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Surely, something this creative can’t be this easy. Or can it? See for yourself this Tuesday at noon.

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How to Cook up Great Training Sessions with Webinars

Synthesizing: White Paper (Module 8)

Oh, the wonders of Creativity! Everyone has their own take on the creative process. For me, to create something harnesses our ability to transform our ideas into reality. The most remarkable aspect of the Root-Bernsteins book is that it explains the framework of creativity through essential thinking tools. The following is my synthesis of what I have learned in this class, along with specific ways each thinking tool is used to spur creativity:

Observing

Observing seems like a simple enough task, but is it really? I conclude that perhaps it is a bit more complex than what we generally think. The Sparks book states, “Observing, and rendering what we observe in some way, is indeed a function of the mind. We cannot focus our attention unless we know what to look at and how to look at it.” So it would appear that observing takes place on several different levels. It is indeed a process, not to be undertaken lightly at all times.

 The following is a good example of a complex observing exercise:

The Color Quiz

Look at the chart and say the color, not the word.

I am not a teacher in the traditional sense. As an Instructional Designer I design training materials and training sessions. Nonetheless, observing can be used as a productive element on my job, specifically as it pertains to using webinars for training purposes. For example, when I observe a webinar it is key part of the evaluating process. I have to make sure that the webinar does not present misleading visual information. I also have to make sure that the audio portion is consistent with the visual images to prevent any confusion. If the visual, audio and content are presented in harmony then students are going to gain a clear understanding of what they are being taught.
Imaging

The Root-Bernsteins quoted Charles Dickens, who, “declared he simply “saw” his stories and then wrote them down (p. 55).” That statement explains the author’s creative process in a nutshell. It also explains imaging is in an active sense. Imaging occurs on my job quite often. I am often given information about the type of training that is needed and then I must design a workable solution. Like Dickens said, I need to “see” the training or obtain a visual image in my mind and then proceed to design it.

Abstracting

Seeing things from an abstracted point of view is an interesting way to develop a deeper understanding of something. In the Sparks book, abstracting was brilliantly explained with the art of Picasso. They also used the artist’s own words for further definition when stating that “Picasso also cautioned other painters, “To arrive at abstraction, it is always necessary to begin with a concrete reality…You must always start with something. Afterward you can remove all traces of reality. There’s no danger then, anyway, because the idea of the object will have left an indelible mark (79). Creativity is enhanced by the abstraction process. It allows us to see beyond the obvious and analyze things on multiple levels.

Below is an abstract painting of a fall leaf. It’s an interesting take on a very simple object.

Patterns

Patterns are an integral part of our daily lives. Furthermore they are a crucial aspect in the transfer of learning process. One set of patterns that I subscribe to on the job are guidelines called “best practices.” Best practices help me and my colleagues define the most appropriate methods and/or approaches to a specific aspect of training. For me, the best practices that I adhere to are also quite common among educators. Some of them can found through a variety of sources including websites, scholarly journals, and prominent e-learning professionals. Likewise, they can be developed to suit an activity or job responsibility.

Another example of a pattern that exists in my content area topic also allows me to be consistent with how I want to use webinars. It is a general distinction of what separates the webinar from other types of e-learning. Below is an example of a best practice. It is an email reminder to individuals who are assigned to attend an upcoming webinar. The email is delivered a day before the scheduled event.

Analogizing

My content topic is “using webinars to facilitate training.” Webinars have become a popular training tool in recent years and many businesses and educational institutions use them on a regular basis. The term webinar is a shortened name for a “web -based seminar.” One of the benefits of utilizing webinars for training purposes is that they provide trainers with the ability to facilitate a course to a wider audience. Also since webinars are delivered via the Internet, participants do not have to be onsite or even in the same region. 

