Risks and rewards of L&D

The Academies Framework
(Brassey et al., 2019, p. 4)

To achieve job satisfaction, employees are looking for balance in their work. This is now a greater attractor than career advancement (LinkedIn, 2023, 2020). However, Kiwi employees seem to value development - re-defining career advancement as 'ambition'; as opposed to moving 'up the ladder' (Randstad, 2024; Tilo, 2024) - with over 70% of us saying that learning and development (L&D) opportunities in their workplace are important. Some note it as a key factor in deciding whether to stay with an organisation (Randstad, 2024)... or not. 

While organisations always need to consider cost:benefit for any spend, L&D often takes a more ‘organisation-centric’ approach which tends to ensure L&D alignment with company values (Brassey et al., 2019). An organisational-centric approach tends to come at the expense of individual development when times are tight... and we seem to be heading into tighter economic times (Ryan, 2024). Labour remains constrained, so employers do need to be careful to not slash L&D budgets too hard, or they may find it hard to attract and retain suitably skilled staff.

This is a risk as employees seem to get impatient with a ‘one-size-fits all’ model'. Providing tailored L&D opportunities will improve individual productivity and performance, still delivering organisational success by way of increased productivity, innovation, and staff retention (Lee & Bonk, 2014; Rosenberg, 2006).

Employer L&D anxiety arises due to: L&D not aligning well with organisational values; the weight of resource consumption including time taken to develop strategies and funding; the risk that employees may leave after training is complete (Brassey et al., 2019; Lee & Bonk, 2014). Having a clear organisational vision for employee L&D can help ensure that benefits outweigh costs (Tilo, 2024; Brassey et al., 2019). Development spend should be budgeted and measured to check that it provides tangible, productive outcomes (Van Hooydonk, 2019), and is flexible enough to facilitate employee connection, engagement, and to delivery of quality work. Good training means staff are well-able to do their work; and so are happier. Happy employees are more likely to stay (Brassey et al., 2019).

Even in a tight employment market, employers can effectively tackle gaps in organisational skills through sound L&D (Brassey et al.,2019; Rosenberg, 2006). The long-term benefits of future-proofing businesses via organisational and individual skill development are tricky to calculate; but that does not mean that it shouldn't be attempted (Brassey et al., 2019). The Academies framework sets out a nine step model: those of aligning L&D with the business strategy; L&D being fleet of foot in determining organisational and employee needs; being proactive in undertaking training needs analyses; delivering sound learning design; quickly delivering training at scale; accurate measurement of bangs for the buck; integrating training into JDs, KPIs and organisational outcomes; fitting with the 70:20:10 framework; ensuring systems and application fit (Brassey et al., 2019).

This is complex work, but the tools exist to smooth the path, and to allow employees, as well as the organisation, to add value through the process of L&D.

Naufa & Sam

References:

Brassey, J., Christensen, L., & Van Dam, N. (2019). The essential components of a successful L&D strategy. McKinsey & Company. https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/the-essential-components-of-a-successful-l-and-d-strategy#/

Lee, H., & Bonk, C. J. (2014). Collaborative Learning in the Workplace: Practical Issues and Concerns. International Journal of Advanced Corporate Learning (iJAC), 7(2), pp. 10–17. https://doi.org/10.3991/ijac.v7i2.3850

LinkedIn Learning. (2020). Building the agile future: L&D puts people and skills at the center of organizational success [report]. LinkedIn. https://learning.linkedin.com/content/dam/me/learning/resources/pdfs/LinkedIn-Learning-2020-Workplace-Learning-Report.pdf

LinkedIn Learning. (2023). Building the agile future: L&D puts people and skills at the center of organizational success [report]. LinkedIn. https://learning.linkedin.com/content/dam/me/learning/en-us/pdfs/workplace-learning-report/LinkedIn-Learning_Workplace-Learning-Report-2023-EN.pdf23

Randstad. (2024). Workmonitor 2024 report. https://www.randstad.com/workmonitor/

Rosenberg, M. J. (2006). Beyond E-learning: approaches and technologies to enhance organizational knowledge, learning, and performance. John Wiley & Sons.

