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by Rich Mesch

Is there such a thing as too much reality?

In my first post on this topic, I said this:

“So how do you apply some of the rules of storytelling to our training initiatives? The key is to focus on how the world works in real life.”

The great thing about writing novels or screenplays is that you can make everything up. You’re not bound by the reality of what’s possible. But in a learning story, there needs to be some grounding in reality, however tenuous. In my simulation work, we often get hung up on reality. Does the simulation environment need to be a carbon copy of the real world? Arguably, the answer is no; one of the reasons we don’t always learn effectively is because our environments are full of distracters; your learning story can focus people on what’s important. But aren’t those distracters part of the learning experience? If you give me a nice clean environment to learn in, won’t I just have difficulty applying it in real life?

So how real do you need to get? The answer is, it depends. And not in a philosophical way. The real question is, what are the variables that need to be considered to tell the story effectively?

The most recognizable kind of simulation is probably the flight simulator. The failure to fly a plane properly will likely lead to mechanical failure, damage, and death. There are so many factors that can lead to failure (gauges, mechanics, alertness, weather, etc,) that flight simulators need to be completely realistic. The adherence to reality in a flight simulator is remarkable.

But in many environments, we want learners to focus on specific items. Where, in fact, presenting the whole reality of the job might actually be confusing. So it’s generally okay to leave stuff out or consolidate stuff. How do you that? Well, there are no hard-and-fast rules, but here are some guidelines:

1. Make sure you the stuff you leave out won’t distract the learner.
For example, if the learner works on a team where all of the members are in different cities, they might be distracted by a story that involves a scenario where everybody is co-located; however, they might be fine with a story where some team members are co-located and some are distributed.

I worked on a customer service simulation design with a company that made many different types of paper and packaging products. The client was very concerned that no one scenario (food packaging, office paper, print stock, etc.) would resonate with every member of the audience. Ultimately, we made the decision that the company in the simulation made bottles instead of paper. This way, the manufacturing and customer service environment was very recognizable to learners, but they weren’t distracted by the fact that the company didn’t make their exact paper product.

2. Make sure you leave in the stuff that makes the job challenging.
If we go all the way back to the beginning of this series, we established that one of the powers of storytelling in learning is that you can focus on those areas that make a job challenging. Is it a demanding boss? An industry that’s consolidating? Technology that changes rapidly? Clients who don’t know what they want? The power of storytelling is incorporating these elements in a way that affects people emotionally.

3. Focus on the element of time
For example, some businesses are seasonal; in retail, Fall is all about planning for the holiday season, Summer is all about planning for back-to school. If you leave this out, your story won’t have resonance. Also true is the impact of time; some decisions look different if you play them out over time; make sure your learners can see the short-term and long-term impact.

by Reni Gorman
Tip #4: Find out what your learners know, or think they know.

Cognitive Psychology: Draw out pre-existing conceptions and, more importantly pre-existing misconceptions.

Why (Justification):

“Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.” (Bransford et al., 2000, p. 14-15) An excellent example comes from Vosniadou and Brewer (1989). Children think the earth is flat because of their pre-existing experiences with it such as walking on it and looking at it. When told the earth is round children picture a pancake instead of a sphere. They must be told it is spherical along with explanations as to why they have experienced it as flat in order for them to really learn and accept this new information.

New information learned can have an effect on how well you remember older information learned especially if the new information causes a conflict with the old and creates interference. (Anderson, 2000) The good news is that if we learn something new that contradicts what we thought in the past (retroactive interference), we will eventually forget the old information and remember the new information.

If learners have misconceptions that are not brought to light and corrected, they will never be able to effectively build on that knowledge in the future. Knowing what your learners know will also help you set the base-line and pace for the course. Many times instructors assume that their learners have a certain baseline knowledge, when in fact they do not… or they may think they know but their base line understanding is incorrect.

How (Application):

When designing your course, you must learn as much as you can about your learners. Are they beginners, intermediate, or advanced? What do they know, what do they need to know and what may they think they know or know incorrectly? If you can’t reach out to your learners before class then anticipate as much as you can… For example, you can think about the most common misconceptions about each of your main points. Try to come up with a question for each main point, the answer to which will clarify the misconception. For example: Do you think that pre-existing knowledge makes a difference in how people learn?

