Episodios

  • 2.13. Legal and Ethical Issues: Copyright and Fair Use in Learning Design

    2.13. Legal and Ethical Issues: Copyright and Fair Use in Learning Design
    Jan 24 2020
    2.13. Legal and Ethical Issues: Copyright and Fair Use in Learning DesignLearning Objective for Section 2.13.: Explain the importance of legal and ethical issues related to instructional designUsing any copyrighted work for learning and training purposes required permission from the copyright owner, i.e. the publisher of the work or the employer of the work’s author, or the author/creator of the work. As stated and shared in the AOE #3 episode on the topic 3.10. Copyright and Fair Use Laws.Here is the recap of what US laws state about the use of materials for a class, training, or learning: Copyright Law: protects the expression of ideas but not the ideas themselves in some tangible form e.g. book, magazine, video, film, etc. Although the exact words in a book may be copyrighted the ideas in the book are not. READ: Copyright, eLearning, and Creativity via eLearning IndustryFair Use: is a legal doctrine that promotes freedom of expression by permitting the unlicensed use of copyright-protected works in certain circumstances. Section 107 of the US Copyright Act provides the statutory framework for determining whether something is a fair use and identifies certain types of uses—such as criticism, comment, news reporting, teaching, scholarship, and research—as examples of activities that may qualify as fair use.” When considering if objects or materials are under fair use, you should examine the four requirements:The purpose is for nonprofit, noncommercial educational use (typical cases)The nature of the copyrighted work is consistent with the proposed useThe amount of the original work involved some small uses can be considered an infringement, that is, a small portion involves the core idea in the copyrighted worksThe effect of using the copyrighted work is not likely to deprive the copyright holder of sales or market interest Title 17, US Code of Federal Regulations, Section 201 There are also “Works Made for Hire” where the employer or the other person for who was hired for the work was authoring training instruments for an employer or organization as training materials to be designated their copyright. RESOURCE: US Code: Title 17. Copyright via Cornell Law SchoolRESOURCE: Writing Copyright Statements for eLearningLegal and Ethical Issues Related to Copyright and Fair UseThings that cannot be protected by copyright include: ideas, processes, procedures, methods of operation, concepts, principles, or discoveries; however, a tangible description, explanation or illustration of these may be copyrighted.In the United States, registering the work with the US Copyright Office provides legal protection and redress in state and federal courts; a copyright holder has the exclusive right to:Reproduce the copyrighted workPrepare derivative works (adaption) based on the copyrighted workDistribute copies of the copyrighted work to the public by sale or other transfer of ownership, or by rental, lease, or lendingPerform the copyrighted work publicly, in the case of motion pictures or other audiovisual works; andDisplay the copyrighted work publicly, in the case of audio or visual work.Exclusive rights are qualified by the fair use privilege, which allows others to use copyrighted material in a reasonable manner without the copyright owner’s consent. Although legal guidelines exist, fair use is difficult legal concept to understand.Bottom line: obtain written consent from the copyright holder to use the materials that are copyrighted, even for an educational program OR find training materials that allow for fair use or attribution for your learning/training materials. When in doubt ASK SOMEONE!Open Up: Creative Comments and Open Education Resources Open Up: OER for Higher Teaching, Learning, and Support Services includes The National Forum Open Licensing Toolkit [PDF]To Share Your Work, You Gotta Put a @CreativeCommons License On It!
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    11 m
  • 2.12. Individual & Organizational Influences on Learning and Change

    2.12. Individual & Organizational Influences on Learning and Change
    Jan 24 2020

    2.12. Individual & Organizational Influences on Learning and Change

    Learning Objective for Section 2.12.: Identify individual and social factors that influence an adult’s motivation to learn and change.


    Change might be a business decision; however transitions at work often have emotional and political effects on any organization and their employees. Motivating factors is one of the most critical elements to consider while implementing change related to learning. If designing learning is part of a change initiative, organizational transition, or method for managing change in a company, talent development practitioners should be aware of how any change could create challenges to learning solutions, i.e. resistance, turnover, and failure to institutionalize the change.


    READ: 3 Instructional Design Strategies for SMART Change

    It is critical to involve the change agents during during the learning planning stage to minimize potential issues and consider issues that might occur at all levels. Empowering employees to make choices can help them accept change and ensure this transition is smooth. Some incentives might come from management rewards for acceptance or additional support to help move others along in the transition.


