward your audience.

  7. Move when you speak, to stay relaxed and natural.

  8. Maintain good eye contact with your audience.

  9. Keep a glass of water close at hand.

  10. Do a full body yawn before you go in front of the group.

  11. Introduce yourself to members of the audience as they enter, so you have friendly faces in the audience when you speak.

For #12, we often joke about taking a Valium or sipping Scotch in your coffee cup. However, apparently there is a homeopathic remedy that can actually calm your stage fright and still leave you alert -which clearly Valium and Scotch might not! This Tip comes from Raphaele Cohen-Bacry, a Medical Consultant with Boiron. She recommends Gelsemium, which she has personally used to manage her own stage fright.

Although I have no experience with Gelsemium, I have used homeopathic remedies, including those from Boiron, for many many years. If you suffer from stage fright that is resistant to the eleven other options listed above, you might want to discuss the possible use of this homeopathic remedy with a trusted doctor or knowledgeable pharmacist. Thank you, Raphaele, for this option!

Thursday, October 9, 2008

Tip #246: Starting Sluggish Mac Laptops

This Tip comes from Ciaran O'Murchu, the Banquet Manager for Scottsdale Cottonwoods Resort & Suites. My Mac G-4 laptop has become sluggish and very erratic, choosing NOT to start at very inopportune moments- such as the beginning of workshops! Needless to say, this has been incredibly stressful for me.

At the start of the second day of a three-day training, just as I was reassuring myself that my laptop was choosing to be very cooperative, it refused to start at all. Ciaran, who epitomizes quality customer service, immediately offered me the use of his personal Mac laptop computer. He literally saved the morning for me, bless his Irish heart!

During lunch, Ciaran checked over my computer. His tip, which I pass on to you, was to turn off Norton Anti-Virus. According to Ciaran, Norton continually runs its anti-virus program, diverting memory and function (Ciaran, please forgive me if I am misstating this). All I know is that he turned off the program and, since then, my laptop starts up immediately.

Those of you with Macs know that they are virtually virus-resistant, so the lack of the anti-virus program does not pose any appreciable risk.

Ciaran suggested that I back up everything on my laptop remove all Norton programs from my laptop and then scrub the files. He promises that when I reinstall the backed up files, they will run much more smoothly and consistently.

Goodness knows that I am not very computer literate and I make no guarantees, but this tip definitely worked for me. Thank you again, Ciaran!

Thursday, October 2, 2008

Tip #245: Handling Late Participants

creative ways to penalize participants who return late to class. We may make them sing a song, dance a few steps, do push ups, or put money toward a group celebration. To help get them back in time after breaks, we may play music, project a timer on the screen, or assign someone with a watch to ride herd on the entire group.

Instead of punishing participants who return late, Darin suggests that we reward participants who return on time. And instead of making the trainer or one participant responsible for getting the entire group back on time, he makes each table group responsible for their own members. Every time the entire table group is back and seated on time, that table gets points. At the end of the day, the table with the most points gets a prize. This motivates the table group members to monitor and motivate each other to be timeconscious.

I think it is a wonderful approach and I plan to implement it in my very next training. Thank you so much, Darin!!

Last week, Karen Phillips, the Training and Development Manager for Ultradent Products, Inc., asked for a useful suggestion about what colors work best so that PowerPoint can be seen without needing to dim the lights. Julie Almont, the Executive Director of Employee Development for Delaware Park, responded:

Hey Deb!

I love the many suggestions your talented friends have shared in this week's "Tips".

As to the PowerPoint issue, I use black or bold dark blue on white. The white illuminates the message and the room. I try to keep the words in large font and to a minimum while I 'voice-over' the information/lesson. I have been adding one appropriate animation and/or sound to most slides that illustrates the main point of the topic...my folks especially like subtle humor or something beautiful and poignant!

An example of this is a recent Time Management session that began with a picture of an alarm clock and a background of a ticking sound. It allowed me to open with, "Do you feel like the clock is always ticking and the alarm is going to sound before you're ready?"

