(Note: Got into the room a couple minutes late, so there might be a bit of intro missed)
Intro - daVinci Xi
Meg B presents a case study, the background specifically, for an app that they've created (centered on surgeons). In essence, the providers wanted to be able to review patient information (among other things) while waiting in line at Starbucks.
The Hurdles
Complex topic, Multiple versions and translations, Reuse of Content, Limitations of Print, Headache to Manage, and Users Asking for Mobile - All issues we're faced with. All of these can stand in the way of designing almost anything.
Once the problems were defined, Meg's group needed to identify benefits that they were looking for and align them with their available options. Our respective lists will, naturally, differ from the one she shows, but there are certain similarities likely across the board. Ultimately, Meg was looking to get the information a user needed to them succinctly and as timely as possible. Benefits included finding the right content, easily navigable, connection to processes, media focused, and easy to update,
They were mostly looking at tools that were 'container' apps - IOW, updates would be able to be applied quickly. They also looked at some custom options, definitely something they could develop without being a coder.
With hurdles and benefits identified, cost was analyzed. Each vendor had a different pricing structure, so it made it even more difficult (no standard). Similar to LMS purchase decisions, they wanted to make sure everything fit their needs from a financial, audience, and maintenance perspective. Two comparisons, then, had to be made:
Feature Set vs Critical Requirements
Cost vs Budget
How'd They Pitch It?
Despite trying to get it approved via pitches and roadshows, they had to develop a pilot to get that final approval. The organization went with MagPlus. In doing the pilot, they had to create a measurable result, showing that it actually worked. Things considered included Methods of Data Collection, Pilot Participant Survey Questions, and Pilot Participant Interview Questions.
(So, get your budget together and develop your pilot - See Mobile App Pilot Proposal image)
Other participants in the room share their pilot experiences...from elearning to LMS selection to app development, too - Everyone's been there, everyone's got a story. It's refreshing to hear others' woes while reflecting on our own.
What's Next?
Once they had the content and the tool it was going to be developed in, how do we organize it? How do we chunk it better? Should we let learners jump around between topics? Decisions were made and Meg (see: Team of One) was able to develop it in a couple of months. All coding/dev was done in InDesign.
One other struggle in the pilot process proved to be getting people to participate in it. Meg created a spreadsheet and reviewed employee schedules so that she could identify them and elicit their participation. This included scheduling them, presenting the pilot to them, allowing them time to utilize, scheduling their feedback, etc...there was a lot to it. Overall, this portion took 9-12 months.
(* Note - it was all available offline so it could be used in the surgical suite...talk about knowing your audience.)
Received some really good feedback from users - "Less paper to fumble through" came from one of their sales reps. They were able to show content to the customer without having to dig through documents. Met needs, Helpful images, Helpful video, Easy navigation, and a 100% rating that they would recommend to their colleagues = SUCCESS.
Folks around the room discuss feedback they've received from other pilots they've done. Mixed results, it seems - But at the core of asking for feedback is being willing, ready, and able to work on said feedback to further improve the content/product.
Yet Another Wrench...But Not Really a Wrench
Mid-pilot, there was a request to re-do the research on tools that would work to develop the app in question and, based on that, Meg got approval for the budget that would support one of the originally planned for options.
Another team came in and saw they were creating an app and wanted to add even more material (Content Marketing, etc.). Again, budget was provided to pay for a content developer. So, going back to the initial struggles, Meg and crew were able to develop what they were originally looking for.
Sharing the Content and Pulling It All Together
With the pilot going on, the tool needed to be decided on - There were two that did most of what they needed. Prioritization was key at this point as far as what needs should be addressed and addressed most urgently. While both options were significantly different, price points came in at about the same amount. One deciding factor was that the source files, assets, and articles would be reusable. Ultimately, they went with AEM (Adobe Experience Manager).
(Vendor issues, re: 'getting' daVinci persisted)
When Working With Vendors
1.) Get incredibly clear about:
- Exactly what will be done
- Who will do what
- What equipment/software will be needed
- Documentation of all agreements
2.) Request a proof-of-concept. Have them build you something (mock-up, etc.)
3.) Plan for analytics, data gathering
Organizing the Content
Next, they had to determine where the information was going to be held and how the information was going to be sorted. By role? What's the smallest chunk to reuse? Naming convention? So many considerations to be had (Meg shows an org screen showing what goes to who, and it looks like it's literally a 6 point font). Meg mentions that, while this is the most painful, drawn out portion of the process, it is the most significant...if you dig into it and begin writing without doing that, you'll have to go back more often than not.
Also, as far as organizing the development efforts, she marked off group by group (content, images, etc.) via mega spreadsheet. While overwhelming looking, it certainly made sure all the i's were dotted/t's crossed.
The Full Launch
When it was ready to go to the whole sales force, one platform was deployed to all. Later, they were able to add bookmarking (as more content was added). All in all, a phased approach to content was applied. Where it proved most useful was, say, a sales rep was 2 hours into an in-service and someone asked a question from the first 15 minutes. They were able to jump right back.
Solid anecdotal feedback was gathered from the sales rep, even some of the pilot champions. (Easily accessible reference tool, etc.)
Conclusion
Always great to hear someone walk through the twisted path they've gone through to make an amazing product. It's never as straight a line as people imagine, but Meg and her crew definitely made the best out of the entire process.
Thursday, October 24, 2019
Session 407 - Best Practices for Planning, Developing & Implementing Serious Games
Intro
Doggo fail vids will ALWAYS have me at "Hello"...seriously, though? Great technique to provide some cerebral respite.
Serious Games
Purpose of today's talk is to not only discuss best practices of serious games, but really hunker down into the what to/not to do in the serious game landscape.
So, why did they become so popular? Andrew performs a quick social experiment: "We no longer live in the age of information, we live in the age of instant gratification/feedback." How do we know that? "How many of you get mad when someone doesn't text you back immediately?"
Fair.
"I'm 37 years old - WE are the first generation that video games was the primary means of entertainment. I want to know where the information is, not WHAT the information is. This fundamental shift is why Serious Games are such a big deal."
What is an Actual Game?
In L&D, one of the critical things you hear when working with Fortune 500 companies is that "We need to train people, but they can't fail". That is WRONG. Absolutely, completely WRONG.
Compliance training is not performance training - You're not creating change, you're simply checking off the box. Andrew can run a mile, but he's not a marathon runner. Just because you take a compliance course doesn't make you compliant.
*Cue the Are Our Lives A Game video*
https://www.youtube.com/watch?v=gWIi6Pytde8
We fail all the time and should fail in learning. Think about it - You don't start playing Call of Duty and it says "Welcome to Call of Duty! This is X, Y, Z...and, btw, you can't die!"
