tag:blogger.com,1999:blog-126969072024-03-05T14:33:57.514-08:00Critical Reflections by Saul CarlinerCommenting on workplace learning and performance, information design, museums, community leadership, and life.Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.comBlogger241125tag:blogger.com,1999:blog-12696907.post-12229852349666170952012-11-08T18:12:00.000-08:002012-11-08T18:12:00.778-08:00Informal learning insight of the week: An inspirational quoteI found this quote in a blog at Forbes, which I thought offered great advice for people who are feeling stuck in their career:<br />
<blockquote class="tr_bq">
"Wherever you are today, reclaim your power in it. Make
your situation better by repairing broken relationships, building more respect,
finding your voice, growing our skills, and becoming more competent.” (Kathy Caprino.)</blockquote>
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<o:p></o:p></div>
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From <strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">http://www.forbes.com/sites/kathycaprino/2012/04/14/the-5-biggest-mistakes-career-changers-make/.</span></strong></div>
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<o:p></o:p></div>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-46865250706365184152012-10-30T23:25:00.002-07:002012-10-30T23:25:54.148-07:00Please Visit Me at My New Blog AddressI am now blogging at:<div>
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www.saulcarliner.com</div>
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Please visit my new site. </div>
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And to keep up with the latest postings, please "Like" my specialty Facebook pages:</div>
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www.facebook.com/informallearningbasics</div>
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www.facebook.com/commerceofcontent</div>
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Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-72072710164722432162012-10-22T05:39:00.000-07:002012-10-22T05:39:00.200-07:00Informal Learning Insight of the Week: Recognizing Informal Learning with “Badges”For
those looking for ways to recognize informal learning, consider “badges,” which
recognize learners for participation in informal learning events, helping other
learners, and similar types of learning tasks. Many online learning providers,
such as online universities, nonprofit learning sites, and Massive Open Online Courses (MOOC) provicers already use badges or a similar systems of recognition.<span style="mso-spacerun: yes;"> </span><br />
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<span style="mso-bidi-font-family: "Book Antiqua";">To learn
more, visit<span style="mso-spacerun: yes;"> </span></span>'Badges' Earned
Online Pose Challenge to Traditional College Diplomas by Jeffrey R. Young<span style="mso-bidi-font-family: "Book Antiqua";"> </span>in the <i>Chronicle of
Higher Education </i><span style="mso-bidi-font-style: italic;">online </span>at
http://chronicle.com/article/Badges-Earned-Online-Pose/130241/. <span style="mso-bidi-font-family: "Book Antiqua";"><o:p></o:p></span></div>
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<br /></div>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-54446183656861119072012-10-15T05:37:00.000-07:002012-10-15T05:37:00.342-07:00Informal Learning Insight of the Week: Osmosis Is Not On-the-Job Training<br />
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In a recent column in the <i style="mso-bidi-font-style: normal;">New York Times, </i>entrepreneur Paul Downs admits that he failed to
train people:</div>
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<o:p></o:p></div>
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“At that moment, output was much
more important than training. I was putting a lot of pressure on my cadre of
experienced workers to get jobs out the door — and at the same time dumping a
crew of inexperienced warm bodies on them.<o:p></o:p></div>
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“I told the old heads to train
the new people, but I didn’t relieve anyone of their production
responsibilities. And I didn’t put a single person in charge of training. “<o:p></o:p></div>
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Later, he admits:<o:p></o:p></div>
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“Frankly, I was stupid, and I was
setting up all of us for failure.” <o:p></o:p></div>
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<br /></div>
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Yes—even on-the-job training needs some level of
oversight.<span style="mso-spacerun: yes;"> </span></div>
<blockquote class="tr_bq">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Tip:</i></b><span style="mso-spacerun: yes;"> </span>See Chapter 4 of <i style="mso-bidi-font-style: normal;">Informal Learning Basics </i>for some
guidance on how to avoid this trap.</blockquote>
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<o:p></o:p></div>
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(To see the entire column, visit <a href="http://boss.blogs.nytimes.com/2012/06/20/figuring-out-a-better-way-to-train-employees/?src=recg">http://boss.blogs.nytimes.com/2012/06/20/figuring-out-a-better-way-to-train-employees/?src=recg</a>).<o:p></o:p></div>
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<br /></div>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-30427463473655977862012-08-16T06:31:00.000-07:002012-08-16T06:31:00.107-07:00Upcoming Presentations--Fall 2012<br>
<table border="1">
<tbody>
<tr>
<td valign="top" width="25%"><strong>Presentation</strong></td>
<td valign="top" width="15%"><strong>Event</strong></td>
<td valign="top" width="15%"><strong>Sponsor</strong></td>
<td valign="top" width="15%"><strong>Date and Location</strong></td>
<td valign="top" width="30%"><strong>For more Information</strong></td>
</tr>
<tr>
<td valign="top" width="25%">What’s the Real Scoop on Online Learning</td>
<td valign="top" width="15%">Thought Leader Webinar</td>
<td valign="top" width="15%">eLearning Guild</td>
<td valign="top" width="15%">December 11, 2012</td>
<td valign="top" width="30%"><a href="http://www.blogger.com/www.elearningguild.com">www.elearningguild.com</a></td>
</tr>
<tr>
<td valign="top" width="25%">Host, Research-to-Practice Day and Presenter, Performance, and Perceptions: Research on Our Evolving Roles</td>
<td valign="top" width="15%">CSTD Conference and Trade Show</td>
<td valign="top" width="15%">Canadian Society for Training and Development</td>
<td valign="top" width="15%">October 31, 2012</td>
<td valign="top" width="30%"><a href="http://www.cstd.ca/">www.cstd.ca</a></td>
</tr>
<tr>
<td valign="top" width="25%">Keynote Presentation: The Future of the Technical Communication Brand</td>
<td valign="top" width="15%">TCANZ Conference</td>
<td valign="top" width="15%">Technical Communicators Association of New Zealand (TCANZ)</td>
<td valign="top" width="15%">October 25, 2012</td>
<td valign="top" width="30%"><a href="http://www.blogger.com/www.tcanz.org.nz">www.tcanz.org.nz</a></td>
</tr>
<tr>
<td valign="top" width="25%">Workshop: A Crash Course in Writing e-Learning Programs </td>
<td valign="top" width="15%">TCANZ Conference</td>
<td valign="top" width="15%">Technical Communicators Association of New Zealand (TCANZ)</td>
<td valign="top" width="15%">October 25, 2012</td>
<td valign="top" width="30%"><a href="http://www.blogger.com/www.tcanz.org.nz">www.tcanz.org.nz</a></td>
</tr>
<tr>
<td valign="top" width="25%">Workshop: Practical Tips for Effective, Efficient Projects </td>
<td valign="top" width="15%">TCANZ Conference</td>
<td valign="top" width="15%">Technical Communicators Association of New Zealand (TCANZ)</td>
<td valign="top" width="15%">October 25, 2012</td>
<td valign="top" width="30%"><a href="http://www.blogger.com/www.tcanz.org.nz">www.tcanz.org.nz</a></td>
</tr>
<tr>
<td valign="top" width="25%">Featured Presentation: Really Ready for Prime Time? A Framework for Considering the Practical Challenges Facing “Game-Changing” Educational Technologies</td>
<td valign="top" width="15%">e-Learn 2012 Conference in Montreal</td>
<td valign="top" width="15%">Association for the Advancement of Computers in Education</td>
<td valign="top" width="15%">October 11, 2012</td>
<td valign="top" width="30%"><a href="http://www.aace.org/conf/elearn/">www.aace.org/conf/elearn/</a></td>
</tr>
<tr>
<td valign="top" width="25%">Webinar. Evaluating Informal Learning</td>
<td valign="top" width="15%">ASTD Webinar</td>
<td valign="top" width="15%">American Society for Training and Development (ASTD) Learning and Development Community of Practice</td>
<td valign="top" width="15%">September 27, 2012</td>
<td valign="top" width="30%"><a href="http://www.astd.org/Communities-of-Practice/Learning-And-Development.aspx">http://www.astd.org/Communities-of-Practice/Learning-And-Development.aspx</a></td>
</tr>
<tr>
<td valign="top" width="25%">The Link Between Learning and the Organization: What Research Says about the Real Job of the Learning Consultant?</td>
<td valign="top" width="15%">CSTD Montreal</td>
<td valign="top" width="15%">Montreal chapter of the Canadian Society for Training and Development</td>
<td valign="top" width="15%">September 19, 2012</td>
<td valign="top" width="30%"><a href="http://cstd.ca/">www.cstd.ca</a></td>
</tr>
<tr>
<td valign="top" width="25%">Informal Learning: Serious Games and the Life Cycle of a Job</td>
<td valign="top" width="15%">Serious Play Conference</td>
<td valign="top" width="15%">Clark Aldrich</td>
<td valign="top" width="15%">August 23, 2012</td>
<td valign="top" width="30%"><a href="http://www.seriousplayconference.com/">http://www.seriousplayconference.com/</a></td>
</tr>
</tbody></table>
Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-24500853013152290632012-08-14T09:03:00.000-07:002012-08-14T09:03:00.120-07:00Upcoming Featured Presentation at e-Learn Conference in Montreal<br />
<h3>
<i style="mso-bidi-font-style: normal;">Really</i> Ready for Prime Time?<span style="mso-spacerun: yes;"> </span>A Framework for Considering the Practical