I discovered many positive aspects of using webinars through analogizing. The Sparks book states that, “In its most general sense, analogy refers to a functional resemblance between things that are otherwise unlike (137).” Take for example how the Internet is needed to deliver a webinar. A good analogy of that is in how a bridge is needed for a car to cross over a large body of water. To extend that analogy one could argue that in most instances, driving a car one hundred miles is cheaper than buying a plane ticket to fly the same distance. This is also a good case for using webinars for appropriate courses. For budgetary reasons, it is much cheaper to deliver content to an audience of people who live in five different cities via a webinar than it is to pay for them all to fly to one place for a face to face class.

Embodied thinking

Embodied thinking often requires us to think outside the box or beyond what is normal. The key tool in this process is our imagination. We need to imagine ourselves as the subject or object of focus. This process isn’t easy however. The Root-Bernsteins imply that, “It is possible to conjure up feelings of body tension or touch or movement in the mind, but most of us overlook these imaginative feelings because we are trained so early to see them or translate them into descriptive words (162).” Embodied thinking requires some effort but it is well worth it in certain learning situations, such as an advanced Psychology course or a Classical Mythology class.

Empathizing

I believe the best definition of empathizing was presented best in the Sparks book by Willa Cather. Her concept of this way of thinking is more of a universal perspective. Cather stated that, “They [writers, actors, and physicians] learn to understand other people not only objectively from the outside but subjectively from the inside (186).” As someone who designs training in a corporate environment, I must engage in empathizing on a routine basis. For example, I am not a Resolution Agent who talks calls all day long, but it is often necessary for me to think like one in order to create a training module for someone who is. Likewise, I do not work as a Repair Technician, but I sometimes must think like one to create training for these type of employees as well.

Dimensional Thinking

The Root-Bernsteins proclaimed, “Dimensional thinking involves moving from 2-D to 3-D or vice-versa; mapping, or transforming information provided in one set of dimensions to another set; scaling, or altering the proportions of an object or process within one set of dimensions; and conceptualizing dimensions beyond space and time as we know them (204).” Their example of the paper airplane made me think of a television program I saw that showed piles of lumber lined up in stacks for the construction of a new home. The next dimension was the completion of a log cabin house using those stacks of lumber.  Also when I think of the authors' examples of scaling I think of taking a training program designed for eight individuals and then redesigning it to accommodate sixteen more people.

Modeling

As far as modeling goes, I like how the book summed it up with detailed information. One example that really hit home with me was the explanation that, “Models can be smaller than life, life-sized, or bigger; physical or mathematical; realistic or not, depending on their intended uses. In almost all cases, the point of a model is to make accessible something that is difficult to experience easily (229).” That is exactly what the designers at GM were able to do with the creation of their EN-V concept car. The video below demonstrates how the idea for the car (which relies heavily on both dimensional thinking and modeling) was inspired, designed, and ultimately created.

Playing

In the Sparks book, play is perfectly defined through the life and work of Richard Feyman. What is presented to us in the book shows how play can be intertwined in a person’s thought process. “Tales of [Feyman’s] scientific (as well as personal) exploits fascinate the layman, for whom physics is normally a dry-as-dust subject (249).” This was all possible because of [his] willingness to indulge in play. Even when he was at work, he infused bouts of play or results of play in his work. A good example of this is in the title of his book, “Surely You’re Joking, Mr. Feyman.” Other examples of this type of playful attitude can also be found in contemporary book titles like “French Women Don’t Get Fat” by Mireille Guiliano and “I am America (And So Can You!)” by Stephen Colbert. I use elements of play in the design of my training materials. For example, for fictional characters, I use well known figures like George Clooney, Brad Pitt, Denzel Washington, and Jerry Seinfeld.  

Transforming
Chatter 14 focuses on the transforming process. This chapter is sort of a culmination of what happens when most or all of the thinking tools are used. The example of Mary Leakey’s work was particularly exemplary. The authors explained that, “Leakey and her team played, observed, recognized patterns and anamolies, engaged in dimensional thinking, imagined body movements, play-acted, formed patterns, analogized, and modeled, ultimately transforming the fossil abstractions into kinesthetic, visual, and emphatic images of the hominids who left their footprints at Laetoli (272-273).” When I think of how transforming occurs in the workplace, I consider the entire instructional design process. Within this process, many of the thinking tools mentioned in the Sparks book are involved. The following are a few examples:

Dimensional thinking: taking an idea from concept to reality.
Patterns: incorporating training methods that have worked well in the past into the new training.
Formed patterns: Using familiar templates (A PowerPoint with our corporate logo) and tools (Adobe Connect) for training. 
Play: During the train-the-trainer sessions the trainers engage in role play activities where they take on the role of a trainee.
Observe: Instructional Design team views the role play sessions.