Memory, Fine Motor Skills, and Strategic Planning can be enhanced by playing video games - Andrew shows a video where the name of a color and color of the word are in contrast and the audience needs to yell out the color of the word. Funny thing - If you play 5-10 hours of video games a week, you're able to do it MUCH more easily...
(...and I was. Wow. Get out of my head, Hughes.)
Fun Produces Engagement
Video games won't necessarily make your brain better, but your brain will adapt to the challenges presented to them. Think - How many kids can honestly say when their parents said to not touch something that you didn't? You don't truly learn until you EXPERIENCE. And EXPERIENCE is actual LEARNING...and you're experiencing it in video games.
News has even changed - We've stepped away from "News must be accurate" to "News must be out the fastest".
Video games DO NOT have an age limit. Andrew shows a video of a 71 year old world ranked CS:GO player.
So, What Are Serious Games?
Serious games are not video games. Serious games are not leaderboards, badges, and achievements. Most people on your achievement leaderboard are your high performers already - Of course they're going to complete it. But what about everyone else? There's really no substance to this.
If you do leaderboards, make them relevant to the people looking at them. If you have someone ranked 55th, you should be able to see 52-54 and 56-58. If it stops being a competition (like, by only showing the Top 10), you have NO reason to achieve...no reason to strive. RELATIVE LEADERBOARDS are a must.
Badges are somewhat the same - Video of a 4 year old trying to explain his motivation. Here's the science behind badges: We signal status every day. Andrew references what he's wearing to present (suit) and the fact that he's going up to his room after the session and changing into shorts, t-shirts, and flip flops. "Ladies - You don't put on makeup for us, do you?" (<-- interesting="" p="" point="">
"Our challenge is the people who don't give a crap."
What is Engagement and How Do We Do It?
Andrew shows his kiddo playing with a VR headset. "This is your future audience."
"You should be building serious games as a part of your curriculum."
Andrew played D1 rugby. "We never went out, practiced once, and played a game" Your brain is a muscle which can have its thought patterns reshaped, the way you think changed - Neuroplasticity is REAL.
Games with a purpose can entertain, engage, and educate people on a topic they want to learn. Why do we need to do all 3? Experiment - How many of us can recall our worst teacher? Lots. How many of you remember the curriculum from that teacher? Not a lot, if any. How many of you remember your BEST teacher? Lots. How many of you can remember curriculum from your best? Lots.
Vision vs Goals
Exercise: Draw a banana, hat, triangle, rectangle, and a stick figure. Compare with your neighbor. Similar...all separate items. Andrew then draws a man in a sailboat with a hat on...THAT'S what he wanted. He didn't provide parameters...he didn't provide the vision.
An example of a serious game, one of the best, is Domino's pizza maker. It's free and available to everyone. You MAKE PIZZAS...you make Domino's pizza. And, guess what? Domino's uses the registration data to RECRUIT 17 to 23 YEAR OLDS TO WORK FOR THEM BECAUSE THEY'RE ALREADY PRE-TRAINED!!!
DD created a serious game to work with stroke victims. When they asked the target audience, they didn't want to play a game...they wanted to cook breakfast, they wanted to tie their shoes, they wanted to open a door. THAT'S what they wanted to do, and that's what was placed in their serious game. (Heavy.) Listen to your audience.
On To The Best Practices
Just like life, a video game gets harder and harder until the end. In a serious game, you want to have the same thing. If you have a new salesperson, the first scenario might involve an easy sale, but later on you start to implement objections, etc. THEY SHOULD FAIL - People learn from failure because your ego starts to get involved. If it's too easy, it's not fun.
The days of problem solving have come and gone...Johnny and Sally have 7 apples each. NO. Cue The Walking Dead story game. Deep, engaging, real. But, at the end of the day, scenarios create a multiple choice game. That's it.
Parallel Branching
Branching is impossible to do in its actual terminology. 156 different outcomes? NO. Parallel branching is where you may have only two or three actual endings to a game.
The Call of Duty Model
Kids who play CoD know every single modern weapon used by our modern military - But we don't consider it learning. Its' not relevant to us. But, do you know who does? The US Military, who recruit top players to be drone pilots (and more).
Immediate Feedback
If you played Oregon Trail, you didn't get "You don't feel so great", "You're vomiting", "You have gagrene"...no. You just got "You have died of typhoid". Instant fail, instant reset, instant re-engagement. Again, feeds into that learner ego.
Tangible Results
NO ONE CARES ABOUT YOUR BADGES - As soon as you leave your company, they're gone...they're done. What works really well? "Lunch with Charles Barkley" - Experiences, swag, etc...this works. You've got to be able to walk away with something.
Fun Is A Metric (remember that)
In Conclusion
A WHOLE lot to consider - And an amazing topic. Failure is truly the best teacher, so we should allow it to be in the 'classroom'. These games can be developed in whatever authoring platform you're already proficient in, using the MC game example above. Be aware of your target demographic/audience and design for that very group.
Doggo fail vids will ALWAYS have me at "Hello"...seriously, though? Great technique to provide some cerebral respite.
Serious Games
Purpose of today's talk is to not only discuss best practices of serious games, but really hunker down into the what to/not to do in the serious game landscape.
So, why did they become so popular? Andrew performs a quick social experiment: "We no longer live in the age of information, we live in the age of instant gratification/feedback." How do we know that? "How many of you get mad when someone doesn't text you back immediately?"
Fair.
"I'm 37 years old - WE are the first generation that video games was the primary means of entertainment. I want to know where the information is, not WHAT the information is. This fundamental shift is why Serious Games are such a big deal."
What is an Actual Game?
In L&D, one of the critical things you hear when working with Fortune 500 companies is that "We need to train people, but they can't fail". That is WRONG. Absolutely, completely WRONG.
Compliance training is not performance training - You're not creating change, you're simply checking off the box. Andrew can run a mile, but he's not a marathon runner. Just because you take a compliance course doesn't make you compliant.
*Cue the Are Our Lives A Game video*
https://www.youtube.com/watch?v=gWIi6Pytde8
We fail all the time and should fail in learning. Think about it - You don't start playing Call of Duty and it says "Welcome to Call of Duty! This is X, Y, Z...and, btw, you can't die!"
Memory, Fine Motor Skills, and Strategic Planning can be enhanced by playing video games - Andrew shows a video where the name of a color and color of the word are in contrast and the audience needs to yell out the color of the word. Funny thing - If you play 5-10 hours of video games a week, you're able to do it MUCH more easily...
(...and I was. Wow. Get out of my head, Hughes.)
