In Support of Excellence

It's all about the students

Articulate Studio ’13 … Hello Boys I’m Back!


In 2005-6 I introduced Articulate Studio Pro software to the teaching staff at the University of Adelaide and for years it was used to develop what I call Interactive Learning Modules (ILMs). Then the iPad revolution happened with the need for HTML5 and not Flash to run on the tablets and Studio Pro became tired and in need of an upgrade. About a year ago Articulate released a superb new software product called Storyline. There has been a lot of buzz about it and it has become really more than software now and I wrote a blog entry in Mar 2013 called “Articulate Storyline: More Than Software It’s An Ecosystem” where I listed a great many websites and resources to support creative development using this tool.

A few months ago Articulate released a major upgrade to their Studio suite of software, Presenter ‘13, Quizmaker ‘13 and Engage ‘13. The most exciting feature being they publish HTML5 tablet friendly output. I have been tracking closely all the interest in Storyline over the last year and was wondering why Articulate worked so hard on a new version of Studio Pro.

So when I needed to develop a very important learning module, the first with my own content in 5 years, I took the opportunity to use the newly released Articulate Studio 13 Pro  suite of software. I decided to push the envelope with pedagogy and use as many of the features to enhance learning as I could. I am impressed with what is possible and this post is about what I discovered. During the development I couldn’t help but think using this significantly upgraded software was sending a message to the elearning community a little like the classic memorable line from the Blockbuster movie Independence Day … “Hello boys I’m Back”!

Please visit this Interactive Learning Module (ILM) “CALLED to Instruct Them in the Practice” and explore the pedagogy … I think it is impressive and I hope it inspires you to try out the new Articulate Studio 13 software and include some of these strategies. I am not saying you can’t do it all in Storyline … just that if you use Studio 13 Pro with your PowerPoint, you can now build pedagogically strong interactive learning modules which run nicely on iPads. Here are some of the highlights:

  1. Learning Outcomes: I have to start with a clear definition of learning outcomes. This is not a special feature of the software but a must to get the best learning possible. Use Blooms Taxonomy, referring regularly to The Padagogy Wheel Learning Design Model and particularly the Grey Matter Grids mindsets.  This will be invaluable to you when thinking how to build excellent ILMs.
  2. Checkpoints: are the core architecture or backbone of an ILM. This module has four of them. When I develop an ILM I believe there should be no more than 10 minutes of audio delivered content (didactic one way lecture style) before a checkpoint. This is an interaction and most often is knowledge checking using formative assessment,  although it could be data mining with a survey or even an Engage style interaction.
  3. Teacher Bio and Email Link: Teaching using ILMs is always better in team and the teacher information can be changed by slide so learning can connect with the person actually doing the teaching. Email is a click away. Also you can build learning community by including a welcome video.
  4. How To Use The Module: I have used another Engage interaction to build a pop up interactive graphic. It is accessed from the tool bar top right hand corner. Its role is to give students an understanding of the Articulate interface environment and the learning benefits of using the features to the best advantage. Each new ILM will have a customized “How to” interface.
  5. Glossary: This has 430+ terms but more will be added later. It is accessible from the top right hand tool bar and is a global resource. I have also listed the Top 100 eLearning Tools for the current year as voted by eLearning professionals around the world. Each one with a link to an introductory webpage of its use in learning and teaching. Hopefully this will encourage people to explore the elearning landscape looking for better ways.
  6. Resources List: This feature is designed to upload documents that can be accessed by the learners. This is particularly useful for the text of scripts of the module voiceover and increases accessibility.
  7. Notes: I have also included the text of the voiceover in the notes area of each slide and included the text from each slide. Learners often find this helpful to read as the sound plays.
  8. Search Function: Having text notes enables the software to search not only all words on slides but the audio script as well. i.e. learners can search for a term the teacher actually said and it will pull up the slide with audio. This is a “biggie” as students/learners are not restricted to linear access and can find specific terms and concepts being taught – at least within a 2-3 minute slide audio. This benefit more than justifies scripting (committing to written text) what the teacher/facilitator says on the voice over.
  9. Resume Alert: This is a useful feature and you can use it to ask learners to take a break or carry out a task independent of the module and they can pick up the content where they left off.
  10. Embedded YouTube Videos: Video is playing an ever increasing role in Learning and Teaching and being able to embed directly into the module and use media streaming is so much more efficient. How to do this in Presenter’13 can be seen here
  11. Engage Interactions: Three different interactive models and diagrams from the Engage ’13 were used. The main clickable circle diagram to describe the Centre concept on frame/slide 23 and the Glossary and How to diagram from the top tool bar. Engage ’13 has 20 different interactions.
  12. Formative Smart Game: A good investment to add some creative resources to your module development is a subscription to the eLearning Brothers Library. They have hundreds of cut out figures and templates for Studio ’13 including Quizmaker ‘13 templates. The World Race metaphor lends itself well to increase learner engagement to a formative assessment.
  13. Formative Quiz: The quiz on slide 20 forward was made in Quizmaker ’13 without a template. It is a very powerful quiz engine with many ways to increase engagement. Using cutout figures in different poses really helps.
  14. Instant Feedback: These interactive quizzes can give instant feedback to the choices and teachers can really support the learning with quality feedback – even to the wrong choices.
  15. Required Completion: You can set the quiz so the learner has to complete it before moving on. It does help learners stay on task.
  16. Online Survey + Video: This was a first and quite an “ah ha”. I realized you could embed a web object (any thing you can access from a browser) in the middle of a Quizmaker quiz.  So the idea of putting an online survey mining data back to Survey Monkey is a great idea. Then I learnt you could embed YouTube Videos in Survey Monkey quizzes as well. Finally I discovered you could alter the embed code and clip a section out of a longer video. Important stuff because other methods use flash and won’t work on an iPad, The pedagogy I used works well on any device and now you can use video clips as discussion starters or part of assessment questions increasing engagement.
  17. Grading can be set: All the grading is adjustable within Quizmaker ‘13
  18. Built in Evaluation: Using an online survey as an evaluation to be completed at the time the learner is doing the module is an advantage.