So as I move forward in my profession, I am confident that I will start or continue to use these thinking tools on a frequent basis. The one difference between before and now is that I have a better understanding of the role they all have in creative process.  

References:

Leaf image. Retrieved from

http://www.waldmanphotos.com/portfolio/leaves/leafAbstractIII.jpg

Zoom In (Module 7)

One of my favorite hobbies is reading. Although school and work take up a great deal of my time, I try to find a free moment to read a good novel. One thing that I tend to do before purchasing or reading a book is thoroughly examine the cover. For me, this is fun or essentially a form of play. For example, I often consider the reasoning for the placement and selection of the author's names, titles, subtitles and artwork on a cover. What thought went into the overall design of it? Considering some of the elements we have learned about in this class, I could ponder if the thinking tools of patterning, abstracting, or modeling involved in the design process. 

Now, staying in the mode of play, I decided to play with the cover of our class textbook. The following images (presented in exact order) illustrate what caught my attention from the cover of the Sparks book.(And for the record, the cover is definitely a good setup for the content).

1. The title with the blazing match in the background:

2. The subtitle reveals what the content of the book is:

3. The name of the authors clearly displayed across the top of the cover:

4. The full book cover reconstructed:  

What's the Big Idea? (Module 7)

 “Play is the beginning of knowledge.” ~ Author Unknown

In Chapter 13 of the Sparks book, the Root-Bernsteins mention the life and work of Richard Feyman. It is perhaps one of the most fascinating illustrations of how play can be intertwined in a person’s thought process. Of Feyman, the authors stated, “Tales of his scientific (as well as personal) exploits fascinate the layman, for whom physics is normally a dry-as-dust subject (249).” This was all possible because of Feyman’s willingness to indulge in play. Even when he was at work, he infused bouts of play or results of play in his work. A good example of this is in the title of his book, “Surely You’re Joking, Mr. Feyman.” Other examples of this type of playful attitude can be found in book titles like “French Women Don’t Get Fat” by Mireille Guiliano and “I am America (And So Can You!)” by Stephen Colbert.

The greatest aspect of Chatter 14 of the Sparks book is the way it explained how all the thinking tools are used in the transforming process. The example of Mary Leakey’s work was particularly exemplary. The authors explained that, “Leakey and her team played, observed, recognized patterns and anamolies, engaged in dimensional thinking, imagined body movements, play-acted, formed patterns, analogized, and modeled, ultimately transforming the fossil abstractions into kinesthetic, visual, and emphatic images of the hominids who left their footprints at Laetoli (272-273).” In modern times, we can discern how using these various thinking tools can transform an idea, even a dream into a reality. You can get a real sense of these thinking tools in the following video excerpt that details the making of the blockbuster film Avatar:



When I think of how transforming occurs in the workplace, I consider the entire instructional design process. Within this process, many of the thinking tools mentioned in the Sparks book are involved. Among them are:

Dimensional thinking: taking an idea from concept to reality.
Patterns: incorporating training methods that have worked well in the past into the new training.
Formed patterns: Using familiar templates (A PowerPoint with our corporate logo) and tools (Adobe Connect) for training.  
Play: During the train-the-trainer sessions the trainers engage in role play activities where they take on the role of a trainee.
Observe: Instructional Design team views the role play sessions.

