Tech4learning

Creating Video For Teachers and Trainers

A few days ago I was asked what the latest development was in the world of learning technologies.  I quickly answered "mobile learning" and then went on to qualify that by saying that we were still grappling with what that meant.  With hindsight, I should have added the use of video within the corporate learning and development world to my response, for when we're not talking about mobile learning, the subject of video comes up time and time again.

I've commented too before that the publishing industry often provides a good idea of current trends and - all of a sudden - there is some activity in this topic space, starting with Creating Video for Teachers and Trainers from Pfeiffer, a few weeks ahead of Rapid Video Development for Trainers from the ASTD, which I'll also review in due course.

I'll say at the outset that with just over 200 pages, its paperback list price of £42.50 is terribly overpriced.  Even with its discounted price of £27.62, this is either a book you should borrow or buy the once for your corporate learning library; or download onto your Kindle for £20.72.

Anyhow, to the book itself.

Its divided into five parts focusing on planning and managing video projects, selecting the essential equipment, the video production itself, followed by post-production activity and its eventual distribution and use.

The opening part sets the scene with some examples of how you might use video for training.  The second chapter gives a useful helicopter view of the entire video production process.  The detail follows in the other chapters. The importance of planning is the next topic covered, before we get onto the subject of writing the script, including a suggestion for a practical two-column script format.  The fifth chapter covers off other ways to produce video, including using webcams and screen recording software. Chapter six looks how to manage a video project.  I found the estimation of time formula presented here to be very useful, together with a valuable and easy-to-follow introduction to basic project management principles.

The second part of the book looks at the essential equipment you will require and starts with a discussion on camcorders, before looking at some hints and tips for using the camera, including positioning your subject (the so-called "Rule of Thirds").  The next chapter focuses on light and lighting, including the positioning of your lights, before the book covers the subject of microphones and sound.  

In the part about production, we start with selecting the best location for your video, then move on to the other key preparation aspect - planning the shoot, which - if done well - will minimise the time required and maximise the productivity of al those involved.  This part finishes with the tasks to be compeleted on the day of the shoot itself.

The next section of post-production begins with a review of some of the options for video editing software, including some examples of typical editing ideas that will improve the finished footage.  The next chapter looks at editing the accompanying audio, before looking briefly at special effects.

In the final part, the book looks at the final distribution and use of the training video. Starting with physical media, such as the DVD, it then moves on to consider the different formats of web-based video, but before concluding with another look of how you might use the finished footage within your training programmes. 

Each part of the book ends with a short assignment designed to coach you through each element of a video project.

I mentioned at the start that this book is just over 200 pages long.  Therefore, each of the chapters is quite short.  At times, I would have appreciated more detail on certain aspects, but overall this book is a very good primer for anyone interested in doing more with in-house developed video.

Team-building's Gone Digital

I was excited to receive "50 Digital Team-building Games", as here is a book that combines some of my business-world passions - learning technologies, social media and leadership and management development.  

This is probably the first book that considers not only the application of learning technologies to a learning requirement, but considers first and foremost the aims and objectives of a targeted soft skill area.  Yes, this book is aimed at team leaders and members, but I was able to read it from the standpoint of a trainer and see how the various exercises could be dovetailed into a soft skills training programme.

I thought this would be a book I could dip in and out of (an easy-to-use table at the start helps to pinpoint which exercises will be of interest), but actually, having started to do that, I realised that I would get the most benefit from it by returning to the start and reading it cover-to-cover. I've reviewed other books before about how one might use technology to support a learning need, but this book is different.  You can't skip through it. The exercises need to be digested in detail, so that the subtleties of the learning outcomes can be realised.  As the trainer, you will also need to be fully conversant with how each exercise is run, as many of your learners may be using the relevant technology for the first time. Actually, getting people more familiar with Web 2.0 technologies is often a secondary objective for many of the exercises.

So what is covered?