    Influences on Learning: How Instructional Design Can Impact Change

    Motivation is one of the main influences on people’s willingness to learn. When change comes, sometimes a learning initiative to understand this transition is needed. Two ways to influence this willingness to learn is to:

    1. Energize learners’ motivation to learn
    2. Use whatever motivation they already have

    Training success happens when the new skills and knowledge are applied on the job.To encourage a change in behavior or performance, learners need to realize the learning outcomes.This could be through other learner testimonials, sharing the implications of not gaining this skill, what's in it for me (WIIFM), and identify the knowledge gap might do for their career trajectory. You might also be able to introduce employees to informal learning and technologies (e.g. wikis, blogs, communities of practice, etc.). Other ways to motivate learners by:

    • Building anticipation of outcomes through authentic contexts
    • Making the context appealing (e.g. sound, music, novelty, suspense, humor, etc.)
    • Providing a challenge and adjusting the challenge levels to match different learners’ levels of readiness
    • Providing intrinsic feedback

    More information about support organization and individual influences on learning, more will be discussed in AOE #10 Change Management, Section 10.11. Motivation Theory.

    Are you a learning designer or talent development professional who has developed training/learning solutions for change? How'd it go?
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    7 m
  • 2.11. Learning Technologies

    2.11. Learning Technologies
    Jan 24 2020

    2.11. Learning Technologies

    Learning Objective for Section 2.11.: List at least three strategies for keeping up-to-date regarding learning technologies


    Similar to the previous episode 2.10. about Selecting Delivery Options and Media, it will be critical to make the most appropriate and effective choices for technologies for learning. There are a number of options for methods, media, and ways to deliver training/learning solutions; however, not all technologies will be suitable for your employees/professionals. Not all training settings or organizational set ups will require high-tech solutions for learning, and it will be context and learning participant dependent as well.


    Knowledge of Learning Technologies and Support Systems

    It is critical to get to know a few things, with regards to technology, which include:

    • Understand the learning technologies currently in use within the organization & the potential capability to expand
    • Collaborate and cultivate relationships with the company’s information technology professionals to help you identify software/hardware options available for training
    • Explore and educate yourself on emerging technologies used in learning and training environments in industry and education -- specifically applications, use, and practical strategies for learning development/design

    Here are a few suggestions of where and how to stay connected to learning technologies within talent development from the CPLP training system:

    • Join the Association for Talent Development (ATD) https://www.td.org/
    • Read TD magazine (https://www.td.org/td-magazine) and Learning Circuits
    • Attend ATD conferences or events https://www.td.org/events
    • Search topics https://www.td.org/topics/learning-technologies
    • Attend ATD webinars -- often free or openly available + archived webcasts
    • Join other associations like:
      • The eLearning Guild https://www.elearningguild.com/
      • United States Distance Learning Association (USDLA) https://usdla.org/
      • Society for Applied Learning Technology (SALT) https://www.salt.org/

    And beyond these organizations, there are a number of professional associations, organizations, and networked communities to access, share, and find learning technologies for training and instructional design in K-12, higher ed, etc. -- here are my “go to” to get you started:

    • Online Learning Consortium https://onlinelearningconsortium.org/
    • Association for Educational Communications & Technology (AECT) https://www.aect.org/
    • EDUCAUSE https://www.educause.edu/
    • ISTE https://www.iste.org/
    • WCET https://wcet.wiche.edu/
    • Association for Learning Technology (ALT) https://www.alt.ac.uk/
    • Association for Professional, Continuing & Online Education (UPCEA) https://upcea.edu/
    • Professional and Organizational Development (POD) Network https://podnetwork.org/
    • My personal learning network on blogs, Twitter, LinkedIn, LinkedIn Groups, podcasts, and more!

    Ahead, we’ll talk more about learning technologies in AOE #6 Managing Learning Programs, Section 6.2. Learning Technologies and Support Systems -- stay tuned!