Ironically, all of the above are part of what our team likes to refer to as “best practices.” These are methods that have proven to be effective and beneficial to the work we do. Like each of the thinking tools, our best practices are not static elements in the workplace. They take on different forms and evolve according to the changes that occur within our company and with our clients. I like to think of this constant state of motion as a crucial element of transformational thinking. Working in a creative environment actually allows me to approach rather complicated matters with anticipation instead of anxiety. Like the Root-Bernsteins stated, “Most creative people handle complex transformational thinking with ease (277).” I agree wholeheartedly with that assessment because to creative people, the fear of the unknown is not a deterrent. It is a motivator.

So as I move forward in my daily practice, the main takeaway from our readings this week will be to make a conscious effort to examine the transformational process more closely. In other words, I will be taking a closer look at what levels of patterning, dimensional thinking, imaging, playing, analogizing, abstracting, modeling, embodied thinking, emphasizing, and observing actually takes place in the instructional design process. And starting from there, I think the possibilities to explore new ways to improve and enhance the process are relatively endless. 

How Do I Love Thee? (Module 7)

My content area topic is “using webinars to facilitate training.” My first thought when approaching this assignment was how I currently view play in a webinar environment. It is based on a common method that is used called a icebreaker. They involve introducing a training session with a joke, a game, or interesting fact.  Icebreakers generally work well and are a reliable tool for trainers to use and to some extent can be considered a form of play. However, what the Root-Bernsteins have explained so well in their book is that play is so much more. It is the essence of thinking outside the box. I can see how it allows educators to see learning from a very holistic perspective. Needless to say, I am very interested in developing forms of play that can influence and improve the webinar experience.

To introduce play into the webinar environment, I realize that I have to make sure the methods I use involve the entire group of participants. One idea that I am considering is to use break out rooms, which are separate online learning areas for groups of 4 to 8 people. Normally the breakout rooms are for role play and various other group activities, but I thought to myself, why not use them for play sessions? One of the ideas I came up with was a word game activity (which will serve as the meaningful content / knowledge) that our trainees can do in the breakout rooms.  From the Sparks book I decided to use anagrams. As they stated, “…the making of anagrams [involves] taking a word and seeing how many other words can be made from its letters…(262).” This same thought process can be applied to anagrammatic phrases and sentences.

To spur creativity I prefer to provide the trainees with examples of anagrams. Here are some examples of anagrammatic phrases I could use:

Jay Leno: Enjoy L.A.

The eyes = They see

Waitress = A stew, Sir?

Dormitory = Dirty Room

A Gentleman = Elegant Man

listen = silent

Clint Eastwood = Old West Action

Apple, Inc = Epic Plan

There are of course, thousands more, but here’s where the true learning takes place. The trainees will be responsible for creating anagrams or anagrammatic phrases based on words they use on the job or exclusively in workplace. After the breakout sessions the groups will return to the main training area and share anagrams and/or anagrammatic phrases along with the process they used to create them. The results of their work/play (or the creative understanding achieved) should translate into further ideas of play that can enhance their performance on the job.

Further down the line, I would like the trainers to engage in a similar activity in a train-the-trainer session. It would involve them creating an ambigram for one of their upcoming training sessions. To spur creativity for this set of training I would share the following visual example:

Ultimately  however,  I would like to create a ambigram of my own.  Since I am a firm believer in the “learning by doing” philosophy, this is an excellent way for me to experience the learning activity first hand.  Likewise personal engagment is a big part of understanding the interdisciplinary application(s) involved in this new process.

References:

Princess Bride image. Retrieved from http://www.ambigram.com/most-famous-ambigrams

Anagrams. Retrieved from http://www.anagramsite.com/

Zoom In (Module 6)

 

What's the Big Idea? (Module 6)

“He is intelligent, but not experienced. His pattern indicates two-dimensional thinking.” ~ Mr. Spock, from Star Trek II: The Wrath of Khan

I really enjoyed reading Chapters 11 and 12 of the Sparks book.  The information presented by the Root-Bernsteins made me recall ways in which I have used the two thinking tools of Dimensional Thinking and Modeling before. According to the authors, “Dimensional thinking involves moving from 2-D to 3-D or vice-versa; mapping, or transforming information provided in one set of dimensions to another set; scaling, or altering the proportions of an object or process within one set of dimensions; and conceptualizing dimensions beyond space and time as we know them (204).” Their example of the paper airplane made me think of a television program I saw that showed piles of lumber lined up in stacks for the construction of a new home. The next dimension was the completion of a log cabin house using those stacks of lumber.  Also when I think of the authors' examples of scaling, I think of taking a training program designed for eight individuals and then redesigning it to accommodate sixteen more people.