Fun Produces Engagement
Video games won't necessarily make your brain better, but your brain will adapt to the challenges presented to them. Think - How many kids can honestly say when their parents said to not touch something that you didn't? You don't truly learn until you EXPERIENCE. And EXPERIENCE is actual LEARNING...and you're experiencing it in video games.
News has even changed - We've stepped away from "News must be accurate" to "News must be out the fastest".
Video games DO NOT have an age limit. Andrew shows a video of a 71 year old world ranked CS:GO player.
So, What Are Serious Games?
Serious games are not video games. Serious games are not leaderboards, badges, and achievements. Most people on your achievement leaderboard are your high performers already - Of course they're going to complete it. But what about everyone else? There's really no substance to this.
If you do leaderboards, make them relevant to the people looking at them. If you have someone ranked 55th, you should be able to see 52-54 and 56-58. If it stops being a competition (like, by only showing the Top 10), you have NO reason to achieve...no reason to strive. RELATIVE LEADERBOARDS are a must.
Badges are somewhat the same - Video of a 4 year old trying to explain his motivation. Here's the science behind badges: We signal status every day. Andrew references what he's wearing to present (suit) and the fact that he's going up to his room after the session and changing into shorts, t-shirts, and flip flops. "Ladies - You don't put on makeup for us, do you?" (<-- interesting="" p="" point="">
"Our challenge is the people who don't give a crap."
What is Engagement and How Do We Do It?
Andrew shows his kiddo playing with a VR headset. "This is your future audience."
"You should be building serious games as a part of your curriculum."
Andrew played D1 rugby. "We never went out, practiced once, and played a game" Your brain is a muscle which can have its thought patterns reshaped, the way you think changed - Neuroplasticity is REAL.
Games with a purpose can entertain, engage, and educate people on a topic they want to learn. Why do we need to do all 3? Experiment - How many of us can recall our worst teacher? Lots. How many of you remember the curriculum from that teacher? Not a lot, if any. How many of you remember your BEST teacher? Lots. How many of you can remember curriculum from your best? Lots.
Vision vs Goals
Exercise: Draw a banana, hat, triangle, rectangle, and a stick figure. Compare with your neighbor. Similar...all separate items. Andrew then draws a man in a sailboat with a hat on...THAT'S what he wanted. He didn't provide parameters...he didn't provide the vision.
An example of a serious game, one of the best, is Domino's pizza maker. It's free and available to everyone. You MAKE PIZZAS...you make Domino's pizza. And, guess what? Domino's uses the registration data to RECRUIT 17 to 23 YEAR OLDS TO WORK FOR THEM BECAUSE THEY'RE ALREADY PRE-TRAINED!!!
DD created a serious game to work with stroke victims. When they asked the target audience, they didn't want to play a game...they wanted to cook breakfast, they wanted to tie their shoes, they wanted to open a door. THAT'S what they wanted to do, and that's what was placed in their serious game. (Heavy.) Listen to your audience.
On To The Best Practices
Just like life, a video game gets harder and harder until the end. In a serious game, you want to have the same thing. If you have a new salesperson, the first scenario might involve an easy sale, but later on you start to implement objections, etc. THEY SHOULD FAIL - People learn from failure because your ego starts to get involved. If it's too easy, it's not fun.
The days of problem solving have come and gone...Johnny and Sally have 7 apples each. NO. Cue The Walking Dead story game. Deep, engaging, real. But, at the end of the day, scenarios create a multiple choice game. That's it.
Parallel Branching
Branching is impossible to do in its actual terminology. 156 different outcomes? NO. Parallel branching is where you may have only two or three actual endings to a game.
The Call of Duty Model
Kids who play CoD know every single modern weapon used by our modern military - But we don't consider it learning. Its' not relevant to us. But, do you know who does? The US Military, who recruit top players to be drone pilots (and more).
Immediate Feedback
If you played Oregon Trail, you didn't get "You don't feel so great", "You're vomiting", "You have gagrene"...no. You just got "You have died of typhoid". Instant fail, instant reset, instant re-engagement. Again, feeds into that learner ego.
Tangible Results
NO ONE CARES ABOUT YOUR BADGES - As soon as you leave your company, they're gone...they're done. What works really well? "Lunch with Charles Barkley" - Experiences, swag, etc...this works. You've got to be able to walk away with something.
Fun Is A Metric (remember that)
In Conclusion
A WHOLE lot to consider - And an amazing topic. Failure is truly the best teacher, so we should allow it to be in the 'classroom'. These games can be developed in whatever authoring platform you're already proficient in, using the MC game example above. Be aware of your target demographic/audience and design for that very group.
Wednesday, October 23, 2019
Session 211 - Using Brain Science to Increase Learning Retention and ROI (Art Kohn)
Intro
What is the goal of training overall? Is it to learn? Is it to comply? NO. It's to create CHANGE. To create a change in behavior that will be best for those in your organization. Art Kohn is a professor who works with two arms: The CDC combating HIV and Google leveraging learning technology that really works via ASPIRE. (Incredible)
ASPIRE
Assessment of Corporate Needs
Self Inventory of the Learner
Personal Learning Path
Interactive Training Experiences
Reinforcement of Memory
Evidence of Efficacy
It's not enough to transfer information, you must retain training for use in enacting change (behavioral) later.
Scenario/After the Training
You went to a 1 hour session...amazing, phenomenal, meaningful - Great.
What percent of knowledge will be retained TOMORROW? Well, you lose 50% the first hour, 70% the first day, and 90% the first week later. Remember - "What you do AFTER training is more important than what you do DURING training."
THESE NUMBERS SHOULD BE PROFOUNDLY DISTURBING TO ALL OF US
Demographic, age, IQ, etc...none of this matters - The same rate of loss has been proven across ALL audiences. What can we do to create inertia so that all the material isn't lost. If you don't have a system of after-training, your knowledge WILL BE LOST.
The Forgetting Curve
Forgetting is the failure of memory. In neuroscience, we don't think that way - Instead, forgetting is an active, intentional process. Your brain ACTIVELY seeks to forget information. Forgetting is adaptive - It's an essential part of memory.
What's your hotel room #? Sure...you can do that. What was your previous hotel room's number? Can't remember it, can you? THAT'S GOOD! If you remembered every hotel room number, it would interfere with current information.
You can't store everything - Previous information combats with new information and, so, your brain has to actively forget information that's run its course.
Information In The Sensory World
Your sleeve on your arm, the sound of the air conditioning, the hum of the speaker - You have to selectively ignore stimuli...it's how the brain works. It needs to.
(My thought - In thinking about my young son who is on ASD spectrum, this helps me understand all the more. Perhaps there's an element to his inability to defer a number of those environmental stimuli).