    How do you stay connected to learning technologies for training and instructional design? Let me know! Share your suggestions on what to read, watch, follow, or connect to online to continue my knowledge on the topic.
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    8 m
  • 2.10. Delivery Options and Media

    2.10. Delivery Options and Media
    Jan 23 2020

    2.10. Delivery Options and Media

    Learning Objective for Section 2.10.: List at least three delivery options or media available for delivering learning solutions


    Delivery Option Considerations

    To design effective learning talent development professionals must understand what is possible, the variety of mediums, and the current technologies or media that can support training/learning solutions. To determine the most effective delivery option and types of media, it will be critical to understand the advantages and disadvantages of each medium has for learning.


    Selection of learning delivery method and media also will be aligned to the given scope constraints, time to design and deliver learning, cost, geographic location of learners, baseline knowledge of learners, technical skills to be taught, and so on. Here are a few things to consider for learning delivery options:

    • Online and mobile learning
    • Performance support systems
    • Classroom training (face-to-face)
    • Blended learning
    • Games and simulation
    • Self-directed learning
    • On-the-job training (e.g. coaching, mentoring, etc.)

    THROWBACK: #TBT You may recall that selecting training/learning delivery options and media can also be found in AOE #3 Training Delivery; Section 3.5. Various Delivery Options (link to this podcast episode and resources)


    What Exactly is Flipped Learning?

    Flipping the learning experiences is also known as “inverting” learning or taking a “pedagogy-first” approach to instruction. This is where the learning materials (for a course, training session, or workshop) are introduced outside of the designated class meeting session. The time spent either in-person or during an asynchronous online meeting is re-purposed for inquiry, application, and assessment in order to better meet the needs of individual learners.


    The Four Pillars of F-L-I-P from the Flipped Learning Network

    1. F: Flexible Environment

    2. L: Learning Culture

    3. I: Intentional Content

    4. P: Professional Educator

    Read more at: https://flippedlearning.org/definition-of-flipped-learning/


    BONUS RESOURCES:

    • Chapter 9: Choosing and using media in education: the SECTIONS model by Tony Bates
    • Learners needs! Review: 9.2 Students
    • Checklist for Selecting Technology for Learning

    How do you make your decisions about media, mediums, and delivery options for instructional design?
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    8 m
  • 2.3. Individual Learning Preferences

    2.3. Individual Learning Preferences
    Jan 22 2020

    2.3. Individual Learning Preferences

    Learning Objectives for Section 2.3.:

    • Explain why learning styles is a myth
    • Define learning modalities

    Learning Modalities

    Learning modalities refers to how information is received from the environment into our brains through our five senses: hearing, seeing, smelling, tasting, and touching.


    The Learning Style Concept is a Neuromyth    : learnings styles that try to measure differences in individuals' learning have been debunked and are a myth. You might know a few of these assessments or instruments to classify learning styles: Kolb’s Learning Styles Inventory or VAK (visual, auditory, kinesthetic). Researchers have indicated that there is no evidence for the validity of learning styles or that it leads to optimal learning if identified. Additionally, investing in these learning style assessments/inventories could lead learners to develop self-limiting beliefs about themselves that could be a self-fulfilling prophecy.

    Models that Incorporate Learning Preference: some evidence-based theories and models that focus on individual learning preferences include (which a few were mentioned on the previous episode in the AOE #2 Instructional Design; Section 2.2. Learning Theories):

    • Multiple intelligences (Howard Gardner)
    • Brain-based approaches to learning (Ned Herrmann)
    • Factors affecting the speed at which adults learn
    • Accelerated learning techniques
    • Modules (Patricia Cross)
      • Characteristics of Adult Learners (CAL) : framework developed to describe why adults participate in learning; motivations and deterrents to adult learning
      • Chain-of-Response (COR) : is a model that asserts that adult participation in learning is not an isolated act but results from a complex series of personal responses to internal and external variables that either encourage or discourage participation in learning

    The Design Value of Learning Modalities

    Although we don’t use learning style preferences, there is something for offering training and learning solutions for a variety of learning modalities and techniques to resonate with all learners. Here are a few helpful reminders of why multiple modes for learning are critical from Design for How People Learn (Dirkesen, 2012):

    • Everyone does not learn the same way.
    • Designers should vary the way learning is approached depending on the subject, topic, or focus of the training.
    • Except for any accessibility needs or physical impairments, most learners use senses predominantly visual, auditory, and tactile ways to learn.

