Instructional Design

Keynote

I have been so excited for this keynote! It may have even swayed me to attend ATD 2016 (shhh). I’ve read Daring Greatly and Rising Strong, and have watched all of Brene Brown’s Ted Talks (and have seen them used countless times in academic contexts at the university – my therapist has even recommended them)! Needless to say, getting to hear Brene Brown speak can only be considered an honour and inspiration!

Brene began her keynote by sharing her first professional love – her first real job: training; she was a trainer for AT&T. She also share her secret passion of becoming an MTV VJ on Headbangers Ball.

Her research lies in courage and vulnerability, and first began her vulnerability research by researching shame, before she realized that shame was really vulnerability. She shared her publisher’s failed attempts at choosing an appropriate book cover for Daring Greatly – an elephant ass would never appear over her name.

What story are you telling yourself right now? Most people I know, at some point, have been committed to a shame narrative of “I’m not good enough” or “I’m not successful.” Whenever you feel as though you’re over your head, you go to that shame narrative. But you need to see the struggle through the trees. See it for what it is.

Emotion gets the first crack of making sense of a difficult situation. – Brene Brown

Be honest before you let your emotions create a narrative. If someone does something you perceive as being negative/passive aggressive/etc., speak with the individual first because the story your emotions are making up, may just be that – a story. You need to empathize with that individual and understand where they’re coming from.

Courage is teachable, but it is not easy. If it was easy to teach courage, everyone would be brave all the time.

The most terrifying emotion we experience is joy, because we feel as though it’s time-limited. That the joy will end. We’re inviting disaster. These feelings aren’t true – they’re how we self-protect.

We need to show up at the arena, and not sit in the cheap seats. We need to show up and dare greatly. Try new things, be vulnerable, take off the armour, show up, and just be you! Shame, scarcity, and comparison are season ticket holders in the arena, and they will always be there. The only thing you need to have when you enter the arena is full clarity and values. Empathy and self-compassion are the most important seats in the arena, because we’re always entering looking for critics.

Braving:

• Boundaries
• Reliability
• Accountability
• Vault
• Integrity
• Non-Judgement
• Generosity

We work in the dark – we do what we can – we give what we have. Our doubt is our passion, and our passion is our task. The rest is the madness of art. – Henry James.

This keynote was just what I needed! It was incredibly inspirational, and I really need to try and be more empathetic with myself to breakdown my internal narrative. Brene has motivated me to get moving on somethings I’ve been holding off on – and I’ll try not to get myself too far underwater, but if I do, I’ll ask for help.

Session 1

For the first session, I attended Virtual Presence: Inspire and Engage in the Virtual Classroom and Beyond. Where hopefully I will glean some good information for an upcoming project I’m working on, for my own professional development when it comes to public speaking, and when it comes to making effective recommendations to faculty members at the university for conducting their synchronous sessions.

The session kicks off with several questions:

• How many of you have forgotten about a virtual colleague in a mixed in person/virtual meeting?
• How many of you have video conferenced with someone who was not camera ready?
• How many of you have facilitated a meeting, remotely, and wanted more organized participation?
• How many of you have left a webinar or presentation early because of the presenter’s unique vocal quality?
• How many of you felt uneasy because you don’t know how your content is landing?

Virtual presenter, Kate Nugent, begins with a story about how she always crushed it as a classroom trainer, but how in her first virtual training session, she fell flat. How do we make impact with virtual presence? Virtual presence allows you to connect authentically with virtual audiences, so they feel included, engaged, and inspired.

We need to work harder to include people in a virtual session.

vPRES Model:

Virtually…

• Present
• Reaching Out
• Expressive
• Self-Knowing

Sometimes we need to push people a bit, and make it easy for people to put in the extra effort to participate. Try different platforms and devices, and make requests of others to put in extra effort to join you on the preferred platform. Your IQ would be better in a virtual meeting if you were stoned versus multi-tasking.

Be present – Focus on the now, being flexible/adaptable, and be aware of what’s happening in the virtual ‘room’.

Presenting tips – Take a deep belly breath before picking up the phone and when you find your nerves taking over, and strategically eliminate distraction – close all applications and hide devices.

Reaching out is about building relationships of trust, virtually. You can do this by asking questions that solicits opinions. Ensure you’re exercising your listening skills, and show empathy.