After a good introduction on how to use the book and its contents, the first chapter looks at icebreakers, including using Twitter, chat windows, online whiteboards and - flavour of the month, Pinterest.

In the second chapter, the focus is on communication skills, including how to get an audience to interact with you as the facilitator.  So reference is made to techniques such as getting people to Tweet or text questions throughout a session; filming answers and posting to a site. For those using web-conferencing tools, mention was made of using raise hand tool (and chat window) and two new ones for me - online tangrams and PowerPoint karaoke.

The topic of building trust is covered in chapter three.  Ideas here including using Google Docs to create a trust grid (potentially quite a challenging exercise), a very useful link to an online version of the Johari Window and how to use webcams to practice the techniques of matching and mirroring.

Shared Google Docs and chat windows were featured too in the next chapter about improving performance.

Chapter five is all about problem solving.  Two digital exercises stood out here - an online version of "Move One Line/Add One Line" and a chat window version of the popular game "Survivor".

Creativity and innovation is the focus of chapter six.  Here mention was made of online mind mapping; using iPads to film breakout presentations with each group tasked to make a short film on certain topic; and using an app called Goose Chase for a cell-phone based scavenger hunt.

The important team-working skill of collaboration is addressed in chapter seven.  This includes how different teams can work better together. Online games such as "Office Move" and "Mergers and Reorganisation" are described here, along with a version of "Broken Squares".  You're also introduced to two useful tools Timely.is (a tool that only publishes Tweets when it believes they will have the most impact) and Coveritlive.com (a live-blogging platform).

The author's organisation runs team-building games that use GPS technology, so this forms the basis of the two exercises in the next chapter entitled "EPIC Team Building".

The final chapter looks at Closers.  Included in the different ways to end a team event are using Twitter to acknowledge team members actions and to gain a commitment to change.

The appendix to book offers instructions on how to get connected with some of the more popular technology tools referenced in the previous chapters.  

This is the first book of its kind where I actually felt that the use of technology would assist in achieving the training goals in a meaningful way.  Yes, you'll need to consider the culture (and technical expertise) of your audience in some cases, but overall, I found a lot of valuable content here.

Designing for Informal Learning

Over the last year or so, we've all been reminded about the extent to which informal learning in our organisations dwarfs our formal training activity.  And I've always been concerned that on the basis that if informal learning is so popular - and therefore largely not broken - why should we try to fix it.  That is, will we do more harm than good by trying to manage informal learning?

So I was very interested to see the latest Infoline booklet from the ASTD, Designing for Informal Learning.

One of my concerns was whether this 16-page resource would try to overly formalise the informal, especially when I saw that some of the content was based around the very formal ADDIE instructional design model.

Indeed, the authors write: Because informal learning is often implemented spontaneously or in an unstructured way, it is frequently considered disorganised or unprofessional. However, it can be designed and developed.

I think, on reflection, that it gets away with not doing this, as the treatment of ADDIE generally stays at the higher level at looking at where informal learning approaches would fit into an overall blend.

Highlights of this guide include some of the pull-out information panels:

• Six risks of not addressing informal learning
• Options for making learning available on demand
• Generational issues: research and case study

and some of the reproducible tools:

• Moving from formal to informal learning: a step-by-step transition
• 10 questions to uncover content areas and tools for informal learning
• Selecting mode of informal learning

I believe this Infoline booklet contributes to the debate on where informal learning fits into our programmes by:

• Breaking down the characteristics of informal learning that make it a successful method
• Acknowledging that informal learning is a force on which to build
• Recognising where an informal learning element provides a better option than something formalised in the classroom or similar
• Encouraging learning professionals to not so much to manage it, but to ensure that the relevant informal learning sources are easy to access, well researched, accurate and supported

There is also good coverage on how to embed informal learning into the organisational culture and how to evaluate its effectiveness, along with a useful pull-out on recognising coaching opportunities to support the business in its informal learning activities. The use of Web 2.0 technology is also addressed.