I really have moved away from PowerPoint but still like using it to display a question or questions that require time for a thoughtful response or group activity.

I have been paying attention to 'billboards' as I drive on the interstates. If the theme or colors catch my attention, I try to copy that in my PowerPoint, treating it like an indoor billboard. I worked in the motivational poster business for thirteen years, you should hear those theories!

Once again, thanks for keeping us on our toes!

Regards,
Julie

Julie, I love the idea of thinking about PowerPoint as an indoor billboard. That guarantees it is kept short, sweet, and to the point! It's a perfect metaphor!! Thank you for consistently providing useful feedback and creative ideas through the years to both Delaware Park and Tips readers!

This week, we have a quick tip to help sluggish Mac laptop computers start up more easily.

Tuesday, September 30, 2008

Tip #244: Theatrical Aspects of Training

Many years ago, I realized that I could combine my love of teaching and my love of acting in a career as a trainer. As a result, I have a strong bias. I truly believe that all good trainers have a theatrical aspect that enhances and enriches the learning experience for their participants.

Let me be clear. I am not talking about presenters who charm audiences by acting out dramatic or humorous stories rather than providing useful learning. I think the best trainers incorporate credible subject knowledge, awareness of adult learning principles, and a sense of the dramatic into their training.

Please think about the good trainers that you have enjoyed. Although not all good trainers share these characteristics, these theatrical aspects certainly make learning a more vibrant and exciting experience:

  • Good trainers are frequently charismatic, with a special magnetic charm or appeal. They know how to captivate and work a crowd.

  • They have a flair for the dramatic, able to create intense or gripping excitement. The classroom is their stage. They know their lines and they know what is effective.

  • This is not to suggest that they are insincere or artificial. They simply know how to make an entrance, how to make an exit, and how to improvise a scene. Without missing a beat, they can easily segue into acting out scenarios, demonstrating interpersonal techniques, or interacting with the group.

  • They move with a natural grace and sense of purpose across the front of the room and among the seated participants. They know how to use the space available.

  • They are highly expressive, speaking clearly and projecting their voices throughout the room without the need for amplification.

  • They use their entire bodies to convey both thought and emotion.

  • Many of them are masters of vocal inflection and timing, knowing when to raise or lower their voices, and when to pause for dramatic effect.

  • As a result, good trainers are also spellbinding storytellers, engaging most of the listeners' senses with complete and compelling descriptions of people, places and events.

  • They are even striking in how they present themselves and what they wear, such as bold or vivid colors.

The next time you attend a training program, see if you notice the theatrical aspects that enhance your learning. My guess is that these aspects will be so naturally infused into the program, you will be unaware of them unless you consciously focus your attention. However, you will be engaged, enthralled, and energized!

Last week, we focused on the theatrical aspects of training.

Ralph Schwartz, the Training Director for the Wisconsin Department of Natural Resources, responded:

Good morning, Deb. To add to this tip, several years ago in my research on career development, I discovered the work of Richard Nelson Bolles, "What Color is Your Parachute?" In his book he talks about transferrable skills. Teaching and training are both professions that have skill sets that are derived from the broader category of "Performing and Amusing":

"GETTING UP BEFORE A GROUP OF PEOPLE AND PERFORMING IN A MANNER THAT ILLUMINATES, GIVES PLEASURE, OR BOTH. Exhibiting showmanship, amusing, making people laugh, acting, dramatizing, modeling, singing, dancing, playing music, giving poetry readings, making oral presentations, exceptional speaking ability, thinking quickly on one's feet, writing with humor, fun and flair."

Training is to me a hybrid form of performing or presentation. If you have a special talent in this area, it will come natural to you. Thanks for sharing your Monday AM tips! Ralph

Susan Hubbard, the Training Manager for the University of Chicago Facilities Services, wrote:

I know I fit into this category and the most effective trainers I know do, too. I noticed years ago how a great trainer I knew wore bright colors and how that helped keep attention focused on her in the room.