How does your brain make the decision to eliminate that information?
Use It Or Lose It
What the brain does is, when new information comes in, it has all of this information stored. If in the hours, days after that information adoption, your brain will, in a way, 'metatag' it to recall later - It identifies that it's useful. BUT if you don't use it, your brain tags it for 'disposal' (for lack of a better word). When you don't actively use the material, you LOSE the material.
How do our training sessions run? You bring the new hire in, present them with your two days of material, all smiles/all energy. They come back to their desk and start fielding emails...reports...other tasks. Two weeks later, despite your material being AMAZING, their brain ends up throwing that information away. Their brain has made no use of the info post-acquisition.
How Do We Overcome the Forgetting Curve
The gold standard would be, in the case of training, that Student X goes back to her office after training and her manager comes in and asks her to tell them all about it and explain why it's relevant. The next day after, same interaction, deeper information...and so on, and so on. "The Long Tail of Knowledge" exemplified...get the people talking about their information that will cause it to stick. Unfortunately, this is rarely possible for a number of different reasons.
Say it again: "What you do after training is more important than what you do during training."
Booster Events, etc.
If you administer a 'booster event' the day after training, it resets your brain's clock to eliminate the newfound knowledge. Administer another one a couple days later...begin to space it out...and you get it. But what's a booster event?
Kohn created learning for Verizon including this booster approach - The boosters were administered via smartphone, announcing a new training quiz that will tickle the knowledge they gained...1, 2, maybe 3 questions, just to stoke the flames. The learner will need to go back in their knowledge, via EFFORTFUL RECALL, and keep that knowledge alive in the brain. This is what causes previously learned information to stick. The best part - It doesn't matter if they get it right or wrong, so long as you provide feedback.
Questions, polls, - All types of 'boosters', so long as it touches on the taught information. Poll results will help them consider their opinion/knowledge compared to others. If you deliver training and reinforce it, it will be recalled. If you deliver training and DON'T reinforce it, you are committing TRAINING MALPRACTICE.
60-70 BILLION dollars a year in training...and that flushing sound? That's us doing THE SAME THING WE'VE ALWAYS DONE. "I've got a hole in my gas tank and my car's about to stop? Boy, I better fill up with premium!" We are the only practitioners of craft who behave like this? Actors get up on stage, rehears the play once, and have opening night? Musicians just read the music and can play it instantly? NO - It takes reinforcement, practice, ongoing improvement...
Optimal Duration of Booster
Here's the data:
The Duration of a cognitive booster DOES NOT MATTER. Whether it is 5 seconds, 30 seconds, or 5 minutes...IT DOES NOT MATTER. They've LEARNED it, you've TAUGHT it...you don't need to teach it again. You simply need to cause the learner to THINK about the material they have come into contact with. Make sure your people come back into contact with the material that you've shown them in the days to come, or they will LOSE IT.
Say it again: YOU DON'T NEED TO RETEACH, YOU NEED TO REMIND.
The 5 second option is the best - It costs least, encourages the most interaction (everyone will give you 5 seconds), and provides the same recall as 30 seconds and 5 minutes.
What's amazing is, once you're boosted, you remember that information and you don't want to go without it!
Art's Promise
He's going to post boosters to a URL, encourages us to visit it days, weeks, a month after and be amazed by the recall provided by a booster.
Applying the Data
On April 1, you read a chapter. You have an exam on April 16. What should you do between now and then?
a. Re-read the chapter
b. Review chapter highlights
c. Write a chapter summary
d. Answer practice question
RESEARCH HAS SHOWN that A and B provide -0- ROI. 0. Zero.
Writing the chapter summary is effective but VERY time intensive.
D...answering the practice questions...provide the best reinforcement of data/memory of content. Professors - Give a lecture, Ask questions.
2+2+2 - 2 Days, 2 Weeks, 2 Months
At 2 days, start sending out your cognitive boosters. Send out 3 or 4 boosts if you held a seminar...2 days, 5 days, 8 days. Do you need to boost every piece of knowledge? "No...just what you want them to remember." ;-) Create the course and the after-course as a unified whole to guarantee long-term retention.
At 2 weeks, start a different boost - Social boost. Send out questions like "How do you handle __________? What techniques do you use to deal with that?" Allow for upvoting, comments, etc. so that there's a true social engagement to enable the "WE > ME" factor. When you boost, you still get "Top Down" knowledge transfer, but Parallel as well.
At 2 months, send out a different kind of question. "Two months ago, we gave you an anger management seminar - Can you provide an example of how you've used that in our company?" The examples will illustrate how the retained knowledge has led to changed practice (not to mention ROI, if the angry customer buys a refrigerator)...
...and CHANGE is the ultimate goal of training.
The Session Boost
goo.gl/mcaxpb
That URL will start the boosting tomorrow (10/24). eLearning Guild - If you're listening, EVERY SESSION SHOULD HAVE SOMETHING LIKE THIS!!!
In Conclusion
It has been a LONG, LONG, LONG time since I've been this inspired by a concept. Something that seems so simple and familiar (I've quipped innumerable times about the long tail of learning) was just made SO absolutely clear, I can't believe it. This was BEYOND inspiring, BEYOND meaningful, and should be ABSOLUTE canon to EVERYONE in this industry.
What is the goal of training overall? Is it to learn? Is it to comply? NO. It's to create CHANGE. To create a change in behavior that will be best for those in your organization. Art Kohn is a professor who works with two arms: The CDC combating HIV and Google leveraging learning technology that really works via ASPIRE. (Incredible)
ASPIRE
Assessment of Corporate Needs
Self Inventory of the Learner
Personal Learning Path
Interactive Training Experiences
Reinforcement of Memory
Evidence of Efficacy
It's not enough to transfer information, you must retain training for use in enacting change (behavioral) later.
Scenario/After the Training
You went to a 1 hour session...amazing, phenomenal, meaningful - Great.
What percent of knowledge will be retained TOMORROW? Well, you lose 50% the first hour, 70% the first day, and 90% the first week later. Remember - "What you do AFTER training is more important than what you do DURING training."
THESE NUMBERS SHOULD BE PROFOUNDLY DISTURBING TO ALL OF US
Demographic, age, IQ, etc...none of this matters - The same rate of loss has been proven across ALL audiences. What can we do to create inertia so that all the material isn't lost. If you don't have a system of after-training, your knowledge WILL BE LOST.
The Forgetting Curve
Forgetting is the failure of memory. In neuroscience, we don't think that way - Instead, forgetting is an active, intentional process. Your brain ACTIVELY seeks to forget information. Forgetting is adaptive - It's an essential part of memory.