Ryan, M. (2024, April 26). Does fighting inflation always lead to recession? What 60 years of NZ data can tell us. The Conversation. https://theconversation.com/does-fighting-inflation-always-lead-to-recession-what-60-years-of-nz-data-can-tell-us-227894

Tilo, D. (2024, February 21). New Zealand employees value flexibility over career progression: survey. HRD New Zealand. https://www.hcamag.com/nz/specialisation/benefits/new-zealand-employees-value-flexibility-over-career-progression-survey/477966

Van Hooydonk, S. (2019). Employee training is not a one-size-fits-all activity: Today, learning is a lifelong process, but the classroom paradigm is standing in the way. HRD Australia. https://www.hcamag.com/au/news/general/employee-training-is-not-a-one-size-fits-all-activity/169561

* Naufa Abdul Sattar kindly prepared much of the material for this post

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What is critical reflection

Critical reflection has been a "process of becoming critically aware of how [...] we see ourselves and our relationships [...] and act[...] upon these new understandings” (Mezirow, 1981, p. 6, emphasis in original). I like this definition, because in my view, critical reflection is action-oriented. We see, we understand, we act to make our own change. Like the reflective model of Borton (1970; or Driscoll, 1994).

However, it is sometimes difficult to explain to students just what critical reflection should be at a personal level. Some students just get it. In my experience it seems that those who are introspective enough, and independent learners enough, understand the process almost instinctively. That they are critically reflective is probably because they have built the skills of introspection, which in turn makes them independent learners!

Then there are the student who seem to bumble around in the dark, lacking understanding of how to begin being critical learners. They appear unable to peel back the layers of self to commence self-critique. They are good with following instructions, but are unable to see their place in the process, to grasp that they themselves might be improved, and lastly how to act on that. There are elements of passive followership (Kelley, 1988) in such students inability to critically reflect.

Often when passive students begin to learn about reflection, they begin by focusing on their technical work - the superficial level of task. They only look at the "doing". This is technical reflection where there is "technical application of educational knowledge and of basic curriculum principles for the purpose of attaining a given end" (Van Manen, 1977, p. 226). 

However, going deeper will move passive reflectors into being more active, more independent in their learning. Learning to see what underlies the rules and theories we are being exposed to provides the next level of reflection. We need to learn to be perceptive enough to see the 'why'. Practical reflection is "the process of analyzing and clarifying individual and cultural experiences, meanings, perceptions, assumptions, prejudgments, and presuppositions, for the purpose of orienting practical actions" (Van Manen, 1977, p. 226). 

But it is critical reflection that provides the gold mine for creating true independent learners. Our ability to accurately determine "the worth of knowledge and to the nature of the social conditions necessary for raising the question of worthwhileness" (Van Manen, 1977, p. 227); of being able to see not only who we are and how we can develop, but also our path to refining our own contribution is a lesson that provides returns for our entire lives. 

Sam

References:

Borton, T. (1970). Reach Touch and Teach: Student Concerns and Process Education. McGraw-Hill.

Driscoll, J. (1994). Reflective Practice for Practise. Senior Nurse, 14(1), 47-50.

Kelley, R. E. (1988). In praise of followers. Harvard Business Review, 66(6), 142-148.

Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education Quarterly, 32(1), 3-24. https://doi.org/10.1177/074171368103200101

Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205–228. https://doi.org/10.1080/03626784.1977.11075533

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The benefits of reflection

When we are learning something new, we need to reflect to embed our learning. By creating the space to reflect on our learning, we will not only remember far more of what we set out to discover, but we are more likely to understand what we have been exposed to. 

The key concept in the previous sentence is "creating the space". We have to create an environment where we have enough time to reflect. That is not pressured time, but peaceful time where we can be deliberate and evaluate, sort, and analyse our learning. Where we can take the time to consider what the learning means to us now, how we can use it, and when we may be able to use our learning in the future.

Another key element is to have enough expertise to reflect well. Sometimes that might mean good examples so we can guide ourselves. Sometimes that might mean having enough expert mentoring so that we reflect deeply enough, and are able to re-evaluate our pre-conceptions. We need to have enough resources to explore what we know and what we have learned, so that we now can dimly see what we are yet to learn. That work sometimes needs a guide.

