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ashley chiasson, m. ed

Ashley Chiasson, M.Ed

Instructional Designer & Consultant

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Things My Beagle Taught Me About Consulting

November 16, 2014

As some of you may know, my husband and I have a beagle/german shepherd. He’s a rescue dog that we acquired from the city pound nearly two years ago, and as with many rescue dogs, he comes with a slew of isms. This is Oliver:

Oliver_Frisbee

 

He is 41lbs of pure energy and excitement; there are very few moments when he is ‘powered down’, and he’s taught me quite a few things in my short while of being a consultant and entrepreneur.

1. Do NOT Schedule Client Calls for Wednesdays.

This one was a no brainer; in our neighbourhood, the waste removal services come around each Wednesday. They alternate between garbage/recyclables and recyclables/compost every other week…and in the summer (just for fun), they do all forms of collection each and every week. This means that the enemy (garbage truck) goes up one side of our street, then down the other collecting garbage, then does the same for recyclables and compostables. Oliver absolutely hates the garbage truck and will valiantly protect his homestead by scaring them off with incessant barking. This does not bode well for client calls.

2. Apologize in Advance.

Whenever I do begin a conference call, I begin by apologizing in advance. We’ve worked very hard to get Oliver’s barking down to a minimum and it’s an effort made in vain. He’s a beagle. He barks. So typically, I will let my client know that I have a dog, and apologize in advance in the event that his barking occurs. Initially I thought this would be an annoyance, but most of my clients have been understanding and even empathetic (most seem to have their own barkers).

3. Schedule yourself Accordingly

I’ve been over-extended, and it can suck. Even if I’m passionate about the projects I’m working on, there’s only one of me, and I still have other household responsibilities. Come 4pm, I will be reminded (not so gently) that someone needs feeding and to play fetch or go for a walk. This can seem like a cumbersome task if I’ve over-extended my self. Basically, you don’t need a beagle to tell you this, you  just need a reality check and for someone (me – right here) to let you know that you have a lot of other things going on (that’s life), and even if those 5 projects all sound amazing, you’re not superhuman and something’s gotta give!

4. Know your Job and Keep your Eyes on the Prize.

For Oliver, this is fetch. He knows as soon as we near the field behind our house, that I will unclip his leash and he will enter work mode, fetching the ball as many times as I’m willing to throw it. Sometimes his focus and determination can be a short-coming (he had a toe amputated this past year in a frisbee-related incident), but generally, he loves his job.

For me, this is my business and clients; when it’s time, I always settle in and focus on the work to be done. Like Oliver, sometimes this can be a short-coming…see #3 – say for example, when I over-extend myself. But generally, I love my job.

5. Don’t be a Jerk.

When Oliver is focused on his job, of fetching, his focus and determination and passion lead him to be a bit of a jerk. He doesn’t like sharing (his ball), and will quickly snap at someone who tries to take it. This has taught me (in addition to #3) that when feeling over-extended, share the wealth. Recommend other individuals with similar skill sets who may be available to take on new work and deliver a comparable product. Don’t snap at anyone who tries to eek in on your workload…most times it’s with the intention of helping.

Leave a Comment Filed Under: Freelance Tagged: Freelance Advice

E-Learning Challenge #58 – Digital Magazines and Interactive E-Learning (FREE STORYLINE 2 TEMPLATE)

November 13, 2014

This week’s challenge was a fun one – there were so many great submissions, and tons of inspiration!

The Concept

This week, we were tasked with creating digital magazine samples built using Articulate products. We were provided with examples of several popular digital magazines, and asked to make a few considerations.

The Method

Originally, I was going to develop a cat magazine, and create some actual content…because I consider myself somewhat of a Subject Matter Expert (SME) in that field. However, time got the best of me, and I became inspired by some images I found on Unsplash, so I took a more nature-y approach. I even added some very therapeutic sounds on the cover page.

I sourced several images I wanted to use, added them (with varying levels of transparency) across four pages (including the main page). Grouped three sets of objects and added some triggers on the main page, along with a titleset that recurs (in style) on each page.

I tried to take a different approach to layout for each page, and made use of some motion path interactivity on the second page – how fun!

The ResultScreen Shot 2014-11-13 at 9.49.20 AM

Overall, I was very happy with the result, and I think it can be a useable template for various situations; specifically if you’re creating some sort of outdoorsy magazine, which is why I’m going to share the source files with you!

Click here to view the live demo.

Click here to download the FREE Storyline 2 template.