There was a lot of work to develop this ILM using the features I have described above but I consider it worth it. I am extremely happy with V1 of this module. Yes I will change it further, I consider any ILM to be like software with versions – continually improving.

My Conclusions and Lessons Learnt: I believe if you use PowerPoint and are very comfortable with it and the majority of your teaching is linear i.e. not simulations or scenario based learning then Articulate Studio ’13 Pro is the better choice for you than Storyline. If you are planning a lot of simulations requiring the branching feature then Storyline may be a better choice. You can do a lot more customizing in Storyline providing there is a little bit of the nerd aka programmer in you. However if you are a time poor overworked academic wanting to create stronger pedagogy with the minimum of new stuff to learn, then Articulate Studio ’13 will be an easier take up.

I am planning to use multiple modules similar to the one described in this post as the backbone of a course embedded with other activities into learning sequences managed by LAMS.  This will create more engagement, a better student experience and improved learning outcomes for the courses.

I have a Dream: Because student feedback from assessments can be exported from Quizmaker quizzes in the TinCan API  (the latest SCORM standard) I want to build effective elearning course/s to run from a WordPress website using a new plugin called Learndash.  This is low cost, flexible and a LMS for the rest of us.

I hope this has been a help to you and I invite you to look at the Pedagogy in action in the module itself by visiting “CALLED to Instruct Them in the Practice”.  Contact me directly if you would like to know more of the “how to’s”.

In Support of Excellence
Allan Carrington

Comments (1)

At The Padagogy Wheel Core: Immersive Learning Targets Engagement

Padagogy Wheel Target

Jeff Dunn Edudemic“The new version of the Padagogy Wheel tackles a major question that is lurking in the back of everyone’s mind. If it’s not … it should be. It’s about the problem of motivation in education. How do we motivate students, teachers, parents, and everyone else to get excited about learning? How do you stay motivated? What works and what doesn’t?”

Jeff Dunn: Editor Edudemic
Blog Post:Updated Padagogy Wheel
  Tackles The Problem Of Motivation in Education 

KenSpero_withCaption_ThumbnailIn this third podcast episode with Ken Spero, a Senior Strategist with The Regis Company, in Philadelphia, USA we talk about how the pedagogy of Immersive Learning is ideal to tackle the problem of motivation and hits the bullseye at the core of The Padagogy Wheel.

Ken introduces Engagement into the equation and how it drives motivation for learning. He talks about the relationship between motivation and learning design, arguing that the more motivated the learner is, the less context and learning design is needed, and vice versa. – hmmm, now reflecting on that takes more than one cup of coffee for sure. Moving along the subject of “fun” came up and I challenged Ken about simulations being gaming. We then proceeded to discuss the difference between gaming and simulations. It is all about reality and alternate reality of the experience.

I asked Ken if he thought Immersive learning would help teachers work with mutually agreed graduate attributes and capabilities, helping the students embed them in their lives. His response that you can’t teach these in a classroom alone but have to witness them in the real world is fascinating..

We talked about how simulations are ideal for testing and modeling attributes and capabilities measured in context. Then the challenge, that you don’t suddenly learn a capability like “perseverance”.  These attributes and capabilities need to be observed – they are evidenced in behaviours.   You can teach about them but that doesn’t incorporate them into behaviour.

It is so logical when you think about it …or at least when you hear Ken explain the process. If we put the learner into a situation, which requires choices and has consequences in a simple context and story, if it is realistic and the learners are engaged, we can give the learner choices or options which are equally as good as each other but which demonstrate different biases, behaviours and preferences.

Instruction is fundamentally linear, however with attributes and capabilities a lot cannot be separated from each other, they are linked – a part of the same big picture.  We can provide instruction to address any of the fifteen listed in the capability list on the pedagogy wheel poster – but only one at a time. We can actually create simulations to manifest numerous of these 15 capabilities simultaneously in a story. A simulation allows us to leverage off these dynamics within the context of a story

Ken describes in detail how a simulation is a better way to provide a realistic context for learners to demonstrate attributes values and capabilities and provide a close to realistic way for learners to practice for the real world of work. He speaks of the need to adjust and prioritize.

laptopsplitarrowSMLBullseye! Immersive Learning has major advantages over conventional instructional design when addressing the core of the Padagogy Wheel model “Graduate Attributes and Capabilities”.

He goes on the talk about immersion not only for adults but how it can work for the K-12 learning environments Ken explains how to immerse students into the story… the context.  He uses history and the approach of having the students living in the experience … “a day in the life of” approach to a simulation.

He talks about scorecards reflecting the norms of the times and context of the simulation which makes the weighting of choices possible – how a scorecard is similar to a rubric. A scorecard reflects the core elements or behaviours and how we can address autonomy mastery and purpose … the puzzle of motivation.

