Develop Resources to support teaching and Learning Learning

Develop Resources to support teaching and Learning

Learning Outcome 3 • Teachers and trainers need to decide what resources they can develop for themselves that will meet the needs of their own learners and produce a development plan. They need to justify the need for each resource on the plan. They then develop each of the resources within an agreed budget and test their effectiveness before they are then fully implemented

Resources • • Types Format Content Storage

Resource Development within agreed budget • • • Budgets Expenditure review Monitoring variances Life expectancy Maintenance Repair

Effectiveness of new resources: • • • Testing Trialling Evaluation Feedback from tutors Feedback from learners Amending usage

Nano-learning The key to better learning for all

What is the equivalent of Nano-Technology in the Learning world? • Nano means small or miniature. • Most of our learning design is for medium to large size events and projects. • A day long class, an hour long e-Learning module. • Yet, most learners need small and very personalized learning moments throughout the course of a day, week, month of year

The need for instructional design • How can we add the wisdom of instructional design and/or performance support to small and very targeted projects? • How can learning be designed by designers or others to add power to informal content and context segments

Advocating nano-learning This is the analog and cousin of nanotechnology, the exciting field of miniaturized inventions, from microcameras that we can swallow for real-time internal images to innovative drugs that work at a molecular level to attack just the cancer cells that have our DNA. Nano-learning concepts can be similar—find ways to design, distribute and utilize really small elements of learning

From Eliot Masie. . January 2006 • I am a nano-learner. What does that mean? Each day, I learn several things in small chunks. Really small chunks. A 90 -second conversation with an expert triggers a huge “a-ha. ” A few moments concentrating on learning how something works leads to a new micro-skill. What’s more, I am not that unusual. Most people acquire most of their knowledge in smaller pieces

The 3 minute micro-lecture • Most instructional designers’ eyes get glassy when they hear me suggest that we should have a role in the design of three-minute or shorter learning elements. • Yet that is exactly what nano-learning is all about. • Here are some examples of what a nano-learning element might be

Medical nanolearning • Two-minute update module to physicians with the latest research content and context about a specific pharmaceutical. • While this could just be a text memo, why not apply instructional design principles? We could create a compelling 120 -second nano-learning experience that includes an illustration, a short video clip and even a comprehension check. What if licensing regulations evolved so that doctors had to show ongoing “currency” with the nanolearning elements related to the specialty or their pattern of drug prescription?

Leadership Nano-learning • Imagine if a leadership candidate in a corporate succession program received one or two small learning elements every day. • These would be based on their career development goals or changing business realities. • In this case, the nanolearning might be a collaborative element, such as a question posed by the CEO asking for a one-minute reaction from each leadership candidate. • Think of the level of corporate engagement and perspective that could flow from this.

Customer nano-learning • A store sells a bicycle to a family. The family needs to do a small amount of final assembly when they get home. What if there were a series of short nano-learning choices for them, organized by their level of skill or comfort, which would take them through the assembly process?

Tourism nano-learning As I drive into a new area, I am hungry. I want a meal, and I want knowledge of this new area. What if my car’s global positioning system (GPS), combined with wireless technology, could offer me a set of nano-learning options to teach me about the history of the region or summarize the reviews of restaurants in the area?

Coaching nano-learning • Before you think that all nano-learning is about computerdelivered knowledge, let’s imagine its use by a coach. • Marshall Goldsmith, one of the leading management coaches in the world, has his own nano-learning coaching assistance. • Every day, a graduate student calls him and asks him the same 10 questions about how his day went. • This just takes three minutes, but the interaction has huge behavioral reinforcement value for the “coachee. ”

Right-sizing the learning interaction • Right now, most learning modules start at 15 minutes and often cover hours or days of involvement. • But most learning moments are teachable moments. • Malcolm Knowles described the perfect teachable moment as the intersection of a small question with a great small answer. That is at the heart of nanolearning.

Combining art and science • We can apply the art, science and technologies of education to the world of nano-learning. We need to combine a better appreciation of the effective TV advertisement and the compelling movie preview. Nano-learning could allow us to build extensive and shareable libraries of small elements that can be rated and ranked for effectiveness. Most of all, nanolearning can honor the fact that learning can and must happen every day—not just when we have the time to attend a class or take an elearning program.

Not nano but micro • . . . Some like to call it microlearning and are analyzing the concepts and having a look at appropriate technologies: see www. microlearning. org • Should we call it "nano", because that implies "far below human perception".

Relationship to advertising • A good source of expertise in the creation of nano learning would be people who create advertisements. • Particularly those that require some education to entice the buyer. • The marketers responsible for bringing new technologies such as the i. Pod to the masses clearly have similarities with learning designers. • In fact, given today's learner's short attention spans the 30 second TV spot might provide a useful model for designers

www. nanolearning. com • Bryan Menell got it branded and will launch the product soon, probably at the microlearning conference. "Learning joins the Web 2. 0 world with a marketplace for small, focused learning content that we call Nano. Learning • You will be able to incorporate Nano. Learning objects into your blog, website, or business process. • You can even recombine and aggregate Nano. Learning objects into a Nano. List. We'll also provide you with a simple visual environment for creating Nano. Learning. • If you can use Powerpoint, you'll feel at home creating engaging, interactive learning content in minutes. "

i. Tunes University • Michael Feldstein about the i. Tunes University. Via Bryan Menell over at Learning 2. 0 (home of "microchunk learning"). • Maybe we should set up a workshop and try to think of small "knowledge chunks" like "songs in mp 3 format" (belonging to genres and many interlinked taste-clusters, semantically and socially). • Say, hundreds of of paragraph-long microtexts (tagged in multiple ways) about. . . the way metaphors are creating complex meaning, the economics of the digital micromedia markets, or how to set up a Wireless Acces Point. • And then phantasize about "playlists" (personalized learning environments) and Pandora-like flows.