    Senses & Design Considerations
    Seeing

    • providing written directions when possible
    • enhancing presentations with visuals, graphics, illustrations, diagrams, props, or flowcharts
    • helping participants visualize a process using demonstrations, or role plays

    Hearing

    • providing spoken directions
    • using discussions, debates, panels, or interviews
    • planning for buzz groups, small group discussion, or various discussion group configurations

    Touching

    • providing hands on practice with the actual equipment, forms, or tools
    • engaging learners in experiential learning activities or solving problems
    • allowing time for active review and practice methods

    We need to design learning beyond our own expectations or personal preferences for learning design solutions -- it needs to be relevant for on-the-job outcomes and performance.


    REVIEW: Designing Multimodal Approaches for Learning

    How are you designing with multiple modes and learners in mind?
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    10 m
  • 2.2. Learning Theories

    2.2. Learning Theories
    Jan 22 2020
    AOE 2. Instructional Design; 2.2. Learning TheoriesLearning Objectives for Section 2.2.: Summarize the role adult learning theories play in the design of learning solutions Discuss Abraham Maslow’s Hierarchy of NeedsDiscuss Malcom Knowles’ concept of andragogy and its importance to instructional designExplain the difference between teaching and facilitating learningDescribe the individual characteristics of learning, including the roles that motivation, goals, experience, and culture play.Define the various theories of learning and memory, including behaviorism, cognitivism, and constructivism.Describe the concept of the learning brain model and how it relates to adult learningList six external and environmental influences that affect an adult’s ability to learnExplain Howard Gardner’s concept of multiple intelligence theoryThe Role of Adult Learning Theories in Instructional DesignLearning theories explain why some training techniques may work better than others; and this helps talent development professionals design effective learning solutions. Trainers help improve performance by facilitating learning in a traditional or virtual classroom, one-on-one, or on-the-job in an organization. Knowledge of adult learning theories help talent development professionals to:Consider the learning strategies, tactics, experiences, and learning environments that support the theoriesRelate the design of materials to the differences in the ways adults learnExplain why training is designed as it isAssess designs to ensure that it meets the needs of learnersOutline how learning theory influences knowledge acquisition, retention, and application of information.Theories of Learning and Memory:This is the HOW learners internalize information and identifies ways to increase the successful transfer of learning for retention. Essentially it will be to understand how humans access, treat, and retrieve information with these three classic learning theories:Behaviorism: concerned with the relationship between stimuli and response to predict and control behavior; advantages:Establishes objectives that are clear and unmistakableEnsures behavioral practice, not just theoryWorks best for helping learners to acquire behavioral skillsIs highly specificIs observable (learners know when they have succeeded)Cognitivism: focuses on what is happening to the learning internally; trying to “understand understanding” specifically how people perceive, think, remember, learn, solve problems, and attend to one stimulus over another; advantages:Treats people as adultsFocuses on thinking skillsEmphasizes foundational knowledge Builds a base of information, concepts, and rulesProvides the rationale upon which action is basedConstructivism: the focus is on how learners internalize what they learn; advantages:Is discovery orientCenters on learner understandingBuilds learner understanding with real-world relevanceAllows for differences in learner backgrounds and experiencesHas facilitators guide learners through the learning processREAD MORE: Epistemology and theories of learning; Objectivism and behaviorism; Cognitivism and Constructivism from Chapter 2: The nature of knowledge and implications for teaching by Tony BatesMaslow’s HIerarchy of Needs: explains the foundations of motivation and offer a logical leveling from physiological to psychological needs:PhysiologicalSafetyBelongingnessEsteemSelf-ActualizationREAD: Maslow’s Hierarchy of Needs ExplainedMalcom Knowles’s Adult Learning, or Andragogy: the way adults learn are different from children; often more self-directed, internally motivated, and ready to learn; unlike pedagogy (traditional style of teaching based on lecturing or a didactic model), this is learner-centered rather than content-centred or instructor-led.READ: Andragogy - Adult Learning Theory (Knowles)Andragogy (Knowles, 1984): contends that five key principles affect the ways adults learn: Self-concept of the learner:Prior experience of the learnerReadiness to learnOrientation to learningMotivation to learnIndividual Characteristics of Learning: adults learn only when they need or want to learn, no matter how good the talent development professional or training experience is -- here are the four key characteristics of learning:MotivationGoalsExperienceCultureApproaches to Motivating Learners: 4 foundational principles to motivate adult learners are:InclusionAttitudeMeaningCompetenceHow Culture May Influence Learning: this might impact the training experience and ability for participants to learn, specifically related to these differences:Verbal and nonverbal messages that don’t matchReluctance to speakLimited eye contactProximity to othersPower distanceQuestions the learning designer should ask before developing training:What cultural norms or values might exist?How do they differ among all learners?What implications do these norms or values have in designing the content?What adjustments need to be made in...
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    21 m
  • AOE #2: Instructional Design; 2.1 Driving Strategy for Business