1 Comment Filed Under: Instructional Design Tagged: E-Learning Challenge

Terminology Tuesday: Incubation and Percolation

November 12, 2014

First off, I know I’m a day late, but you know what – it was a holiday and I think that warrants taking a day for myself. Let’s be honest, I did a lot more sleeping than I typically do, and it was GLORIOUS!

Secondly, I’ve been plugging the heck out of How we Learn by Benedict Carey, and no I haven’t finished it (because I was distracted with ploughing through Amy Poehler’s Yes Please – which was amazing – go purchase/read now!), and this week’s TT post is going to discuss some concepts he talks about in his book: Incubation and Percolation. Part of what I love about this book is how relatable it is, and I’ve been that person at the poker game lately who relays study tips to friends who are finding themselves in the ‘mature student’ role. I love learning, what can I say?!

Incubation

The concept of incubation is one which emphasizes the importance of distraction in learning – which is great to hear, because I distinctly remember marathoning Criminal Minds episodes during much of my graduate degree. Good to know I wasn’t wasting my potential!

Incubation should be used when we encounter a problem that we simply cannot figure out; we should step away from the problem, and come back at a later time – refreshed and renewed. From an Instructional Design context, I do this before reviewing products for delivery. You’ve spent so much time with a product, that you need that time away in order to provide a solid review and pick up any little errors you may have made. For me, most of my good (and functional ideas) come to me as dreams – having trouble getting some Storyline triggers to behave properly? Nap on it, and surely some idea may come to you! Having an enrolment crisis in a post-secondary university? Hit the sheets, and maybe you’ll come up with an idea for a new certificate program. Maybe my books will write themselves this way….no?

Carey (2014) explains that incubation is “subconscious. We’re not aware it’s happening.” – This explains why my dreamt up ideas make so much more sense! Basically we should just be napping all the time – I kid. But really. We should. J/K. An important step with incubation is verification, for obvious reasons. For example, one of the ideas that came to me to resolve a trigger issue didn’t work. BUT, it helped me think a little different about how to approach the issue, and I was able to resolve the problem in less time after incubation than before.

Percolation

Percolation is the idea that you let the mind linger on a problem, in order to provide a more well-rounded response. For example, when it comes to paper writing, term papers (based on all of the readings throughout the term) are often more well-rounded than say 6 papers throughout the term on 6 different topics. This is because the individual has time to percolate on one subject, without distracting the mind with different concepts or topics. Each reading and assignment throughout the term is provided on the same topic, in different contexts, with different goals, and they contribute to the greater whole of the end-of-term paper.

Within the percolation chapter, an interesting study was discussed which suggested that unfinished tasks linger in our memory longer than those that are finished. In considering the term paper example, this makes a lot of sense. Students likely perform better, churning out a well-rounded term paper, when they are able to percolate on the subject matter, in different contexts, throughout the course of the term versus changing topics each week. By changing topics, the student finishes each assignment, and may not carry forward the context of which that assignment was attempting to illustrate (e.g. the importance of an outline, or historical overview, literature reviews, formulation of own opinions, etc.).

Very interesting, no?

Resources

How we Learn: The Surprising Truth about When, Where and Why it Happens – Benedict Carey

Leave a Comment Filed Under: Instructional Design Tagged: Terminology Tuesday

Preferences and Assumptions

November 6, 2014

This post was inspired by a recent discussion on the E-Learning Heroes Community and an article I read over at Freelancer Union.

In the community, David asked whether individuals preferred being called freelancers or consultants. Most folks seemed to preferred being called consultants, and to be honest – so do I. While I don’t typically have a preference one way or the other, I think that consultant sounds a bit more professional and is full of fewer negative connotations (aka stereotypes) associated with the term ‘freelancer’. However, I do find that I am more often referred to as a Contractor…so I’m going to start my own home renovation business…I KID! It would be a very terrible business avenue for me to pursue; I’m not super handy. While I prefer being called a consultant or independent instructional designer, you can call me pretty much anything if you want to pay the price!

I tend to associate my time as a ‘freelancer’ with grabbing anything and everything I could to make a bit of extra cash – some of these tasks were certainly not my finest moments, and some of them paid quite well. Whereas I associate my time as a ‘consultant’ as a more profitable and purposeful endeavour.

What do you prefer to be called?

Riding on the shirttails of that discussion, I happened upon the Freelancer Union article that discussed five common stereotypes about freelancers:

  1. Freelancers live a life of non-office-regulated luxury
  2. Freelancers live a life of grasping poverty, constantly anxious about their next job.
  3. Freelancers are flaky.
  4. ‘Freelancer’ is just a fancy word for ‘unemployed’.
  5. Full-time freelancers become weird loners.