References:

Anderson, J. R. (2000). Cognitive Psychology and Its Implications: Fifth Edition. New York, N.Y.: Worth Publishers.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press.

Vosnaidou, S., & Brower, W. F. (1989). The Concept of the Earth’s Shape: A study of Conceptual Change in Childhood. Unpublished paper. Center for the Study of Reading, University of Illinois, Champaign, Illinois.

by Rich Mesch

I was first exposed to the concept of mirror neurons when I attended the NASAGA (North American Simulation and Gaming Association) Conference in Vancouver in 2007.  I was privileged to hear a talk by Dave Chalk. Chalk is an interesting guy on a number of levels, but most notably because he has had a highly successful career, including being a pilot, an entrepreneur, and a broadcasting personality, despite having been diagnosed at an early age of having a profound learning disorder.

One of the concepts Chalk discussed was the idea of mirror neurons. Research has demonstrated that in primates, our nervous systems react in certain ways when we engage in certain behaviors. The research further demonstrates that they react the same way when we observe the behavior or when we engage in a simulated version of the behavior. As noted by Rizzolatti & Craighero in Annual Review of Neuroscience, 27:

Each time an individual sees an action done by another individual, neurons that represent that action are activated in the motor cortex. This automatically induced, motor representation of the observed action corresponds to what is spontaneously generated during active action and whose outcome is known to the acting individual. Thus, the mirror system transforms visual information into knowledge ¹

This is incredibly intriguing, because it seems to demonstrate a biological basis for the benefits of simulation. As simulation designers, we always make the argument that engaging in behaviors in simulation prepares us to engage in behaviors in the real world. But the argument has always been from a cognitive perspective—it helps us form the way we think. The mirror neuron research would suggest that it’s deeper than cognition. And for that matter, that simulation may not just be the next best thing to real world experience—it may be nearly equivalent.

Here are a few links to more info on mirror neurons:

http://www.interdisciplines.org/mirror/papers/4/printable/paper

http://www.interdisciplines.org/ mirror

http://www.livescience.com/humanbiology/050427_mind_readers.html

http://www.unipr.it/~gallese/Gallese-Goldman%201998.pdf

¹ Reference: Rizzolatti, G. & Craighero, L. (2004). The mirror-neuron system. Annual Review of Neuroscience, 27, 169-192.

by Reni Gorman

A Great Non-Learning Example

A colleague of mine sent me this video depicting a pianist incorporating social media into his songs on the fly—yes on the fly! You have got to see this video—it is incredible, and it really made me think about social media and teaching/learning (Warning: video contains some mature content). http://www.good.is/post/intermission-ben-folds-s-live-chat-roulette-piano-ode-to-merton My first reaction was: Wouldn’t it be great if you could do this for an online course, and I had to catch myself; because this, in fact, is how synchronous online courses should be taught and why couldn’t they be? And, more importantly why am I, a learning professional, thinking of this approach as so utopic?

Do We All Think of Synchronous Online Learning as Dull?

My mental model of synchronous learning is not nearly this engaging, and now that I am realizing this, it really saddens me because it should not be that hard. Great instructors have been engaging learners for centuries. I am sure we can all think back on our experiences and remember teachers who stood out. But, let’s be honest: most of them just sort of blend together. This problem was made even worse with online learning; I have seen good instructors become bad instructors online. I personally remember giving a presentation on the authoring and use of learning objects that was well received in the classroom, with lots of brainstorming and dialog; but online, it went totally flat. So what can we do?

A Great Learning Example

I recently saw an eLearning Guild online learning presentation on virtual worlds with Dr. Karl Kapp. The format of the presentation had a bar on the left where participants can chat during the presentation—not uncommon. During the presentation, Dr. Kapp used all the techniques great designers/instructors do: he asked questions, ran polls, had the audience give him their current understanding/frame of mind in the topic so he could build upon it, threw out ideas/concepts to think about and paused to make sure people had time to respond. All was going well enough, but then, he did something that made the whole group come to life: he started reading the chat stream and joining the conversation. He would say things like: “Yes, I agree, Susan just said XYZ, and I think…” The more he did that, the more the group came to life. Suddenly, instead of the chat being a side conversation, it became part of the course.

