LinkedIn Learning | What We're Learning About Learning

What We’re LearningAbout LearningLaurie Burruss | 03/02/2017

Education Innovation AdvisorLynda.com, a LinkedIn Company [email protected]

Laurie Burruss

mailto:[email protected]

Today’s agenda

• About Laurie• Learning, Neuroscience & Cognitive Science • Nine Learning Strategies

1. Learning by Practice 2. Learning in Chunks 3. Cross-training when Learning 4. Frameworks for Learning 5. Learning Takes Effort 6. Making Learning that Sticks 7. Learning that Motivates 8. Engaging the Learner 9. Learning from Peers

• Learning Challenges • Future Trends in Learning• Q&A• Research & Resources

Learning, Neuroscience & Cognitive ScienceAdvances in neuroscience and cognitive sciences now offer new clues as well as reinforce what we know from experience about how we learn. Whether learning is informal or formal, understanding the active nature of how people learn is a key competency academic institutions.

To make learning meaningful, understandable, and motivating requires continued exploration in learning principles.

The 3 Perspectives

Concept Data Application

01: Learning by Practice

7

not cramminghttps://c3.staticflickr.com/4/3226/2703981626_a43de710bb_b.jpg

spaced repetitioninformation retrieval

focused

https://s-media-cache-ak0.pinimg.com/originals/95/30/f4/9530f48c50f4905dd2b2c7a6b8632cfb.jpg

{A Mind for Numbers}, Barbara Oakley, 2014, p 15.

diffuse

https://s-media-cache-ak0.pinimg.com/originals/95/30/f4/9530f48c50f4905dd2b2c7a6b8632cfb.jpg

http://www.payscale.com/data-packages/job-skills scottdmiller.com/wp-content/uploads/2008 Anders from filter shoot.JPG http://www.amazon.com/Peak-Secrets-New-Science-Expertise-ebook/dp/B011H56MKS

Deliberate Practice

http://www.payscale.com/data-packages/job-skills

http://www.amazon.com/Peak-Secrets-New-Science-Expertise-ebook/dp/B011H56MKS

www.freeimages.com/photo/spotty-dotty-2-1170276http://www.freeimages.com/photo/marathon-rotterdam-2-1553221

Deliberate Practice

• Change up the learning• Set new goals• Strain• Repeat, repeat, repeat• Seek constant critical feedback• Focus on where you need help

Small Measures of Improvement

1 design 2 approach

In-class activities

Instructor poses question

Answer alone

Discuss in team

Answer again

Work on worksheet with team

Explore concepts

Discuss with staff

bring device

appl

yun

ders

tand

eval

uateLC: Learning Catalytics 90 min Tutorial 60 min

bring device

Estimate quantities

Develop individual strategy

Discuss and solve as team

Conduct experiment with team

Take measurements

Analyze data

Carry out simulations

EA: Estimation Activity 30 min EDA: Experimental Design Activity

bring device

Work problems alone BEFORE class

Discuss with team, mark up

Self-assess & turn in

Part 1: solve problems alone

Open book, open internet

Part 2: solve with team

Problem Set & Reflection 90 min RAA: Readiness Assurance Activity

90 min

90 min

Peer Instruction, Eric Mazur, 1996

question

think

poll

discuss

• Directed by a goal

• Repeated striving to reach beyond - “stretch”

