2.+References



**BOOK:**

Mayer, R. E. (2009). //Multimedia Learning// (2nd Ed.). New York, NY: Cambridge University Press.

Mayer’s cognitive theory of multi-media learning encompasses numerous principles founded in extensive evidence-based research giving rise to the dual-coding behavior of the brain. In essence Mayer has shown that the learner is better able to transfer knowledge when presented with purposefully constructed multi-modal instruction. This text clearly explains his 12 principles of instructional design that describe how people learn best by using words and pictures rather than words alone, and methods for combining visual and auditory presentations. This topic is extremely relevant to the development of instructional materials that my learners will be required to preview prior to attending the hands-on training sessions. This cognitive theory of multimedia learning provides the blueprint for properly designing the didactic content by adhering to the following;


 * 1) People learn better from words and pictures than from words alone.
 * 2) People learn better from animation and narration than from animation and on-screen text.
 * 3) Provide the multimedia lessons in smaller learner-paced segments rather than as a continuous unit.
 * 4) Eliminate redundant information
 * 5) Place corresponding words and pictures near each other
 * 6) People learn better when corresponding words and pictures are presented simultaneously rather than successively.
 * 7) People learn better when extraneous words, pictures, and sounds are excluded rather than included.

Clark, R. C. (2010). //Evidence-based Training Methods: A Guide for Training Professionals.// Alexandria, VA: ASTD Press.
 * BOOK:**

This text brings together not only the pearls of training from other Ruth Clark publications but incorporates the latest research Richard Mayer’s "Multimedia Learning" (2009) and other notable authors. As the title depicts, the methods, recommendations, tools and practices that are discussed bridge the gap between academic research and instructional design in a manner that is relevant and useful.

Since the conduct of training is still a significant part of my job, I found this book extremely helpful at putting theory into practice in a very easy-to-read format. I have been referencing the book "Telling Ain’t Training" (Stolovitch & Keeps, 2002) and was considering attending the course associated workshop in October. On reconsideration, I think the content presented in Clark’s book will provide the same and probably more relevant information on how to make the design of my content and the organization of my workshop more productive.

Bear, D. J., Tompson, H. B., Morrison, C. L., Vickers, M., Paradise, A., et al. (2008). Tapping the potential of informal learning: An ASTD research study. ASTD Research.
 * STUDY:**

This study was conducted by The American Society of Training and Development (ASTD) and the Institute for Corporate Productivity (i4cp). The objective was to provide insights for corporate training professionals on the definition, fundamentals and the means for improving the effectiveness of informal learning. The results were compiled from an online survey conducted between March and April, 2008, collected from 1,104 respondents who consist primarily of human resource and training professionals. The report depicts the following regarding informal learning: its prevalence is already quite strong and expected to grow, it is linked to performance improvements in employees and organizations, training budgets are not appropriately allocated, and opportunities to utilize are being missed. The most widely-used informal learning tools utilized are email and the organization’s Intranet. In summary, the benefits of informal learning currently outweigh the untapped resources that are being harnessed by most organizations.

This report will be distributed to sales and marketing management in my organization as their introduction to the benefits and the necessity to re-examine how we conduct training and disseminate information to our mobile workforce. What’s important is that informal learning serves as a supplement to the formal learning because employees often have insufficient time for the formal, scheduled learning. This will be the case-in-point at the next 7-day product training session scheduled in August. We recently released two new products which will require dedicated time during an already compressed agenda.

**STUDY: ** Bingham, T. (2009, August). Learning gets social. //Training + Development 63//(8), 56-63. <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Because the value of time is changing, there is a growing trend for organizations to recognize and adapt to informal learning. This is particularly appropriate as the population of the workforce transitions to the Millennials, also referred to as the Generation Y or the "Net Gen’s". Informal learning pertains to a more impromptu and natural way of acquiring knowledge as opposed to the formal and structured strategies that most corporations propagate. This report pulls together findings from a series of studies conducted by the American Society of Training and Development (ASTD). Because they grew up in a digital world, the influx of Net Gen employees will help transform different ways in which employees relate with their company. The growing trend is the desire to be connected via the use of interactive technologies, a growing reliance on the use of Web 2.0, knowledge sharing, finding resources more easily, and using social media as a method to promote more informal learning and interconnectivity.

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">The key take-away messages from this report pertain to the need for my organization to improve reliance on the use of Web 2.0, knowledge sharing and finding resources more easily so our mobile workforce can capitalize on the functional attributes of the iPad. We are still operating under the traditional paradigm of relying on the classroom setting or the regional meetings for the dissemination of new knowledge. I am fortunate that the finance department has held up the purchasing of these iPads, as we are not ready to put them in the hands of the sale rep. I want to avoid having to conduct any un-training prior to putting an effective plan into action.