Reflective thinking is important when we are learning for many reasons, but there are some key benefits. Reflection allows us to (University of the People, 2022):

• Grow: critical reflection helps us to develop, to undertake self-improvement both our personal and professional spheres. Good quality critical reflection increases our self-awareness, and our ability to better understand our motives. 
• Push: reflective thinking can motivate us, because we truly understand what we are trying to achieve, and why we are trying to achieve it. The more challenges we take on, the less fear we will have of the unknown. 
• Extrapolate: critical reflection extends our contextual understanding to a broad range of experiences, past and present, allowing us to see our past in a different light. We can now see 'what ifs' which we can extrapolate into new areas, making us more effective and growing our expertise. 
• Stand in other's shoes: reflection helps us to better understand other's viewpoints; to better see why others acted the way they did. This knowledge makes us more open-minded, more accepting of difference. 

Reflective learning is a process without cease. We observe, we understand, and we act. We take what we have learned and we apply it, all while continuing to reflect so that we continue to grow our understanding. 

To learn more about critical reflection, go here. 

Sam

References:

University of the People. (2022). How To Think Reflectively. https://www.uopeople.edu/blog/reflective-thinking/

Van Velzen, J. H. (2004). Assessing students' self-reflective thinking in the classroom: The self-reflective thinking questionnaire. Psychological reports, 95(3_suppl), 1175-1186. https://doi.org/10.2466/pr0.95.3f.1175-1186

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Selling versus Telling

An old video uploaded by Performance Consultants to the video platform, Vimeo, shows British golfer, Sir John Whitmore, demonstrating the art of coaching (2012). He takes a very questioning approach to his coachees, asking questions, instead of giving instructions. As a result, his coachee is relaxed, has enjoyed themselves, and the questioning has allowed the coachee to be developed at their own pace. As they become aware enough to want to know more, the coach can guide them through careful questioning, allowing the coachee to discover more information.

Coaching has been defined as the "consistent application of integrated professional, interpersonal, and intrapersonal knowledge to improve athletes’ competence, confidence, connection, and character in specific coaching contexts" (Cote & Gilbert, 2009, p. 316). Further, "coaching is an experiential, individualized, [...] development process that builds a [person]'s capability to achieve short and long-term [...] goals (Stern, 2004, p. 154).

However, instruction, or telling, is defined as "a high concern for tasks and a low concern for people and relationships. This is a very directive style. The leader gives explicit directions about how tasks should be accomplished" (Daft & Pirola-Merlo, 2009, p. 61).

The video showing Sir John Whitmore's coaching style can be seen in action in the video below (Performance Consultants, 2012):

It is fascinating how pervasive ideas can be, and how ideas can repeat in so many fields. In management, this approach aligns with the 1969 Hersey Blanchard life cycle theory of leadership, where the "telling" approach is similar to instruction, versus a mixture of "selling" and "participating" being similar to coaching (Hersey & Blanchard, 1996). This also ties in nicely with leadership as askers of questions, which you can read more about here (Daft & Pirola-Merlo, 2009).

It is interesting to consider how different fields approach things in a different way.

Sam

References:

• Blanchard, K. H., & Hersey, P. (1996). Great ideas revisited. Training & Development, 50(1), 42-48.
• Côté, J., & Gilbert, W. (2009). An integrative definition of coaching effectiveness and expertise. International Journal of Sports Science & Coaching, 4(3), 307-323. https://doi.org/10.1260/174795409789623892
• Daft, R. L. & Pirola-Merlo, A. (2009). The Leadership Experience (1st Asia-Pacific ed.). Cengage.
• Performance Consultants. (2012). Sir John Whitmore demonstrates coaching vs. instruction [video]. https://vimeo.com/41343451
• Stern, L. R. (2004). Executive coaching: A working definition. Consulting Psychology Journal: Practice and Research, 56(3), 154–162. https://doi.org/10.1037/1065-9293.56.3.154

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Seminar Planning

I was writing a reply to a former colleague's inquiry recently about running seminars. He was going to be charging his clients to attend his seminars, and I realised that I was about to give away my twelve years worth of experience without charging.