• A mixture of quality & quantity

• Intervention, correction, & support by coach/teacher/facilitator

• Mix up the practices

• Practice like an expert

• Practice with self-awareness - the idea of self-correcting and self-observing

Deliberate PracticeIn-Class Activitiesun

ders

tand

appl

yev

alua

te

1 design 2 approach

In-class activities

Instructor poses question

Answer alone

Discuss in team

Answer again

Work on worksheet with team

Explore concepts

Discuss with staff

bring device

appl

yun

ders

tand

eval

uateLC: Learning Catalytics 90 min Tutorial 60 min

bring device

Estimate quantities

Develop individual strategy

Discuss and solve as team

Conduct experiment with team

Take measurements

Analyze data

Carry out simulations

EA: Estimation Activity 30 min EDA: Experimental Design Activity

bring device

Work problems alone BEFORE class

Discuss with team, mark up

Self-assess & turn in

Part 1: solve problems alone

Open book, open internet

Part 2: solve with team

Problem Set & Reflection 90 min RAA: Readiness Assurance Activity

90 min

90 min

Peer Instruction, Eric Mazur, 1996

question

think

poll

discuss

Deliberate PracticeIn-Class Activitiesun

ders

tand

appl

yev

alua

te

20 MINUTES 40 MINUTES 60 MINUTES 90 MINUTES 120 MINUTES 2 WEEKS

Brainstorm big ideas

Determine app content

Rough wireframes

Refined wireframes

Interactive design

thinking

Final interactive prototype

Evaluate

Evaluate

Evaluate

Timeboxing for iPad App / 120 minutes creative workshop, by David Sheriwin - p. 5

Sketchbook IllustratorKeynote

w/templatesPDF/APP

w/templates

Whatever cognitive skills you are seeking to instill in your students, and that you will be assessing for a grade, the students should have time to practice in class.

Small Teaching, James M. Lang, 2016, p 117.

Timeboxing an iterative process

iPad App Prototype art 154 Interaction Design Fundamentals

02: Learning in Chunks

15

scary, difficult, unpreparedI’m outta here!

Base Camp

A

Base Camp

B

Base Camp

C

SUMMIT

With practice, with knowledge, with experience . . .

In baby steps, I can do this!

art198_wk_01

long less hours

The Long Playlist100+ hrs

THE REFERENCE BOOKSHELF

To support & supplement deep learning & research

100s of hours of watching videos

Example: Course playlist for an entire term

short more hours

The Short Playlist

PROJECT-BASED LEARNING

To solve problems

To learn by making

To blur boundaries

To foster systems design thinking

To demonstrate subject expertise using interdisciplinary skills

To take “smart” risks

Example: Infographic/Data Viz Project

3 hrs

short more hours

The Short Playlist


To solve problems

To learn by making

To blur boundaries





3 hrs

short more hours

The Short Playlist


To solve problems

To learn by making

To blur boundaries





3 hrs

INFOGRAPHICS = data + visualization + intelligent design

art 154 Interaction Design Fundamentals Student: Chris, Ishoo, Alex, Lisa

Infographics/Data Viz

To exceed expectations

Individual Course Length (decimal hours)

0

5

10

15

20

Region 1 Untitled 16 Untitled 33 Untitled 50 Untitled 67 Untitled 84 Untitled 101Untitled 118Untitled 135

< 2hrs 2 - 5 hrs 5+ hrs

33% 42% 25%

University Statistics 1 Quarter/1 Division

https://cdtmicrographics.com/det-hela-festklanningar/

ungrouped randomly grouped rationally grouped

BreadParsley

MilkPasta

CarrotsTomatoes

CreamBeetsButterFlour

BreadParsley

Milk3 Dairy

MilkCreamButter

PastaCarrots

TomatoesCream

4 ProduceParsleyCarrotsTomatoesBeets

BeetsButterFlour

3 StarchesBreadPasta Flour

Make It Stick, Brown, Roediger, McDaniel, 2014, p 198

“When you work you learn something about what you are

doing and you develop habits and procedures out of what you're

doing..” –Jasper Johns

Chunking + Grouping

03: Cross-train as you learn

22

Editing Playlists: http://www.lynda.com/MyPlaylist/Edit/3477861

Complex Problem Solving

Pivot Table: How to Playbook Learning for contextual, “real world” workflow

Contextual, “real world” learning

http://www.lynda.com/MyPlaylist/Edit/3477861

Editing Playlists: http://www.lynda.com/MyPlaylist/Edit/3477861 Pivot Table: How-to-Playlist: http://www.lynda.com/SharedPlaylist/9abb1b8f68c5485b88a75acfb9049eb4