Challenges Facing “Game-Changing” Educational Technologies</h3>
<h3>
<o:p></o:p></h3>
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<o:p>Scheduled: </o:p></div>
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<o:p>e-Learn 2012</o:p><o:p>Thursday, October 11</o:p>Sheraton Hotel<br />
Montreal, Quebec</blockquote>
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Will MOOCs <i style="mso-bidi-font-style: normal;">really </i>change the game in higher education?<span style="mso-spacerun: yes;"> </span>Will social media really change the way we
teach?<span style="mso-spacerun: yes;"> </span>And by the way, did computers
really change the classroom experience?<span style="mso-spacerun: yes;">
</span>British sociologist Neil Selwyn argues that, because educational
technology “is essentially a positive project,” it tends to focus only on the
positive and that gets in the way of “mak[ing] these technologies happen.”<span style="mso-spacerun: yes;"> </span>He suggests, instead, that educational technologists
“<span style="mso-fareast-font-family: "MS 明朝";">engag[e] actively with the
negative aspects of education and technology and explor[e] how best to
withstand them</span>.”<span style="mso-spacerun: yes;"> </span>This session explores
how to do so.<span style="mso-spacerun: yes;"> </span>Through an interactive
activity, participants experience roadblocks in implementing a new educational
technology.<span style="mso-spacerun: yes;"> </span>Through the debriefing of
that activity, I present a research-based framework that educational
technologists can use to identify contextual, educational, and financial challenges
that might affect the implementation of a technology, illustrate the framework
with the cases of real-world technologies, and suggest how to appropriately
communicate those challenges when discussing new educational technologies with
various stakeholders<o:p></o:p></div>
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<br /></div>
Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-7500756546971281352012-08-13T06:00:00.000-07:002012-08-13T06:00:08.462-07:00Tips for Consciously Learning in Museums (without Killing the Fun)<br />
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<b style="mso-bidi-font-weight: normal;">by Saul Carliner<o:p></o:p></b></div>
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The summer travel season, when many of us explore new places
and experience new things, is ripe with opportunities for <i style="mso-bidi-font-style: normal;">true </i>informal learning—that is, learning where you, as the learner,
set the objectives and determine for yourself when you have achieved them.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
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(This differs from informal learning for the workplace,
which represents more of a partnership between employers and workers on the
process, content, location, and purpose of learning, and—like other types of
informal learning—can happen consciously or unconsciously. See Chapter 1 of <i style="mso-bidi-font-style: normal;">Informal Learning Basics </i>for more about
these definitions.)<o:p></o:p></div>
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Some might learn a new sport. Some might try a new artistic
activity, like journal writing or painting.<span style="mso-spacerun: yes;">
</span>Some might try their hand at cooking a different type of cuisine.<span style="mso-spacerun: yes;"> </span>Some might hike new paths.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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And some, like me, might explore new museums.<span style="mso-spacerun: yes;"> </span>Museums captured my imagination at a young
age, fostered my intellectual awakening, and provided many hours of wonder about—and
engagement with—art, history, science, nature, and even music.<span style="mso-spacerun: yes;"> </span>More immediate to the point, museums fostered
my interest in informal learning, because that’s what they do.<o:p></o:p></div>
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So how can you get the most from your museum visit—without
killing it?<span style="mso-spacerun: yes;"> </span>Here are some tips. <o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Start with a flexible
agenda.</b><span style="mso-spacerun: yes;"> </span>From the get-go, give
yourself permission to wander and explore whatever strikes your fancy. This
museum visit isn’t a business meeting where you have specific tasks to
accomplish; it’s supposed to be fun.<span style="mso-spacerun: yes;"> </span>So
don’t kill it by over-planning it. <o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Once inside, focus on
what interests you.</b><span style="mso-spacerun: yes;"> </span>See something
that catches your attention?<span style="mso-spacerun: yes;"> </span>Go to
it.<span style="mso-spacerun: yes;"> </span>Gaze at it. Read about it.<span style="mso-spacerun: yes;"> </span>Linger all you want, or leave in an instant
if it doesn’t seem to be what you thought it was.<span style="mso-spacerun: yes;"> </span>You have free choice to explore; that’s why
museums call the type of learning that goes on within their walls <i style="mso-bidi-font-style: normal;">free-choice learning.<o:p></o:p></i></div>
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<br /></div>
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Follow the efforts to attract your attention. <span style="mso-spacerun: yes;"> </span>Part of the fun of a museum is the unexpected
discovery and exhibit designers go out of their way to provide you with
opportunities to have one or two of those.<span style="mso-spacerun: yes;">
</span>Enticing you to the museum to see a special exhibition, designers
purposely place it in the back of the museum so that you’ll have to walk past
the permanent exhibition—and perhaps, wander into it (much like grocery stores
place the milk at the back to entice you to purchase something else along the
way).<o:p></o:p></div>
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Within exhibits, designers try to beckon visitors to explore
by effectively using sight lines and sizes of objects to catch your
attention.<span style="mso-spacerun: yes;"> </span>Or they might use sound or
similar audiovisual devices to attract visitors to other parts of the
exhibition or building.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Get a general sense
of what’s going on.</b><span style="mso-spacerun: yes;"> </span>Unlike a casino,
where they shut off access to daylight and remove all the clocks so you’ll keep
gambling, museums are not trying to disorient you.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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On the contrary, museum design teams want you to know where
you are and what you’re seeing.<span style="mso-spacerun: yes;"> </span>That’s
why most designers place orientation labels in each gallery so you’ll know the
topic addressed in that gallery and why it’s significant.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">When something
interests you a bit, go a bit deeper.</b><span style="mso-spacerun: yes;">
</span>Some galleries strike a chord and motivate visitors to learn more about
the topic.<span style="mso-spacerun: yes;"> </span>That’s why most museum
exhibition designers—especially in science, history, technology, cultural, and
similar museums—provide a second set of labels, each of which explores a key
theme within the broad topic of the gallery.<span style="mso-spacerun: yes;">
</span><o:p></o:p></div>
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These labels usually define the key theme and explain its
relationship to the main topic of the gallery, and provide additional
context.<span style="mso-spacerun: yes;"> </span>In some exhibitions, thematic
labels highlight some key or <i style="mso-bidi-font-style: normal;">signature </i>objects
in the gallery.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">If something
interests you a lot, go even deeper than that.</b><span style="mso-spacerun: yes;"> </span>In some instances, either because you have an
innate interest in the theme of the exhibition or because the exhibition
designers inspired interest, you want to learn even more—about the broad themes
and about individual objects.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
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So many museums provide additional labels that go into
further depth about the topic.<span style="mso-spacerun: yes;"> </span>Section
or case labels describe a sub-theme within a particular theme; object labels
provide details on each object.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">When you’re not sure
what to do, get “help.”</b><span style="mso-spacerun: yes;"> </span>Most museums
offer guided tours by trained guides, called <i style="mso-bidi-font-style: normal;">docents. </i>The tours are usually free, so if you’re not sure where to
begin your visit or what to view while in the building, try this option.<span style="mso-spacerun: yes;"> </span>Docents are trained to make sure you see key
highlights of the collection on display, but most add a personal story or two
and in the process of doing so, share their infectious enthusiasm for the
museum.<span style="mso-spacerun: yes;"> </span>So even though you might start a
visit with little interest, the docent might inspire some.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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Docent tours also make sense when you face a language
barrier .<span style="mso-spacerun: yes;"> </span>Most museums display labels in
a limited number of languages.<span style="mso-spacerun: yes;"> </span>If yours
isn’t one of them, you might miss out on the experience because you can’t get
information about galleries and objects that interest you. Many museums offer
tours in languages other than the ones on display.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
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But some people still feel uncomfortable with docent