I had to ask Ken in the middle of the interview … “OK I’m convinced, but how do you start to build a simulation? Is there a process and even better a checklist or template a teacher could follow when wanting to build a simulation for the first time?”  He proceeded to expand his six steps on “Getting Started” from his book “Scenario-Based E-Learning”. (see link in the online resources below).  Following is a direct extract of that section of his book … I can’t say it any better.

Getting Started

Developing a simulation includes elements such as plot and characters that may be new to many designers. However, by concentrating on your learning objectives and the desired performance outcome, you can give focus to your simulation and provide a rich and engaging learning experience. When designing your scenario, follow this six-step framework:

  1. Identify the specific problem or issue that needs to be fixed.
  2. Envision the desired experience. What do you want people to experience when they go through the narrative? Is it a change in behavior? Is it the application of a new skill? Do you want to reinforce something they have been taught elsewhere? Or to allow them to fail forward in a safe environment? What is the outcome you are looking for?
  3. Determine the timeline in which this experience takes place. Is it during the course of an hour-long meeting? A day-in-the-life? A week-in-the-life? A year-in-the-life? This will provide some necessary context for the narrative and determine its scope.
  4. Define success. How is success going to be measured in the experience? What are the learning objectives? Who are the stakeholders and how are they affected by a successful or unsuccessful learning outcome? Is there financial impact or only interpersonal? By truly understanding the scorecard, we can identify root challenges and how to successfully overcome them.
  5. Add conflict. Learners need to face a simulated challenge and solve it as they would in a real-life situation.
  6. Finish the story. After you finish the core narrative, you will be able to go back later and add branches if you like. These elements do not need to be detailed or formalised at this point—you just want enough information to provide a framework.

Now, you should have a solid foundation on which you can build a simulation that is compelling and results in better retention and transfer.

Listen to this podcast episode and download the very helpful job aid in the online resources listed below.  Please don’t just file it away for future reference. As soon as possible grab a SME (subject matter expert) and work through it. Get something on paper and start building a simulation.  Your students will be very grateful. Keep this up and the community will really appreciate your graduates – these graduates will truly make a difference.

Podcast Episode:

 It’s All About Engagement

Simulations are a tool to help students engage with the learning and I began to wonder what engagement-based learning might look like across an entire program – even across all education – and I found this TEDtalk by Gever Tulley on YouTube.  He targets big questions like: Where does competence come from? and  What kinds of experiences predispose children (and adults) to heroic behaviours later in life?

One of the major “ah ahas” for me in this video was “Create a meaningful experience and the learning will follow and do this BEFORE you design any sort of curriculum.  Gever goes on to define a new pedagogical unit he calls the ark. Watch this video and implement this model with simulations and filter everything you design through the grids of the Padagogy Wheel.  Start this at a school and arm your students with a portfolio as Gever describes and they will not only get through the university of their choice, but as graduates they will impact their worlds and make a difference.

Online Resources

Immersive Learning & Simulations Story So Far: If you would like to visit all the blog entries so far that are about Simulations and how to build what I have called ILMS’ (Immersive Learning Micro Simulations) using the latest multimedia software, please follow this link.

  • Scenario and Simulation Authoring Job Aid:  A four-page questionnaire designed as guidance for designers when working with subject matter experts (SMEs) to author a scenario-based learning program. In order to capture and deploy the most realistic and effective scenario possible, SME knowledge has to be transferred to the designer. This job aid will provide a process to capture and transfer that knowledge, through two design approaches. Approach A is an analytical approach. Answering the questions below will provide enough data to author a scenario. Approach B is a storytelling approach. Simply relate what happens in a typical day in the life of the person whose job is recreated in the scenario. Please note that names, situations, and specifics should be changed to protect the identity of the persons involved, and disguise the real-life situations if they are described to provide insight to the scenario. Download the PDF
  • Scenario-Based E-Learning: Ken Spero, ASTD INFOline series Oct 2012
Allan’s comment: This is a 16 pg. booklet published by ASTD targeted at and priced for the corporate marketplace. It sells for U$25.00. Ken mentioned a one off entry.  I was not able to check that for when I went to this search page, I visited a different one of the results and am now locked out.  Please take care on your first visit if you want to see the book
  • Learning’s Hierarchy of Tools: Addressing Transactional Need Through Experiential Simulation: In this article Ken talks about a model he calls “Learning’s Hierarchy of Tools and models it on Maslow’s Hierarchy of Needs … well worth a read
  • Three Keys to Designing Good Scenarios: This is a short article but touches on three important tips for designing good scenarios
  • ASTD Philadelphia E-Learning SIG Presentation Capturing and Deploying Experience Through Simulations with Ken Spero:  This was a presentation Ken made at the ASTD in Philadelphia on Thu Sept 20th 2012. There are a good set of PowerPoint slides here for downloading.

Immersive Learning Today: Software Tools and Resources

The Padagogy Wheel Story So Far: I developed this concept in July 2012 for use in face-to-face seminars as an aid to understand how to best use the iPad for education.  The interest has been amazing and it has grown into a Learning Design Model for Technology Enhanced Learning and Teaching.  There is the latest version of the Wheel (V3) as well as help how to get the best use from the model, please follow this link.

  • Download the Latest Version of the Padagogy Wheel Poster: This PDF has all the Apps hot linked to their iTunes preview pages and other online resources. It could provide the backbone of a complete course or seminar on Learning Design. If you would like help with this please just ask.  It also prints well as an A3 poster. With QR Codes linking to this post and the Version 3.0 explanation.  You are also encouraged to print it out for use in your college or school.
  • Introduction to the Padagogy Wheel: A 2 minute video introduction to how the wheel works.
Comments (22)

Using The Padagogy Wheel: It’s All About Grey-matter Grids (GGs)

    padwheelposter thumbnailDOWNLOAD THE LATEST VERSION: This PDF has all the Apps hot linked to their iTunes preview pages and other online resources. It could provide the backbone of a complete course or seminar on Learning Design. If you would like help with this please just ask.  It also prints well as an A3 poster. With QR Codes linking to this post and the Version 3.0 explanation.  You are also encouraged to print it out for use in your college or school.