As far as modeling goes, I like how the book summed it up with detailed information. One example that really hit home with me was the explanation that, “Models can be smaller than life, life-sized, or bigger; physical or mathematical; realistic or not, depending on their intended uses. In almost all cases, the point of a model is to make accessible something that is difficult to experience easily (229).” That is exactly what the designers at GM were able to do with the creation of their EN-V concept car. The video below demonstrates how the idea (which relies heavily on both dimensional thinking and modeling) was inspired, designed, and ultimately created.



From a personal perspective, I really like the approach GM took to developing their concept car. They thoroughly outlined their vision of the future and how their vehicle would address the needs of their consumers. In my daily practice, I think the best way to apply dimensional thinking and modeling is to the trainers I work with. I can see a great benefit to allowing them to devise ways to improve training using dimensional thinking. I can also see them promoting or communicating their ideas with modeling.

One way to get them to utilize both of these thinking tools is to show them examples of how I use them in the instructional design process. Perhaps I can even set up a think tank session/presentation to get the ball rolling.  I can present examples of the two thinking tools in action and subsequently allow the trainers to collaborate on ways to implement them into their daily practice.  Like the Root-Bernsteins have so profoundly stated thus far - it all begins with a spark of creativity.

How Do I Love Thee? (Module 6)

My content area involves using webinars to facilitate training. I have participated in several webinars over the past few years and what I find most interesting about them is that they serve two main purposes. First, they give the facilitator the flexibility to deliver training to multiple locations in one session. Secondly, they offer interactive features that often mimic, and in some instances enhance the learning environment. For this assignment, I created the above graphic, which is a basic design of a webinar training session.

A crucial element of my job as an Instructional Designer is to design training programs. This responsbility requires taking a request for training and determining the “who, what, when, where, and how” of delivering it to the intended audience.  For example, in the graphic above I used a request to train a group of employees on a new process. To accomplish what is needed, I created a model of all the elements needed to create the training program. In other words, I presented the concept of how we got from A (the original request) to B (a viable training solution).

As I previously indicated, in order for me to design a training program I use the “who, what, where, when, and how” process. The breakdown of this process (as shown above) is as follows:

1.      Who: The audience is a total of 20 employees from two separate sites

2.      What: A training program to teach creating service contracts for third party  consumers

3.      When: Wednesday, July 14, 2010, 1 to 2pm

4.      Where: Virtual/Online

5.      How: Via Adobe Connect

There are many factors to consider in the design process. For instance, for this particular training program I had to meet with members of our IT department to make sure that the training database was able to accommodate the type of training needed. The process also included determining the best training time for all the parties involved (ex. Great Falls: MST, Florida: CST, and Sterling: EST).  Additionally, a trainer had to be assigned to faciliate the course and prior to that they have to complete a train the trainer session before the delivery of the course can take place.  

As you can probably imagine, within the design process there is considerable dimensional thinking and modeling involved. I firmly believe using these two thinking tools can simplify some of the more complex aspects. With that being stated, I see a good comparison to designing a training program incorporating the “who, what, when, where, and how” to a set of building blocks (see the image below). 

Consider a set of building blocks in the following colors:

A (orange) = who
I (blue) = what
R (red) = where
N (green) = when
T (purple) = how

When these blocks are properly arranged and stacked up, they spell out the word “TRAIN,” which is ultimately what I have to make sure happens.