I’ve heard all of these stereotypes in my experience freelancing and ‘consulting’ (my grown up name for freelancing), and here are my responses to each:

  1. Sure. I get to wear whatever I want to work (when I’m not at my onsite gig), but I still have to motivate myself to do my work, and do all of the other things (e.g. bookkeeping) that would have been done by someone else if I worked in a traditional office.
  2. I’m split on this. I thought that when I quit my full-time job to consult full-time that I would struggle to pay my mortgage and put food in the mouths of my husband and pets; this did not happen. In fact, I did better, financially, in the first three months of working for myself than I ever would have staying where I was. Now I’m in a position where I can settle on 1-2 contracts at a time and be incredibly busy. The cash doesn’t flow regularly (I’m being paid this month for work I completed in July), but I saved a buffer and have never been late on a bill payment – take that, stereotype!
  3. You know…I’m kind of a flaky person in general. I’d like to think I’m a pretty intelligent and self-motivated person, but you know what? Sometimes I’m tired. Sometimes I get sick. Sometimes I mistakingly write down the wrong date/time for a meeting. But I assure you that in the end, the work gets done, and clients are generally pretty happy. Not to make excuses, but I am on an anti-anxiety medication that makes my memory a bit shoddy (but, it helps me not panic when work is slower – see #2).
  4. UNTRUE. Many of my best ‘freelance’ friends are busier and more successful than some of my 9-5 friends. So to #4, I say SHUT YO MOUTH!
  5. I’ve always kind of been a weird loner (or floater at best). In junior high I was voted weirdest…which I choose to accept as a term of endearment. I have a lot of friends and associates, but I’ve always preferred time to myself. I like to stay home, make my nest so to speak. Just last week I managed the beginning of a  kitchen remodel! That being said, I do think it’s important to extend yourself (socially) when you work predominantly from the confines of your home office. Why? Well – conversations with your cats, dogs, or walls can get very one-sided, and we always need a reality check. Luckily, there are tons of communities out there for people just like you, so you shouldn’t have too much trouble finding someone to connect with!

What do you think about these stereotypes? Are some of them accurate?

 

2 Comments Filed Under: Freelance Tagged: Freelance Advice

Terminology Tuesday: Spaced Learning

November 4, 2014

Man oh man! Life has been busy, with lots of unexpected surprises (e.g. no internet connection for four days…IN TWENTY-FOURTEEN – COME ON!), so I’m a bit late to the TT punch. However, I’ve been reading How We Learn: The Surprising Truth About When, Where, and Why it Happens by Benedict Carey (of which I had much time to read this past weekend), and there was a concept I found incredibly interesting: Spaced (or distributed) Learning.

I think what I found most interesting was the research that went into the findings related to spaced learning – it would have taken some dedication, that’s for sure! And while it certainly seems like an effective method for learning, it still baffles me and I’m not sure I could commit to such study practices on my own.

What is Spaced Learning?

Spaced learning is a learning method wherein an individual must learn a series of information (often quite dense in nature). In order to optimize learning and retention, spaced learning posits that one should space their study activities out, with distractions in between. For example, you have three sessions of study – one 10 minute session with a 3 hour gap in between, the next study session is 10 minutes with 1 day in between, and the final study session typically occurs in close proximity to the formal test (e.g. the night before). Spaced learning has been shown to enhance retention, allowing learners to score higher than their colleagues who are not implementing a spaced learning method for their studying.

Essentially, spaced learning makes memories more memorable! Neat, eh?

Resources

  • Effects of Spaced versus Massed Training in Function Learning by M.A. McDaniel, C.L. Fadler, and H. Pashler
  • Learning by Degrees by C. Lambert 
  • Study Better: Space it out and Mix it up by N. Kornell
  • Why Spaced Learning Works Better Than Cramming by M. Stenger

Leave a Comment Filed Under: Instructional Design Tagged: Terminology Tuesday

E-Learning Challenge #56: What Instructional Designers Don’t Want to Hear

October 28, 2014

Oh boy! This week’s challenge was definitely a relatable and somewhat fun (somewhat angering) challenge. I think everyone out there, regardless of your profession, could easily come up with a slew of things they hate hearing (and maybe some responses). I actually saw a buzzfeed article today titled 26 Faces Every Single Retail Worker Will Immediately Recognize, and nodded my head at every single one of them over breakfast…and thanked all things holy that I no longer work in retail.