Instead I sent a response detailing what I could do to help.

However, I kept thinking about what it is that I have learned in that twelve years that now makes putting together lectures so, so easy.

I don't do a lesson plan. I use my PowerPoint structure to plan what I want to deliver. I print my notes pages out to take with me, which means that on a nice day I can ditch the slides and go outside with the group and enjoy some Dr Green. Those learning sessions are very, very 'sticky', and anything that helps learners to remember what is being delivered will add value.

What are the key things that I do when using PowerPoint without even thinking about it? I decided to write a list. Then of course I decided to give it away anyway, by posting it on my blog, as follows:

• The script does not equal the slide. The slide has fewer than 40 words. It is not what I say. The script goes in the Notes area, and is roughly what I will say, probably around 700 syllables, or 280 words
• PowerPoint slides should have a max of 40 words/slide (Tufte, 2003)
• Don’t go smaller than 24 font on the slide
• Average timing is 2 mins talking/slide. BUT an absolute max of 20 slides in an hour (fewer is better - I aim for 20-25 slides for a two hour session including bibliography)
• Break up each hour into 15 minute blocks of combined theory and activity. I tend to do 5-10 mins theory then 5-10 minutes activity for each quarter hour. A two hour session for example might look like: 10 mins intro – 5 mins activity – 5 mins theory – 10 mins case study & discussion – 10 mins theory - 5 mins quiz – 10 mins theory – 5 minute break. Rinse repeat.

Activities might include watching a video, reading a case, doing a third-party quiz, researching something in small groups, small group discussion, large group discussion, whiteboarding ideas, mind mapping, sociometrics, card sorts, student stories, or any combination of any of these.

Each activity needs to be chosen to build application of the theory that has just been taught. The combination followed by reporting back helps us reflect on what we have learned. And once we have reflected, then we have a framework that anchors that idea so it can be remembered and used as tool later.

Then learning is interactive, easier to absorb, and should be fun.


Sam

• Reference: Tufte, E. R. (2003). The Cognitive Style of PowerPoint: Pitching Out Corrupts Within. Cheshire CT, USA: Graphics Press LLC.

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Heutagogy: the art of self-directed learning

The Difference Between Pedagogy, Andragogy,
And Heutagogy (Heick, 5 November 2015)

What do you know about heutagogy? I hadn't even heard about this a few months ago, until a travelling expert in this area came to do a seminar at my institution. Then I learned a few things.

Heutagogy was defined in 2000 by Hase and Kenyon as "self-determined learning" and is based on the idea of knowledge-sharing over knowledge-hoarding. It picks up Argyris's idea of double-loop learning, and reflecting about the how and the why of our learning (2002). I like that. Research projects and theses are heutagogic.

Heutagogy is a step beyond andragogy (adult learning; Knowles, 1980), and into self-reflective, -directed and -determined learning. Learners not only build the plan, they negotiate their own path, outline the field, and map the territory (Heick, 5 November 2015; Blaschke, 2012; Argyris, 2002; Hase & Kenyon, 2001; Hase & Kenyon, 2000). Heutagogy is a philosophical approach that aims to help learners self-develop as problem-solvers, trouble-shooters and action-takers making continuous improvement: those who can work developmentally in learning organisations.

The idea is that the learner drives the learning completely, independently, and does not follow a linear route. The learner seeks self-actualisation (Maslow, 1962). The 'teacher' is simply a guide on the side (King, 1993); a facilitator.

It is quite an interesting idea. I will come back to it in a later post.