What's your hotel room #? Sure...you can do that. What was your previous hotel room's number? Can't remember it, can you? THAT'S GOOD! If you remembered every hotel room number, it would interfere with current information.
You can't store everything - Previous information combats with new information and, so, your brain has to actively forget information that's run its course.
Information In The Sensory World
Your sleeve on your arm, the sound of the air conditioning, the hum of the speaker - You have to selectively ignore stimuli...it's how the brain works. It needs to.
(My thought - In thinking about my young son who is on ASD spectrum, this helps me understand all the more. Perhaps there's an element to his inability to defer a number of those environmental stimuli).
How does your brain make the decision to eliminate that information?
Use It Or Lose It
What the brain does is, when new information comes in, it has all of this information stored. If in the hours, days after that information adoption, your brain will, in a way, 'metatag' it to recall later - It identifies that it's useful. BUT if you don't use it, your brain tags it for 'disposal' (for lack of a better word). When you don't actively use the material, you LOSE the material.
How do our training sessions run? You bring the new hire in, present them with your two days of material, all smiles/all energy. They come back to their desk and start fielding emails...reports...other tasks. Two weeks later, despite your material being AMAZING, their brain ends up throwing that information away. Their brain has made no use of the info post-acquisition.
How Do We Overcome the Forgetting Curve
The gold standard would be, in the case of training, that Student X goes back to her office after training and her manager comes in and asks her to tell them all about it and explain why it's relevant. The next day after, same interaction, deeper information...and so on, and so on. "The Long Tail of Knowledge" exemplified...get the people talking about their information that will cause it to stick. Unfortunately, this is rarely possible for a number of different reasons.
Say it again: "What you do after training is more important than what you do during training."
Booster Events, etc.
If you administer a 'booster event' the day after training, it resets your brain's clock to eliminate the newfound knowledge. Administer another one a couple days later...begin to space it out...and you get it. But what's a booster event?
Kohn created learning for Verizon including this booster approach - The boosters were administered via smartphone, announcing a new training quiz that will tickle the knowledge they gained...1, 2, maybe 3 questions, just to stoke the flames. The learner will need to go back in their knowledge, via EFFORTFUL RECALL, and keep that knowledge alive in the brain. This is what causes previously learned information to stick. The best part - It doesn't matter if they get it right or wrong, so long as you provide feedback.
Questions, polls, - All types of 'boosters', so long as it touches on the taught information. Poll results will help them consider their opinion/knowledge compared to others. If you deliver training and reinforce it, it will be recalled. If you deliver training and DON'T reinforce it, you are committing TRAINING MALPRACTICE.
60-70 BILLION dollars a year in training...and that flushing sound? That's us doing THE SAME THING WE'VE ALWAYS DONE. "I've got a hole in my gas tank and my car's about to stop? Boy, I better fill up with premium!" We are the only practitioners of craft who behave like this? Actors get up on stage, rehears the play once, and have opening night? Musicians just read the music and can play it instantly? NO - It takes reinforcement, practice, ongoing improvement...
Optimal Duration of Booster
Here's the data:
The Duration of a cognitive booster DOES NOT MATTER. Whether it is 5 seconds, 30 seconds, or 5 minutes...IT DOES NOT MATTER. They've LEARNED it, you've TAUGHT it...you don't need to teach it again. You simply need to cause the learner to THINK about the material they have come into contact with. Make sure your people come back into contact with the material that you've shown them in the days to come, or they will LOSE IT.
Say it again: YOU DON'T NEED TO RETEACH, YOU NEED TO REMIND.
The 5 second option is the best - It costs least, encourages the most interaction (everyone will give you 5 seconds), and provides the same recall as 30 seconds and 5 minutes.
What's amazing is, once you're boosted, you remember that information and you don't want to go without it!
Art's Promise
He's going to post boosters to a URL, encourages us to visit it days, weeks, a month after and be amazed by the recall provided by a booster.
Applying the Data
On April 1, you read a chapter. You have an exam on April 16. What should you do between now and then?
a. Re-read the chapter
b. Review chapter highlights
c. Write a chapter summary
d. Answer practice question
RESEARCH HAS SHOWN that A and B provide -0- ROI. 0. Zero.
Writing the chapter summary is effective but VERY time intensive.
D...answering the practice questions...provide the best reinforcement of data/memory of content. Professors - Give a lecture, Ask questions.
2+2+2 - 2 Days, 2 Weeks, 2 Months
At 2 days, start sending out your cognitive boosters. Send out 3 or 4 boosts if you held a seminar...2 days, 5 days, 8 days. Do you need to boost every piece of knowledge? "No...just what you want them to remember." ;-) Create the course and the after-course as a unified whole to guarantee long-term retention.
At 2 weeks, start a different boost - Social boost. Send out questions like "How do you handle __________? What techniques do you use to deal with that?" Allow for upvoting, comments, etc. so that there's a true social engagement to enable the "WE > ME" factor. When you boost, you still get "Top Down" knowledge transfer, but Parallel as well.
At 2 months, send out a different kind of question. "Two months ago, we gave you an anger management seminar - Can you provide an example of how you've used that in our company?" The examples will illustrate how the retained knowledge has led to changed practice (not to mention ROI, if the angry customer buys a refrigerator)...
...and CHANGE is the ultimate goal of training.
The Session Boost
goo.gl/mcaxpb
That URL will start the boosting tomorrow (10/24). eLearning Guild - If you're listening, EVERY SESSION SHOULD HAVE SOMETHING LIKE THIS!!!
In Conclusion
It has been a LONG, LONG, LONG time since I've been this inspired by a concept. Something that seems so simple and familiar (I've quipped innumerable times about the long tail of learning) was just made SO absolutely clear, I can't believe it. This was BEYOND inspiring, BEYOND meaningful, and should be ABSOLUTE canon to EVERYONE in this industry.
Session 108 - Virtual Reality in L&D: Are You Ready?
Intro
"We are going to talk about Virtual Reality, talk about what works, what doesn't, and what the research shows..." Starts with a poll as to how folks are using VR professionally and at home...
Jen's organization does work with the DoD and has been doing so for quite some time (15+ years). Vr is something they've been working with for a long time and have done quite a bit of research on. Great time to be interested in it, as price points and accessibility have gone down and up, respectively.
I also apparently let her down by telling her I could hear her unmic'ed. Sorry, Jen. Let's talk about VR in the context of mixed reality...
VR in Mixed Reality
Talking VR in and among the context of other realities is important to address/think about. People will sell you left right and sideways on an Oculus Rift, but what goes into developing a VR application involves a whole lot more. Jen surveys the audience as to who has a general idea of what VR is, and the majority of the audience identifies at least some knowledge therein.