Create & Watch Share & Learn

Playlist Features

• Add a Course, Chapter, or Movie

• Search inline while editing

• Add a Memo - description, meta data, annotations, hand-outs, examples & URLs)

• Share to public, team/class or individual with unique URL

http://www.aft.org/sites/default/files/resize/styles/content_area_full_width/public/periodicals/fall2013_dunlosky_figure1-756x1090.jpg?itok=piroz3B4

Differences in performance when students used Massed vs Interleaved Practice

022

.545

67.5

90

Practice Test

Massed Interleaved

massed vs interleaved

Even after [the students] took the test and could have realized from their own performance that interleaving was the better strategy for learning, they clung to their beliefs that the concentrated viewing of paintings by one artist was better.



How BEST to identify characteristics of different painters in a study practice?

✓One at a time in order

✓Mixed up and shuffled each time

✓Blind assumptions didn’t support the evidence


Make It Stick, Brown, Roediger, McDaniel, 2014, p 54.

Even after [the students] took the test and could have realized from their own performance that interleaving was the better strategy for learning, they clung to their beliefs that the concentrated viewing of paintings by one artist was better.



How BEST to identify characteristics of different painters in a study practice?

✓One at a time in order

✓Mixed up and shuffled each time

✓Blind assumptions didn’t support the evidence


Make It Stick, Brown, Roediger, McDaniel, 2014, p 54.

Project-based Learning

Cross-disciplinary• Primary data • Evidence supported

research • Data visualization • Design thinking • Browser ready

01 Infographic/Data Viz

Project 01 Playlist/Design Brief http://www.lynda.com/SharedPlaylist841c7b6a325142fea52a990a7ef3eea6

http://www.lynda.com/SharedPlaylist841c7b6a325142fea52a990a7ef3eea6


Lburruss& 2& 2/27/12&

01_Infographic lynda.com!Online!Training!Library!—Infographics:!Planning!&!Wireframing(EX3Files3on3server)3!!!!http://www.lynda.com/InfographicsBtutorials/InfographicsBPlanningBandBWireframing/89311B2.html3 3—Infographics:!Area!Bubbles(EX3Files3on3server)3333http://www.lynda.com/ExcelBCS4Btutorials/InfographicsBAreaBBubbles/89313B2.html33—Infographics:!Visualizing!Relationships(EX3Files3on3server)3&&&&http://www.lynda.com/InfographicsUtutorials/InfographicsUVisualizingURelationships/89312U2.html3!Infographics!or!Information!graphics:!(http://en.wikipedia.org/wiki/Infographic)6 6Graphic&visual&representations&of&information,&data&or&knowledge.&These&graphics&present&complex&information&quickly&and&clearly,[1]&such&as&in&signs,&maps,&journalism,&technical&writing,&and&education.&&&Why!use!infographics?!To&communicate&a&message&or&“story”&To&present&large&amount&of&information&in&a&compact&and&easy&to&understand&way&To&reveal&the&data&–&discovering&cause&and&effect&relationships&To&over&time&show&the&evolution&of&certain&factors&and&issues&&An!Infographic:!Why!Infographics:&http://www.infographicsshowcase.com/wpBcontent/uploads/2010/03/UseBInfographics.jpg3&Objective:&To&create&an&infographic&for&a&blog&site&that&shows&through&interpretation&of&data&4&–&6&visualizations&of&relationships&around&one&theme&or&idea.&&Dimensions:&(for&a&blog&post)&

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4. Select&the&way&and&type&of&story&you&wish&to&tell&that&illustrates&the&data.&Decide&a&theme&as&well&as&what&types&of&visualizations&–&• Pie&chart&(for&breaking&down&into&different&proportional&groups&that&add&up&to&100%&

of&the&pie)&–&also&donut&chart&(a&pie&chart&with&hole&in&the&middle)&• Bar&Chart&(good&for&basic&comparisons)&