    GETTING THE BEST USE OF THE WHEEL: The Padagogy Wheel was born out of a desire to help teachers at the coalface of teaching. I wanted a model that could be applied to everything from curriculum planning, development, writing learning objectives and designing student centered activities. Then quickly help teachers access relevant educational technology e.g. individual iPad apps or sequences of apps, to enhance those activities. Finally to help teachers use that technology to redefine activities to include tasks previously inconceivable. I believe this will increase student engagement, improve learning outcomes and empower a student towards transforming into an excellent graduate.

    This model is a work in progress … always under review and improvement. Remember its purpose is a reminder to teachers to rethink everything they are doing. A warning: ignoring steps is in my opinion, part of the reason some of our teaching and learning, especially in Higher Education, is so ineffective in bringing about transformation. It is helpful to think about the Wheel as a number of grids through which you filter what you are doing – a way of thinking.

    Energy of Intelligence

    1. THE ATTRIBUTES GRID: This is the core of learning design. Teachers or Educator/Academics must constantly revisit Graduate Attributes, things like ethics, responsibility and citizenship, as well as Capabilities for employment. They need to do the hard yards of articulating what they expect an excellent graduate of a program is to “look like” i.e. what is it that a graduate is and does that makes them and their communities define them as successful. Some universities at least in Australia and England, and I would expect in the USA, are constantly working on their graduate attributes and are mapping their programs to them. The blog post by Geoff Scott is really eye opening for college educators. Please visit “If you exercise these capabilities.. You will be employed!” If teachers don’t have a clear picture of the qualities and capabilities of an excellent graduate of their program is, then that is a huge problem and they need to set aside quality time to define this. Now when they have this list of attributes and capabilities, they need to look at their courses and pedagogy and ask ‘how does everything I do support these attributes?’ Is there any way I can build content and activities that help students become “excellent”? Have a look at what the University of Greenwich is doing in the UK. Please visit  “Graduate Attributes – Spin or Education?” and the podcast episode “What Does a Xxxxxx Graduate Look Like?
    2. THE MOTIVATIONS GRID: Once they are thinking attributes and capabilities, teachers then need to constantly revisit motivation. Asking themselves “Why am I doing this again?” That is not a joke. I am referring to the choices of learning outcomes, development of activities and design of content e.g. writing text and even making videos. So the wheel introduces a 21st century model of motivation that science has developed. It is so well presented by Dan Pink in the TEDtalk “The Puzzle of Motivation” Thinking through the grid of Autonomy Mastery and Purpose and filtering everything you do from idea-creation to assessment will, I believe, significantly help your teaching be transformational. Consistently asking the question, “How does the learning environment and activity experience I am building give the learner autonomy, mastery and purpose?” Asking that question and adapting what you do could change everything.
    3. THE BLOOMS GRID: The Blooms Taxonomy is really a way of helping teachers design learning objectives that achieve higher order thinking. You start by thinking “cognitive domain categories”. You start with “remembering and understanding” that’s the easiest category to serve with objectives but produces the least effective objectives in achieving transformation. When supporting academics, I recommend they try to get at least one learning objective from each category and always push towards the domain category of Creating where higher order thinking takes place. This is the “By the time you finish this workshop/seminar/lesson you should be able to. . . ” type of thinking. With the emergence of the importance of social constructivism i.e. research showing the effectiveness of student centric and activity based learning, those learning objectives need to be mapped clearly to activities. So a better question is “By the time you finish this workshop/seminar/lesson you should be able to <choose and action verb> BY <then choose an activity or outcome>. Now you are ready for technology enhancement.
    4. THE TECHNOLOGY ENHANCEMENT GRID: With learning objectives and outcomes sorted, now think about technology aka apps. How can this serve your pedagogy? You can choose any app or technology you like, the wheel only suggests apps that can support the learning objectives and activities at the time of publishing. The Padagogy Wheel constantly needs updating with apps as they are released. Teachers also should think customization all the time – is there a better tool for the job of enhancing my defined pedagogy?
    5. THE SAMR GRID: Now is the time to think about how to apply this powerful
      Sievemodel. For more information on SAMR  visit this Queensland Govt. Schools Classrooms Connections website. You need answers to such questions as “How are you going to use the technologies you have chosen”?  Take each of your activities and think through how you will use the technology for each task. Ask yourself “Does this activity just substitute i.e. students could easily achieve tasks without this chosen technology, or can I augment or modify the tasks  to improve the activity and increase engagement”? Finally sieve your curriculum building activities and your teaching practice through the SAMR grid of redefinition. Is there any task you can build into the activity that without the technology would not be possible? You can tell when you are successful with this, as there is bound to be one student who will comment “Hey that is cool!”

    Please take the Padagogy Wheel out for a spin every day you are teaching and use it.  Then share your experiences especially your best practice … your colleagues will benefit from your collaboration, appreciate it and together we can build transformational outcomes and help students become excellent practitioners and graduates.