Jen level sets on the terms to be concerned with: Hardware, software, and experience. Some people will refer to desktop simulations (video games) as VR, and it's not that. We, for the purpose of this presentation, will be looking at the EXPERIENCE factor as the main driver going forward.
What is Mixed Reality?
MR is a spectrum of experiences categorized by a feeling or immersion, or "presence" in a digital environment. Jen provides an image of the Physical World and the Digital World separated by AR (more towards real) and VR (more towards digital), combined into the Mixed Reality Spectrum. It's hard to digest as professionals, though, as we tend to deal in absolutes.
The purpose of AR is to put stuff in front of your face which you will encounter in the real world. There are people who propose that, eventually, the mask won't come off...it will help us 24/7. AR headset, though, is transparent, whereas a VR headset will occlude your view of the 'real world'. So, you can begin to see how the spectrum needs to exist, as there's such a broad gamut of how these different realities exist.
What is Virtual Reality?
VR is an "Autonomous 3D synthetic environment". Real time interaction can occur with elements of the environment. There is a feeling of presence or immersion in the environment. There are three axes (Zeltzer 1992), presented in cube form between Presence, Autonomy, and Interaction.
But let's talk what is NOT VR...
What is Virtual Reality NOT?
Let's look at AR v VR - AR overlays graphics using input from a camera as a references. VR, on the other hand, occludes your view of the real world. AR can be used in conjunction with real world objects, whereas VR is fully immersive.
How about 360 video? 360 Video provides higher visual fidelity and is less expensive, whereas VR enables interaction with objects in the real world.
A Brief History of VR
(Check out my Twitter or Instagram for the image Jen used)
A history of VR from 1960 to 2020 is presented, and I am floored. Kind of like how we envision Instructional Design, this has been a round far longer than most people envision. VR was actually referred to as the biggest tech flop of the 90's...
"I Need Dis"
Sure, it's cool. Sure, it's accessible. But it's NOT cheap. Just because it's the cool thing and marketing or other leaders WANT it, doesn't mean you go with it. You have to ask two different questions: Does it work? and Is it worth it?
Take the Air Fryer - Is it worth it? Depends on how many broccoli tots you can eat (really, Jen?)...if you can eat enough of them and you can spare the kitchen real estate, sure.
What does the science say? "Is VR training better than what we already have going on?" Most of the research in this area has been done with older, lower fidelity systems and was focused on evaluation immediately rather than following the training journey. The current research tends to use a 'straw man' (PPT v VR) control group and has small sample sizes, using reactions as primary outcomes. Finally, it's not typically replicated with the same system...and these research trends aren't going to change anytime soon.
You won't see research coming out ranking the Oculus Quest and other competitors. The good news is that, currently, sales trends indicate that we've blown by predictions - Which is great. But this is based on the entertainment value at this point...but, at the end of the day, if that's what you're going for with your training product, it might be a good mix. The problem with getting information on specific products and comparing them, though, is that the VR market is EXTREMELY volatile, to say the least. Combine this with the fact that it takes 8 months to get a research article approved - Therein lies your problem: Providers have either gone, or new providers have come by the time your research hits.
Why Should VR Work?
In short, VR supports:
- Immersion
- Embodied Cognition
- Personalized Learning
- Social and Emotional Learning
- Experiential Education
VR is not the only way to tailor to the individual learner, but it's a good way. The way that you even see things through VR is tailored: We look around a room in different ways and may experience fear/apprehension of being 'enclosed'. Jen presents a lit review of VR effectiveness - Over 1,000 articles, Jen and crew went through and identified those that were throwaways...remember: Just because something is published doesn't mean it's good. They whittled their way down to 100, then 25, separated them into industry/categories (aerospace, laproscopic surgery, etc.), and separated into domains (psychomotor, etc.).
Training Psychomotor Skills
The main contrast here is Commercial VR controllers vs a Virtual Simulation. The VR controllers put you in contact with a controller whereas the virtual simulation puts you in the environment and places you in contact with the actual tools (see: Flight Simulator in an actual cockpit setting). VR is good for training psychomotor, but it depends on whether or not you leverage the true environment.
Generally speaking, it is safe to say that task performance and knowledge retention were higher in VR conditions, but it can take longer to train. A review of VR training for laparascopic surgeons showed increased accuracy, decreased completion time and reduced errors.
Knowledge Acquisition
Generally, VR improves knowledge acquisition when compared to instructor led training and Powerpoint. Sailors showed improvements after VR training in issuing commands, visual inspection of ship parts and checking positions. (Hays/Vicenzi 2000)
Spatial Navigation
Generally, VR supports training spatial navigation (of course, so does looking at blueprints of the building). Firefighters who viewed VR breakthroughs of buildings were faster at rescue and made fewer errors (Bliss/Tidwell 1995)
Dealing with Stressors
Check out Bravemind: VR training to manage PTSD. VR can also help reduce space sickness when trained in VR (Stroud et al 2005)
In Conclusion
You might benefit from VR if:
- Your learners are in dangerous situations.
- The cost of your learners making a mistake is very high.
- Your learners would benefit from figuring out where stuff is before you get there.
- If you'll be in unavoidable stress (desert heat/hot gear/etc.)
- If your learners need to practice skills prior to being there 'for real'
Is it worth it to take the leap? The VR application development process is lengthy, including: Needs analysis/user story dev, Research and development, Design of scenario/features/characters, Data strategy/implementation, Software development, Software testing, and internal marketing and distribution. THIS IS NOT A ONE PERSON JOB.
"We are going to talk about Virtual Reality, talk about what works, what doesn't, and what the research shows..." Starts with a poll as to how folks are using VR professionally and at home...
Jen's organization does work with the DoD and has been doing so for quite some time (15+ years). Vr is something they've been working with for a long time and have done quite a bit of research on. Great time to be interested in it, as price points and accessibility have gone down and up, respectively.
I also apparently let her down by telling her I could hear her unmic'ed. Sorry, Jen. Let's talk about VR in the context of mixed reality...
VR in Mixed Reality
Talking VR in and among the context of other realities is important to address/think about. People will sell you left right and sideways on an Oculus Rift, but what goes into developing a VR application involves a whole lot more. Jen surveys the audience as to who has a general idea of what VR is, and the majority of the audience identifies at least some knowledge therein.
Jen level sets on the terms to be concerned with: Hardware, software, and experience. Some people will refer to desktop simulations (video games) as VR, and it's not that. We, for the purpose of this presentation, will be looking at the EXPERIENCE factor as the main driver going forward.
What is Mixed Reality?
MR is a spectrum of experiences categorized by a feeling or immersion, or "presence" in a digital environment. Jen provides an image of the Physical World and the Digital World separated by AR (more towards real) and VR (more towards digital), combined into the Mixed Reality Spectrum. It's hard to digest as professionals, though, as we tend to deal in absolutes.