https://www.flickr.com/photos/x-ray_delta_one/5859223274

Word Wheel Template: Variety & Diversity CROSS-TRAIN





DESIGN BUSINESS

DEVELOPMENT NEW TOOLS

Design Thinking

Protoyping

jQuery

Bootstrap MS Sway

Data Viz

Pivot Tables

Proj Mgmt

SPIN


04: Learning Frameworks

overwhelm

overwhelmorganize

my playlist the big bucket

Frameworks

Add a framework

Random learning is inefficient

A Bookshelf is a Framework

associative

Frameworks

Self-curated playlists Curated playlists Assigned playlists Learning Guides

New Learning Paths - a playlist for a career

Playlists are the new bookshelf

Self-curated Learning Playlists

learn your way 2 career

Lynda.com Learning Paths

Data-driven skill sets defined Matched to library content Taught by expert practitioners

https://www.linkedin.com/groups/7022790

learn your way 2 career

Lynda.com Learning Paths

Data-driven skill sets defined Matched to library content Taught by expert practitioners

https://www.linkedin.com/groups/7022790

art198_lburrussfall_11

WordPress ePortfolio FlowchartBRAINSTORM SESSION

from concept









Brainstorming Session


HOME (index.html)- Title- Byline- Everpresent Navigation- Visual Element(s)- Sidebar

PORTFOLIO

RESEARCH

ABOUT

CONTACT

COMMUNITY PROJECTS

1

2

3

4

5

6

Categories, tags posts

Optional: strategy to show professional experience

Head shotShort BioLink to Resume (pdf)

Form - user first name, user last name, user email, subject, message, submit button

PARENT

PAGES & POSTSCategories, tags

Inspiration - URLs, books, movies (categories & tags)How I learn - URL links to tutorials (categories & tags)Favorite artists & designers (categories & tags)Process - project deconstruction, philoshophy

CHILDREN

TARGET AUDIENCE - Transfer to college - New clients/job opps - Current clients - share work - Self-promotion - Marketing

TARGET JOB POSITION - http://www.indeed.com - Keywords - Geographic location - Compare job requirements

• Personal/Communication skills (soft skills)

• Design skills• Technology skills

WordPress ePortfolio Flowchart

to organized framework

Rubric

Framework Assessment

Iterative process

Art 64: Interaction Design Fundamentals

05: Learning takes Effort

Too Little

Just Right!

Too Much

EffortGoldilocks tasks

Not too easy . . . Not too hard . . .

http://wistia.com/blog/does-length-matter-it-does-for-video-2k12-edition/

http://wistia.com/blog/does-length-matter-it-does-for-video-2k12-edition/

http://mindsetonline.com/Test Your Mindset:http://mindsetonline.com/testyourmindset/step1.php

FIXED GROWTH

http://files.pressible.org/267/files/2014/04/MindsetBook.jpeg

http://mindsetonline.com/

http://mindsetonline.com/testyourmindset/step1.php

http://files.pressible.org/267/files/2014/04/MindsetBook.jpeg

Test Your MindsetFixed Mindset Growth Mindset Group Mindset

Fixed traits, focus on success. Your basic qualities are things you can cultivate through your efforts

Experience, training and personal effort in purposeful engagement

Being right; getting the top score; not failing.Desires the “stretch”

Thrives on challenge(s) Recognizes self-development, self-motivation, and

self-responsibility Advocacy for drive & enthusiasm

I am comfortable with “effortless success.” “This is hard, but this is fun.”“The growth mindset does allow people to love

what they’re doing — and to continue to love it in the face of difficulties.”


https://upload.wikimedia.org/wikipedia/commons/c/c3/Seabiscuit_winning_1940_SAH.jpg



https://upload.wikimedia.org/wikipedia/commons/c/c3/Seabiscuit_winning_1940_SAH.jpg


–Johnny Appleseed

“Type a quote here.”