tours.<span style="mso-spacerun: yes;"> </span>Ask if the museum has a
translation of the exhibition labels.<span style="mso-spacerun: yes;">
</span>Some have special books that you can use within the museum; others have
“apps” on the iPad or audioguides (that is, audio devices you can use while in
the museum) that provide information in your language.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">And if nothing
interests you, don’t read anything.</b><span style="mso-spacerun: yes;"> </span>You
can just look at the objects and appreciate them for what they are—something to
look at.<span style="mso-spacerun: yes;"> </span>Or just sit on a bench and
observe the other visitors interacting with the exhibition.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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That’s the key characteristic of free-choice learning:
you’re free to choose whether or not you feel like learning about something—or
learn about anything at all. <o:p></o:p></div>
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<br /></div>
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And to be honest, most museums have so many exhibitions and
so many labels that you couldn’t read everything on a single visit if you
wanted to.<span style="mso-spacerun: yes;"> </span>(That also gives you a reason
to return.)<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Continue your
learning.<span style="mso-spacerun: yes;"> </span></b>Over the next several
posts, I’ll share some thoughts about museums I’ve recently visited.<span style="mso-spacerun: yes;"> </span>Maybe that will spark your interest in
visiting one of the ones mentioned—or another one of your choice.<b style="mso-bidi-font-weight: normal;"><span style="mso-spacerun: yes;"> </span><o:p></o:p></b></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: 17.1pt;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Tip:</i></b> For more information
about the links between informal learning and museums, see the Introduction and
Chapter 1 of <i style="mso-bidi-font-style: normal;">Informal Learning
Basics.<span style="mso-spacerun: yes;"> </span></i><span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-62743051015129614232012-08-06T06:00:00.000-07:002012-08-06T06:00:11.147-07:00Informal Learning Insight of the Week: Informal Learning in Groups<br />
<div class="MsoNormal">
In case you missed it, check out Juana Llorens’ summary of
opportunities for informal learning in groups.<span style="mso-spacerun: yes;"> </span></div>
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<o:p></o:p></div>
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<br /></div>
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http://www.astd.org/Publications/Blogs/L-and-D-Blog/2012/06/Thinking-About-Promoting-Informal-Learning-in-Groups.aspx<o:p></o:p></div>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-66981247443778170832012-07-19T19:13:00.001-07:002012-07-19T19:13:36.884-07:00Slides from Recent ASTD WebcastIn case you missed the webcast, Informal Learning: What ARE the Basics? here's a link to the slides: http://www.astd.org/Publications/Blogs/L-and-D-Blog/2012/07/Slides-from-Webcast-with-Saul-Carliner.aspxSaul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-77715745493623287772012-07-11T19:51:00.000-07:002012-07-11T19:51:00.124-07:00Reminder: Textbook Suggestions for Instructional Design CoursesFor those of you whom are university-level instructors, consider these titles as possible texts for your courses:<br />
<table border="1">
<tbody>
<tr>
<td width="15%"><strong></strong><br />
<strong>Book</strong><br />
</td>
<td width="60%"><strong></strong><br />
<strong>Description</strong><br />
</td>
<td width="25%"><strong></strong><br />
<strong>Suitable Courses</strong><br />
</td>
</tr>
<tr>
<td valign="top" width="15%"><em>Training Design Basics</em> (ASTD Press)</td>
<td width="60%">This book emphasizes the real-world nature of designing training programs, working with the time and resources available. Yes, trainers have to analyze needs and write objectives (after all, each trainer needs to know what they are training and why they are doing so). But often the time is limited to perform, so this book suggests ways to get the information even if they don’t have the time or access to all of the people who might be helpful. Similarly, although e-learning and other forms of instruction receive much attention in the professional literature, the bulk of training continues to be designed for the classroom. This book makes that assumption, and offers specific suggestions for preparing classroom courses and workbooks. Finally, after designing and developing courses, most trainers have responsibility for the successful launch and running of those courses. This book explores those issues, too, specifically identifying issues in administering, marketing, and supporting courses so that they are likely to be effective. </td>
<td valign="top" width="25%"><ul>
<li>Instructional Design</li>
<li>Designing Training Programs</li>
</ul>
</td>
</tr>
<tr>
<td valign="top" width="15%"><em>Advanced Web-Based Training</em> (by Margaret Driscoll and Saul Carliner, Pfeiffer)</td>
<td width="60%">This book takes instructional designers to the next level in their design journeys. It provides instructional designers, e-learning developers, technical communicators, students, and others with strategies for addressing common challenges that arise when designing e-learning programs. Balancing educational theory with the practical realities of implementation, Driscoll and Carliner outline the benefits and limitations of each strategy, discuss the issues surrounding the implementation of these strategies, and illustrate each strategy with short scenarios drawn from real-world online learning programs representing a wide variety of fields including technology, financial services, health care, and government. Some of the specific design challenges this book addresses include learning theory for e-learning, m-learning, simulations and games, interactivity, communicating visually, writing for the screen, preparing introductions and closings, mentoring and coaching e-learners, and blended learning.</td>
<td valign="top" width="25%"><ul>
<li>Advanced Instructional Design</li>
<li>Studio courses in e-learning</li>
<li>Advanced Technical and Professional Communication</li>
</ul>
</td>
</tr>
<tr>
<td valign="top" width="15%"><em>e-Learning Handbook</em> (edited by Saul Carliner and Patti Shank, Pfeiffer)</td>
<td width="60%">This book is an essential resource that is filled with original contributions from the world’s foremost e-learning experts including Jane Bozarth, Patrick Lambe, Tom Reeves, Marc Rosenberg, and Brent Wilson. The book offers a comprehensive and up-to-date review of the economic, technological, design, economic, evaluation, research, and philosophical issues underlying e-learning. Each chapter includes a chart that summarizes the key take-away points, contains questions that are useful for guiding discussions, and offers suggestions of related links, books, papers, reports, and articles. </td>
<td valign="top" width="25%"><ul>
<li>Advanced Instructional Design</li>
<li>Seminar in Learning</li>
</ul>
</td>
</tr>
</tbody></table>
To order and receive more information, either contact your publisher’s representative or visit <a href="http://www.amazon.com/Saul-Carliner/e/B001H9RDXU/ref=ntt_athr_dp_pel_pop"> http://www.amazon.com/Saul-Carliner/e/B001H9RDXU/ref=ntt_athr_dp_pel_pop.</a>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-3683784014442268932012-07-09T05:21:00.000-07:002012-07-09T05:21:00.600-07:00Technical Communication and Training: How Similar Are They?<br />
<div class="p1">
How similar are technical communication and training? Although some characterize the two as nearly identical, a closer look at their occupational cultures suggests several subtle, but significant, differences exist. </div>
<div class="p2">
<br /></div>
<div class="p1">
My recent article, Different Approaches to Similar Challenges: An Analysis of the Occupational Cultures of the Disciplines of Technical Communication and Training, published in the second quarter 2012 issue of the <i>IEEE Transactions on Professional Communication, </i>explores these differences. </div>
<div class="p2">
<br /></div>
<div class="p1">
Here’s the abstract of the article:</div>
<blockquote class="tr_bq">
<b>Problem: </b>Perhaps it is presumptuous of Technical Communicators to assume that, because some of their skills that might be employed in developing and delivering training materials, that those skills alone are qualifications to work in training, much less the source by which the processes of Training might be examined. Using data from one survey and one interview-based studies of the work of Technical Communication and Training groups, as well as participation on committees responsible for certification examinations for Technical Communicators and Trainers, this tutorial analyzes differences in the occupational cultures of the two fields. <br /><b>Key Concepts: </b> The work differs: Technical Communicators produce content that explains how to perform tasks; trainers produce programs that develop skills that a third party can verify. To do so, Technical Communicators follow a process that emphasizes writing and production; Trainers follow a process that emphasizes the analysis of intended goals and evaluation of whether those goals have been achieved. The guiding philosophy of Technical Communication is usability; the guiding philosophy of Training is performance. Although both disciplines are rooted in cognitive psychology, the primary intellectual roots of Technical Communication are in rhetoric and composition, while the primary intellectual roots are in education. The preferred research methods of Technical Communication are critical; the preferred research methods of Trainers are empirical qualitative and quantitative methods.<br /><b>Key Lessons:</b> As a result, Technical Communication professionals and researchers who want to work in Training should approach the field in a culturally appropriate way by (1) recognizing distinctions between a communication product and a training program, (2) recognizing distinctions in work processes, (3) recognizing distinctions in language, (4) recognizing differences in values and (5) acknowledging that an academic discipline of training exists. </blockquote>