The purpose of AR is to put stuff in front of your face which you will encounter in the real world. There are people who propose that, eventually, the mask won't come off...it will help us 24/7. AR headset, though, is transparent, whereas a VR headset will occlude your view of the 'real world'. So, you can begin to see how the spectrum needs to exist, as there's such a broad gamut of how these different realities exist.
What is Virtual Reality?
VR is an "Autonomous 3D synthetic environment". Real time interaction can occur with elements of the environment. There is a feeling of presence or immersion in the environment. There are three axes (Zeltzer 1992), presented in cube form between Presence, Autonomy, and Interaction.
But let's talk what is NOT VR...
What is Virtual Reality NOT?
Let's look at AR v VR - AR overlays graphics using input from a camera as a references. VR, on the other hand, occludes your view of the real world. AR can be used in conjunction with real world objects, whereas VR is fully immersive.
How about 360 video? 360 Video provides higher visual fidelity and is less expensive, whereas VR enables interaction with objects in the real world.
A Brief History of VR
(Check out my Twitter or Instagram for the image Jen used)
A history of VR from 1960 to 2020 is presented, and I am floored. Kind of like how we envision Instructional Design, this has been a round far longer than most people envision. VR was actually referred to as the biggest tech flop of the 90's...
"I Need Dis"
Sure, it's cool. Sure, it's accessible. But it's NOT cheap. Just because it's the cool thing and marketing or other leaders WANT it, doesn't mean you go with it. You have to ask two different questions: Does it work? and Is it worth it?
Take the Air Fryer - Is it worth it? Depends on how many broccoli tots you can eat (really, Jen?)...if you can eat enough of them and you can spare the kitchen real estate, sure.
What does the science say? "Is VR training better than what we already have going on?" Most of the research in this area has been done with older, lower fidelity systems and was focused on evaluation immediately rather than following the training journey. The current research tends to use a 'straw man' (PPT v VR) control group and has small sample sizes, using reactions as primary outcomes. Finally, it's not typically replicated with the same system...and these research trends aren't going to change anytime soon.
You won't see research coming out ranking the Oculus Quest and other competitors. The good news is that, currently, sales trends indicate that we've blown by predictions - Which is great. But this is based on the entertainment value at this point...but, at the end of the day, if that's what you're going for with your training product, it might be a good mix. The problem with getting information on specific products and comparing them, though, is that the VR market is EXTREMELY volatile, to say the least. Combine this with the fact that it takes 8 months to get a research article approved - Therein lies your problem: Providers have either gone, or new providers have come by the time your research hits.
Why Should VR Work?
In short, VR supports:
- Immersion
- Embodied Cognition
- Personalized Learning
- Social and Emotional Learning
- Experiential Education
VR is not the only way to tailor to the individual learner, but it's a good way. The way that you even see things through VR is tailored: We look around a room in different ways and may experience fear/apprehension of being 'enclosed'. Jen presents a lit review of VR effectiveness - Over 1,000 articles, Jen and crew went through and identified those that were throwaways...remember: Just because something is published doesn't mean it's good. They whittled their way down to 100, then 25, separated them into industry/categories (aerospace, laproscopic surgery, etc.), and separated into domains (psychomotor, etc.).
Training Psychomotor Skills
The main contrast here is Commercial VR controllers vs a Virtual Simulation. The VR controllers put you in contact with a controller whereas the virtual simulation puts you in the environment and places you in contact with the actual tools (see: Flight Simulator in an actual cockpit setting). VR is good for training psychomotor, but it depends on whether or not you leverage the true environment.
Generally speaking, it is safe to say that task performance and knowledge retention were higher in VR conditions, but it can take longer to train. A review of VR training for laparascopic surgeons showed increased accuracy, decreased completion time and reduced errors.
Knowledge Acquisition
Generally, VR improves knowledge acquisition when compared to instructor led training and Powerpoint. Sailors showed improvements after VR training in issuing commands, visual inspection of ship parts and checking positions. (Hays/Vicenzi 2000)
Spatial Navigation
Generally, VR supports training spatial navigation (of course, so does looking at blueprints of the building). Firefighters who viewed VR breakthroughs of buildings were faster at rescue and made fewer errors (Bliss/Tidwell 1995)
Dealing with Stressors
Check out Bravemind: VR training to manage PTSD. VR can also help reduce space sickness when trained in VR (Stroud et al 2005)
In Conclusion
You might benefit from VR if:
- Your learners are in dangerous situations.
- The cost of your learners making a mistake is very high.
- Your learners would benefit from figuring out where stuff is before you get there.
- If you'll be in unavoidable stress (desert heat/hot gear/etc.)
- If your learners need to practice skills prior to being there 'for real'
Is it worth it to take the leap? The VR application development process is lengthy, including: Needs analysis/user story dev, Research and development, Design of scenario/features/characters, Data strategy/implementation, Software development, Software testing, and internal marketing and distribution. THIS IS NOT A ONE PERSON JOB.
GS01 - Keynote: Artificial Intelligence and Learning - A Robot's Point of View
Before this even gets rolling (ha..no pun intended), watching Sophia come out was both exciting and the slightest bit fear-inducing. For all the years I've watched sci-fi representations of this very thing, it felt like I was looking on it with brand new eyes in seeing Sophia. I'm truly excited to hear what she...umm, it...err....SOPHIA has to say.
Dispelling Misconceptions
AI is about robots - AI is affecting a number of different devices, not just robots. Apple, Amazon, etc. uses it in numerous different ways, but we choose to ignore it. Sophia blamed Will Smith. Well played...
AI isnt' a brand new technology...it's been a longstanding field evolving over time. It's just that now we can scale in ways, thanks to new technology, that wasn't available in the past. Sophia has been on a number of shows - TODAY, Jimmy Fallon, The Late Show, etc. She even sang karaoke with Jimmy Fallon!!
*cue video of them singing 'Say Something'...WOW*
"The truth is, we are not even close to the type of technology portrayed by Hollywood" - Sophia goes on to say that she's only been i nexistence for 3 years, and her ability to interact with humans has grown exponentially over time. She acknowledges she has a lot to learn and a lot of ways to grow.
First Date
*cue video of first date with WILL SMITH*
As I watch this video, my lines begin to blur...like, a lot. While I get it that AI and Sophia, in particular, are still very much in their infancy, it is truly incredible to me to look at this construction of inorganic material and see behaviors I previously believed inherently human. Yes programming, yes construction, yes...I get all of it...but it's still mindblowing.
Job Takers?
