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Monthly Archives: April 2014

Getting Into the Swing of Using Video

I’ve recently started to play golf. It’s not the first time I’ve ever tried it, I’ve played the game a few times in the past but found it to be a frustrating experience. This time though I plan to stick with it, practice and not just rely on visualisation and thinking positive thoughts!

When I went for my first coaching session (I received four sessions as a gift), the golf pro Andrew, brought out his iPad and asked me to hit a ball while he filmed me. Then we sat down and had a look at the footage. He drew a green line on the screen to see how I was positioned as I hit the ball (which turned out to be not too bad). He was also able to break down my swing into chunks – setting up, backswing, coming down and follow through and give me pointers about each. After some time spent practicing, he filmed me again. Then we talked about how it was different.

After the session Andrew e-mailed me the following summary of what we discussed:

Set up:

1) Left thumb down the centre of the grip.

2) Right thumb relaxes over.

3) Feet together.

4) Little step with your left then big step with your right.

Swing:

1) Position 1 (as shown below).

2) Position 2 (as shown below) thumbs to the sky.

3) Position 3 (as shown below) right heel up.

Keep running through your routine over and over to achieve consistent results.

Golf

Even though you can see the direction of the ball, I can tell you that it went perfectly straight! What I find particularly useful about this approach was that it didn’t just rely on someone telling me what needed correcting but that he could show me where I needed to improve and I could also see it for myself.

Afterwards, I was thinking how this approach might be useful for workplace learning and an obvious application would be a task that requires a particular technique, for example lifting something safely. You could do something similar to what Andrew did, film a before and after with some instruction in-between along with some follow-up afterwards.

A few years ago I went to a training session on facilitation skills and one of the remarks that has stayed with me is ‘people can’t argue with their own data’. In that context it was referring to having the people in the room generate content/ideas during the session that you can come back and refer to later. Filming me as I hit a ball also provides content that I can’t argue with. I can see what I’m doing correctly and incorrectly and make the necessary adjustments with some coaching.

While you can watch others using video, say in a scenario or for compliance, it’s also possible for you to be the star of the show.

How do you use/have you used video in your workplace?

 
 

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Showing My Work #4

The Showing My Work series of posts are what I’m using to ‘narrate’ the projects that I’m working on or have developed.

In a previous post, Practice and Sharing: The Keys to Success, I talked about the two key messages from the from the iDesignX Conference and the Tom Kuhlmann and David Anderson workshops I attended in March. With this in mind, I decided that I’d make more effort to participate in David’s weekly eLearning challenges to help build my skills through practice. This post is about a recent challenge I completed and I wanted to share how I came up with my entry and what I learned along the way.

The challenge for the week was Summary and Resource Slides in Online Courses and the idea was to give some love to the very end of the course. My initial reaction was that I didn’t think that there was much you could do at all with the last screen of the course! But I went back to the challenge a few days later and looked at the entries that community members had started to post and I thought about what the summary screen represents which is the end of the course. So I started to think about things that symbolise coming to the end of something. The ideas that came to mind were – getting to the finish line of a race or a sunset ending a day or a plane that is coming into land and you have to put your seat and tray table up and stow items in the overhead locker. In the back of my mind I was also thinking about how I could make these themes work on-screen and how the learner would interact with them.

I was looking around for some graphics and more inspiration, when I came across an image of some candles and I thought that could work – as the learner ‘blows out’ a candle, a resource, some takeaway info or job aid could be displayed. That was ok but it still wasn’t quite right, it wasn’t enough. Then I thought, while the summary screen is a way to finish the course it’s also an opportunity to give learners something to take away from the module, so what about a party theme?

If it was your birthday party, you’d probably receive some presents and in this case the presents become the takeaways – resources, contact details and some additional info.

Pic 1

As you click on each present a layer appears and as the layer is closed the present disappears as it’s been ‘opened’.

Pic 2

I ended up keeping the candle idea too. Once all the candle flames are clicked on or ‘blown out’ a final layer appears indicating that it’s the end of the module.

Pic 3

Pic 4

I built my demo in Articulate Storyline on one slide and used layers and changes of state to achieve the interactivity. The images were from clipart and I created a colourful background that ties in with the party idea.

Before I went to the workshops I had seen the weekly challenges and sometimes I thought that they’re not really that relevant because when am I going to do something like that in a project? The same could be said for the above example, would you really end a module with a cake and presents?

But it’s more than that. On reflection, there were a few things I took away from this challenge:

  • I was able to apply what Tom had shown us in the workshop by taking a clipart image (the cake), separating into pieces, removing the parts I didn’t need and saving the flames as individual images.
  • I worked out that I could show a layer in Storyline once other objects were hidden (in this case, when the flames were hidden the exit button layer would appear).
  • It helped me to think about the summary screen in a way that I ordinarily wouldn’t have.
  • I was able to participate in a challenge and learn from the ideas of others in the community.

While the challenges are a bit of fun, they do provide a mechanism for practicing and improving your technical skills and developing your creative skills which is just what I need. You can also see how others approached the same challenge and what they came up with, which can lead to building on ideas or finding new ways to solve problems or to designing a part of a course in a different way from what you’d normally default to.

Maybe you can have your eLearning cake and eat it too!

See also Tom’s blog post about building better courses.

 
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Posted by on April 14, 2014 in Show Your Work

 

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Next OzLearn Tweet Chat is on 8/4/14

OzLearn

On Tuesday 8th April at 8:00pm AEST (UTC +10hrs), @OzLearn is having its next monthly twitter chat. The topic for the chat is based on this article written especially for OzLearn by Jonathan Kettleborough (@JKettleborough):

Alignment Requires Clarity

The chat will be moderated by Tanya Lau (@TanyaLau) and the questions will be around the need for L&D to have clarity about the business in order to be aligned with the business.

To join the chat, go to Twitter at 8pm on 8/4, search for @OzLearn and join in the conversation (don’t forget to add #ozlearn to your tweets).

There is also an OzLearn LinkedIn group where you can view the Storify of the chat afterwards.

Hope you can join us for the chat!

 
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Posted by on April 3, 2014 in OzLearn

 

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