Conference 2011 >
Track 4
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| Using social media for workplace learning | |||||||||||||
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Jane Bozarth, e-Learning Co-ordinator, North Carolina State Government | ||||||||||||
 Effective use of social media technologies can help enhance and extend workplace training and learning. With much of the current talk on social media and social learning occurring at the 50,000 foot level, how about a practical approach? This session takes a 100-foot view of concrete, specific uses for using social media tools to enhance and extend existing training programmes. While it primarily addresses the use of Facebook, LinkedIn, Twitter, blogs, and wikis (and private, alternatives), the emphasis is on recognising any new social media tool at their root purpose rather than at face value. This session will: • Examine the needs of the trainer and the wants of the learner. • Look at ways social media tools can replicate traditional training activities. • Explore ideas for delivering learning experiences now made possible by new technologies. • View real – and surprising – application of tools such as blogs, Facebook and YouTube. • Identify strategies for getting into the spaces between formal training events. |
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| Action mapping for great e-learning | |||||||||||||
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Cathy Moore, e-Learning Consultant | ||||||||||||
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Do learners in your organisation complain about boring e-learning? Surprise and engage them with lively, activity-rich materials that encourage real-world change. In this interactive session, Cathy Moore takes you through a streamlined instructional design process that will help you identify the most powerful activities for an e-learning project, cut excess information, and support measurable performance improvement. You’ll use a visual organiser to analyse a performance problem and identify the learning activities and support materials to solve it. • Pinpoint your targeted performance improvement. • Identify why people aren't performing – and how e-learning could help. • Create compelling, realistic scenarios. • Cut un-needed information – and get subject matter experts to agree. • Identify what information should go into support materials. |
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| Building a better learning department | |||||||||||||
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Nigel Paine, NigelPaine.com | ||||||||||||
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While you’re busy promoting and enthusing learning throughout your organisation, your L&D team often misses out. The result is a group that does not keep in touch with new technologies or ideas, retreats into 'what worked last year' mode and fails to engage with the wider organisational issues and challenges. This session will blast you out of that mould, and challenge you to challenge your team, using a participative model that assumes you have all the great ideas. This session will look at schemes that: • Enable your team to stay on top of technology changes. • Ensure continuing development opportunities. • Make real personal progress. • Empower self-development and research. • Maintain the development momentum. |
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| Building learning with the brain in mind | |||||||||||||
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Dr Itiel Dror, Principal Consultant & Researcher, Cognitive Consultants International | ||||||||||||
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In L&D we often focus on the content we want people to learn, and on delivering this information well. In doing this, however, we might be failing to consider one crucial component: the learner’s mind. In this session, Dr Dror assesses what L&D should take into account about different jobs’ cognitive requirements, and varying individuals’ cognitive profiles. If air traffic controllers need spatial skills that forensic scientists don’t, for example, then training needs to be designed to reflect this. • Tools and methods for assessing cognitive abilities. • Designing training to develop specific abilities. • What else matters for performance beyond ability? • Matching job roles to cognitive profiles. • How much of the brain is hard-wired, and how much plastic? |
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| From cognitive psychology to learning design | |||||||||||||
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Dr Chris Atherton, Senior Lecturer, School of Psychology, University of Central Lancashire | ||||||||||||
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This session will outline some key findings from cognitive psychology, then discuss ways in which we can translate that knowledge into practical advice for learning design. The talk will emphasise the role of managing learners' visual attention, and consider some of the cognitive pitfalls of educational practice, and the limitations of human information-processing. • Miller, Cowan and the magic numbersof working memory. • Considering the cognitive load of your subject matter and the learning environment. • Hacking the brain by farming out work to different pathways. • Why ‘sparse slides’ really do work better. • Commonly-made errors and how to avoid them. |
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| Getting started with learning technologies | |||||||||||||
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Craig Taylor, Communications Technologist, URENCO (UK) | ||||||||||||
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On his first trip to the Learning Technologies Conference in 2010, Craig was initially daunted by the jargon, but then inspired to dive in and start using learning technologies in his workplace. Craig kept in touch with many new-found colleagues after the conference, and kept learning, too, seeking advice from fellow L&D professionals via groups such as the Learning and Skills Group online community. He quickly found his own path, choosing what was right for his particular workplace and experimenting with new tools and techniques such as YouTube and social media. One year on, Craig is back to share his tips on how to get started with learning technologies, including: • Clarify your ideas and understand your business drivers. • Focus on the achievable. • Exploit social media – even in highly-regulated environments. • How to influence your IT department. • Identify resources for your continuing professional development |
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