Another Great Non-Learning Example

I read a recent article on pistachio.com regarding using Twitter to your advantage during a presentation/conference. One suggestion was to take breaks to read the Twitter stream and respond, the same way Dr Kapp did in the online course. Of course, it makes it easier when the Twitter stream is projected in front of the speaker and class because then the presenter can engage the audience without taking a break. Most interesting is that this approach works online and in person.

Lesson Learned: How Can We Make It Easy to Engage Learners?

I think we can see the trend here: learners don’t engage when we, as instructors or designers want them to. They engage how they want to and when they want to. They don’t jump up to answer the questions we pose or the polls we post, but they sure do love having their own “behind the scenes” conversations in chat rooms and on Twitter. Before social media, learners could not do this because most won’t have a side conversation in the classroom or online if it disrupts the instructor. But they can do so in chats and on Twitter without bothering the instructor/speaker at all. So, let’s take advantage of that. We need to join THEIR conversation, rather than trying to make them join ours—a good idea for online as well as in person.

by Rich Mesch

Stories are compelling when you think you know what’s going to happen next, and then the story throws in a twist. You can do the same thing in your learning stories; the only issue is that you need some grounding in reality.

Movies frequently build interest by inserting compelling story twists. I won’t include any spoilers, but most people will admit to being thrown for a loop when they learned the truth about Bruce Willis’ character in The Sixth Sense or who Keyser Soze really was in The Usual Suspects. But the technique is nothing new; Alfred Hitchock shocked the movie-going world in 1960 when he killed off the main character in Psycho ten minutes into the film.

One of the oddest twists is in the film Magnolia; the story takes a twist when it unexpectedly starts raining frogs. And perhaps that’s the key difference between movie storytelling and learning storytelling. If your story completely deviates from reality, you’ll probably lose your audience. So your story probably shouldn’t have any froggy precipitation.

For learning stories, I recommend the use of the “Predictable Unexpected.” That means, create events that are unexpected in the context of your story, but typical in the real world. For example, in a sales simulation I designed, you spend a long time building a relationship with a client, in hopes that he will introduce you to an executive. If you successfully build the relationship, the client agrees to invite you to a meeting with the executive. When you try to return his call, you get a message that his phone line has been disconnected. He’s been fired, he’s not going to get you that meeting with the executive, and you have to begin the process over again.  The event was unexpected, but completely realistic within the scope of the storyline. And still completely gut-wrenching.

We’ll take this a little further in the next post, where we’ll talk about the role of reality in storytelling. How much reality is too much?

by Reni Gorman

Ever find yourself asking this question?

"My SMEs don’t have time to contribute content to training. What can I do?"

I have come across this question several times. Subject matter experts are that for a reason, and because so many rely on them, contributing content to training is the last thing they have time for. I have thought it over many, many times and I have the following ideas to offer:

• Put SMEs in a pool and tap one at a time to contribute. For example, if you are creating an e-learning course, you may ask one SME to help you gather material, discuss your high-level design with another, and a third SME would review your first set of storyboards. You may even end up with a better product than if you only worked with one SME because the different opinions and contributions balance each other out. Now, that could also mean frustration as SMEs may disagree; in that case, you can tap into yet another SME in your pool to act as “tie breaker.” This works nicely because the time for each to contribute is greatly minimized while you still maximize your design with the multiple perspectives—the best of both worlds (but a challenge to manage)

 

• Hire SME consultants. This may seem simple but many don’t think of it. However, you can hire SME consultants who will be there, dedicated and focused only on helping you create training. Before you hire anyone, get your internal SMEs to at least interview them to make sure they are on the same page before you bring someone in. You will still need to have an internal SME to answer organization-specific questions, but they'll need to commit considerably less time.