Sam

References:

• Argyris, C. (2002). Double-Loop Learning, Teaching, and Research. Academy of Management Learning & Education, December, 1(2), 206-218
• Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71.
• Blaschke, L. M., & Hase, S. (2016). Chapter 2 - Heutagogy: A holistic framework for creating Twenty-First-Century self-determined learners. In B. Gros, Kinshuk, & M. Maina's (Eds) The Future of Ubiquitous Learning. Berlin, Germany: Springer Berlin (pp. 25-40)
• Hase, S., & Kenyon, C. (2001). Moving from Andragogy to Heutagogy in Vocational Education. In Research to Reality: Putting VET Research To Work. Proceedings of the 4th Conference of the Australian Vocational Education and Training Research Association (AVETRA), in Adelaide Australia, 28-30 March 2001.
• Hase, S. & Kenyon, C. (2000). From Andragogy to Heutagogy. ultiBASE In-Site, December, ISSN 1328-1798. Retrieved 15 January 2018 from http://pandora.nla.gov.au/nph-wb/20010220130000/http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
• Heick, T. (05 November 2015). The Difference Between Pedagogy, Andragogy, And Heutagogy. Retrieved 13 November 2017 from https://www.teachthought.com/pedagogy/a-primer-in-heutagogy-and-self-directed-learning/
• King, A. (1993). From Sage on the Stage to Guide on the Side. College Teaching, Winter, 41(1), 30-35. https://doi.org/10.1080/87567555.1993.9926781
• Knowles, M. S. (1980). The Modern Practice of Adult Education: From pedagogy to andragogy. USA: Prentice Hall
• Maslow, A. H. (1962). Toward a psychology of being. USA: D Van Nostrand Company Inc.

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Deep Learning

Image thanks to Paddlechicka, n.d., from
Kathy Sierra, Creating Passionate Users, 2006

A career colleague of mine recently shared a Medium article on LinkedIn, which centred, beyond instrumental imperatives, around a core message on the deeper benefits of learning.

Having just attended the Career Development Association's Symposium (CDANZ), where we had a robust discussion on professional development, one early paragraph in the Medium article really struck me:

"The difference between the professionals and the dreamers is that the professionals actually become students of their craft. They live and breathe learning and improvement. It’s not just 10,000 hours of it, either. Becoming a student means developing your deep work abilities. It means you practice deliberately" (Moore, 2017).

Isn't that a lovely thought? That "[b]ecoming a student means developing your deep work abilities. It means you practice deliberately" (Moore, 2017). This ties in quite nicely to what both Professor Michael Arthur and Judith Jamieson said in their respective key notes at the CDANZ symposium. What great managers - and career practitioners - have that sets them apart is intellectual curiosity. If we constantly feed our own curiosity about our profession, then we are displaying professional behaviour.

However, it is not just curiosity that we need to be professional. Moore quoted Epictetus, a Greek philosopher, who said “If [we] want to improve, be content to be thought foolish and stupid" (1 November 2017). Being prepared to learn with a beginners mind (Daft, 2008, Kuhn, 1970) is a very important part of remaining professional. Always being a naive inquirer (Miller & Rollnick, 1991). Then as things change in our profession, we update our knowledge. When we stop doing that, it is probably time for us to move on to something new.

Something else that struck me from Moore's article was the attitude of others to our learning. This related to those who are single-minded enough to pursue their own self-development:

"First they laugh at you. Then, they criticize you. Finally, they brag to others how they know you" (Moore, 2017).

This is an interesting point. Sometimes people who are very focused on gaining mastery have little time left in their lives for anything other than becoming the best at their own game. I personally feel that there is a difference between mastery and professionalism. One can become all consuming (mastery), and the other remains practice.

My friend, Mike Dooley, said that this idea of deliberate practice could be "a view of study as a 'good in itself', which would liberate it from the dictates of someone other needs/ends (the economy, an employer, status, gaining a diploma....)". I particularly like this view of study as a 'good', as an end in itself. This is probably what professional organisations are trying to embed; that part of being 'professional' is the deliberate practice of continual self-development.

While some of us are still struggling to make the shift from a fixed, "I'm done" mindset to a growth, if we are professionals, we need to move to an "I'll always be developing" mindset.