Baby Steps: Incremental Learninghttps://www.youtube.com/watch?v=IcA0Z6XPAmc

Growth Mindset Actions

• Develop a practice • Feel comfortable with confronting challenges • Aim for a sense & feeling of making progress • Love what you do • Continue in the face of difficulties

“. . .the transformative power of effort — the power of effort to change your ability and to change you as a person.”

https://www.youtube.com/watch?v=IcA0Z6XPAmc

EffortChallenges

A one-sentence problem One online movie

Many possible solutions

21-day Drawing Challenge with Von Glitschka http://www.lynda.com/Design-Illustration-tutorials/21-Day-Drawing-Challenge/164144-2.html

http://www.lynda.com/Design-Illustration-tutorials/21-Day-Drawing-Challenge/164144-2.html


4 Continuous Line Drawings

Man’s Face Hand holding bottle Man on unicycle Dog

EffortChallenges

A one-sentence problem One online movie

Many possible solutions

21-day Drawing Challenge with Von Glitschka http://www.lynda.com/Design-Illustration-tutorials/21-Day-Drawing-Challenge/164144-2.html



art 31a: The Human Color Wheel Collaborative Team BuildingThe Human Color Wheel

THE “FOUND” ALPHABET, COOKIE COLOR WHEEL, EMOJI SELF-PORTRAIT, DAILY TEAMS . . .

06: Learning that Sticks

make it stick

to learn something new

The Science of Successful Learning

http://makeitstick.net/ Peter C. Brown, Henry L. Roediger III and Mark A McDaniel

http://makeitstick.net/

for 45 - 50 min

+ =

3X per week to make it stick

University Statistics:1 Quarter/1 Division

for 45 - 50 min

20%

80%

+ =



for 45 - 50 min

20%

80%

+ =


interval spaced practice

for new learning


http://www.edpsoftware.com/images//2013/12/pomodoro1.jpg http://pomodorotechnique.com/

25 min

StickyNot Stuck

PROCRASTINATION • First, unhappy• Then, trying to shift the

attention elsewhere• More painful (like arsenic) - a

sense of guilt but no action

Alleviate procrastination (the poison) with

The Pomodoro Technique

http://www.edpsoftware.com/images//2013/12/pomodoro1.jpg

context


top down bottom up

• THE BIG IDEA - get the “gist” of basic concepts

• CONTEXT - connects and glues it all together

• BOTTOM UP - the learner asks “Where and how does this all fit?”

• MASTERY- the Final Stage“Can I do it myself?”- Always test the DO!


07: Learning Motivates

http://samara.gup.ru/pic/glavnaya/dod.jpg

1 2 3

Practice

Retrieval Extrinsic Intrinsic

Just-in-TimeOn task problem solvingDetour/RoadblockQuick fix - back to problem at handCompare spellcheck or speed dialNo need to memorize - just look up

Outer driven For work, for position in world For up-skilling and renewing skillsFor new positionFor raise in salaryFor grade/course requirement

Inner driven Passionate about subject/area of expertiseFavorite author/instructorLove to learn about __________Insatiable appetite for learning “X”

PassionHelp Desk

30 minor less

30 - 90min

90 min +++

http://samara.gup.ru/pic/glavnaya/dod.jpg

Viewing Sessions per Course

0

4.5

9

13.5

18

Region 1 Untitled 18 Untitled 36 Untitled 54 Untitled 72 Untitled 90 Untitled 108 Untitled 126 Untitled 144

< 30 min

30-60 min

1 hr +

55%

22%

23%

Stanford University School of Medicine

45%55%

University Statistics1 Quarter/1 Division

On-your-own F2F Specialized Training

24/7/365 Scheduled workshops

Need/problem driven

1 32Strategic Planning & Budget

Motivation & Learning

Intrinsic motivation - Informal learning Extrinsic motivation - Formal learning

Recognition for achievement

http://www.freeimages.com/photo/coffee-2-1327659

Reward yourself and others

Representation of midbrain dopamine neurons responding to reward that is probabilistically predicted by distinct visual cues.

