Saturday, November 20, 2010
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.
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)
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).
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.
Friday, November 5, 2010
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
Monash University. (2008). World in the Eye. Retrieved from http://arts.monash.edu.au/psi/news-and-events/symposium/
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