The Concept

This week, David challenged us to design an infographic, poster, or list of the 10 things Instructional Designers don’t want to hear and how we would best reply to each of these items. The latter task being the more difficult. For web designers/developers out there (and anyone else – they’re easily modifiable!), my pal Erin actually created an INVALUABLE swipe file – Designer Scripts – Email Templates for Sticky Client Situations and it’s definitely worth checking out!

The Method

The method for this challenge was a little muddy, I have to admit. The first task of course was to come up with a list of my top 10 things I hate hearing as an Instructional Designer; I thought this task would be a lot easier than it was, so I was certainly surprised!

Once I came up with my list, I took my number 1 thing I hate to hear and turned it into a little poster. If nothing else, I hope you folks can relate to that one!

The Result

10. “We don’t need a prototype.” – In this situation, I would explain to the client that I understand they’re likely on a tight budget, but that a prototype will allow us to negotiate the overall design of the product, reducing time spent within the revision cycle later in the game.

9. “I trust your expertise. Just be creative.” – Here, I would explain that I understand the client hired me for my expertise; however, signing of on some broad design elements will reduce revision cycles (and $$$) in the long run. My aesthetic might not be their aesthetic (or the end client’s). For example, what it a cat lover like me snuck in images of cute kitties throughout the course…but the client is a dog lover and absolutely hates the idea of a cat?!

8. “One review cycle should be sufficient.” – I would refer back to our delivery schedule, and remind the client of that schedule, emphasizing that if they only want to pay for one review cycle, they will need to be meticulous and schedule-conscious during their review, because I will absolutely need the two days I requested to do my revisions, and will certainly not be doing them the day before delivery.

7. “I need this finished by the end of the week.” (said as the client hands you an entire re-development of the course you created) – In this situation, I would assess the amount of revisions and explain that the timeframe requested is not a feasible amount of time for the volume of work to be done, but that you can have it completed by X date. I would also explain that this extended timeframe is due to the client wanting a complete re-do of everything developed.

6. “The Subject Matter Expert (SME) is in charge of content.” – I would let the client know that this is fantastic news, but that I expect our communications to be related directly to the content and not the design. I would explain that I expect the SME to adhere, fully, to the schedule (especially their review of the content) to ensure there is no impact to the deliverables.

5. “I could have done this in PowerPoint in waaaaaay less time.” – Really? Alright. Here, I would explain the the client that they specified the work be authored using X tool, and as such, I adhered to using the specified tool. I would also explain that developing some elements in PowerPoint may have been more time consuming than developing them in X tool. I would explain that I appreciate the opinion, but that there was a reason the client decided to hire me…to do the job that I did.

4. “I think maybe we should just change the colours. That’s an easy fix, right?” (said days before delivery) – In this situation, I would explain to the client that we signed off on the overall design prior to development, and that even an ‘easy’ fix such as changing the colour scheme would take a fair amount of time. I would tell them that I’d be happy to oblige, but it may impact the delivery date.

3. “Can you make it more interactive?” (said after reviewing an extremely dry and prescribed compliance course) – If there’s wiggle room for creativity, I would tell the client ‘sure!’ and explain the impact on the schedule. However, if the content needs to be displayed verbatim, I would explain that we would need to chat about our options and provide them with a few solutions, explaining that it will likely increase cost and development timeline.

2. “Can you add just one more scenario? Oh! and I forgot to give you this 30 page document – it needs to be incorporated into the course somehow.” (said after the first review cycle and certainly leaning into scope creep) – Here, I would explain to the client that the project scope was created to account for 5 scenarios, not 6, and that I will most certainly include a sixth scenario for X cost. As for the second item, I would explain that prior to developing the contract, I requested all content and course documentation to adequately price out the contract, and this 30 page document was not in the original estimate, so I will incorporate it at X cost to the client.

1. “This looks great, but I just can’t ‘visualize’ the end product.” (said after initial review of a text-based storyboard) – This is my most-hated sentence. I’ve heard it from clients, SMEs, programmers, media developers – UGH! This situation begs me to explain that the text-based storyboard was requested (by the client) and developed primarily as a means of reviewing the content within a certain context (of the screen and with a brief description of the supporting media elements), and that the visual elements would be available for review in the second review cycle. Similarly, during the second review cycle, I hate hearing “Can you please review the comments I made; there are a few content revisions that need to be made.” (GAH! You’re now reviewing for look/feel – bugger off!)

ELH_Challenge_56

3 Comments Filed Under: Instructional Design Tagged: E-Learning Challenge

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Meet Ashley

Ashley ChiassonI’m a Instructional Designer with over 15 years of professional experience, and have developed e-learning solutions for clients within the Defence, Post-Secondary Education, Health, and Sales sectors. For more about me, click here!

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