 

• Give the task of “extracting knowledge” from SMEs to a new hire and use to onboard. New hires (I am talking about analysts out of college) are usually thirsty for knowledge and anxious to contribute. What better way to get them going than to aim them toward an SME or SME pool and tell them to go interview them and collect data? You may have trouble finding the time to do this, but a new hire will take the challenge on with excitement and laser focus—and just think of how much they will learn

 

• Provide incentives. SMEs need to balance your training project with dozens of other priorities. It's not suprising that your priority is sometimes the last thing on their minds. So what can you do? Figure out what motivates them—is it recognition from senior management? That one usually works. Make sure you get their senior manager’s attention and support so the training initiative is considered a key project. If you can’t do that then you can always recognize them from the training department. Take SMEs who have been helpful in the past and use them to entice the rest, put their picture on the training intranet and call them SME of the month, then send a thank you to their manager with a link. All you need is the first SME highlighted in this manner and the rest will come—trust me, I know, I have done it.

Well, that is all I have! If anyone has any other ideas, please submit them, we would love to gather all these great ideas together for all of us to share. Happy SME hunting!

Coaching is one of my favorite topics to research and discuss. That might surprise you since I’ve written the majority of my blog entries on transformative learning; however, there’s a distinct synergy between the two. Think of coaching as an enabler of the transformative learning process. Coaching can be a catalyst for personal perspective transformation.

Yet, the focus here is firmly on coaching—more specifically, the coach. My manager asked me yesterday to share my opinion on why some individuals don’t make effective coaches. I cited the propensity some people have to “tell” versus “ask.” Some coaches struggle with asking powerful and probing questions. But these were my opinions based upon my study of the topic and experience as a coach; I wanted more time to chew on his question some more and synthesize my thoughts.

In the end, as I look across the literature on coaching and recount my own personal experience, I’d have to say that it appears to boil down to the coach’s approach to the coaching relationship.

Approach 1: If the coach approaches the relationship intent on addressing the coachee’s gaps or weaknesses, then problem-solving becomes the main goal of the coaching interaction. The relationship is built on addressing the coachee’s problems or deficiencies.

Approach 2: If the coach approaches the relationship intent on having the coachee reference past achievements and capitalize on key strengths to achieve a vision for success, then positive change becomes the main goal of the coaching interaction. The relationship is built on positive exploration in service of meaningful change.

What approach is more motivating and inspiring? What approach is more likely to lead to sustained change?

The second—and more positive—approach to coaching appears to be more effective in eliciting individual and organizational change. The evidence is well presented in the text Appreciative Coaching: A Positive Process for Change. Its authors are scholars and experienced consultants in the area of organizational development who have built a coaching model on the core precepts of Appreciative Inquiry. As one of the authors aptly states, “We get more of what we focus on.” Therefore, it would stand to reason: Focus on problems, get more of them. Focus on positives, get more of them.

So, to answer my manager’s question, which is what provoked this blog entry in the first place: Effective coaches are ones that adopt an appreciative approach to change and coach to possibility instead of deficiency.

by Rich Mesch



In the first post in this series, I provided an overview for integrating storytelling into learning; now, in the spirit of translating all complex ideas into a few bullet points, I wanted to provide some tips.  These tips come from my simulation design experience, but really, they apply to most learning opportunities. While storytelling is more art than science, here are a few points to keep in mind:

1. Engage the heart as well as the mind. The workplace is emotional, so don’t be afraid to get under people’s skin. People should feel elated when they succeed, uncomfortable when they fail.
2. Focus on what makes the job challenging. Is it the complexity of the product line? The demands of your boss? The intimidation factor of talking to a well-educated physician? Don’t shy away from the tough stuff.
3. Show, don’t tell. This is one of the oldest writer’s rules. Instead of writing “he was nervous,” show your character’s behavior, and let your user/reader conclude that he’s nervous.
4. Storytelling needn’t involve narrative. While a novelist employs narrative as her primary tool, the simulation designer has many more tools available. Computer users can only tolerate reading in small doses. Tell your story with video, audio, graphics and animation.
5. Don’t feel you have to tell the entire story of a job in a simulation. Simulation stories work best when they are focused just on those parts of the job that are complex or difficult. In designing a sales simulation for a large pharmaceutical customer, we determined that reps did well at product detailing, but had opportunities for improvement in opening and closing calls. We designed a simulation that incorporated the entire call, but focused decisions specifically on openings and closings.
6. Good stories demonstrate actions and consequences. Your user will be more engaged if you create a sense of anticipation, a driving desire to know what happens next.  Watch the way an audience leans forward in their seats during an exciting movie, and determine what will get your simulation user leaning forward at his computer.
7. Don’t lose sight of the basics. Good stories have a beginning, a middle, and an end. They chart a logical progression of conflict, resolution, and conclusion. That’s part of what makes the process of reading a book or watching a movie so satisfying—the feeling that you’ve shared a journey with the characters. Make sure your story develops throughout your course or simulation and reaches a satisfying conclusion (or potentially several satisfying conclusions!) at the end.