<div class="p1">
To see the complete article, visit http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=47. (<b>Note</b>: Only free to members of the IEEE Professional Communication Society and to those entering through university libraries with a subscription to IEEExplore.)</div>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-36009306281045538832012-06-27T19:50:00.000-07:002012-06-27T19:50:00.058-07:00Some Textbook Suggestions<p>For those of you whom are university-level instructors, consider these titles as possible texts for your courses:</p>
<table border=1>
<tr>
<td width="15%"><strong><p>Book</p></strong></td>
<td width="60%"><strong><p>Description</p></strong></td>
<td width="25%">
<strong><p>Suitable Courses</p></strong>
</td>
</tr>
<tr>
<td width="15%" valign="top"><p><em>Training Design Basics</em> (ASTD Press)</p></td>
<td width="60%"><p>This book emphasizes the real-world nature of designing training programs, working with the time and resources available. Yes, trainers have to analyze needs and write objectives (after all, each trainer needs to know what they are training and why they are doing so). But often the time is limited to perform, so this book suggests ways to get the information even if they don’t have the time or access to all of the people who might be helpful. Similarly, although e-learning and other forms of instruction receive much attention in the professional literature, the bulk of training continues to be designed for the classroom. This book makes that assumption, and offers specific suggestions for preparing classroom courses and workbooks. Finally, after designing and developing courses, most trainers have responsibility for the successful launch and running of those courses. This book explores those issues, too, specifically identifying issues in administering, marketing, and supporting courses so that they are likely to be effective. </p></td>
<td width="25%" valign="top"><ul>
<li>Instructional Design</li>
<li>Designing Training Programs</li>
</ul></td>
</tr>
<tr>
<td width="15%" valign="top"><p><em>Advanced Web-Based Training</em> (by Margaret Driscoll and Saul Carliner, Pfeiffer)</p></td>
<td width="60%"><p>This book takes instructional designers to the next level in their design journeys. It provides instructional designers, e-learning developers, technical communicators, students, and others with strategies for addressing common challenges that arise when designing e-learning programs. Balancing educational theory with the practical realities of implementation, Driscoll and Carliner outline the benefits and limitations of each strategy, discuss the issues surrounding the implementation of these strategies, and illustrate each strategy with short scenarios drawn from real-world online learning programs representing a wide variety of fields including technology, financial services, health care, and government. Some of the specific design challenges this book addresses include learning theory for e-learning, m-learning, simulations and games, interactivity, communicating visually, writing for the screen, preparing introductions and closings, mentoring and coaching e-learners, and blended learning.</p></td>
<td width="25%" valign="top"><ul>
<li>Advanced Instructional Design</li>
<li>Studio courses in e-learning</li>
<li>Advanced Technical and Professional Communication</li>
</ul></td>
</tr>
<tr>
<td width="15%" valign="top"><p><em>e-Learning Handbook</em> (edited by Saul Carliner and Patti Shank, Pfeiffer)</p></td>
<td width="60%"><p>This book is an essential resource that is filled with original contributions from the world’s foremost e-learning experts including Jane Bozarth, Patrick Lambe, Tom Reeves, Marc Rosenberg, and Brent Wilson. The book offers a comprehensive and up-to-date review of the economic, technological, design, economic, evaluation, research, and philosophical issues underlying e-learning. Each chapter includes a chart that summarizes the key take-away points, contains questions that are useful for guiding discussions, and offers suggestions of related links, books, papers, reports, and articles. </p></td>
<td width="25%" valign="top"><ul>
<li>Advanced Instructional Design</li>
<li>Seminar in Learning</li>
</ul></td>
</tr>
</table>
<p>To order and receive more information, either contact your publisher’s representative or visit <a href="http://www.amazon.com/Saul-Carliner/e/B001H9RDXU/ref=ntt_athr_dp_pel_pop"> http://www.amazon.com/Saul-Carliner/e/B001H9RDXU/ref=ntt_athr_dp_pel_pop.</a></p>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-28612331206623336512012-06-27T05:44:00.000-07:002012-06-27T05:44:27.882-07:00Informal Learning in the NewsSocial media has sparked interest in informal learning; the topic is addressed throughout <i>Informal Learning Basics</i>.<br />
<br />
I recently came across some articles online that clearly and effectively introduce some popular tools. Although the articles are written for members of the academic community, they’re actually valuable to anyone interested in learning more about these tools:<br />
<br />
<ul>
<li>Utilizing Pinterest as a Learning Tool by Rochelle McWhorter, published in the June 2012 issue of the Academy of Human Resource Development (AHRD) digest describes the excitement generated by Pinterest—a social bookmarking tool that McWhorter identifies as a “social bookmarking tool” and is the “third most-used social media [sic] behind Facebook and Twitter,” then suggests ways that readers might use Pinterest. To see the article (membership might be required), visit http://ahrd.org/displaycommon.cfm?an=1&subarticlenbr=179. </li>
<li>Why are you on Twitter? By Liz Meyer and published on the Freire Project blog, explains not only why Meyer uses Twitter, but then proceeds to provide a primer on how to use Twitter. She explains the @ and # symbols, how to organize tweets, and Twitter etiquette. View the blog post at http://www.freireproject.org/blogs/why-are-you-twitter.</li>
</ul>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-53229468316175524182012-06-14T14:44:00.000-07:002012-06-14T14:44:00.253-07:00Are You an Informal Learner?<!--[if gte mso 9]><xml>
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<!--StartFragment-->
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
(Excerpted from my book, <i>Informal Learning Basics </i>(ASTD Press, 2012.)</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Before Training and Development professionals can
effectively provide and promote informal learning for others in their
workplaces, they need an awareness of their own interests in, and preferences
for, informal learning. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This activity, which is excerpted from the new ASTD Press
book, <i>Informal Learning Basics, </i>is
intended to help sensitize you to your informal learning preferences.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Instructions</b>: Answer these questions. For responses, see the answer key below.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-indent: -18.0pt;">
1. One morning when you start your e-mail
program, everything looks unfamiliar.
You quickly notice a special notice at the top of the screen, “We’ve
unveiled a new look. Click here to learn more.”
What do you do <b><i>first</i></b>?<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l3 level1 lfo1; tab-stops: list -9.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]-->a.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span><!--[endif]-->Click
where indicated to learn more about the changes to the program.<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l3 level1 lfo1; tab-stops: list -9.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]-->b.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span><!--[endif]-->Ask
the person in the office next to yours to explain what’s going on. <o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l3 level1 lfo1; tab-stops: list -9.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]-->c.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span><!--[endif]-->Ignore
the invitation to click here and fumble your way through the interface. <o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l3 level1 lfo1; tab-stops: list -9.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]-->d.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span><!--[endif]-->Sign
up for a class to learn about the new e-mail interface.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-indent: -18.0pt;">
2. You’re the new coordinator of vendors for
your department, which has never used vendors before but plans to start using
them in the future. To prepare for this
new role, what do you do <b><i>first</i></b>?<o:p></o:p></div>
<ol start="1" style="margin-top: 0cm;" type="a">
<li class="MsoNormal">Ask your friend in the
Purchasing Department what to do.<o:p></o:p></li>
<li class="MsoNormal">Find the company policies
and procedures on managing vendor relationships on the Intranet.<o:p></o:p></li>
<li class="MsoNormal">Sign up for a class on
managing vendor relationships. <o:p></o:p></li>
<li class="MsoNormal">Start the job and figure
things out as you experience them.</li>
</ol>
<div class="MsoNormal" style="margin-left: 18.0pt; text-indent: -18.0pt;">
3. Your partner was recently diagnosed with
pre-diabetes and the doctor has urged your partner to start eating a healthy
diet. Although you thought you knew what
healthy eating was, apparently your daily diet of bran muffin breakfasts and
meat-potato-and-salad dinners isn’t producing healthy results. To learn about healthy diets, what do you do <b><i>first</i></b>?<o:p></o:p></div>
<ol start="1" style="margin-top: 0cm;" type="a">
<li class="MsoNormal">Continue cooking but
remove fat and sugars from the diet.