What's the Big Idea? (Module 5)

“Thinking is easy, acting is difficult, and to put one’s thoughts into action is the most difficult thing in the world.” ~ Johann Wolfgang von Goethe

Embodied thinking often requires us to think outside the box or beyond what is normal. The key tool in this process is our imagination. We need to imagine ourselves as the subject or object of focus. This process isn’t easy however. The Root-Bernsteins imply that, “It is possible to conjure up feelings of body tension or touch or movement in the mind, but most of us overlook these imaginative feelings because we are trained so early to see them or translate them into descriptive words (162).” Embodied thinking requires some effort but it is well worth it in certain learning situations, such as an advanced Psychology course or a Classical Mythology class.

I believe the best definition of empathizing was presented in the Sparks book by Willa Cather. Her concept of this way of thinking is more of a universal perspective. Cather stated that, “They [writers, actors, and physicians] learn to understand other people not only objectively from the outside but subjectively from the inside (186).” As someone who designs training in a corporate environment, I must engage in embodied thinking on routine basis. For example, I am not a Resolution Agent, but it is often necessary for me to think like one in order to create a training module for someone who is. Likewise, I do not work as a Repair Technician, but I sometimes must think like one to create training for these individuals as well.

On a generic rating scale of 1 to 10, I would give embodied thinking a five in terms of how often I utilize it in my daily practice. However, I give Empathizing a 7.5. I believe that both aspects play a role in designing training programs. So based on the information presented in this week’s readings and assignments, I am mulling over a few things that can be implemented on my job rather quickly. For example, I might incorporate some elements of embodied thinking into the design of our next customer service training class. This could include adding some role play modules that require the CSRs to think and act as a frustrated customer. This type of exercise could prove to be an effective way for them to improve their job performance.

Ironically it will require some embodied thinking on my part to create a webinar that allows for the type of role play I would like to include into that particular training course. I will also need to anticipate how the training will be received in that kind of learning format. An exercise in embodied thinking would require me to imagine myself as a student who is engaging in role play during a webinar. How do I feel? Comfortable? Confused? Or maybe excited?

Hmm…this could be the start of something interesting.

How Do I Love Thee? (Module 5)

One aspect of my topic (using webinars to facilitate training) that I wouldn’t normally consider would coincide with using my body are my eyes. Viewing the components of training is a big part of the webinar experience. Since I use the computer quite a bit (for school and work), I realized how important maintaining good eyesight truly is. Ironically, last weekend, I had an appointment to get tested for new glasses. The appointment involved taking an eye test. With this assignment I thought I would explore what type of visual test would be appropriate for webinars.

Of course, it wouldn’t involve an actual medical evaluation, but it would be fun and interesting. Perhaps something on the level of the image that is captured below:

How did you do? 20/20 eh?

Now to go one step further, perhaps you could say that webinars help us view the world of learning in a whole new way. The following image visually epitomizes that idea:

And one additional thing. Another added bonus from the image (if you take a thorough look) is that you can see the picture of a computer beyond the world. How cool is that?

 

References:

Noble Works Cards (n.d.) Eye Chart. Retrieved from

http://www.nobleworkscards.com/4121-handle-funny-eye-charts-happy-birthday-card.html

Monash University. (2008). World in the Eye. Retrieved from http://arts.monash.edu.au/psi/news-and-events/symposium/

Zoom In! (Module 5)

Life can be peaceful

Life can be hectic

But that's Life for a squirrel

What's the Big Idea? (Module 4)

“The force that propels the human spirit on the clear way forward and upward is the abstract spirit.” ~ Wassily Kandinsky

My topic is “using webinars to facilitate training.” Webinars have become a well known tool in recent years and many businesses and educational institutions use them on a regular basis. The term webinar is a shortened name for a “web -based seminar.” One of the benefits of utilizing webinars for training purposes is that they provide trainers with the ability to facilitate a course to a wider audience. Also since webinars are delivered via the Internet, participants do not have to be onsite or even in the same region.  This capability can be both a positive and negative for trainers and Instructional Designers.