    AOE #2: Instructional Design; 2.1 Driving Strategy for Business
    Jan 21 2020
    The Area of Expertise (AOE) #2: Instructional Design refers to the “designing, creating, and developing informal and formal learning solutions to meet organizational needs; analyzing and selecting the most appropriate strategy, methodologies, and technologies to maximize the learning experience and impact.” This section is weighted 13-14% of the exam; 20-21 questionsA skilled workforce is one that has a competitive advantage that enables the organization to adapt, change, grow, and innovate. Talent development professionals who are savvy instructional designers (IDs) contribute directly to the business strategy and organizational goals. In AOE #2, we will focus on the following key knowledge areas:Business strategy, drivers, or needs associated with possible learning solutionsNeed assessment approachesResearch methods, including informational scanning, data gathering, and analysisContent knowledge or techniques to elicit content from subject matter expertsLearning theoriesInstructional design theory and processVarious instructional methodsVarious delivery options and mediaExisting and emerging learning technologies and support systemsIndividual learning modalitiesIndividual, group, and organizational differences that influence learning and motivationAssessment methods and formatsLegal and ethical issues related to instructional designCrossover in this chapter will be with AOE #3 Training Delivery and AOE #6: Managing Learning Programs, specifically the section on Legal, Regulatory, and Ethical Requirements. Roles in this area might be called: instructional designer, course designers, program designer, designer, instructional developer, eLearning specialist, or curriculum development specialist. There are so many more names--see my presentation “Who Designs Learning Today?” https://www.slideshare.net/LauraPasquini/who-is-designing-learning-today A few books I might refer to or mention in this area of expertise:ISD from the Ground Up, 4th Ed. by Chuck HodellTeaching in a Digital Age, 2nd Ed. by Tony BatesTraining and Development for Dummies by Elaine Bieche-Learning and the Science of Instruction by Ruth Colving Clark and Richard MayerProject Management for Instructional Designers by Wiley et al. https://pm4id.org/ 2.1. Business Strategy and DriversLearning Objective: Describe the value and purpose of understanding the business drivers that identify a need prior to designing the learning. Like other areas of your organization, talent development requires investment for your employees to encourage more production, sales, output, customer satisfaction, and more! If your professionals are being developed and engaged, it will increase the bottom line. Aligning goals and objectives of the company to instructional design, will allow you to justify the need for talent development professionals within your organization.READ: Instructional Design Strategy: What Is Its Role in eLearning Design Link Talent Development and Instructional Design to Business DriversBusiness drivers are internal and external forces that direct and influence the organization’s strategy, goals, business needs , and performance goals. Business drivers are often resources, processes, or conditions that are essential for growth and success of a company. The learning design and goals should be linked to these business drivers and strategies that might include:Reducing expensesGenerating revenueBuilding employee engagementDesign to Meet Business RequirementsSimilar to the AOE #1 Performance Improvement (specifically Section 1.3. Business, Performance, and Gap Analysis and Section 1.4. Root Cause Analysis), you want the instructional designer (ID) to focus on designing learning that develops objectives, materials, instructional methods, timing, and participation that is related to focused business needs and requirements. This would include assessing the session length, cost of development, media needs, learning activities, the environment to learn, how to have participants practice skills, and more. To meet these business requirements, you will need to ensure that participants are prepared to learn and the ID meet the goal expectations by:Ensuring the design incorporates steps prior to the learning experience that prepare participants for what will happenClarify with management what the participants are expected to do differently or better, and how this aligns to business goalsIdentify what action management will take to support changes after the learning event, such a reinforcement and feedbackDesign support in the form of both hard copy and online materials that can be used after the learning eventEnsure That participants know how their efforts will affect business goalsBe certain participants know what is expected of them and how they will be held accountableClearly identify the trainer’s role in support and follow-upBe sure participants know how they can find assistance following the learning eventDesign to Achieve ...
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    13 m
  • 7.4. Individual & Organizational Assessment Tools