 

 

by Rich Mesch

Storytelling is one of the most effective yet underused methods for enhancing adult learning.  Ever heard someone yell at characters on a movie screen or talk back to the television? Ever stay up way too late one night because you had to read just one more chapter of a best seller? Ever rearrange your schedule to make sure you’re home for the conclusion of the cliffhanger episode of your favorite TV series?

Odds are good that you answered “yes” to at least one of the questions above, and very possibly to all of them. It’s not surprising. For many cultures, storytelling is one of the most pervasive methods of sharing information. A good story speaks to our minds, our hearts, our deepest emotions. When we’re truly wrapped up in a great story, we sometimes do things that are irrational; we speak to characters we know are fictional, we give up sleep that we desperately need, we laugh or cry or rejoice or despair over the lives of people we know are completely made up, completely fabricated. We’re human beings; we are able to connect on many levels.

We hate to admit it, but the workplace is irrationally emotional as well. On a good workday, we can feel fear, anger, joy, despair and elation. But for some reason, when we train people to be effective in this environment, our approach too often becomes dry and bloodless. We engage the mind (if we’re lucky), but not the heart. As a result, we reduce the likelihood that we will gain learner attention, that our message will be heard, let alone retained and applied.

I’ve been fortunate to spend most of my career working on performance simulations. The word “simulation” means many different things to different people. But at its core, simulations provide a realistic environment for learners to try new behaviors and experience the likely outcomes. And this is where storytelling becomes critical. If I’m going to truly apply new behaviors, I need to feel the same pressures, trade-offs, and barriers to change that I will feel in the real world. If those aspects are not present, I’m likely to dismiss the whole enterprise as “just another training exercise.” There are good simulations and bad simulations (and really bad simulations that don’t simulate anything). Some interpret simulation as a complex multiple choice test, which isn’t even close. Ultimately, what raises a mediocre simulation to a great simulation is the ability of the designers to engage the learner with a compelling story.

Novels, movies, and TV may be more appropriate metaphors for adult learning than classrooms are. The key factor is immersion; an experience that takes you out of the here-and-now and fully involves you in another environment. When people care about how the story turns out, they will start making decisions based on their internal assumptions; they will start getting distracted from the textbook “right” way and start making decisions emotionally, like they do in real life. This creates an opportunity for not just learning, but real behavior change—by allowing you to examine what drives your behavior in the first place.

So how do you apply some of the rules of storytelling to our training initiatives? The key is to focus on how the world works in real life. There’s tons of good leadership content out there, and most of it is not hard to understand. So why is there such a shortage of good leaders? Because when someone actually tries to apply this stuff, they meet challenges, encounter resistance, and need to change the way processes and systems work. Although they may agree that this is the “right stuff,” they don’t do it, because the risk and effort of doing it “right” outweighs the potential consequences of doing it “wrong.” Your story needs to address that. The same constraints and pressures that make your content difficult to implement in the real world need to exist in your training solution. Otherwise, your users will recognize it as a work of fiction, separate and divorced from the real world. Nobody can consider how to overcome the barriers to success until they comprehend what the barriers to success actually look like.

In the next post in this series, we'll review 7 key tips to using storytelling in your learning. See you there!

by Reni Gorman

Tip #3: Present main points first (the ones you wrote in Tip #2), followed by details, wrapped up by summaries of main points.

Cognitive Psychology: Presenting main points first primes learners and activates associated knowledge pathways. Take the Serial Position Curve into consideration by presenting main points up front, and as part of summaries at the end. Present material using the PQ4R study method (this is a great method, see below for details).