<o:p></o:p></li>
<li class="MsoNormal">Join a local diabetes
support group and ask for help with questions related to diet.<o:p></o:p></li>
<li class="MsoNormal">Register for the “Diabetes
Diet” class offered at the hospital.
<o:p></o:p></li>
<li class="MsoNormal">Visit a website or buy a
book with dietary recommendations for pre-diabetes patients. <o:p></o:p></li>
</ol>
<div class="MsoNormal" style="margin-left: 18.0pt; text-indent: -18.0pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-indent: -18.0pt;">
4. In a meeting this morning, the executive
makes several comments related to the company’s most recent annual financial
report. You’re embarrassed to admit
this: you don’t know how to read a financial report. To correct this problem, what do you do <b><i>first</i></b>?<o:p></o:p></div>
<ol start="1" style="margin-top: 0cm;" type="a">
<li class="MsoNormal">Ask your friend in the
Finance Department to give you a crash course in reading financial
reports.<o:p></o:p></li>
<li class="MsoNormal">Buy <i>Financial Reports for Dummies</i> at your nearest bookstore—and
read it cover to cover.<o:p></o:p></li>
<li class="MsoNormal">Read the report
line-for-line and try to figure out what it’s saying. <o:p></o:p></li>
<li class="MsoNormal">Take the e-learning
course, How to Read a Financial Report, available through the library of
e-learning courses in your company. <o:p></o:p></li>
</ol>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-indent: -18.0pt;">
5. You have accepted the invitation to serve as
webmaster for your neighborhood association for the next year. OK, so you have no experience with
webmastering. To prepare for this new
role, what do you do <b><i>first</i></b>?<o:p></o:p></div>
<ol start="1" style="margin-top: 0cm;" type="a">
<li class="MsoNormal">Ask the outgoing webmaster
to provide step-by-step instructions.<o:p></o:p></li>
<li class="MsoNormal">Start your job and figure
things out as they arise.<o:p></o:p></li>
<li class="MsoNormal">Take an introductory
course for webmasters through your local continuing education department.<o:p></o:p></li>
<li class="MsoNormal">Watch a series of videos
on YouTube about how to be a webmaster.<o:p></o:p></li>
</ol>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Scoring<o:p></o:p></b></div>
<div class="MsoNormal">
Compute your score
using Table 1-B.<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>Table 1-B: Scoring the Exercise</b><b><span lang="EN"><o:p></o:p></span></b></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 239.4pt;" valign="top" width="239">
<div class="byline">
<b><span lang="EN">Assign Points as
Follows<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 239.4pt;" valign="top" width="239">
<div class="byline">
<b><span lang="EN">Tally Points Here<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 239.4pt;" valign="top" width="239">
<div class="byline">
<span lang="EN">1--a-4, b-3, c-2, d-1<o:p></o:p></span></div>
<div class="byline">
<span lang="EN">2--a-2, b-4, c-1, d-3<o:p></o:p></span></div>
<div class="byline">
<span lang="EN">3--a-3, b-2, c-1, d-4<o:p></o:p></span></div>
<div class="byline">
<span lang="EN">4--a-2, b-4, c-3, d-1<o:p></o:p></span></div>
<div class="byline">
<span lang="EN">5--a-2, b-3, c-1, d-4<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 239.4pt;" valign="top" width="239">
<div class="byline">
<span lang="EN">______<o:p></o:p></span></div>
<div class="byline">
<span lang="EN">______<o:p></o:p></span></div>
<div class="byline">
<span lang="EN">______<o:p></o:p></span></div>
<div class="byline">
<span lang="EN">______<o:p></o:p></span></div>
<div class="byline">
<span lang="EN">______<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 239.4pt;" valign="top" width="239">
<div class="byline">
<span lang="EN">Total<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 239.4pt;" valign="top" width="239">
<div class="byline">
<span lang="EN">______<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN">Determine what your score by checking Table 1-C. <o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>Table 1-C: Interpreting Your Score</b><b><span lang="EN"><o:p></o:p></span></b></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 86.4pt;" valign="top" width="86">
<div class="byline">
<b><span lang="EN">If You Scored:<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 121.5pt;" valign="top" width="122">
<div class="byline">
<b><span lang="EN">You Are a:<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 270.9pt;" valign="top" width="271">
<div class="byline">
<b><span lang="EN">Which Means that:<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 86.4pt;" valign="top" width="86">
<div class="MsoNormal">
<span lang="EN">5 or below<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 121.5pt;" valign="top" width="122">
<div class="MsoNormal">
<span lang="EN">A formal learner<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 270.9pt;" valign="top" width="271">
<div class="MsoNormal">
<span lang="EN">You generally prefer formal situations for your learning. <o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 86.4pt;" valign="top" width="86">
<div class="MsoNormal">
<span lang="EN">6 to 9<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 121.5pt;" valign="top" width="122">
<div class="MsoNormal">
<span lang="EN">A social learner<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 270.9pt;" valign="top" width="271">
<div class="MsoNormal">
<span lang="EN">Although you're able to learn on your own, you often prefer to learn
in groups or from other people</span></div>
</td></tr>
<tr><td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 86.4pt;" valign="top" width="86"><div class="MsoNormal">
<span lang="EN">11 to 14<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 121.5pt;" valign="top" width="122">
<div class="MsoNormal">
<span lang="EN">A go-with-the-flow learner<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 270.9pt;" valign="top" width="271">
<div class="MsoNormal">
<span lang="EN">You use a variety of means to learn new skills, sometimes just trying
things out to see how well you can perform.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 86.4pt;" valign="top" width="86">
<div class="MsoNormal">
<span lang="EN">15-16</span><span style="font-size: 14.0pt; mso-bidi-font-size: 10.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 121.5pt;" valign="top" width="122">
<div class="MsoNormal">
<span lang="EN">A self-directed informal learner<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 270.9pt;" valign="top" width="271">
<div class="MsoNormal">
<span lang="EN">You develop new skills on your own, but to make sure that you
correctly understand them, you frequently refer to outside sources to do so.</span></div>
</td></tr>
</tbody></table>
<div class="MsoNormal">
With this awareness of your own preferences, you can begin
to appreciate the different preferences of other informal learners. You can use that awareness to better identify
which activities might work with which learners—and which ones won’t—so you can
use informal learning to achieve given goals. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="line-height: 13.5pt;">
To more about informal learning,
check out the book <i>Informal Learning
Basics. </i><span class="textexposedshow">For ordering information, visit <span style="color: #3b5998;"><a href="http://saulcarliner.blogspot.com/2012/05/order-books-including-informal-learning.html">http://saulcarliner.blogspot.com/2012/05/order-books-including-informal-learning.html</a>.</span></span></div>
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<!--EndFragment-->Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-28416712120670990542012-06-13T20:39:00.000-07:002012-06-13T20:39:38.503-07:00Upcoming Presentations and Webinars<table border=1>
<tr>
<td width="25%" valign="top"><p><strong>Presentation</strong></p></td>
<td width="15%" valign="top"><p><strong>Event</strong></p></td>
<td width="15%" valign="top"><p><strong>Sponsor</strong></p></td>
<td width="15%" valign="top"><p><strong>Date and Location</strong></p></td>
<td width="30%" valign="top"><p><strong>For more Information</strong></p></td>
</tr>
<tr>
<td width="25%" valign="top"><p>What’s the Real Scoop on Online Learning</p></td>
<td width="15%" valign="top"><p>Thought Leader Webinar</p></td>
<td width="15%" valign="top"><p>eLearning Guild</p></td>
<td width="15%" valign="top"><p>December 11, 2012</p></td>
<td width="30%" valign="top"><p><a href="www.elearningguild.com">www.elearningguild.com</a></p></td>
</tr>
<tr>
<td width="25%" valign="top"><p>Host, Research-to-Practice Day and Presenter, Performance, and Perceptions: Research on Our Evolving Roles</p></td>