And practice deliberately :-)


Sam

References:

• Daft, R. L. (2008). The Leadership Experience (4th ed.). Thomson South-Western.
• Dooley, M. (4 November 2017). A reminder of the wide and deep benefits of applied study, beyond instrumental imperatives. Retrieved 4 November 2017 from https://www.linkedin.com/groups/3711595/3711595-6331935456061685762?midToken=AQGAxGsctAQ4_g&trk=eml-b2_anet_digest-hero-24-hero%7Edisc%7Edisc%7E0&trkEmail=eml-b2_anet_digest-hero-24-hero%7Edisc%7Edisc%7E0-null-az11i%7Ej9kfwzjt%7Ef9-null-communities%7Egroup%7Ediscussion&lipi=urn%3Ali%3Apage%3Aemail_b2_anet_digest%3BGPQpxj3NQH2JE3fgbS0FfA%3D%3D
• Kuhn, T. S. (1970). The Structure of Scientific Revolutions (2nd ed.). The University of Chicago Press.
• Miller, W. R. & Rollnick, S. P. (1991). Motivational Interviewing: Preparing people for change (2nd ed., 2002). The Guildford Press.
• Moore, A. (1 November 2017). If You Don’t Become a Student First, You’ll Never Be Great at Anything. Retrieved 4 November 2017 from https://medium.com/the-mission/if-you-dont-become-a-student-first-you-ll-never-be-great-at-anything-6560cc7e72d0
• Paddlechica (2015). How to be an Expert. Retrieved 5 November 2017 from http://paddlechica.com/wp-content/uploads/2015/03/paddlechica_how_to_be_an_expert.png
• Sierra, K. (2006). How to be an expert. Retrieved 5 November 2017 from http://headrush.typepad.com/creating_passionate_users/2006/03/how_to_be_an_ex.html

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Ratio of class to self-study

Recently I was reading a very interesting article by Dr Lolita Paff on that magic ratio that we use in education as a rough rule of thumb: for every class hour, we expect students to spend two hours studying.

Dr Paff said in her article that the US Education Department suggests each credit consists of "One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester…", and notes that this was the same when she was studying in the 1980s, and that her professors said it had been the same in the 1970s (28 August 2017). I can confirm that this was normal in New Zealand from the 1980s through to today, because we still use roughly that ratio now. Apparently that ratio is quite old: circa 1909 (Shedd, 2003, as cited by Paff, 28 August 2017), but there is a dearth of underpinning evidence, and little research exploring this.

The trouble is, we don't tend to get specific on what students should spend those two hours studying, and what level they should reach. Going on to say that while an approximate hour guide is somewhat useful, Dr Paff suggested a task mastery focus was a more sound approach. Drawing on her experience in as an educator, and as a child in learning the piano, Dr Paff said that each week her piano teacher would send her home with very specific, clearly outlined practice tasks to complete before the next lesson. While her teacher would say roughly how much time that might take, both parties understood that getting to mastery was not going to be the same for all learners.

I agree with Dr Paff. Completing tasks on the way to getting to mastery is a more sound focus. It allows us to be much more focused on experiential and active learning. What is even more interesting to me is that this is how I have organised my teaching, without even being aware of it.

Light bulb moment.


Sam

• Reference: Paff, L. (28 August 2017). Questioning the Two-Hour Rule for Studying. Retrieved 30 August 2017 from http://email.magnapubs.com/questioning-the-two-hour-rule-for-studying?ecid=ACsprvvSphqATHpMuRCRVV0CzT0RgYoo8CqIFEpThNU3liHhwWco_Xb8YUQCHkCY3M9d4yGct3xz&utm_campaign=Faculty%20Focus&utm_source=hs_email&utm_medium=email&utm_content=55700224&_hsenc=p2ANqtz-88evnaDRipW_a8l-OBX_EA_EVAdEluFF9TJiGxCwpRG_JyG8sX0FKU-r8FOjgNJWuvxHD2ePCZKo2HdqjHV8_ZEUV_vw&_hsmi=55700224

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Student response systems

While I am sure that many of my US colleagues will know all about student response systems (SRSs), they are not that common here in New Zealand. Some of our larger Unis may use them for first year classes, but, as far as I am aware, they aren't widely used in the Polytechnic sector.