    Allan

     

    Comments (13)

    The Padagogy Wheel V3.0: Learning Design starts with graduate attributes, capabilities and motivation

      PadWheelV3.0_SMALL

      • DOWNLOAD: This is good quality Acrobat PDF of the Padagogy Wheel V3.0 which has all the Apps hot linked to their iTunes preview pages. It also prints well as an A3 poster with QR Codes linking back to the blog entry and Youtube Video. You are encouraged to print it out for use in your college or school.

      I am still a little numb at the amazing interest in, and discussion about, the Padagogy Wheel from teachers and educators around the world. It is only a week since I published my last blog post “The Padagogy Wheel V2.0: It’s all about transformation and integration“. and the poster is at 8000 downloads and 500-800 people visit the blog a day and about 300 tweets a day as well.. I owe a sincere thank you to Jeff Dunn and the team at Edudemic for the encouraging first article “Integrate iPads Into Bloom’s Digital Taxonomy With This ‘Padagogy Wheel’”  then the second blog post “New Padagogy Wheel Helps You Integrate Technology Using SAMR Model”  The second article really did whip up an interest storm. I think you will appreciate the posts.

      So why yet another version only one week later? Well out of the buzz about V2.0 came a suggestion that I couldn’t lay down, it ran around my head for days. A good friend said, “You know motivation is also at the core of the Wheel … how would that work?” Add to this line of thinking the fact that it seems all the excitement is about how Blooms interacts with the SAMR model and no one seems to be talking about the core of the wheel – Graduate Attributes and Capabilities. I wanted to upgrade the communication about the core concepts of the wheel so nobody missed their importance.

      Prof Geoff Scott from UWSGraduate Attributes and Capabilities: Without this your learning design will drift. A major ah aha for me was when Prof Geoff Scott, the Executive Director of Sustainability at University of Western Sydney (UWS), was introduced as a keynote speaker at a Learning and Teaching Conference at the University of Adelaide in 2012. It was in during that presentation Geoff introduced research they had done within the business sector. They had asked CEO’s and executives …. the people that do the hiring, what they desired to see in graduates from Higher Education programs. When he introduced us to the top 15 requested capabilities, there was almost an audible gasp. Most of these are heart attitudes and values based. There was even more exclamation when we realised that most of them were not actively targeted by our courses. The top 15 are

      1. Having energy, passion and enthusiasm
      2. Being willing to give credit to others
      3. Empathising & working productively with diversity
      4. Being transparent and honest in dealings with others
      5. Thinking laterally and creatively
      6. Being true to one’s values and ethics
      7. Listening to different points of view before coming to a decision
      8. Understanding personal strengths & limitations
      9. Time management skills
      10. Persevering
      11. Learning from errors
      12. Learning from experience
      13. Remaining calm when under pressure
      14. Being able to make effective presentations to different groups
      15. Identifying from a mass of information the core issue/opportunity

      These capabilities should be identified as part of our graduate attributes and woven into the fabric of our courses in the activity design. We need to have transformation at the core of what we do as teachers if it is all about the students. Don’t jump into learning outcomes, activity design and choosing technology without first reflecting on graduate attributes and capabilities then how to improve motivation and engagement. Skip these and your course design will be weaker for it.

      Please visit the blog post and listen to the podcast episode at: “If you exercise these capabilities.. you will be employed!

      The Puzzle of Motivation: Teachers use the term engagement all the time. Engagement is about motivation. If students are not motivated learning will not happen. As I researched about motivation I discovered this TEDtalk …. of course 2.5 million others knew about it first, which naturally raised my interest. As I watched it, lights went on big time. “Ah Aha! These concepts are a grid to help people improve learning activity design and they have to go into the wheel” – V3.0 was born.

      Dan Pink shows what science knows about motivation and what business does about it are largely mismatched. He presents a very strong case for a rethink about motivation in business and offers a new approach and model for the 21st century. It is built around intrinsic motivations. He introduces the elements which he says are the building blocks of a completely new operating system for businesses.

      • AUTONOMY: The urge to direct our own lives
      • MASTERY: The desire to get better and better at something that matters
      • PURPOSE: The yearning to do what we do in the service of something larger than ourselves

      Dan expands on the concept of Autonomy.and introduces examples of three levels of application of this type of motivation. “Fedex Days” where staff have to deliver outcomes overnight then “The 20 Percent time” … done famously at Google. Finally the “Results Only Work Environment or ROWE” where he compares the motivation and implementation for two models of encyclopedia i.e. Encarta and Wikipedia.

      Please watch this video and think about how you build curriculum, how to facilitate your courses and how to motivate tomorrows students to become all they can be as leaders that make a difference. Could this model of motivation change the way we build curriculum and teach courses – I believe used as part of the Padagogy Wheel it will go a long way in the hands of passionate teachers. Please post your comments and suggestions for new apps.

      Comments (23)

      The Padagogy Wheel V2.0: It’s all about transformation and integration

        PadWheelV2_280513small

        I knew I was onto something useful when I first put the Padagogy Wheel together in July 2012. It was always designed to be a starting point to be developed further. It was originally meant to be an aid for my face-to-face PADAGOGY seminars which are mentioned in my post “The Padagogy Wheel … it’s a Bloomin’ Better way to Teach“.  I have introduced over 600 university faculty staff to iPads in Learning and Teaching in about 20 universities in five countries in the last 3 years … I have talked a lot about iPads and can speak with some authority when I say that many teachers start at the wrong end of the process and try to work out how to use the features of the latest cool app and then think out what pedagogies will fit it.  The motivation for the Padagogy Wheel was “How do we show teachers that the pedagogy should drive the technology and not the other way around?  I am thrilled that in the first three weeks of May 2013 the Wheel poster was downloaded 6500 times and this blog is averaging 1000 visits a day at the time of publishing this post.