<td width="15%" valign="top"><p>CSTD Conference and Trade Show</p></td>
<td width="15%" valign="top"><p>Canadian Society for Training and Development</p></td>
<td width="15%" valign="top"><p>October 31, 2012</p></td>
<td width="30%" valign="top"><p><a href="http://www.cstd.ca">www.cstd.ca</a></p></td>
</tr>
<tr>
<td width="25%" valign="top"><p>Keynote Presentation: The Future of the Technical Communication Brand</p></td>
<td width="15%" valign="top"><p>TCANZ Conference</p></td>
<td width="15%" valign="top"><p>Technical Communicators Association of New Zealand (TCANZ)</p></td>
<td width="15%" valign="top"><p>October 25, 2012</p></td>
<td width="30%" valign="top"><p><a href="www.tcanz.org.nz">www.tcanz.org.nz</a></p></td>
</tr>
<tr>
<td width="25%" valign="top"><p>Workshop: A Crash Course in Writing e-Learning Programs </p></td>
<td width="15%" valign="top"><p>TCANZ Conference</p></td>
<td width="15%" valign="top"><p>Technical Communicators Association of New Zealand (TCANZ)</p></td>
<td width="15%" valign="top"><p>October 25, 2012</p></td>
<td width="30%" valign="top"><p><a href="www.tcanz.org.nz">www.tcanz.org.nz</a></p></td>
</tr>
<tr>
<td width="25%" valign="top"><p>Workshop: Practical Tips for Effective, Efficient Projects </p></td>
<td width="15%" valign="top"><p>TCANZ Conference</p></td>
<td width="15%" valign="top"><p>Technical Communicators Association of New Zealand (TCANZ)</p></td>
<td width="15%" valign="top"><p>October 25, 2012</p></td>
<td width="30%" valign="top"><p><a href="www.tcanz.org.nz">www.tcanz.org.nz</a></p></td>
</tr>
<tr>
<td width="25%" valign="top"><p>Webinar. Evaluating Informal Learning</p></td>
<td width="15%" valign="top"><p>ASTD Webinar</p></td>
<td width="15%" valign="top"><p>American Society for Training and Development (ASTD) Learning and Development Community of Practice</p></td>
<td width="15%" valign="top"><p>September 27, 2012</p></td>
<td width="30%" valign="top"><p><a href="http://www.astd.org/Communities-of-Practice/Learning-And-Development.aspx">http://www.astd.org/Communities-of-Practice/Learning-And-Development.aspx</a></p></td>
</tr>
<tr>
<td width="25%" valign="top"><p>Webinar. Informal Learning Basics: So What Are the Basics?</p></td>
<td width="15%" valign="top"><p>ASTD Webinar</p></td>
<td width="15%" valign="top"><p>American Society for Training and Development (ASTD) Learning and Development Community of Practice</p></td>
<td width="15%" valign="top"><p>July 17, 2012</p></td>
<td width="30%" valign="top"><p><a href="http://www.astd.org/Communities-of-Practice/Learning-And-Development.aspx">http://www.astd.org/Communities-of-Practice/Learning-And-Development.aspx</a></p></td>
</tr>
<tr>
<td width="25%" valign="top"><p>Keynote Presentation. What the Research Says about Informal Learning (and Implications for Practicing Professionals)</p></td>
<td width="15%" valign="top"><p>International Conference on eLearning in the Workplace</p></td>
<td width="15%" valign="top"><p>International Conference on eLearning in the Workplace</p></td>
<td width="15%" valign="top"><p>October 14, 2012</p></td>
<td width="30%" valign="top"><p><a href="www.icelw.org">www.icelw.org</a></p></td>
</tr>
</table>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-64195467391666270782012-06-13T20:01:00.000-07:002012-06-13T20:01:42.641-07:00Informal Learning Basics Now Available<!--[if !mso]>
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<i>Informal Learning Basics </i>has officially been published by ASTD Press. </div>
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If you are an ASTD member, you might have received an announcement about the book through email. If not, here’s the notice.</div>
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<i>Informal Learning Basics </i>explores one of the hottest topics in training today. It describes how training and development and other Human Resources professionals can better harness informal learning. By some accounts, informal learning—in which learners define some combination of the process, location, purpose, and content of learning and may or may not be conscious that learning occurred—provides as much as 70 percent of all learning in the workplace with little or no involvement of training and development professionals. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK0SzGcTM9RSqDwrigylOXdFiwOnHynDffLwOfQKVXXkyrVJHqBASrWx-Gw1Q2Z7ycGLFBCUaLcTlKu9SniYdTyjjauD1omEyVep0u14-BvRVrs-7MOYlabS0qS4t-UX2thOzmhA/s1600/cover-3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK0SzGcTM9RSqDwrigylOXdFiwOnHynDffLwOfQKVXXkyrVJHqBASrWx-Gw1Q2Z7ycGLFBCUaLcTlKu9SniYdTyjjauD1omEyVep0u14-BvRVrs-7MOYlabS0qS4t-UX2thOzmhA/s1600/cover-3.jpg" /></a></div>
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So readers have realistic expectations and plans for the application of informal learning in the workplace, the book first describes how informal learning works and identifies how to use it effectively at key touch points in the life cycle of a job. Then, to help readers harness the power of informal learning, this book describes how readers can support 22 specific types of group and individual informal learning, how social, enterprise and other instructional technologies can assist in those efforts, and how to evaluate informal learning. Each chapter includes exercises that help readers apply the concepts presented in the book and worksheets that readers can use when planning informal learning efforts in their organizations.</div>
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To find out what type of informal learner you are, check out the next post on this blog. </div>
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<span class="s1">To order, visit <a href="http://saulcarliner.blogspot.com/2012/05/order-books-including-informal-learning.html"><span class="s2">http://saulcarliner.blogspot.com/2012/05/order-books-including-informal-learning.html</span></a></span><span class="s3"> </span></div>
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<br />Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-9230520662150500602012-05-05T19:49:00.000-07:002012-05-05T19:49:22.215-07:00Order Books, Including Informal Learning Basics<br />
<table border="0">
<tbody>
<tr>
<td valign="top" width="33%"><em>Informal Learning Basics</em><br />
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm.amazon.com/e/cm?lt1=_blank&bc1=000000&IS2=1&bg1=FFFFFF&fc1=000000&lc1=0000FF&t=thestudioofsa-20&o=1&p=8&l=as4&m=amazon&f=ifr&ref=ss_til&asins=1562867857" style="height: 240px; width: 120px;"></iframe>
</td>
<td valign="top" width="34%"><em>e-Learning Handbook</em><br />
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm.amazon.com/e/cm?lt1=_blank&bc1=000000&IS2=1&bg1=FFFFFF&fc1=000000&lc1=0000FF&t=thestudioofsa-20&o=1&p=8&l=as4&m=amazon&f=ifr&ref=ss_til&asins=0787978310" style="height: 240px; width: 120px;"></iframe>
<br />
</td>
<td valign="top" width="33%"><em>Training Design Basics</em><br />
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm.amazon.com/e/cm?t=thestudioofsa-20&o=1&p=8&l=as1&asins=1562863487&fc1=000000&IS2=1&lt1=_blank&lc1=0000ff&bc1=000000&bg1=ffffff&f=ifr" style="height: 240px; width: 120px;"></iframe>
</td>
</tr>
<tr></tr>
<tr>
<td valign="top" width="33%"><em>Advanced Web-based Training</em><br />
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm.amazon.com/e/cm?t=thestudioofsa-20&o=1&p=8&l=as1&asins=0787969796&fc1=000000&IS2=1&lt1=_blank&lc1=0000ff&bc1=000000&bg1=ffffff&f=ifr" style="height: 240px; width: 120px;"></iframe>
</td>
<td valign="top" width="34%"><em>Designing E-Learning</em><br />
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm.amazon.com/e/cm?t=thestudioofsa-20&o=1&p=8&l=as1&asins=1562863320&fc1=000000&IS2=1&lt1=_blank&lc1=0000ff&bc1=000000&bg1=ffffff&f=ifr" style="height: 240px; width: 120px;"></iframe>
<br />
</td>
<td valign="top" width="34%"><em>Techniques for Technical Communicators</em><br />
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm.amazon.com/e/cm?t=thestudioofsa-20&o=1&p=8&l=as1&asins=0023060956&fc1=000000&IS2=1&lt1=_blank&lc1=0000ff&bc1=000000&bg1=ffffff&f=ifr" style="height: 240px; width: 120px;"></iframe>
</td>
</tr>
<tr>
<td valign="top" width="33%"><em>Information And Document Design: Varieties on Recent Research</em> (2nd edition)<br />
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm.amazon.com/e/cm?lt1=_blank&bc1=000000&IS2=1&bg1=FFFFFF&fc1=000000&lc1=0000FF&t=thestudioofsa-20&o=1&p=8&l=as4&m=amazon&f=ifr&ref=ss_til&asins=9027232075" style="height: 240px; width: 120px;"></iframe>
</td>
<td valign="top" width="33%"></td>
<td valign="top" width="33%"><em>An Overview of Online Learning</em> (2nd edition)<br />