Sometimes called 'clickers', an SRS is something that you use to vote on an option when in a large seating space. The lecturer/compère will ask you to vote, and you select the option you feel is correct. The lecturer/compère gets the voting summary, and reports the outcome. Think Who Wants to be a Millionaire's "Ask the Audience" option, and the compère's role in that.

If a lecturer uses an SRS, it can be integrated into a workshop session in a lecture theatre by using a 'talk to your neighbour' strategy. You show a problem, and first the students load their individual answers in. Then they discuss with their neighbours, and load their shared, agreed answers in. Then the lecturer debriefs the learning and explains the outcomes. Professor Eric Mazur from Harvard was one of the earliest proponents of this type of interactive learning, which can be viewed in action below:



And then Professor Mazur's rationale for how he learned to teach this way here:



One potential SRS solution I am interested in is Socratic, which has a free app for students to pop on their phone. I am hoping that my institution will trial the full package, so we see if it creates more interaction in lecture theatre work.

It should. Fingers crossed.


Sam

References:

• Allen, B. (13 April 2017). Responsive teaching. Retrieved 14 June 2017 from https://eic.rsc.org/ideas/responsive-teaching/3007116.article
• Harvard Magazine (2012). Eric Mazur shows interactive teaching. Retrieved from https://www.youtube.com/watch?v=wont2v_LZ1E
• Mazur, E. (2009). Confessions of a Converted Lecturer (Abridged, 2012). Retrieved from https://www.youtube.com/watch?v=rvw68sLlfF8

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An Easy Ice Breaker

Do you have any favourite ice breakers?

Ice breakers are such a tricky thing to get right. I am sure that you, like me, have found yourselves feeling like a pack of planks trying to work through an clumsily delivered ice breaker that becomes cringingly embarrassing.

Many ideas should get knocked out because they don't suit the reason that the group is coming together.

A recent LinkedIn post on the Higher Education Teaching and Learning group by Dr. Low Chin Heng called for ice breaker ideas for use with a group of 35 CEOs on an Executive MBA course.

Dr Heng briefed his LinkedIn audience well. He explained two key constraints: the session needed to last for 30 minutes, and the CEO group was relatively experienced at Exec MBA programmes.

Respondent Caroline Carr had a great idea: simple and effective. She wrote:

[Get them into] 7 groups of 5

• They each write an 'unusual fact ' about themselves on a piece of paper which are folded up and put in a container.
• They each then briefly introduce themselves stating their starting position in life and current position
• Then one at a time, each person draws a slip of paper out of container and has to 'guess' to whom the unusual fact relates. The others can have input before final decision and slip is placed in front of selected person.
• Continue until all slips allocated.
• If you pull your own slip, simply swap for another (unless it's the last one)
• Review before finally agreeing as group.
• Review for successful matching. [presumably with the entire group so everyone can get some anchoring facts around everyone else]
  

This gets people talking, sharing and appreciating the person as opposed to their title - really important if you wish them to effectively communicate throughout the event.

I am a petite, blond, female accounting lecturer and ride a motorbike - I'm almost never matched to that unusual fact so good for outlining the pitfalls of stereo-typing too.

While I was reading Caroline's idea, I was thinking that this would be an easy ice breaker to theme. If you were coming together over a holiday weekend, theme the unusual facts around the holiday; if for a site visit, related to the heath and safety; and so on.

Endless options.

Banking that idea for the future!


Sam

• Reference: Heng, Dr. Low Chin (10 June 2016). Ice-breaker for Executive MBA CEOs. Retrieved 13 June 2016 from https://www.linkedin.com/groups/2774663/2774663-6146540595050528773

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Creating Independent - Active - Learners

Independent, active learning is where "students engage with the curriculum - and academic staff - to achieve learning goals, [...] interacting with peers [...] and stakeholders". This type of learning puts the "responsibility on students [to] be engaged, [but is] enabled, facilitated and supported by staff through relevant and guided opportunities, suitable pedagogies and an appropriate learning environment" (Thomas, Jones & Ottaway, 2015, p. 6).