Based on Fiorillo et al., 2003; Morris et al., 2004.

http://www.princeton.edu/~ndaw/ds08.pdf

Reward

Reward

Reward

Reward

No Reward

Reward

p = 0.21

p = 0.25

p = 0.50

p = 0.75

p = 1.0

http://www.freeimages.com/photo/coffee-2-1327659

08: Learning Engages

11 courses

in which one learner watched longer than length of course

Acqua = University Migration to Office 365

University Statistics: 1 Quarter/1 Division

Engagement

RETURN TO LEARNREPEAT TO LEARNDEEPER LEARNING

PCC students watch a project-based course an average of 3X

1. To get the big idea 2. To follow the discreet steps 3. To work along and do the project

http://www.freeimages.com/photo/spirals-1-1192883

Iterative EngagementThe Spiral Effect

ACQUISITION OF KNOWLEDGE

Connecting (between disparate sets of concepts & skills)

Practicing (building comprehension & experiences)

Self-explaining (reflection & understanding)

http://www.freeimages.com/photo/spirals-1-1192883

✓ Understand the text

✓ Work with others (before or after class)

✓ Outline - create your own framework

✓ Actively participate

✓ Consult with the teacher & others

✓ Develop a study guide

✓ Organize a review session

✓ Sleep - so your brain works right!

Self-Test Checklist

09: Learning from Peers

Peer Learning

Birds of a Feather Follow your tribe

Learn from others

Old Welsh Proverb "people having similar characters, backgrounds, interests, or beliefs"

What are the TOP 20 lynda.com courses @MyUniversity?

http://www.freeimages.com/photo/mellon-institute-1229549

http://www.freeimages.com/photo/mellon-institute-1229549

1 Drupal 7 Essential Training2 Dreamweaver CC Essential Training

3 Project Management Fundamentals4 PremierePro CC Essential Training

5 Outlook Web App (OWA) 2013 Essential Training6 ITIL Foundations7 Foundations of Programming: Fundamentals

8 Excel 2007 Essential Training9 Drupal 7: Creating and Editing Custom Themes

10 Website Planning & Wireframing: Hands-on Training11 Writing for the Web

12 Objective-C Essential Training13 HTML Essential Training

14

iOS App Development Essential Training Communication Tips

Fixing Video Exposure Problems in PremierePro CC Google Docs Essential Training

15 The Practicing Photographer

16 Lightroom 6 Essential Training Foundations of Programming: Databases

17Marketing Research Fundamentals

Swift Programming Language First Look Practical Cybersecurity

183D Printing on Shapeways Using Maya Office 365 Outlook Essential Training Office 365 Word Essential Training

19Drupal 6: Online Presentation of Data

Excel 2013 Essential Training Solving Optimization & Scheduling Problems in Excel

20 Writing Email21 InDesign CC: Interactive Document Fundamentals

22Core Data for iOS and OSX

C++ Essential Training Photoshop CS2 Actions and Automation

23 Office 365: Access Essential Training Marketing Fundamentals

24

Creating PDF Forms with InDesign Captivate 8 Essential Training

Personal Branding Basics Modeling a Cartoon Character in Maya

25

SOLIDWORKS 2014 Essential Training Body Language for Leaders

Value-Based Pricing

26

Excel Tips Creating an Effective Content Strategy for Your Website

Premiere Pro CS6 Essential Training Acrobat XI: Creating Forms

27

Excel for Mac 2011 Tips and Tricks Final Cut Pro X 10.2 Essential Training

Learning to Be Assertive Organizing Your Office for Maximum Efficiency

28

Exploring Photography: Exposure and Dynamic Range Cisco Certified Entry Networking Technician Esst Training

R Statistics Essential Training Captivate Advanced Techniques

29Google Analytics Essential Training

Presentation Fundamentals Public Relations Fundamentals

TOP

20 @

MyU

nive

rsity







14














24



25


Value-Based Pricing

26



27



28





TOP

20 @

MyU

nive

rsity







14














24



25


Value-Based Pricing

26



27



28





TOP

20 @

MyU

nive

rsity

10 COURSES watched by 3 or more

LOOKING FOR TRIBES2 or more watching same course3 average - teams of 3?sharing learning, sharing insights

IT, University School of MedicineData tells us the migration to Microsoft 365 is essential to support!