        So why the need for Version 2.0? What are the changes, and is it worth downloading again? I will share some of my thinking and the “ah ahas”

        We need to have transformation at the core of what we do: If it is all about the students, where do you start with curriculum and/or teaching design – surely it is with what do you want your graduates to look like?  i.e. what sort of capabilities and attributes should they have at the completion of your program or course. In the podcast episode “If you exercise these capabilities.. you will be employed!”  Prof Geoff Scott of UWS lists 15 graduate capabilities research has shown are requested by business.  These are all about transformational teaching and learning and one of the major “ah ahas” for me is that these capabilities are for the most part not targeted by our courses and programs in universities and colleges. Ask yourself the question “How many of these 15 capabilities I could confidently say are embedded in or even just touched on by the learning outcomes in my course”? To help teachers graduate attributes and capabilities are now at the core of the Padagogy Wheel V2.0 … The hope is teachers will reflect on these often when building curriculum and actually teaching and work out how they can build activities to help students excel as graduates in their chosen professions.

        SAMRdiagramTechnology integration into the fabric of learning and teaching: is where we should be heading with all we do as teachers.  We need to ask ourselves are we using the technology to its best advantage to empower students to be all they can be or do we just use it because everyone’s doing it. How to best think about integrating technology and maximising its impact was really stretched when I met Dr P. as we call him in the Apple Distinguished Educator Community.  Dr Ruben Puentedura developed the SAMR Model, which is of great help when designing activities to support learning outcomes.  Consider it a grid to filter your choices made with help of the wheel.  Think about how you can design activities to not just use technology as substitution but to incorporate redefinition as much as possible. Much has been written about this model and incorporating it as a filter on the outside of the Padagogy Wheel V2.0 will I think help teachers come up with some innovative outcomes and activities that improve student engagement.

        Finally, can you help with V3.0?:  There’s more we can do with this concept.  Mobile learning and the use of tablets are fuelling a heap of new and useful apps to help learning and teaching. How do we keep the wheel up-to-date?  Of course apps can also sit in more than one cognitive domain and I encourage teachers to think outside the box when choosing apps for activities. Not just adding and/or replacing new apps but there is the strength of combining two or more apps into learning sequences or activity flows and the outcomes learnt from using them this way. e.g. If I combine App A. with App B. and have students complete these activities using both these apps, do we get increased student engagement and much stronger learning outcomes?  If we do, then does this help transform the learners?  Also how do we gather and share lesson plan exemplars and the best practice creative use of App sequences to achieve higher order thinking from the learners? Wouldn’t these activity sequences be helpful to many teachers in the form of templates?

        Please join in the conversation with your ideas and comments using the comments area of this blog.

        Online Resources

        1. PADAGOGY WHEEL V2.0: This is a web page with a larger image of the wheel with iPad Apps hotlinked to iTunes Preview pages – published 280513
        2. PADAGOGY 101 What’s all the fuss about iPads in HE: This is an introduction to the iPad and contains reference to 29 iPad Apps from Document Readers to Project Management and links to 12 Video tutorials URL: http://www.unity.com.au/pad101
        3. PADAGOGY 201 It’s a Bloomin’ Better Way to Teach: This seminar gives ideas of the latest use of the Bloom’s Digital Taxonomy and how the iPad can serve the pedagogy. It has reference to 62 apps with 18 video based tutorials.  URL: http://www.unity.com.au/pad201
        4. INTRODUCTION TO THE PADAGOGY WHEEL: A 2 minute video introduction to how the wheel works. URL: http://tinyurl.com/padwheelvid
        5. THE PADAGOGY WHEEL POSTER: Please note this poster is now Version 2.0 a major upgrade of the original Padagogy Wheel. This has been requested by many … it is a larger format PDF file. The apps are still linked and will look acceptable when printed as an A3 size poster if required.  URL: http://tinyurl.com/padwheelposter

        Creative Commons License
        The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License.  Based on a work at http://tinyurl.com/bloomsblog.

        Comments (18)

        If you exercise these capabilities … you will be employed!

          Prof Geoff Scott from UWSI was suffering from a bad virus and struggling to stay focused at day two of the University Learning & Teaching Festival in Nov 2012, I was not expecting what happened next. Professor Geoff Scott was introduced as a keynote presenter. He is very interesting to listen to and his presentation was engaging. However it was the last slide and how he described it that became my major “Ah Aha!” of the conference. In the days following I kept returning to this slide’s content and it’s implications. I couldn’t resist contacting Geoff who was happy to talk to me over SKYPE and our dialogue became this episode.

          Geoff is Executive Director of Sustainability at UWS and I asked him what is meant by Sustainability in Higher Education …. his answer could lead to more than one more episode. He describes Educational Sustainability as having four pillars that of Social, Cultural, Economic and Environmental which interact with the four functions of a university, research, teaching, engagement and operations.