Why (Justification):

When I say: “It is very important to design your course material to facilitate learning with understanding.” Hopefully you deeply processed and understood the sentence and every associated concept you know has just been activated in your brain, this is referred to as associative priming. In addition, activation should spread to the surrounding concepts as well. This is called spreading activation. (Anderson, 2000) Now that you are primed, and have activated your relevant knowledge, you will be much faster at retrieving related knowledge to map new knowledge onto, bring up possible misconceptions, and prepare your mind to learn.

In a study by Meyer and Schvaneveldt (1971) subjects judged associated word pairs such as bread and butter, a lot faster than nurse and butter. These results indicate that when they saw the word bread, it associatively primed the word butter increasing recognition and judgment speed.

The PQ4R study method (Thomas & Robinson, 1972) was designed to help students learn and remember text from a chapter in a textbook. It encourages students to: Preview, Question, Read, Reflect, Recite, Review. To conduct the preview, Anderson (2000) recommends the following: “Read the section headings and summary statements to get a general sense of where the chapter is going and how much material will be devoted to each topic. Try to understand each summary statement and ask yourself whether this is something you knew or believed before reading the text.” (p. 5) It seems that by doing this we are priming ourselves not just for what is to come, but the organization of what is to come, called advanced organizers.

In a study by Frase (1975), subjects who received advanced organizers scored better on tests, then the group who did not receive advanced organizers.



Hierarchical encoding of serial-order information means that “subjects store long sequences hierarchically, with sub-sequences as units in larger sequences.” (Anderson, 2000, p. 132) Therefore, learners create groups and subgroups and organize them hierarchically as they learn to store and later to recall information from memory.

Consider the study conducted by Klahr, Chase and Lovelace (1983) based on subjects speed at recalling certain letters of the alphabet. In the alphabet song, pauses indicate the end of a group and the start of another. [(ABCD, EFG) (HIJK, LMNOP)] [(QRS, TUV) (WX, YZ)] A subject may be given the letter “K” and asked to generate the next letter. Generation times were faster at the beginning of a group and progressively slower toward the end of a group. This represents the front anchoring effect that subjects access the beginning of each group first, then search for the target from there.

“Propositions information can be represented in networks that display the relations among concepts.” (Anderson, 2000, p. 151) Propositional networks are also referred to as a semantic network: of or related to meaning. Presenting all the main points upfront will allow the main points to be the front anchors for the details to come. This will lay the foundation for the conceptual framework (you created in step #1) to be the main organizational network for the information.

How (Application):

1. Create a good clear title for each section of your course that will help get your learners thinking about the information you are about to present. That means using titles that clearly communicate the topic you are about the cover.

A bad example is: Interesting New Findings.

A much better title would be: Interesting and New Findings in How People Learn.

2.  Begin creating an advanced organizer by listing your outline with your nice clear titles and the corresponding main points. Remember that each section or chunk has a main point. There are main points for concepts as well as sub-concepts. Tip: if you notice you have too many main points for a section… try to find a logical break and break it up! (Remember +or-7 from tip #2) The main points are very important. If the student never gets past your advanced organizer and only studies the main points what is the most important information that you want them to walk away knowing?

3.  Since learners tend to remember information presented in the beginning and, even more so, at the end, it is a good idea to present main points in the beginning and at the end. What you have just created can also be used as your summary. (Later we will add questions to the advanced organizer... making it slightly different from your summary.)

References

Anderson, J. R. (2000). Cognitive Psychology and Its Implications: Fifth Edition. New York, N.Y.: Worth Publishers.

Frase, L. T., (1975). Prose processing. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 9.) New York: Academic Press.

Klahr, D., Chase, W. Go, & Lovelace, E. A. (1983). Structure and process in alphabetic retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 462-477.

Meyer, D. E., & Schvaneveldt, R. W. (1971). Facilitation in recognizing pairs of words: Evidence of a dependence between retrieval operations. Journal of Experimental Psychology, 90, 227-234.

Thomas, E. L., & Robinson, H. A., (1972). Improving reading in every class: A sourcebook for teachers. Boston: Allyn & Bacon.