University Statistics1 Quarter/1 Division

syllabus: first day of class with instructor & students

art198: web design & development

Digital Tool Survey

Our “digital” smartboard - a whiteboard + cellphone photo capture COST = $0

Peer2Peer Learning

Input from students day 1

Ask why they signed up for course

Ask what they want to learn on exit

Create a list of topics/skills

My input as well

Agreement going forward

Discussion time management

Expectation for inside/outside workload

On-your-own learning

What it will take - the trade-offs

SURVEY: immediate digital tools available

GUARANTEE: each student will leave with something he/she wants

https://en.wikipedia.org/wiki/A_picture_is_worth_a_thousand_words

If a picture is worth a 1,000 words, a GOOD Learning Story is worth a 100 phone calls.

Tell & share your stories

https://en.wikipedia.org/wiki/A_picture_is_worth_a_thousand_words

Spider Graph Template: Recognizing your strengths & weaknesses

Use of data from my course history. Plotting number of courses watched vs number of hours watched.

My peak areas of interest = Web, Biz, Design, & Dev.

Knowing my “core” or strength areas, I can recognize my weaknesses.

Areas of improvement: Business courses around Productivity & Soft Skills.

Added to my Learning Roadmap: Design Thinking and Writing

WEB

BIZ

DESIGN

DEV

ED

VIDEO

PHOTO3D

IT

AUDIO

MKTG

CAD

# of Courses Watched

# of Hours Watched

Core strengths

Flat = weak Pointed = strength

Laurie Burruss: Hours/Content Area

0

25

50

75

100

Web Biz Design Dev Ed Video Photo 3D IT Audio Mktg CAD

173h 29m of content watched

Number of Courses Watched in a Content Area

Not much to learn here. . .Just buckets of clicks

Laurie Burruss: Courses & Hours/Content Areas

0

40

80

120

160

Web Biz Design Dev Ed Video Photo 3D IT Audio Mktg CAD

Courses Time (hr)

My Learning Stats 338 courses watched

2455 videos watched

173h 29m of content watched

386 courses in playlists

31 certificates of completion

AnomalyBusiness Courses

are SHORTER

New Content Areas

lynda.com

Now a learning story that compares data sets: Courses + Hours + Content

Laurie’s Engagement

All courses

11%

89%

Web

18%

82%

Web Laurie

Developer

12%

88%

Design

11%

89%

Education

17%

83%

Wow, Laurie! You’ve watched 18%

of the current WEB courses.You’ve watched 11% of ALL courses (3396).

3/17/2015

Engagement Dashboard: The big learning picture revealed with visualization

Start with a story

Empathy

Visualization

Metaphor & analogy

Expression

Make it social. . .

Design Thinking Workshop

Empathy

Visualization

Metaphor & analogy

Expression

Make it social. . .

Gift giving @Houston Community College

Learning Challenges

79

Learner’s ObstaclesTOP 5

1. Not enough time 2. Not enough guidance or direction 3. Not enough recognition or reward 4. Not engaging enough 5. Too hard to find

https://upload.wikimedia.org/wikipedia/commons/8/8f/Zan_Zig_performing_with_rabbit_and_roses,_magician_poster,_1899-2.jpg

Illusions of CompetenceANECDOTES• recall - mental retrieval• testing/quizzing - mini-testing, self-test, compare• change up locations• interleaved learning• peer learning & role playing• simulations & “real world” doing & making• reflection

https://upload.wikimedia.org/wikipedia/commons/8/8f/Zan_Zig_performing_with_rabbit_and_roses,_magician_poster,_1899-2.jpg

Each student filled out the rubric and then had 3 other people fill out the rubric.

Complex Problem-Solving

Interdisciplinary

Problem driven

Unknown solutions

Multimodal literacies applied

Data infused research

http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/

http://www.lynda.com/articles/top-skills-employers-want-2015




Each student filled out the rubric and then had 3 other people fill out the rubric.