Thanks for saying this is not to suggest that such people are insincere or superficial. It's surprising to learn how distrustful many introverted people are of a really outgoing personality. They don't think this person could possibly be that happy to see them. They don't realize that some of us may just naturally be upbeat and extraverted. Susan

Thank you both, Ralph and Susan!

On a totally different topic, we have a question about the use of PowerPoint for which we need suggestions.

Karen Phillips, the Training and Development Manager for Ultradent Products, Inc. wrote:

Hello Deb:

Thanks for a great training last week.

I would like to ask a question about not needing to dim the lights during your ppt portion of your lecture. I observed that you never needed to do so. Is that because you had colored background? I struggle with getting the lights off and on during my sessions. We do a fair amount of hands on with the products ( need the lights on) and a fair amount with ppt ( getting the facts straight). I will of course be using less after last week :) . But I am always having to turn the lights down when doing the ppt portionÉ..they complain they can't see it. Suggestions? I responded that: I really am not sure about why folks are able to see my PowerPoints. I always use the blue background, with the bright yellow print. Perhaps black and white fade to gray in the light. I hate dimming the lights- it makes ME want to go to sleep, so I avoid it every time. I do check to make sure the PPT is easy to read with the lights on- and sometimes need to pull blinds or curtains.
So, my suggestion would be to try the blue background with yellow print and see if that makes a difference.

If you like, I can also send out your message in the next Laurel Learning Tip, to see what people suggest. Folks are usually very helpful and responsive. Just say the word!

Karen said the word, so now we both ask if anyone can give us some useful suggestions about what colors work best so that PowerPoint can be seen without needing to dim the lights. Thank you in advance!!

This week, we start a new series of quick tips to make training more effective and enjoyable for you and your participants. We begin with a counter-intuitive tip for handling participants who consistently come late to class.

Tuesday, September 23, 2008

Tip #243: Bloom's Taxonomy Revised #3

There are three different ways to view the revised model, with thanks again to David A. Sousa in How The Brain Learns:

  1. Cognitive Processing:

    • The lower three levels (Knowledge, Comprehension and Application) describe a convergent thinking process in which the learner recalls and focuses what is known and understood to solve a problem through application.

    • The upper three levels (Analysis, Evaluation, and Creation) describe a divergent thinking process in which the learner's processing results in new insights and discoveries that were not part of the original information.

  2. Overlapping Levels:

    • The upper three levels, which constitute higher level thinking, are seen as fluid and overlapping. This differs from the original view of the Taxonomy, in which the levels were cumulative and distinct from each other.

  3. Skill Sets:

    • The first two levels (Knowledge and Comprehension) involve skills designed to acquire and understand information.

    • The second two levels (Application and Analysis) involve skills for applying and transforming information through deduction and inference.

    • The last two levels (Evaluation and Creation) involve skills to generate new information by appraising, critiquing, and imagining.

Saturday, September 20, 2008

Tip #242: Bloom's Taxonomy Revised #2

In case you were wondering why we even care about Bloom's Taxonomy of Behavioral Learning Objectives- the primary reason is that once we know the desired target level of learning, we can select the most appropriate learning method to accomplish it. It also clearly identifies the limitations of some learning methods, particularly lecture, which alone can only accomplish knowledge and nothing further.

After I presented the revision in the last Tip, I sat with it for a while and made a decision for myself. I decided that I did not like the new labels for the different levels, but could see the value of interchanging the top two levels.

So, instead of discussing the important characteristics of the revised model in this Tip, I would like to present the compromise Taxonomy that I personally plan to use:

  1. Knowledge: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

  2. Comprehension: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

  3. Application: Carrying out or using a procedure through executing, or implementing.

  4. Analysis: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

  5. Evaluation: Making judgments based on criteria and standards through checking and critiquing.

  6. Creation: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Thursday, September 11, 2008

Tip #241: Bloom's Taxonomy Revised

In 1956, Benjamin Bloom and his colleagues originally identified six progressive levels, or building blocks, of learning. These levels move from lowest complexity (1) to highest complexity (6).