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm.amazon.com/e/cm?t=thestudioofsa-20&o=1&p=8&l=as1&asins=0874257409&fc1=000000&IS2=1&lt1=_blank&lc1=0000ff&bc1=000000&bg1=ffffff&f=ifr" style="height: 240px; width: 120px;"></iframe></td>
</tr>
</tbody></table>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-4294267170275961942012-04-23T07:43:00.003-07:002012-04-23T07:43:20.726-07:00Integrative Literature Review Workshop Canceled<!--[if gte mso 9]><xml>
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<!--StartFragment-->
<br />
<div class="MsoNormal">
Because of low enrolment, the Integrative Literature Workshop
that was scheduled to begin this Thursday has been canceled. </div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I hope to offer a section at a later time. <o:p></o:p></div>
<!--EndFragment-->Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-83805860441823504912012-04-23T05:45:00.000-07:002012-04-23T05:45:01.154-07:00Differing Attitudes Towards Professionalization<div class="p1">Check out, The Three Approaches to Professionalization in Technical Communication, one of the articles in the special issues on professionalization in the journal, <i>Technical Communication. </i> </div><div class="p2"><br />
</div><div class="p1">The article explores internal divisions within the profession by exploring a spectrum of attitudes towards professionalization. At one of the spectrum is professionalization, which seeks to formalize the practice and preparation for the profession. At the other end of the spectrum is contra-professionalization, which actively resists efforts to professionalize. </div><div class="p2"><br />
</div><div class="p1">Here is the abstract of the article:</div><blockquote class="tr_bq"><b>Purpose</b>: Explores internal divisions within our profession by exploring one particular type of tension that exists: that technical communicators do not have a unified view of professionalization for the field. <br />
<b>Methods:</b> Proposes that prevailing approaches to professionalization are rooted in theories of occupations, the exclusive right to perform a job. True <i>occupations</i> have such rights legally; aspiring occupations like ours are <i>professions</i>. Common components of an infrastructure for occupations includes professional organizations, bodies of knowledge, education, professional activities, and certification.<br />
<b>Results</b>: Professions often establish these in anticipation of becoming an occupation, but some practicing professionals interpret and use them differently, resulting in a spectrum of approaches to professionalization.<br />
At one end of the spectrum is <i>formal professionalism, </i>which views professionalization as a stepping stone to full occupational status. It is rooted in a worldview that values expertise and sees the infrastructure of an occupation supporting the development of expertise and controlling access to the profession. <br />
In the center of the spectrum is <i>quasi-professionalization,</i> in which individuals participate in the activities of the occupational infrastructure but without the expectation of exclusive rights to perform the work. Quasi- professionalization is rooted in professional identity. <br />
At the other end of the spectrum is <i>contra-professionalization</i>, which refers to initiatives that offer or promote professional services outside of parts or all of the infrastructure, sometimes circumventing it completely. This world view is rooted in market theory and characterized by concepts like Do-It-Yourself (DIY), user-generated and Subject Matter Expert (SME)-provided documentation.<br />
<b>Conclusions</b>: The differing views suggest tensions regarding support for specific efforts to professionalize technical communication, including formal branding of the profession, establishment of certification, and support for professional organizations.</blockquote><div class="p2">To see the complete article, visit http://www.ingentaconnect.com/content/stc/tc. (<b>Note</b>: Only free to members of the Society for Techincal Communication and to those entering through university libraries with a subscription to IngentaConnect.)</div>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-65085031683306306742012-04-18T05:52:00.000-07:002012-04-18T05:53:28.939-07:00The Next Wave of EdTech: 12 Years After the Last Bubble, Have Investors Figured Out the Market As We Enter the Next One?<br />
<div class="MsoNormal">
Over the past few
weeks, the technology press has focused on a new wave of investments in online
learning. (It's interesting, those of us
in the field moved from using the term <i>online learning </i>to <i>e-learning </i>in
2000; investors have remained with the term <i>online learning</i>. But that's another discussion.)<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
For example, the
Chronicle of HIgher Education has been running a series on new educational
technology startups and the <i>New York Times </i>has run a series of similar
features. Its series highlights a variety of startups, including one that helps
professors manage e-mail from students.
(See <span style="color: #121212;">Students Endlessly E-Mail Professors for Help. A New Service
Hopes to Organize the Answers at <a href="http://chronicle.com/article/Students-Endlessly-E-Mail/131390/"><span style="color: #121212; text-decoration: none;">http://chronicle.com/article/Students-Endlessly-E-Mail/131390/</span></a>).<b><o:p></o:p></b></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Many of the features
in the <i>Times </i>focus on services providing online courses, like a feature
on a series of online services that provide training on various languages for
writing Internet applications (see A Surge in Learning the Language
of the Internet at http://www.nytimes.com/2012/03/28/technology/for-an-edge-on-the-internet-computer-code-gains-a-following.html?_r=2&ref=business&pagewanted=all). <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In today's edition, the <i>New York Times </i>reports on a
large investment in Coursera, a company founded by some professors at Stanford
and that provides university-based courses for free online (see Online Education
Venture Lures Cash Infusion and Deals With 5 Top Universities at <a href="http://www.nytimes.com/2012/04/18/technology/coursera-plans-to-announce-university-partners-for-online-classes.html?ref=business"><span style="color: windowtext; text-decoration: none;">http://www.nytimes.com/2012/04/18/technology/coursera-plans-to-announce-university-partners-for-online-classes.html?ref=business</span></a>).<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Nestled between the enthusiastic reporting for these new
ventures are some troubling details:<o:p></o:p></div>
<div class="MsoNormal">
</div>
<ul>
<li>The founder of the e-mail company has</li>
</ul>
<blockquote class="tr_bq">
"no plans to generate revenue—the service is free and does not
carry advertisements. Ms. Sankar said that she didn't write a business plan for
the site, because she doesn't believe in them, and that she believes that once
a critical mass of students and professors are signed up, revenue models can
emerges" (quote from the article from the Chronicle cited above). </blockquote>
<blockquote class="tr_bq">
Isn't that how the tech bubble burst the last time?</blockquote>
<ul>
<li>The quality of the free and low-cost courses for writing Internet
applications mentioned in the <i>New York Times </i>article sounds pretty poor.
An expert acknowledged that most students who complete these courses still
cannot write applications. One company
quoted in the article admitted publicly that its courses could be
improved. </li>
</ul>
<ul>
<li>If one reads the
fine print, the free university courses offered by Coursera and its competitors
don't fully compete with those from universities. If students want feedback,
they only receive it from other students. Sounds like a good plan but the
article never explores the participation rates of students in these
students-evaluate-students programs. Avoiding teaching assistants reduces
costs, but if participation rates of students in evaluating one another are
low, then many students might go wanting for feedback. (This is a real concern;
the courses are voluntary, after all.)</li>
</ul>
<blockquote class="tr_bq">
Students also do not
receive university credit; they receive certificates of completion.</blockquote>
<blockquote class="tr_bq">
The courses have no
measures to protect against cheating.</blockquote>
<blockquote class="tr_bq">
And, most
significantly, when the article cites the impact of courses on students, they
have no figures to report. They provide qualitative data. That's fine, because it provides insights
into whom and how the courses affect students.