A Negative: Webinars are not suitable for all types of training

I discovered this potential problem by taking an abstract view of webinars. Looking at things from an abstract point of view is a universal concept. According to the Root-Bernsteins, “…learning how to abstract in one discipline provides the key to understanding the abstractions of all disciplines (87).” As much as I appreciate the flexibility of using webinars, I realize that they do not work for all learning environments. For example, a webinar would not be the best way to teach a CPR course, but it is an excellent way to teach an introductory social media class.

A Positive: Webinars can be more cost effective than face to face classes.

I discovered this positive aspect to webinars through analogizing. The Sparks book states that, “In its most general sense, analogy refers to a functional resemblance between things that are otherwise unlike (137).” Take for example how the Internet is needed to deliver a webinar. A good analogy of that is in how a bridge is needed for a car to cross over a large body of water. To extend that analogy one could argue that in most instances, driving a car one hundred miles is cheaper than buying a plane ticket to fly the same distance. This is also a good case for using webinars for appropriate courses. For budgetary reasons, it is much cheaper to deliver content to an audience of people who live in five different cities via a webinar than it is to pay for them to fly to one place for a face to face class.    

As I continue to focus on whether to integrate more webinars into our training curriculum I will reference the positives and negatives to make a sound determination. They will be similar to the ones I provided in this post.  One of the things I will do immediately is include the cost effective aspect into my current evaluation report. Something that I am considering for the future is looking at webinars from a more abstract point of view. This course of action could prove to be quite productive. But for now, it is full speed ahead in my examination of webinars for my workplace and for my topic in this class.

How Do I Love Thee? (Module 4)

My topic is “using webinars to facilitate training.” This recent definition shows the evolution of the topic from first module. The emphasis is still on using webinars, but the title has been shortened somewhat. Okay, now on the essentials of this assignment. First, I’ll begin with a crucial element and benefit of webinars.  Each webinar can be archived for future viewing and review.

Consider this analogy:

The archive of a webinar stores files like PDFs, Word documents, and videos in the same manner that a jewelry box holds earrings, necklaces, and bracelets all in one central location.

But let’s not stop there. Below is a poem I created to offer a more abstract portrait of the analogy I used for my topic. It’s called:

"The Beauty of the Archives"

As I scan the archives from left to right and then again from right to left

I glance upon the gems otherwise known as word docs, video clips, and PDFs

Each spectacular file is as beautiful as a diamond, ruby, emerald, and yes even a pearl

And let’s not forget that these keepsakes can be accessed from almost anywhere in the world

Now it may seem silly to think of an archive as being more precious than silver or gold

Yet for me, waxing poetic about the beauty of webinar archives never grows old

Zoom In (Module 4)

The topic I have chosen to research for this class is "using webinars for training purposes." The major element needed to faciliate a webinar to students is a computer. For this Zoom In assignment I have created abstracted images of a computer screen in the same manner as Henri Mattise (pg. 80).

Normal view:

Fuzzy View:

Distorted view:

Grayscale view:



What's the Big Idea? (Module 3)

"Creativity involves breaking out of established patterns in order to look at things in a different way.” ~ Edward de Bono

Patterns are integral part of our lives, therefore it should not come as any surprise that they are also can be featured prominently in a multitude of educational environments. Since my topic content area involves using webinars for training/educational purposes, I decided to link the information described in the Sparks book with this particular subject matter.

So where do I begin?

I believe one of the most important takeaways from the section about patterns is the references to a jigsaw puzzle. Two statements resonated with me the most.

The first statement is:

“The most critical part of research is not getting the data, but making sense of it (105).”

That statement aptly sums up where I am in terms of researching my topic. I have gathered some interesting information, but I am not sure what I am going to do with it just yet. Will I apply (1) all of it, (2) most of it, (3) some of it, or (4) none of it? I don’t very seriously I will end up choosing the forth option. The problem I am discovering is that I may too many choices instead of not enough. The ultimate goal for me is to figure out is how webinars can improve the training process for the employees of my company.

Okay, moving along to the second statement that stood out for me. It is:

“The striking thing about pattern forming is not the complexity of the elements that are combined, but the cleverness and unexpectedness with which the combinations are made (130).”