Interdisciplinary

Problem driven

Unknown solutions








Skill 1 2 3 4 5 Evidence

1.1Ability1to1work1in1a1team1structure

2.1Ability1to1make1decisions1and1solve1problems1(?e)

3.1Ability1to1communicate1verbally1with1people1inside1&1

outside1an1organiza?on

4.1Ability1to1plan,1organize1and1priori?ze1work

5.1Ability1to1obtain1and1process1informa?on

6.1Ability1to1analyze1quan?ta?ve1data

7.1Technical1knowledge1related1to1the1job

8.1Proficiency1with1computer1programs

9.1Ability1to1create1and/or1edit1wriQen1reports

10.1Ability1to1sell1and1influence1others

SUBTOTAL GRAND1TOTAL:

h"p://www.forbes.com/sites/susanadams/2014/11/12/the:10:skills:employers:most:want:in:2015:graduates/

The 10 Skills Employers Most Want In 2015 Graduates

*5A:ApointAscale,AwhereA1=ANotAapplicable,A2A:ANotAmuch,A3A:ASomewhat,A4A:AVeryAmuch,A5A:AExtremelyAapplicableAEach student filled out the rubric and then had 3 other people fill out the rubric.


Interdisciplinary

Problem driven

Unknown solutions








Final Project: Interactive PDF




The Top 10 Skills Employers Want in 2015 Grads

http://www.lynda.com/SharedPlaylist/8ffa48c8c39e49e7b049b6ec07377569

Survey Monkey Canva Product Analysis: (Teams of 4 - Oral/Written Presentation)


The Top 10 Skills Employers Want in 2015 Grads


Survey Monkey Canva Product Analysis: (Teams of 4 - Oral/Written Presentation)


Future Trends in Learning

85

PRINCIPLE 1

SIMPLE

PRINCIPLE 2

UNEXPECTED

PRINCIPLE 3

CONCRETE

PRINCIPLE 4

CREDIBLE

PRINCIPLE 5

EMOTIONAL

PRINCIPLE 6

STORIES

© 2008 by Chip and Dan Heath. All rights reserved. Do not replicate without written permission.

http://heathbrothers.com/download/mts-made-to-stick-model.pdf

SUCCESs Model

Made to Stick, Heath & Heath, 2007.



• Give feedback that promotes learning and future success.

• Identify managers/deans/instructors as resources for learning about learning within your institution.

• Teach others how to learn to attain high standards and promote your campus’ learning strategies.

• You are the drivers of enthusiasm & advocacy.

http://www.freeimages.com/photo/future-1239052

Future Trends

http://www.freeimages.com/photo/future-1239052

http://cdn.theatlantic.com/static/front/docs/sponsored/phoenix/future_work_skills_2020.pdf

To be successful in the next decade, individuals will need to demonstrate foresight in navigating a rapidly shifting landscape of organizational forms and skill requirements.

They will increasingly be called upon to continually reassess the skills they need, and quickly put together the right resources to develop and update these.

Workers in the future will need to be adaptable lifelong learners.& educators

http://www.freeimages.com/photo/brain-coral-1198003

http://cdn.theatlantic.com/static/front/docs/sponsored/phoenix/future_work_skills_2020.pdf

http://www.freeimages.com/photo/brain-coral-1198003

Questions & Answers

Laurie BurrussEducation Innovation Advisor [email protected]

mailto:[email protected]

Research & Resources

• How We Learn, Benedict Carey, 2015, Random House

• A (Mind) for Numbers, Barbara Oakley, PhD., 2014, Penguin Group.

• Peak, Anders Ericsson and Robert Pool, 2016, Houghton Mifflin Harcourt.

• Made to Stick, Chip Heath and Dan Heath, 2007, Random House.

• Make It Stick, Peter C. Brown, Henry L. Roediger III, Mark A. McDaniel, 2014, Belknap Press of Harvard University

• Mindset: The New Psychology of Success, Carol S. Dweck, 2007,Ballantine Books.

• Peer Instruction: A User’s Manual, Eric Mazur, 1996, Pearson.

• Small Teaching, James M. Lang, 2016, Jossey-Bass, a Wiley Brand.