1. Knowledge: Knowledge is the foundation for all higher thinking.

2. Comprehension: Information is not useful unless it is understood.

3. Application: Information and skills become useful when they can be applied to a new situation. Application is the launching pad for all higher level thinking.

4. Analysis: Creative thinking and problem solving begin with analytic thinking: mentally taking something apart to better understand the relationship of the parts to each other and to the whole. To analyze, one must be able to think categorically: that is to organize and reorganize information into categories.

5. Synthesis: Synthesis is invention: the creation of something which is new to its creator.

6. Evaluation: Making judgments, or evaluating, when there is no one answer which is right for everyone, is one of the most complex levels of learning because it is based on all the other levels. Evaluation, or judgment, is essential for all rational decision making.

In 2001, the Taxonomy was revised to reflect more recent understanding about learning. This revision retains the six levels but changes the labels to verb form, renames three levels, and interchanges the top two levels.

The following description of the revision is drawn from How the Brain Learns, by David A. Sousa: Knowledge became Remember because it more accurately describes the recall process that occurs at this level.

Comprehension became Understand, Application became Apply, Analysis became Analyze, and Evaluation became Evaluate.
Synthesis changed places with Evaluation and was renamed Create. This exchange was made because recent studies in cognitive neuroscience suggest that generating, planning, and producing an original product demands more complex thinking than making judgments based on accepted criteria.

The revised Taxonomy or building blocks of learning looks like this. These levels also move from lowest complexity (1) to highest complexity (6).

1. Remember [knowledge]. Remember refers to the mere rote recall and recognition of previously learned material, from specific facts to a definition or a complete theory. There is no presumption that the learner understands what is being recalled. [Verbs include: define, label, recall, and recognize].

2. Understand [comprehension]. This level describes the ability to make sense of the material. [Verbs include: summarize, discuss, explain, and outline].

3. Apply [application]. This level refers to the ability to use learned material in new situations with minimal direction. It includes the application of such things as rules, concepts, methods, and theories to solve problems. Practice is essential at this level. [Verbs include: practice, calculate, apply, and execute].

4. Analyze [analysis]. This is the ability to break material down into its component parts so that its structure may be understood. It includes identifying parts, examining the relationships of the parts to each other and to the whole, and recognizing the organizational principles involved. [Verbs include: analyze, contrast, distinguish, and deduce].

5. Evaluate [evaluation]. This level deals with the ability to judge the value of material based on specific criteria and standards. The learner may determine the criteria or be given them. Activities at this level almost always have multiple and equally acceptable solutions. [Verbs include: appraise, assess, judge, and critique].

6. Create [synthesis]. This refers to the ability to put parts together to form a plan that is new to the learner. This level stresses creativity, with a major emphasis on forming new patterns or structures. [Verbs include: imagine, compose, design, and infer].

What do you think about this revision?
Does it make sense to you that Create is more complex than Evaluate?

I personally question the choice of "Understand"as the new label for Comprehension, since understand is too vague to be specific, observable or measurable and actually used in a learning objective.

I also, by the way, continue to object to "define"as a verb appropriate for the Knowledge or Remember level. If someone can define something, then they are able to put it into their own words. That, by definition (!), indicates that they Understand what it means.

Wednesday, September 3, 2008

Tip #240: Impact of Room Arrangements: Sunburst

Two weeks ago, Nancy from Hennepin County, Minnesota wrote in response to my less than complimentary description of the classroom style room arrangement:

"Hi, Deborah--me again. . .I couldn't agree with you more. We use "clusters" of two tables, angled in the room so that no one has their back to the instructor. The instructor can stand at the front OR the back, or walk down the aisle between the clusters of tables, which we have three on each side of the room. The configuration is a 'herringbone' or chevron shape, if that makes sense.