          I wanted Geoff to elaborate on his last slide of his keynote titled
          Turnaround Leadership for Sustainability in HE – top 15 capabilities in rank order (n = 188)” They were:

          1. Having energy, passion and enthusiasm for EfS
          2. Being willing to give credit to others
          3. Empathising & working productively with diversity
          4. Being transparent and honest in dealings with others
          5. Thinking laterally and creatively
          6. Being true to one’s values and ethics
          7. Listening to different points of view before coming to a decision
          8. Understanding personal strengths & limitations
          9. Time management skills
          10. Persevering
          11. Learning from errors
          12. Learning from experience
          13. Remaining calm when under pressure
          14. Being able to make effective presentations to different groups
          15. Identifying from a mass of information the core issue/opportunity

          These were dentified from an International project being run around the world from effective practitioners. Geoff has been doing this research for 20 years. They started with skill olympians in 1992 then looked at many different disciplines then university leaders. He describes how all disciplines have a similar top 15 capabilities. Geoff’s Slide presentation from the Festival is available here for download.

          We talk about what is of the heart and what is of the head. Geoff talks about Emotional intelligence or personal and interpersonal capabilities and how they always rate up in the top 15 sometimes they are 10 of the 15. There are cognitive ones in there but not the ones usually mentioned on university websites as graduate attributes. He talks about outcomes and standards.  Geoff then identifies the most important pedagogical approaches for teachers to adopt to address the development of these capabilities in graduates.

          1. Real world problem based learning centred around challenges identified by graduates who have gone before and have identified what is most important. This is based on research of 1.2 million students no less

          2. Going on practicum, if at all possible, and have someone as supervisor who knows what the top 15 capabilities are for that discipline and the practicum uses these capabilities as criteria for success.

          As he talked I was almost stuck for words …. that’s unusual :-) Here research is showing the most wanted graduate capabilities needed by communities and even countries as vital for sustainability … so what are we doing about it? The question that keeps running around my head is how can a university and even closer to home, how can I as a learning designer map these capabilities back into the courses and design activities and assessments to develop these in the graduates? How can we enrich and strengthen problem based learning and widen the scope and possibilities of the practicum real or virtual?

          I believe one of the most strategic pedagogical approaches or tools that will gain in importance in the next 5 to 10 years is that of Scenario based Learning or Simulations. The software for these learning objects has come of age and now it is much easier to develop engaging real life based virtual scenarios using branching to allow the students to learn by mistakes – i.e. when things go wrong. This episode with Geoff has confirmed my intent to go to the USA to up-skill in simulation development using powerful simulation software called Simwriter.

          Please listen to the podcast episode and join in the conversation. Ask yourself if you are a teacher: “How can I help my students develop these capabilities?” Would simulations help, what else would work?

          Podcast Episode:

          Comments (3)

          Graduate Attributes – Spin or Education?

          Simon Walker is the head of the Education Development Unit (EDU) at the University of Greenwich and he had just showed us a room that looked to me like I have always imagined how the Sistine chapel would look in Rome, but we were in London and it was raining. Nothing new about that but Simon then took us through a tunnel no less, connecting the buildings of the Naval Museum and the university.  I will never forget the surreal experience of standing in a tunnel which in the late 1600′s housed doctors operating on wounded sailors. Then seeing the worn stones where these doctors sharpened the available technology (their scalpels) on the stone surfaces. Now here we were on the way to the EDU, the learning and teaching with technology hub of a 21st century university.

          In this podcast episode Simon talks about the University of Greenwich Graduate Attributes long term initiative which started in 2009 to develop academic skills and framework and to push this into a pedagogical framework.  A great deal of research and a couple of years later the university believes their graduates are about good scholarship and independent thinking they are about confident and distinctive students always learning and always developing with creativity at it’s core.

          They have identified three dimension of attributes :

          1. Scholarship and Autonomy
          2. Creativity and Enterprise
          3. Cross cultural and international awareness

          Simon shares that right from the start they decided to do this much more holistically and not to get bogged down with the ticked box mentality so they now have broad university overarching attributes and they expect their programs to interpret those attributes. Teachers/curriculum developers are then expected to make course activities that reflect the program outcomes.  The tricky thing is to develop a pedagogy to reach those outcomes.

          When asked Simon explained that the academics are buying in. He has found a lot do this anyway but it is not explicit. One big “ah aha” their research has found is it gives graduates a framework to answer the question from employers  “What did you learn at university?”   He then goes on to talk about the big question “Does a graduate attributes framework and mapping course outcomes increase employability?”

          The EDU is developing and using a “Taught, Practiced, Assessed and Experienced” (TPAE) tool designed to map the Greenwich Graduate Attributes through a course, over a programme and display a threshold value when a program team feel a student has had successful opportunity to attain each graduate attribute. Some resources are below.

          Finally we discussed how they involve the students in a separate framework and are having them contribute to the “Student Guide to the Greenwich Graduate”  Simon explained that it is not about what students know on graduation but what they can do …. it’s all about application.

          I encourage you to listen to the audiboo episode “What does the Greenwich graduate look like?” browse the resources and if you have any further questions, ideas or collaborative possibilities  please contact Simon by email.

          Further online resources:

          • Outline of the University wide attributes webpage
          • Graduate attribute statements with outcomes – PDF Document
          • TPAE Tool discussion document
          • TPAE Mapping Grid
          • Feedback from a Student Forum on the Students’ Greenwich Graduate Guide to help raise more awareness of the Greenwich Graduate Attributes.
          • Graduate Attributes – Spin or Education” a vimeo video (33 mins)  of a lecture given  at Greenwich by Dr Anna Jones who is a Reader in Education in the Centre for Research in  Lifelong Learning at Glasgow Caledonian University. Before that she worked at King’s College London and at the University of Melbourne.