    7.4. Individual & Organizational Assessment Tools
    Jan 21 2020
    AOE 7. Integrated Talent Management; 7.4. Individual and Organizational Assessment ToolsLearning Objectives:List two types of multi-rater feedback tools, and define eachDiscuss the key differences between personality inventory instruments and personality testsIdentify the purpose and benefits of career profilesDefine the purpose of leadership assessments, and list two types of leadership assessmentsSummarize the issues associated with administering assessments, including validity, reliability, fairness, special accommodations, and legal issues surrounding testingHuman Resource Audits: is one component of succession planning system, which build s on the identification of successors and addresses employee mobility with regards to various positions; this audit would identify is employees should stay at their current position or move to other positions and it offers strategies to help designate pools of qualified employees based on their skills and abilities. Managers often conduct an HR audit by reviewing their direct reports to determine:Time in current positionPerformanceReadiness for advancementPotential to move to a new positionDevelopment requiredPlans for succession and movement within an organization allow pathways into leadership and identify other opportunities where professionals might also move into new functional roles or to grow in a particular new occupational area.You want to work with and involve employees in the process of succession planning based on their performance appraisals or other means of providing viable, dependable, employee skill information. This might also happen with reporting in progress on projects; 1:1 meetings; quarterly reviews;snapshot of work with clients or billable hours.READ: A Beginner’s Guide to Succession PlanningHuman Resource Assessment and AuditsMulti-Rater Feedback: Multiple reviewers offer feedback as a process with at least two levels of management to review employees and agree on their candidacy for specific positions. This type of evaluation might occur or be warranted under these conditions:Major judgements or experience levels are weakThere is a shortage of identified talentThe organizational culture supports structures 360-Degree Feedback Evaluation: is based on opinions and recommendations from superiors, direct reports, peers, and internal and external customers on how a person performs in any number of behavioral areas; offers a more well-rounded view of performance/workAssessment Centers: might include oral exercises, counseling simulations, problem-analysis exercises, interview simulations, role-play exercises, written report, or analysis exercises for individuals or groups of employees; may be used for selection or development purposesPersonality Inventory Instruments: offers a picture of a person’s personality type and indicates personality preferences. Examples (of many):DiSC Personality Profile: is a behavior assessment tool based on the work on William Marston that provides four dimensional model and four profiles: dominance (direct and decisive), influence (optimistic and outgoing), steadiness (sympathetic and cooperative), and conscientiousness (concerned and correct). Learn more at: https://www.discprofile.com/what-is-disc/overview/ Free DiSC Assessment: https://www.onlinepersonalitytests.org/disc/ Myers-Briggs Type Indicator (MBTI): is an instrument that helps determine personality type based on preferences for extraversion or introversion, intuiting or sensing, thinking or feeling, and judging or perceiving; used in career development and team building. Learn more at: https://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/ Free MBTI or Jungian Personality Test:https://psychcentral.com/quizzes/personality/start.php Strong Interest Inventory: E.K. Strong self assessment tool to look at people's interests (likes and dislikes) at work; Also in the ONET Online: https://www.onetonline.org/ Learn more at: https://www.thebalancecareers.com/the-strong-interest-inventory-526173 Holland Code (RIASEC) Test - Interest Inventory: https://openpsychometrics.org/tests/RIASEC/ My Next Move https://www.mynextmove.org/ “Tell us what you like to do” section to self-assessCareer Profiles: include a resume, summary statement, personal work history, skills, and competencies; a tool to map current professional progress in a position and plan for career changes.Leadership Assessments: help organizations assess developmental needs of current and future leaders at all levels; This might help with career planning, professional development, and understanding baseline needs with role-playing, simulations, etc. to identify needs for improving leadership skills like decision-making, delegating, coaching, etc.Administrative ConsiderationsIt is important to consider the following issues when you are administering any of these inventories, assessments or using these instruments as a talent development professional:...
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    13 m