Express yourself with voice, body, and face, and ensure your message is aligned with these expressions.

Self-knowing – Ask a colleague for feedback to build self-awareness, and set your self up for success by preparing – send an agenda in advance.

Sometimes you have to channel your inner middle school teacher to guide users through the steps.

Session 2

For my second session of the day, I chose to attend Using the Science of Attention, Willpower, and Decision-Making, with Julie Dirksen…because it’s Julie Friggin’ Dirksen, and a pretty interesting topic – although, I might get reamed for blogging while listening haha.

Julie begins her session with a bit of a rant on micro-learning. She wants to spend a bit of time talking to the concept of ‘if we make it smaller, we can squeak in under the ever-reducing attention spans of our users.”

She hypothesizes that instructional design has a primary responsibility of ruthlessly managing cognitive load. She follows that with a brief tutorial of cognitive load – which I developed a Storyline interaction for way back in the day – check it out here!

We’re flooded with data at any given time, and the act of attention is deciding which data is important to you at any given moment in time. The information processing model is essentially a data filter for our minds. Is the data important? Is it not? That’s sensory memory. Working memory allows us to hang on to data for a little while. Long-term memory involves information that sticks around for the long haul…maybe not forever, but for awhile.

• Segue: I recently watched Patton Oswalt’s most recent comedy special on Netflix, and he had a great bit where he talks about how he can remember radio jingles he heard as a kid, but regardless of how many times he’s taken infant CPR training, he can never remember whether he’s supposed to press on his daughter’s chest first or blow in her mouth first. Julie’s discussion on sensory versus working versus long-term memory.

How long is the average attention span? It’s debatable. There are types of attention: voluntary, involuntary, or habitual.

There are tons of cues out there to emphasize where we should pay attention. For example, environmental cues or social cues, and these cues depend on the audience. She talks about hyperbolic discounting – when do you get a reward and how does it effect behaviour?

We don’t want people to have to pull out the two-minute video on evacuating the building. – Julie Dirksen

Doodling to reduce attention drift – This is productive when it comes processing information. Your brain is staying engaged, without having to drift. I do this often when sitting through intense meetings, and I find it quite helpful; however, I also feel guilty when others can see me doodling.

When it comes to decision-making, we’re looking for some sort of emotional pull that tells us whether something is important or not, and these pulls are also what tells us if something is worth paying attention to.

The power of defaults impacts how we make decisions. For example, countries who have the ability to opt out of organ donation, but it’s the default. These individuals seldom opt out of organ donation because of the power of defaults…

When you’re provided with fewer choices, you’re more likely to make a decision versus when you’re presented with many choices. Your cognitive load has been reduced by the presentation of fewer choices.

To reduce cognitive load, try to: improve readability, do user testing (where are people getting stuck, expending extra effort?), make choices easier or harder depending on the behaviour you want to see, let people choose where they would like to start (e.g. choosing from a menu versus locking down navigation), make it as short as possible (but not shorter), create a sense of immediacy, don’t strip out the emotion (emotion tells us that things are important), tie the information to the learner’s experience, and keep decisions short and relevant.

Keynote

The keynote this morning was incredibly inspiring. Simon Sinek, author of Start with Why: How Great Leaders Inspire Everyone to Take Action and Leaders Eat Last: Why Some Teams Pull Together and Others Don’t, spoke with us about leadership and why some organizations thrive, and others fail.

Session 1

First off – I got to meet Patti! So that was awesome – we led the charge on searching for session 1, eating lunch, and attending session 1.5.

I had intended to attend Your Brain on Creativity: The Secrets to Making Creativity Work for Your Business, but couldn’t for the life of me find the exhibitor’s session! And I wasn’t the only one. Ah well. It gave me time to wander around the expo and pick up some materials.

The next session I wanted to attend, 10 Practical Principles for Creating Impactful E-Learning, was full…so we stumbled across the hall to sit in on What Caused it? Techniques to Isolate the Effects of Your Programs, with Patti Phillips.

Results are important, but my mind does not work well when confronted with Return on Investment (ROI) speak. Initially, my pants were confused off. She explained the ROI process, identifying some guiding principles and results-based solutions. Techniques were provided to isolate the effects of programs, which seem very comparable to techniques used in most academic research (using control groups, trends, input, etc.).