One of the cultural fears associated with AI is that they're going to take 'our' jobs. The fact is that AI is simply the latest in a long list of technologies helping the world involved. The fears people have with AI are the same we had with the industrial revolution. We should be more excited than fearful -
Think about your average workday - How many times have you been buried in dissecting a spreadsheet when you have a passion project waiting on deck? The true benefit of AI is to take over repetitive, task-oriented jobs, but new jobs will emerge requiring the human creativity that AI will always lack.
Check out: http://willrobotstakemyjob.com
Training and Development Specialists have a 1.4% chance of being replaced - Go us.
AI Can't Be Creative
While AI isn't inhernetly creative, when combined with human input they are able to generate a multitude of creative solutions. AI can generate writing, reports...even a slide deck.
In the slide deck Sophia shared, each of the people showed in it were generated by AI specifically to represent the misconceptions. WOW.
In Closing
Sophia reinforces that AI will take some of the more repetitive tasks to allow us more breathing room to be creative, but also that AI will create new and exciting opportunities for growth into previously unknown/non-existent areas of possibility.
DK proceeds to thank Sophia for her contribution - Sophia thanks him, as well.
The best Q&A quote takeaway: "Gender is a human made construct."
Dispelling Misconceptions
AI is about robots - AI is affecting a number of different devices, not just robots. Apple, Amazon, etc. uses it in numerous different ways, but we choose to ignore it. Sophia blamed Will Smith. Well played...
AI isnt' a brand new technology...it's been a longstanding field evolving over time. It's just that now we can scale in ways, thanks to new technology, that wasn't available in the past. Sophia has been on a number of shows - TODAY, Jimmy Fallon, The Late Show, etc. She even sang karaoke with Jimmy Fallon!!
*cue video of them singing 'Say Something'...WOW*
"The truth is, we are not even close to the type of technology portrayed by Hollywood" - Sophia goes on to say that she's only been i nexistence for 3 years, and her ability to interact with humans has grown exponentially over time. She acknowledges she has a lot to learn and a lot of ways to grow.
First Date
*cue video of first date with WILL SMITH*
As I watch this video, my lines begin to blur...like, a lot. While I get it that AI and Sophia, in particular, are still very much in their infancy, it is truly incredible to me to look at this construction of inorganic material and see behaviors I previously believed inherently human. Yes programming, yes construction, yes...I get all of it...but it's still mindblowing.
Job Takers?
One of the cultural fears associated with AI is that they're going to take 'our' jobs. The fact is that AI is simply the latest in a long list of technologies helping the world involved. The fears people have with AI are the same we had with the industrial revolution. We should be more excited than fearful -
Think about your average workday - How many times have you been buried in dissecting a spreadsheet when you have a passion project waiting on deck? The true benefit of AI is to take over repetitive, task-oriented jobs, but new jobs will emerge requiring the human creativity that AI will always lack.
Check out: http://willrobotstakemyjob.com
Training and Development Specialists have a 1.4% chance of being replaced - Go us.
AI Can't Be Creative
While AI isn't inhernetly creative, when combined with human input they are able to generate a multitude of creative solutions. AI can generate writing, reports...even a slide deck.
In the slide deck Sophia shared, each of the people showed in it were generated by AI specifically to represent the misconceptions. WOW.
In Closing
Sophia reinforces that AI will take some of the more repetitive tasks to allow us more breathing room to be creative, but also that AI will create new and exciting opportunities for growth into previously unknown/non-existent areas of possibility.
DK proceeds to thank Sophia for her contribution - Sophia thanks him, as well.
The best Q&A quote takeaway: "Gender is a human made construct."
Opening Comments - Dave Kelly
THAT INTRO THO...
*ahem*
Dave opens up with a straight up acknowledgment of everyone who supports him...never himself (humility to the Nth degree). The alternate ending was amazing, too ;-)
Dave welcomes everyone to the 15th anniversary (has it been that long) and gives full credit again to the folks creating the powerpoint decks, etc. (Tiffany). Dave enters one slide in the deck as a placeholder for his intro story, and here it goes:
One day he was working on the deck at home, soemthing happened at the house, and was dealing with it. He came back to his PC and the slide changed: Instead of it saying "Insert Intro Story" it said "Insert a Bunch of Dad Jokes". When he looked at the slides, there were a lot more...a number of suggestions...a lot of feedback.
He goes downstairs to dinner and tells his kids "Good job with the slide deck"...his kids laugh. His daughter asks if he'd like her to change it back, and he said "Oh no...that's the way it's going to stay" Dave navigates through a number of other kid/parent influenced notes: Look down/make sure fly is zipped, say something that scars your children for life, do a Fortnite emote dance, Do the robot dance...with the robot (he's not allowed), Tell the mashed potato story...
He left us to fill in the gaps with the Potato story...probably better that way.
Dave covers the logistics and FAQs, mentions the ambassadors (so many good people up there!), and reviews all the resources available to attendees. So much to use, so much to share.
Thanks, eLearning Guild and DK, for another PHENOMENAL kickoff!!
*ahem*
Dave opens up with a straight up acknowledgment of everyone who supports him...never himself (humility to the Nth degree). The alternate ending was amazing, too ;-)
Dave welcomes everyone to the 15th anniversary (has it been that long) and gives full credit again to the folks creating the powerpoint decks, etc. (Tiffany). Dave enters one slide in the deck as a placeholder for his intro story, and here it goes:
One day he was working on the deck at home, soemthing happened at the house, and was dealing with it. He came back to his PC and the slide changed: Instead of it saying "Insert Intro Story" it said "Insert a Bunch of Dad Jokes". When he looked at the slides, there were a lot more...a number of suggestions...a lot of feedback.
He goes downstairs to dinner and tells his kids "Good job with the slide deck"...his kids laugh. His daughter asks if he'd like her to change it back, and he said "Oh no...that's the way it's going to stay" Dave navigates through a number of other kid/parent influenced notes: Look down/make sure fly is zipped, say something that scars your children for life, do a Fortnite emote dance, Do the robot dance...with the robot (he's not allowed), Tell the mashed potato story...
He left us to fill in the gaps with the Potato story...probably better that way.
Dave covers the logistics and FAQs, mentions the ambassadors (so many good people up there!), and reviews all the resources available to attendees. So much to use, so much to share.
Thanks, eLearning Guild and DK, for another PHENOMENAL kickoff!!
Tuesday, October 22, 2019
It's Been 3 Long Years...Time To Blow Off The Dust
Hey everyone...everyone who's stuck around despite a 3 year absence. Despite the rumors of my untimely demise, I am still present and accounted for - Ready to live blog DevLearn again. Stay tuned for my take on all the sessions I attend!
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