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- 2. strategies for engaging the modern learner Bull City Learning
- 3. Who are these modern learners? How do I engage them?
- 4. Who is this modern learner of which you speak?
- 5. Workforce Circa 1985
- 6. Workforce Circa 1995
- 7. Workforce Circa 2005
- 8. Workforce Circa 2015
- 9. Workforce Circa 2015
- 10. http://techland.time.com/2013/07/08/a-nation-of-kids-with-gadgets-and-adhd/TIME article asking if devices are to blame for the increase in behavioral disorders (ADHD) Workforce
- 11. The amount of time spent in front of device screens: 7.5hrs/day… an increase of 20% from
- 12. Workforce Circa 1985
- 13. Number of Twitter users who follow 64 or more Twitter accounts (1.5 million follow over 511
- 14. The point?
- 15. Increase in the past three years in the number of people simultaneously using devices Number of
- 16. According to Google, 90% of people use multiple screens to accomplish a task over time, with
- 17. OK, but this is really all about young workers, right? Think again. 16% 12% Can you
- 18. Uses more systems/devices than ever Rapidly switches from device to device Is overloaded with information Distributes
- 19. Alright, so people are using more media and devices all the time. So what?
- 20. Information consumes “the attention of its recipients. Hence a wealth of information creates a poverty of
- 21. 9 SECONDS Attention span of the average gold fish. 12 MINUTES Attention span of the average
- 22. “The current generation of internet consumers live in a world of ‘instant gratification and quick fixes’
- 23. Of pages views last less than four seconds. 17% Of words read on web pages with
- 24. 32% of consumers will start abandoning slow sites between one and five seconds Bounce rate can
- 25. The length of each individual internet video has reversed its rise and has decreased between 12/2011
- 26. Mobile devices condition their users to expect content, electronic stimulus 2013 NPR article on Mobile devices
- 27. Is overloaded with information Uses more systems/devices than ever Is overloaded with information Rapidly switches from
- 28. What impact is this having on us personally?
- 29. 1. We’re easily distracted “87% of teachers felt modern technologies were creating an "easily distracted generation
- 30. 2. We forget things 25% of people forget names and personal details of their close friends
- 31. The frontal lobe is where incoming messages are processed and working memory is stored, and it
- 32. Enter the frontal lobe A message enters the frontal lobe It enters the hippocampus The message
- 33. If the brain becomes distracted during this cognitive process, there’s an increased risk in losing new
- 34. “Repeated distractions that trigger rapid shifts in attention take a toll on the frontal lobe, which
- 35. 3. We process data faster This surprising result led the scientists to propose that even simple
- 36. 4. We’re more visual Another influential study demonstrated that after just 10 days of playing Medal
- 37. 5. We forget things Text formatting, please ☺
- 38. Is overloaded with information Uses more systems/devices than ever Is overloaded with information Rapidly switches from
- 39. The new psychology of the modern learner is creating a mismatch between how people learn and
- 40. “Millennials are visual and kinesthetic learners who prefer to experience the world through multimedia and not
- 41. “Clark Quinn, the e-learning consultant, feels strongly it’s time for a change in the e-learning industry
- 42. This may be the reason attendance and completion rates are low
- 43. Factors Affecting Completion Rates in Asynchronous Online Facilitated Faculty Professional Development Courses John Sener and Robert
- 44. https://www.insidehighered.com/news/2013/05/10/new-study-low-mooc-completion-rates The average completion rate for massive open online courses is less than 7 percent, according
- 45. According to a recent report, 70 percent of corporate learners do not complete scheduled online learning
- 46. So, how do you create training that engages the modern learner?
- 47. In order to keep up and create good instruction, you have to adapt the instruction to
- 48. Be useful Be brief Be visual Make it active Sell it Be everywhere
- 49. Be useful Be brief Be visual Make it active Sell it Be everywhere
- 50. “Modern learners want things that help them advance their own personal and professional goals – they
- 51. The grass is really long. It needs to be mowed – but I don’t want to
- 52. Ten years of constant A/B testing by the marketing community using Google have provided vast quantities
- 53. You want your training to stand out like a good Google ad or search result Include
- 54. Create training around topics useful to the audience Give the training titles that denote value and
- 55. A lot of training does not denote value – top down rather than bottom up This
- 56. Organizational goals (what you want to teach) Learner goals (what they want to learn) Sweet Spot
- 57. How? Think like an online niche marketer Niche marketers do keyword research to find what phrases
- 58. Keyword research is of no use to you – however, similar principles hold true. You can
- 59. Finally, you need to give your courses titles that pull – again, take a cue from
- 60. Be useful Be brief Be visual Make it active Sell it Be everywhere
- 61. 15 Minutes Upper limit of an training unit – preferably a lot less.
- 62. 2.5 Minutes Maximum time you should present new info before stopping, summarizing, and giving people a
- 63. Be useful Be brief Be visual Make it active Sell it Be everywhere
- 64. People learn less from this …. … than they do this.
- 65. “Showing people meaningful, content-based visuals, as opposed to text, lessens their cognitive exertion and improves overall
- 66. Internet content views can jump up 48% if it contains both photos and video Hubspot “One
- 67. Cone of Learning (Edgar Dale) Text formatting, please ☺
- 68. Be useful Be brief Be visual Make it active Sell it Be everywhere
- 69. Text formatting, please ☺
- 70. Teach new things within context Gamify
- 71. Be useful Be brief Be visual Make it active Sell it Be everywhere
- 73. Be useful Be brief Be visual Make it active Sell it Be everywhere
- 74. Particularly with big learning initiatives that are important to the success of new organizational changes –
- 75. Workforce Circa 2015
- 77. We’re Bull City Learning blah, blah, blah
- 78. Visit us here, here, and here
- 79. Email Garry O’Grady if you want a copy of the slide deck
- 80. PRESENTATION ENDS HERE – REST OF SLIDES ARE RANDOM DATA THINGS So, can I stop here?
- 81. Use rewards Motivate Optional topics/items
- 82. Here are our tips for doing this http://www.msmdesignzblog.com/are-mobile-devices-destroying-our-attention-spans/ http://www.educause.edu/ero/article/distraction-engagement-wireless-devices-classroom, Example studies Example studies turning digital media
- 83. Summary of the modern learner: More distracted Spend less time on things Good visual learners Process
- 84. The results of the study indicated that combinations of animation, narration, and text do influence the
- 85. “One average users only read 28% of words on a web page per visit” Nielson, J.
- 86. http://www.npr.org/templates/story/story.php?storyId=127370598 “All Things Considered” interview with the Author of “The Shallows” He believes the internet is
- 87. http://www.huffingtonpost.com/2013/10/24/attention-span-book_n_4151059.html Explains how the increase of digital information is contributing to the re-wiring of adolescents’ minds;
- 88. http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1070&context=journalismfacpub Journal Article: Digital Distractions in the Classroom: Student Classroom Use of Digital Devices for Non-Class
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