Full disclosure: I had to leave the session – there was too much math, and there were other sessions that were more closely aligned to my business.

Session 1.5

I ducked into How to Boost Your Career Well-Being with Beth Cabrera, and came in just in time for a 2-minute meditation…MUCH more therapeutic than doing math. Phew! The first portion was about mindfulness, and how to incorporate it within your career. The next part was about gratitude – intentionally looking for what is good and taking note of it.

She had us write down three good things:

• Hiking the mountains in Breckenridge, and getting to share that experience with people I care about
• Meeting new people within the e-learning industry
• Finding a session that’s more closely aligned to my career and personal interests.

She explained that an organization had individuals do this (writing down good things), for 3 weeks, and noticed increases in levels of gratitude and happiness. She discusses how doing this activity can help reprogram your brain to intentionally scan the environment for good things. You can easily change the tone of a meeting by starting a meeting going around the table to talk about one thing they’re excited about. It sets the tone for gratitude.

If we create a culture of gratitude, individuals will become more successful, because they will be surrounded by positivity. Looking at a situation like grocery shopping, you can look at the negative of having to go to the grocery store (the act of shopping), but you can reframe the situation by appreciating that you have the ability to go to the grocery store, and have the money to purchase healthy food.

She talked about strengths – focusing on our strengths allows us to become happier, feel more successful, and have a sense of meaning and authenticity – you’re doing what you naturally do best. You will be more efficient, and it’s good for overall performance.

Strength spotting:

• Enjoyment – We love doing things we enjoy doing
• Ease – Something is natural to do and comes to you with ease
• Energy – What we do energizes us
• Advocate – Push yourself to use your strengths more

Once you figure out what your strengths are, and save them for when you don’t have as much energy (e.g. after lunch, when you’re usually more tired).

Locate complementary partners. Find people who have strengths that complement your strengths, and partner with them to create extraordinary organizations.

Recognize the impact you make. If you didn’t wake up each day, people would be missing out on what you offer! Understand your importance, even if you feel small in a very large world. To recognize impact,  complete the following:

• Task:
• Who Does This Help?
• Who does This Help?

Essentially, you will be able to see the larger landscape of who you’re helping by doing task x/y/z

Modify tasks or change interactions to use your strengths to best help others to make their lives better/easier.

Session 2

The final session I attended today was Women in Learning Leadership: Lessons From the Field. I like listening to others talk about their experiences, and this session had an all-star panel: Cammy Bean, Jane Bozarth, Trina Rimmer, Koreen Pagano, and Pooja Jaisingh.

This session began with each panelist identify themselves and their learning backgrounds. All panelists are all heavily weighted in technology. Cammy asked the audience “how many of you feel imposter syndrome?,” which was a great question, because I know I certainly feel that way sometimes – it kind of ties back to the last session, and the concept recognizing your impact. There are many days when I feel unsuccessful, and unqualified, but on many stages I’m overqualified and even considered an expert. It makes me truly realize that I am a successful woman, and I really need to recognize the impact I have on my clients and readers.

Many panelists spoke about exhaustion, sacrifice, and being taken seriously. I can definitely empathize with these feelings. My first year of business was incredibly exhausting, and I sacrificed a lot of my social life when I was doing my graduate studies, writing books, and starting my own business. Being taken seriously is something I still struggle with – when I first started out in Instructional Design at a corporate gig, I found it hard to get clients to take me seriously, but I think this was less because of me and more because of them and the hierarchy. Now that I run my own business, my clients take me seriously, because if they don’t, then what’s the point of working with me?

Pooja identified a huge challenge: staying on top of the latest technologies. As learning leaders, there’s added pressure to stay on top of the latest technologies, and because technology is constantly evolving, it can be exhausting to stay on top of technology!

When looking for a mentor/boss/ally, most panelists don’t want to be told what to do, they need more of a guidance-based motivation to do the task at hand. Not directions. They look for managers that aren’t looking to take the easy way out, are straight forward, and who want to make progress. Great managers are those who enable you to become your best self (professionally or independently).

When interviewing, women tend to hide portions of their personal lives (e.g. having children or being afraid to ask for the compensation they deserve), but it’s important to be upfront, and if the organization doesn’t support you or want to pay what you’re worth, is it an organization you really want to work for?