But both of the students mentioned are working professionals, rather
than degree-seeking students.</blockquote>
<o:p></o:p><br />
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<o:p></o:p></div>
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<o:p></o:p></div>
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<o:p></o:p></div>
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<o:p></o:p></div>
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<o:p></o:p></div>
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<o:p></o:p></div>
<div class="MsoNormal">
Perhaps, then, these
services are not really meant to replace universities; they're the beginnings
of an online system for continuing professional education. The only problem is, it doesn't sound like
the founders of these companies have figured that out yet and, even if they
have, the courses might need extensive rework before they can help workers
really develop the skills and knowledge they need to succeed on the job. <o:p></o:p></div>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-89859791691368522162012-04-16T05:45:00.001-07:002012-04-16T05:45:01.413-07:00A New Book Is on the Way<div class="p1"><i>Informal Learning Basics, </i>my newest book from ASTD Press, should hit bookshelves at the end of May. </div><div class="p2"><br />
</div><div class="p1">This book, which explores one of the hottest topics in training today, describes how training and development and other Human Resources professionals can better harness informal learning. By some accounts, informal learning—in which learners define some combination of the process, location, purpose, and content of learning and may or may not be conscious that learning occurred—provides as much as 70 percent of all learning in the workplace with little or no involvement of training and development professionals. </div><div class="p2"><br />
</div><div class="p1">So readers have realistic expectations and plans for the application of informal learning in the workplace, the book first describes how informal learning works and identifies how to use it effectively at key touch points in the life cycle of a job. Then, to help readers harness the power of informal learning, this book describes how readers can support 22 specific types of group and individual informal learning, how social, enterprise and other instructional technologies can assist in those efforts, and how to evaluate informal learning. Each chapter includes exercises that help readers apply the concepts presented in the book and worksheets that readers can use when planning informal learning efforts in their organizations.</div><div class="p2"><br />
</div><div class="p1">Keep checking this blog for updates on the publication. </div>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-3913626264830961062012-04-11T05:10:00.000-07:002012-04-11T05:10:00.589-07:00Jargon Affects Understanding of Architecture<!--[if gte mso 9]><xml>
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<div class="p1">
Why Don’t We Read About Architecture? asks Allison Arieff in a recent blog post for the <i>New York Times</i>.</div>
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Among the many reasons she suggests (including the difficulty of bloggers about architecture to think critically with the pressure of posting as many as 5 entries per week) is language:</div>
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“Writing about architecture is like mangling language, and far too often the experience of reading architectural writing feels about as pleasurable as tooth extraction.”</div>
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She elaborates on the ways that critics make their work unbearable to read. </div>
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Although Arieff focuses on the challenges of writing architectural criticism in a way that compels the general public, I’m reminded of the many ways that academics in my own disciplines make their research and theory inaccessible to the practicing professionals whose work the researchers want to influence. </div>
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Check out Arieff’s post at: http://opinionator.blogs.nytimes.com/2012/03/02/why-dont-we-read-about-architecture/?hp.</div>
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<br />
<!--EndFragment-->Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-26733886512188149432012-04-09T05:56:00.002-07:002012-04-09T05:56:00.267-07:00New Case Study about Training Evaluation<div class="p1">New Hire Scorecards at Discover Financial Services, recently published in Training Magazine online and co-written by my student Alexis Belair and I, describes how Discover Financial Services (the Discover card people) developed a series of scorecards, reports that visually report the progress of their new hire training programs. </div><div class="p2"><br />
</div><div class="p1">Written with the close cooperation of Jon Kaplan, a training director at Discover, and Doug Anderson, manager of this project, this case study not only describes the report, but also describes the challenges, costs, and development resources needed to prepare these reports. </div><div class="p2"><br />
</div><div class="p1">Read the entire case at http://www.trainingmag.com/article/case-study-new-hire-scorecards-discover-financial-services.</div>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-90663158924188496012012-04-06T17:45:00.000-07:002012-04-06T17:45:00.090-07:00New Lives for Old Malls<!--[if gte mso 9]><xml>
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When I was in my 20s, a friend of mine challenged me to go a
week without visiting the mall. (We really only had one in the small city in
which I lived at the time.) I couldn’t
do it. <o:p></o:p></div>
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In those golden days, a large enclosed mall was truly the
center of shopping. They contained
nearly every type of store (though few in the US had supermarkets, a staple of
early malls in Canada and other countries).
But they were a weather proof hangout; I almost always ran into someone
I knew at the mall. <o:p></o:p></div>
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<br /></div>
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But with the rise of big box stores and the
return-with-a-vengeance of strip malls in the 1990s, followed by the rise of
online shopping in the past decade, coupled with the remaining scars of a few
recessions and a heck of a lot of overbuilding in-between, many malls aren’t
what they used to be. Some are dead or
in hospice care, as noted by the DeadMalls.com website. <o:p></o:p></div>
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Others are discovering life beyond retail, as noted in How
About Gardening or Golfing at the Mall? reported by Stephanie Clifford in the <i>New York Times </i><o:p></o:p></div>
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(http://www.nytimes.com/2012/02/06/business/making-over-the-mall-in-rough-economic-times.html?ref=general&src=me&pagewanted=all). <o:p></o:p></div>
<!--EndFragment-->Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0tag:blogger.com,1999:blog-12696907.post-89488682317515559002012-04-04T05:34:00.000-07:002012-04-04T05:34:00.395-07:00Online Workshop on Writing Integrative Literature Reviews in Professional and Technical Communication<br />
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<b>Background:</b> To introduce the community of authors for the <i>IEEE Transactions on Professional Communication </i>to the nature and methods for creating integrative literature reviews, we are holding a second introductory workshop. </div>
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The first one, was a success, but many people who wanted to participate could not, because of scheduling conflicts and asked for a second session.</div>
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<b>About the Workshop:</b> The goal of the workshop is to not only teach participants how to prepare an integrative literature review, but to help them start one and receive feedback on the work-in-progress (with the hope that the finished review will be submitted to the <i>Transactions</i>). Some reading before the first four class sessions; research occurs in the gap between the fourth and fifth session and participants prepare an early draft before the sixth session. </div>
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The workshop leader is Saul Carliner, Editor-in-Chief of the <i>IEEE Transactions on Professional Communication, </i>Director of the Education Doctoral Program and Associate Professor at Concordia University in Montreal, and a past recipient of back-to-back Frank R. Smith Awards for Best Article in the peer-reviewed journal, <i>Technical Communication. </i></div>
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<b>Who Should Attend:</b> Faculty, Researchers, PhD students, and advanced master’s students (who have completed a research methodology class) in Technical and Professional Communication or a Related Field. </div>
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<b>Schedule:</b> The next 6-session workshop is scheduled:</div>
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Thursday, April 26 11 AM – 12:15 pm Eastern</div>
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Thursday, May 3, 11 AM – 12:15 pm Eastern</div>
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Thursday, May 10, 11 AM – 12:15 pm Eastern</div>
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Thursday, May 17, 11 AM – 12:15 pm Eastern</div>
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Thursday, June 7, 11 AM – 12:15 pm Eastern </div>
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Thursday, June 28, 11 AM – 12:15 pm Eastern</div>
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<b>Location: </b>Webinar using Adobe Connect. </div>
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You’ll need a computer with a live internet connection at the time of the class. (Sessions are not recorded.)</div>
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<b>Fee:</b> No cost, but a commitment to (a) preparing a draft of a literature review during the course of the workshop and (b) submitting a completed integrative literature review to the <i>Transactions </i>for consideration within 9 months of the completion of the seminar. </div>
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<b>To enroll or receive more information:</b> Contact David Price, Editorial Assistant, IEEE Transactions on Professional Communication: tpc.editorial@gmail.com.</div>Saul Carlinerhttp://www.blogger.com/profile/01513103628489253928noreply@blogger.com0