To get 'engaged', students need active learning practices, using "higher-order cognitive skills such as the ability to analyse, synthesize, solve problems, and [thinking] meta-cognitively in order to construct long-term understanding. It involves the critical analysis of new ideas, linking them to already known concepts, and principles so that this understanding can be used for problem solving in new, unfamiliar contexts" (Hermida, 2008).

Kiwi students are staircased into active learning from kindergarten. When they get to higher education, they are well on the path to being active, deep, independent learners, who are self-directed, curious, questioning and adept at building and applying theoretical frameworks (Warring, 2007).

However, the main groups of international students who study here - largely Indian and Chinese nationals - tend to find independent, active learning a major challenge (Warring, 2007).

Many lecturers whom I speak with tell me that trying to get international students up to speed feels like trying to get a helpless employee to do a job: that it almost feels easier to do the work yourself.

While I understand that view, this - to me - is not the problem. I reframe this as: we have students who need to make up ten years of deliberate educational development and become independent, active learners in a single semester. What shortcuts can we use?

One idea I am trying out is to clarify what is the lecturer's 'job', and what is the student's 'job'. For example, DeLong (2009, p. 3) lays out learner and lecturer roles as:

Activities to Structure Learning	Student\Learner	Teacher
Diagnose Needs	Understand own values	Help student ID Values
Set Objectives	Describe learning outcomes	Help student ID potential learning outcomes
Identify learning resources	ID preferred learning style	Help student determine their learning style. Know your teaching style
Use resources	Choose appropriate resources	Help student ID resources
Assess learning	Provide honest assessment	Facilitate assessment process

I suspect that we don't explain the learner 'job' explicitly to our international students. I also think they are often blind to what active learning actually is. If we are clear about what they are responsible for, they will learn and apply appropriate behaviours. Using DeLong's framework may help each of us to stay explicitly focused on our own role.

I will formalise other active learner development tools and blog on them in the coming months: and I would be very interested in others' shortcuts.


Sam

References

• DeLong, Suzanne (2009). Teaching Methods to Encourage Independent Learning and Thinking. Retrieved 12 May 2016 from http://www.usma.edu/cfe/Literature/DeLongS_09.pdf
• Hermida, Dr Julian (2008). Deep Learning. Retrieved 12 May 2016 from http://www.julianhermida.com/algoma/law1scotldeeplearning.htm
• Stanger-Hall, Kathrin F. (2012). Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes. USA: CBE—Life Sciences Education, Fall 2012, Volume 11, issue 3 (pp. 294-306). Retrieved 21 November 2012 from http://www.lifescied.org/content/11/3/294.full
• Thomas, Professor Liz, Jones, Dr Robert & Ottaway, Dr James (2015). Effective practice in the design of directed independent learning opportunities. Retrieved 12 May 2016 from https://www.heacademy.ac.uk/sites/default/files/resources/effective_practice_in_the_design_of_directed_independent_learning_opportunities.pdf
• Weimer, Maryellen PhD (November 2010). Deep Learning vs. Surface Learning: Getting Students to Understand the Difference. USA: Author. Retrieved 20 November 2012 from http://www.facultyfocus.com/articles/teaching-professor-blog/deep-learning-vs-surface-learning-getting-students-to-understand-the-difference/

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How to take EXCELLENT notes

Visually published their annual The 18 Best Infographics of 2015, on 17 December 2015. Of those that they published, I was most taken by the work done by the Westminster Bridge Student Accommodation, on the "Ultimate guide to note taking in class".


Sam

References:

• Visual.ly (17 December 2015). The 18 Best Infographics of 2015. Retrieved 29 December 2015 from http://blog.visual.ly/18-best-infographics-2015/?mkt_tok=3RkMMJWWfF9wsRolvKrNZKXonjHpfsX56ewtX6K3lMI%2F0ER3fOvrPUfGjI4ARMZnI%2BSLDwEYGJlv6SgFTbLMMaRo17gJWBA%3D
• Westminster Bridge Student Accommodation (16 March 2015). Ultimate guide to note taking in class infographic. Retrieved 29 December 2015 from http://wbsa.co.uk/the-ultimate-guide-to-note-taking-in-class-infographic/

read more "How to take EXCELLENT notes"