That way participants have table groups to work with (3-5 people) and we can mix people up or have them move to different tables by various sorting methods.

We use this configuration for all classrooms, even when we go off site. However. . . it does mean that I move a lot of tables and chairs, which isn't the best for my back ;-)"

Nancy, thanks for your description of a my much preferred room arrangement. I absolutely agree!

My favorite room set up has participants seated at rectangular tables. Each table has one end slanted toward the middle front of the room, with four participants seated around the two sides of each table and one at the far end of the table facing the front of the room. The screen at the front of the room is the focal point, with the tables creating a sunburst effect.

It is a variation of the herringbone or chevron shape in that all participants are facing toward the front of the room, as Nancy has described. The classic herringbone arrangement ends up with half of the participants facing toward the front of the room and half facing the back of the room, which makes absolutely no sense to me- although the participants' chiropractors must have a field day!

Pros:

  • It naturally creates small work groups. á

  • It is most conducive to small group interaction. á

  • It is most conducive for placing shared training materials, candy, and/or kinesthetic objects within reach of all table participants. á

  • It is easy for table participants to see and hear each other. á

  • All participants can see each other easily. á

  • All participants can see the trainer at the front of the room. á

  • ll participants have a writing surface. á

  • It is easy for participants to come and go from this seating arrangement. á

  • It is easy for the trainer to move around the tables to interact or to dipstick during individual or small group activities.

Cons:

  • Since many training rooms are not set up in this fashion, the trainer often needs to move a lot of tables and chairs into the sunburst configuration. á

  • It requires a room big enough to accommodate angled tables and chairs. á

  • The legs of the table can get in the way of comfortable seating for the participants, particularly the person seated at the far end of the table facing toward the front of the room. á

  • The arrangement requires careful placement of tables and chairs to ensure that all participants can see those seated at other tables. á

  • It requires a good eye to ensure that tables are not so close to each other that participants have trouble sitting down without bumping each other's chairs.

How's that for an even-handed look?

This concludes our discussion of room arrangements. Next week, we'll look at a relatively recent revision of Bloom's Taxonomy- or, for those of you who have taken my classes, the building blocks of learning!

Tuesday, August 26, 2008

Tip #239: Impact of Room Arrangements: U Shape

Some trainers prefer the U shape room arrangement, where the top of the U is the front of the room.

Pros:

  • All participants can see each other easily.

  • All participants can see the trainer at the front of the room.

  • All participants have a writing surface.

  • It is easy for participants to come and go from this seating arrangement.

  • It is easy for the trainer to move into the group to interact or to dipstick during individual or small group activities.

Cons:

  • It is less conducive to small group interaction: because the participants are seated next to each other, it is difficult to see or hear those seated further away.

  • It can be difficult for participants to see those seated to either side of them.

  • It creates an uncomfortable sense of exposure for participants (at least for me).

I probably should explain this last comment. Many years ago, I was part of a consortium to draft a monograph in response to Dr. W. Edward Deming's 14th quality improvement point against the idea of performance evaluation. We were seated in a U shape. Although he had not been formally invited, Dr. Deming appeared and sat in the very front of the room. I was seated at the bottom of the U. When I made some statements in favor of employee-friendly performance evaluations, Dr. Deming stood up to his full 6+' height, extended his long arm to point his finger at me, and came toward me booming in his loud and deep voice: "NO, NO, NO!"To say the least, it was very intimidating! As a result, I have a negative transfer to that incident whenever I see a U shape!

The rest of that story, by the way, is that later we had a conversation where we both AGREED that there was value to employee-friendly performance evaluations that involved ongoing communication between the employee and the supervisor regarding performance standards that were reasonable, objective, measurable, job-related, and within the employee's control. Unfortunately, I can't prove that the dialogue with Dr. Deming ever occurred, because there were no witnesses to our conversation!!!

There are trainers who have told me that they prefer this room arrangement. If you happen to be one of them, please write in to explain your rationale. I would hate for my bias to stand uncontested!