Or “The difference between being a Subject Matter Expert and being a teacher”
When I was in high school, I was Vice-Captain of the girl’s First XI cricket team. Not because I was especially good, in fact I was average-poor most days, but mostly because only 12 people turned up to tryouts. I was, however, pretty good at keeping spirits up on the field and also pretty good at translating and articulating coach’s instructions on how to execute a particular skill better, even if I couldn’t actually demonstrate it myself. I knew that when bowling you want your body to be almost side-on and the arm with the ball to make a wide arc with your upper arm grazing your ear as you step through.
When my friends struggled with algebra or calculus concepts, or how to interpret the wordy physics exercises or couldn’t wrap their heads around how to conjugate ‘venir’ v ‘ir’ in French, they didn’t often ask the teacher, they asked me. Whereas our teachers might simply repeat the formula or answer or just move on, I could come up with ways to explain or other examples that made more sense or different interpretations of the formula.
When I worked at a linen and haberdashery store during university, my colleagues who had worked there for years and knew the processes and products in and out struggled to work out how to impart that knowledge on me – preferring to make me stand and watch or rattling off step after step with no context.
All of which is to say, just because you know your shit, doesn’t mean you’re shit hot at how teach it to others.*Read More »
Part 2 of the series of posts wherein I share the process I’ve used to try build a “different” scaffold for compliance-based courses.
In a previous post, I spoke about how I used a combination of butchered action-mapping and Bloom’s taxonomy to create course objectives with actionable verbs and that provided more direct mapping to activities. Here, I want to share the course design and activity design approach, and why I think this goes beyond what many (especially in corporate/compliance training) believe constitutes ‘eLearning’ – the “Next” button.
One of the common pitfalls of a Learning Management System (Moodle, Blackboard Learn, Canvas) is that they don’t necessarily support the creation of learning ‘content’ that is typically expected in corporate environments. Instead, the majority of them support discrete activities that are collated together to form a learning experience rather than a coherent and simple flow*. Another common downfall arising out of using LMS’s is that, despite the built-in activities common in LMS’s, all too often they’re used to house individual resources (pdf files, URLs, word documents, videos) and then an in-built quiz to assess the learning. Having worked on both the vendor and the user sides of the LMS/edtech world, I would purport that the root of this both in the technology and the typical user – but that’s a conversation for another day.Read More »
In the series of posts that follows, I want to share the process I’ve used to try build a “different”* scaffold for compliance-based courses.
- Objectives beyond “understand”
- Activities beyond “Next”
- Assessment beyond regurgitation
- Evaluation that makes a difference
After I wrote the post about my stuttering start to designing this course, I realised I had fallen in to an all-too-common trap of focusing on the activities first. Indeed, I was halfway committed to what type of content I would need to build, had made sweeping decision about what design approached use when I hadn’t yet confirmed what the purpose of the course was. Trying to explain my ideas and clarify the objectives sparked heated conversations in my team about what eLearning was and wasn’t and no clear agreement on learning outcomes.
I needed to take a step back, and focus on the bigger picture – what do we want our learners to achieve and how will we know that they’ve done it? What is the purpose for this course in the first place? From there, I was confident that we could reach an understanding on what the course would look like.Read More »
The rambling story of my first few weeks…
I don’t know about you, but the memories of ‘health and safety’, ‘accepted conduct’ or other general induction and compliance courses don’t fill me with excitement. So, I’m rather excited about the the challenge of trying to deliver compliance training in a way that’s effective and not completely mind-numbing.
The first hurdle that sprang itself up at me was the content. One of my team’s objectives is to raise awareness of legal obligation imposed on all public officers in South Australia, an obligation that is outlined in deep legalese which, unless you have experience reading and interpreting the law you’re likely to struggle to comprehend it. And the stakes are high – they are obliged to know, and failure to comply can mean pretty hefty consequences. And so, we have a responsibility to ensure information is available that helps people understand their obligations and how to prevent corruption, misconduct and maladministration.Read More »
It’s been a while, hasn’t it? It’s not that I haven’t thought of you often, of what I would say or things you might enjoy. It’s just, well, time and my own inability to organise myself…
You might notice a difference in the types of things I post from here on out in comparison to previous posts. And that’s because, well, here’s my official news: I left Blackboard in March. Although I tweeted about it a few times, there are some who still didn’t know. I wasn’t there as long as some people, certainly not as newsworthy as others, but the positive comments on twitter when I shared my news were rather soothing to my frail ego.Read More »