You want to work with people who look up to you, not people you need to prove yourself to. – Koreen Pagano

Overall impression: This was a great panel session, and I certainly think that many of the experiences discussed can also be applied to men, so the panel wasn’t only of interest for women – it’s a shame that more men weren’t in attendance (but shout out to all those who were!).

This is my first year attending ATD ICE, and it has been equally overwhelming and exciting! But at first, mostly overwhelming because I’m just one little person in a sea of Learning and Development professionals.

Session 1

The first session I chose to attend was e-Learning and the Science of Instruction, with Ruth Clark, because my Instructional Design journey began with Canadian Military, and Training Development Officers (TDOs) in the Canadian Military LOVE them some Ruth Clark. I figured that after hearing so many rave reviews and reading e-Learning and the Science of Instruction, I had to meet the person behind the book.

First impressions? She’s the littlest lady I’ve ever met! But she seems incredibly friendly, chatting with random audience members.

Session overview: There are three main additions to the 4th edition of the book, including:

• Evidence on Learning Games
• How to Leverage Online Collaboration
• Boundary Conditions

Everything in e-Learning and the Science of Instruction is evidence based, which is awesome! Games can be effective, but the data needs to be analyzed as academic evidence. For example, Ruth explained that first-person shooter games have been shown to increase perceptual attention, but there have been no studies as of yet to indicate that games have been shown to increase reasoning, motor, and memory skills.

The speaker looked at whether online collaboration was effective for learning, and found that collaboration is more effective when working together on a difficult problem (vs a simple problem – the transactional effort has a better ROI when working on a difficult problem). She also found that completion rate declines with asynchronous assignments, whereas there tends to be a higher completion/response rate when participating synchronously.

In discussing boundary conditions, Ruth identified situations where certain instructional strategies work better than others. Novice individuals may benefit from words + text, whereas Experienced individuals may do better with just words. Adding visuals increase the retention between both groups of individuals. There is no correlation between what learners like and what is best for their learning – just try not to make learning disruptive (coherence principle).

Overall impression? Ruth Clark is a pretty informative lady. I can definitely see why DND was so interested in her, and I would definitely recommend picking up the latest edition of e-Learning and the Science of Instruction (I originally read the 2nd edition).

Session 2

Next up, I wanted to check out Connie Malamed’s Crash Course in Visual Design – 1, because I enjoy reading her blog and following her on Twitter, and 2, because I think she has some pretty good information about visual design that I should really be absorbing.

First impressions? She seems well-organized and has some jokes on hand – “Whats the difference between a pizza and a musician?” – “A pizza can feed a family.” – THAT STING, THOUGH!

Session overview: First up – she’s threatening to send a note home to our parents if we fail the visual design pop quiz. She’s tough!

Connie identifies a shocking, but common, issue: employers often don’t understand the importance of investing in graphics/visuals for learning materials, but “50% of the brain’s cortex is devoted to processing visual information,” so visuals really are important, and we have to make the case for visuals – the ROI is there! The picture superiority effect dictates that we have a better memory for pictures than words, especially when it comes to retaining concrete knowledge.

When you see something beautiful and well-designed, you have an aesthetic experience. That’s how I felt about the mountains when we were in Breckenridge yesterday – it illicit a positive emotion, which is beneficial to learning.

Anyone can improve at visual design, because it’s not art – well thank goodness, because I will never consider myself an artist. But the design needs to be effective. It needs to work, or what’s the point? Visual design = the arrangement of visuals and text in graphic space.

There are 8 key points of visual design:

1. Align visual design (with your audience/content/organization)
2. Organize your graphic space
3. Consider all of your image options
4. Simplify fonts
5. Consider colours
6. Create a visual hierarchy
7. Direct the eyes
8. Transform bullets to visuals (and she promises we’ll kiss her after she explains this)

Overall impression? Connie knows a lot about visual design, but there was a lot of ground covered, and I think folks are either going to be rushing to buy her book in the bookstore, or will be scouring the internet doing their homework on visual design. Her 8th point of visual design seems to have been kiss-worthy for the majority of session attendees…the military taught me to hate bullets (because they often cram them down your throat), and the phrase “bullets are too verbose”, so I learned this lesson quite awhile ago, but it’s a good one!