          Comments (2)

          The Padagogy Wheel … it’s a Bloomin’ Better Way to Teach

            Photo of Benjamin S. BloomWhen I received the invitation from the new Lee Kong Chian School of Medicine at the Nanyang Technological University in Singapore, I decided to completely upgrade two seminar workshops. Dr Ian Green from the School of Education here at Adelaide and I have used Padagogy101 (introduction to iPad in HE) and Padagogy201 (more advanced use for L&T) to train over 600 faculty from universities in Australia. For Singapore, Ian wasn’t going to be with me and I was solo, as well I needed a better way to leave resources in place for people to revisit. However I was completely surprised at what else happened. During my research I saw lots of great work done by others using Bloom’s Taxonomy including the Revised Taxonomy which has now become the Bloom’s Digital Taxonomy. However when I discovered the excellent pioneer work done by Kathy Schrock with “Bloomin’ Apps” I got the idea for the Padagogy Wheel. Dare I say it but it is the next version for mobile learning of the ongoing importance of Bloom’s Taxonomy. Bloom’s is still fundamental to good teaching and learning.

            It was a huge amount of work to meet the Singapore deadlines and involved quite a bit of lost sleep. However it has been more than worth it. These two revised workshops were met with a very positive response at NTU and people are already talking about the Padagogy Wheel in England my next stop. How does it work? I’m not apologising for the frequency I use this term, but it is truly all about the students. Teachers as many of you know, strive to define learning outcomes across more than one intellectual behaviour of the taxonomy. I personally strive to set a learning outcome from each of Remembering/Understanding, Applying, Analysing, Evaluating and Creating. I encourage teachers to spend quality “caffeine-charged” time :-) with the action verbs. Next ask yourself the question “By the time the student/learner completes this workshop they should be able to (add the action verb)“. Then think about what activity or product which might achieve this.  You are well on your way to defining learning goals which are higher order thinking skills.

            I have added 62 iPad apps to the wheel and put them where they could serve the pedagogy. These are not necessarily the best app for the job and many of the apps can be used in different realms but it is a good start. I hope it helps you rethink the iPad’s use in Learning and Teaching… it is not about the tool nor the app … it’s all about the students. Also if you have discovered a better app to serve a creative pedagogical use, then please share it in a comment to this blog post… there is always a better way!

            When I first posted this blog entry I had the files and resources for the presentations in my Public folder of my dropbox.  The amount of interest and visits has created problems so I have reposted them to another website. They are now available at

            1. PADAGOGY 101 What’s all the fuss about iPads in HE: This is an introduction to the iPad and contains reference to 29 iPad Apps from Document Readers to Project Management and links to 12 Video tutorials URL: http://www.unity.com.au/pad101
            2. PADAGOGY 201 It’s a Bloomin’ Better Way to Teach: This seminar gives ideas of the latest use of the Bloom’s Digital Taxonomy and how the iPad can serve the pedagogy. It has reference to 62 apps with 18 video based tutorials.  URL: http://www.unity.com.au/pad201
            3. INTRODUCTION TO THE PADAGOGY WHEEL: A 2 minute video introduction to how the wheel works. URL: http://tinyurl.com/padwheelvid
            4. THE PADAGOGY WHEEL POSTER: Please note this poster is now Version 2.0 a major upgrade of the original Padagogy Wheel. This has been requested by many … it is a larger format PDF file. The apps are still linked and will look acceptable when printed as an A3 size poster if required.  URL: http://tinyurl.com/padwheelposter
            5. THE PADAGOGY WHEEL V2.0: It’s all about transformation and integration
              This blog entry was published on 280513  and describes the new features of the Padagogy Wheel V2.0 This is an expanded version of the original wheel.  It includes at its core the concept of Graduate attributes and capabilities and helps the teacher or learning designer to think through how the technology enhanced activities are being designed by applying the SAMR Model as a filter on the outer circle of the wheel.  Please visit the blog. URL: http://tinyurl.com/padwheel2

            Think outside the box and consider the possibilities!

            PadWheelV2_280513small

             

            This is a larger version of the Padagogy Wheel V2.0 published 280513

            Creative Commons License
            The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License.  Based on a work at http://tinyurl.com/bloomsblog.

            Comments (181)

            What Does a Xxxxxx Graduate Look Like?

            representation of valuesI have been challenging academics with that question for many years. The Xxxxxx part is their discipline e.g. What does a Perioperative Nursing Graduate look like?  It is all about defining excellence in students who complete a program or discipline. It is about the difference between good and excellent not between good and unacceptable.  “What do you mean?” is the usual response.  I am talking about values and skill sets, about who graduates are and what they believe to be the drivers of life. What they value and how they will make a difference and impact their world.

            I am about to leave on a three week tour of mainland USA to ask Christian universities and colleges how they map their values (graduate attributes) to their programs and courses.  I have chosen Christian educational institutions as they have a mandate as part of the foundational beliefs to “make disciples” the Bible calls it.  To shape their students to “be”, live and work, modelling the life of Christ.  A big ask and I am particularly interested in how they use elearning methods and technologies and whether they believe the new pedagogies and technologies support their graduate attributes.

            Some links from the Podcast episode and Online Resources to think About: Richard Morris, a mate and colleague is travelling with me for a large part of the trip.  Richard is director of Missions Aviation Fellowship Learning Technologies or MAFLT which has as its focus learning and teaching support in the Majority World. Richard’s perspective will be very valuable to ensure the focus is Global and will help students who not only come from what used to be called the “developing countries” to learn in such countries as the USA and Australia but help them make a difference to their world … the Majority World

            Finally Universities in Australia have been defining and working with graduate attributes for some years and Murdoch University in Western Australia has even a software program to help them map their attributes to their programs.

            Comments (4)
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