A few weeks ago, I posted a sample webinar created by a few innovative folks at Google. Since then, I have seen a definitive pattern with exceptional webinars. They all contain certain essential elements like being easy to access and have user friendly interactive features.

In my daily practice, I have used Microsoft’s Live Meeting program to create and facilitate training modules. However, recently I have been invited to client training sessions that were presented uses Adobe Connect Pro. From a technical standpoint, Adobe is far superior to Live Meeting. I am currently considering creating a business case to purchase the Adobe software.

Here’s a brief video overview of Adobe Connect Pro:



I believe the Adobe software has options that would allow me to form patterns in our training modules that the users would easily come to recognize. It would also provide trainers to access their back office in one central program. Perhaps that can be considered an avenue to form a new pattern for them?

What is even more exciting is that with a program like Adobe Connect Pro, I can form new patterns of my own as it relates to the creation and delivery of professional training.

Reference:

Adobe Connect Pro Training. Retrieved from:
http://www.youtube.com/watch?v=2KmJMrWjAgw&feature=related

How Do I Love Thee? (Module 3)

This particular assignment was somewhat of a challenge for me to complete. First of all, I didn’t immediately understand how patterns or patterning in general fit in with my content area topic, which focuses on the use of webinars in a training/educational environment. What I ultimately discovered is that understanding patterns can assist me with deciding which webinars work best with the type of curriculum I am creating for future presentations.

In the diverse realm of webinars, there are patterns that I use that are known as “best practices.” Best practices are a set of rules or guidelines that help define the most appropriate methods and/or approaches to a specific aspect of teaching. For me, the best practices that I adhere to are quite common among educators. They can be found through a variety of sources including websites, scholarly journals, and prominent e-learning professionals. I believe the best pattern that exists in my content area topic also allows me to be consistent with how I want to use webinars. It is a general distinction of what separates the webinar from other types of e-learning. Here is a simple table that explains why and how webinars are used:

While the above information is a tried and true formula to guide educators with using webinars, to properly address the requirements for this assignment I researched some additional methods to employ in the future.  I found information on the Adobe website that provides a specialized list of best practices for webinar use. From their list I am most interested in using the following two best practices that will benefit the presenters/trainers as well as the students/participants:

1.      Confirm registration

Make sure you send a confirmation e-mail upon registration. The confirmation should contain a short restatement of the value proposition, instructions for attending, an electronic calendar appointment (typically an iCal or vCal attachment), and a sentence letting them know that you will send a reminder message before the event. It is important to let them know that they should expect additional communications of value from you. Setting expectations helps reduce frustration at “e-mail overload” and builds a precedent of ongoing communications. (Example below)

2.      Send reminders

Reminder e-mails are a good idea before your event. Some companies send one reminder, others use two reminders. Avoid the urge to send more than two reminder e-mails, because you run the risk of changing their perception from value to harassment. A useful schedule for reminders is 24 hours before the event and 1–3 hours before the event. Make sure to briefly highlight the key value proposition for your audience in the reminder message. Many people may have forgotten the persuasive marketing points that made them want to register. You need to reestablish the idea that your event is worth their time. (Example below)



Of course not every best practice is suitable for every webinar situation, but the two I referenced from Adobe seem very adaptable most of the time. They also will create a pattern for everyone involved with the webinar. They will eventually understand and expect these two things to occur with each webinar coming from the training department.

References:

Web meetings, webinars and virtual classrooms compared. 2009. Onlignment.  Retrieved from: http://onlignment.com/2009/08/web-meetings-webinars-and-virtual-classrooms-compared/

Best Practices for Webinars. 2009. Adobe. Retrieved from: http://www.adobe.com/products/acrobatconnectpro/webconferencing/pdfs/Best_Practices_for_Webinars_v4_FINAL.pdf



Zoom In 3

From two different angles what do you see? (Hint: The answers are written at the bottom of this post).

Answers:

Image One: Do you see the image of a dog?

Image Two: Do you see the image of a fireman?