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">**STUDY:** <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Bingham, T., & Conner, M. (2010, May). The rise of social media: Enhancing collaboration and productivity across generations. ASTD Research. Alexandria, VA: ASTD Press.

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">This report explores the business case for supporting and using social media technologies from a learner’s point of view. This exclusive perspective provides business leaders with insight for a new strategic priority: to leverage the power of social media tools in order to maximize learning and increase the performance of the entire workforce. Despite being slow to embrace social media in the workplace, professionals surveyed believe that adoption of social media technologies will continue to grow in the coming years. The Millennial generation’s reliance on digital technologies and collaboration is getting the attention of business leaders who need to anticipate and prepare for a fundamental shift in workforce habits and expectations. This report includes valuable results and recommendations to help executives make strategic decisions that can positively affect organizational goals and growth. This is a recurrent theme as there occurs a concomitance of events; the influx of Millennials into the workforce becomes more evident, the proliferation of newer digital technologies that enhance Internet connectivity and networking (the iPad), and an evolving emphasis being place on improved efficiencies for training a mobile workforce. All three of these factors influence the design and conduct of my workshop. This is an interesting time to be in Educational Technology and working in a corporate learning environment.

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Burnett, S. (2010, July 8). Resolve market research’s iPad study. iPad Tablet Central. Retrieved July 17, 2010 from []
 * STUDY:**

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">The result of this online survey depicts how the iPad is beginning to be used, and provides some early insight into how it may impact other technology devices like e-readers, portable gaming consoles, Smartphones and Netbooks. The reader must bear in mind that the iPad was just released April 03, 2010 so the input will be primarily from early adopters and not mainstream customers. Participants were divided into four groups according to the devices they owned; the iPad, Smartphones, E-readers and hand-held consoles. Fifty-five percent of the respondents viewed the iPad as a nice-to-have or luxury item with the potential to replace other devices, but currently unnecessary for daily life

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">This report will provide a nice introduction to the workshop participants as to what the iPad is and what it currently is not. It is important to establish a foundation for the expectations as to what this technology excels at. It is not a replacement of their laptop computer or their Smartphone. Because of its screen size, combined and intuitive WiFi and 3G connectivity, it will provide the sales rep immediate availability of presentable information on scientific literature, Medtronic products, training materials, and the ability to easily send information to customers and colleagues.

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Horrigan, J. B. (2007, May 7). A typology of information and communication technology users. Pew Internet & American Life Project. Retrieved July 17, 2010 from []
 * STUDY:**

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">An independent research firm conducted a survey designed to classify Americans into different groups of technology users. The objective was to determine which segments of the population are inclined to make robust use of information technology and which are not. Respondents provided insight into their use of a wide spectrum of digital devices, the Internet, the frequency of downloading (text, music, and video), creating online content, blogging, the frequency of online use, and whether technology lends to productivity, information overload, and control of our lives. A wide spectrum of Web 2.0 users and non-users were identified and based on their assimilation of common technologies, classified into a defined typology. I have considered creating a dossier on each of the sales representatives with regards to their "technology personality". I think it would help me relate to their ability (or inability) to assimilate new technology, such as the iPad, networking, and cloud computing. I already know my audience is a heterogeneous blend of experience and technical skills. This paper lends insight beyond just categorizing people into a typology by correlating an individual’s "digital assets" to their activities and their attitudes. This may help with designing focused instruction that is tailored to the diversities of this group. My only concern is that the typology in this study creates 10 categories. It would be easier if they had broken this down into less discreet differences.

<span style="font-family: Arial,Helvetica,sans-serif;">Holyoke, L., & Larson, E. (2009, January 1). Engaging the adult learner generational mix. //Journal of Adult Education.// Retrieved July 16, 2010 from <span style="font-family: Arial,Helvetica,sans-serif;">http://findarticles.com/p/articles/mi_7592/is_200901/ai_n42042546/?tag=content;col1
 * PAPER:**

<span style="font-family: Arial,Helvetica,sans-serif;">The classroom of adult learners presents a unique blend of heterogeneous learning styles values, and preferences. Each generational difference must be considered. This paper examines the elements that engage and disengage adult learners in multiple classroom settings of Baby Boomers born between 1943 and 1960, Generation-X born between 1960 and 1980, and the most recent generation, Millennial’s born between 1981 and 2002. Using multiple surveys from 60 students in two graduate-level courses, the authors investigate the characteristics, engagement levels and the implications on the teacher/trainer that influence how materials will be taught when the classroom consists of students from these 3 generations. The study group assessed in this paper pretty much depicts the blend of learners who will be participating in my iPad workshop. This study focuses primarily on their learning personalities and their generational differences associated with orientation to learning, motivation to learn and readiness to learn. These traits will influence the design and delivery of the instruction that I design. In all three generations the desire to understand the materials and how they apply the new knowledge to real life was a contributing factor to their motivation to learn. Being able to relate personal experiences to the readings is critical in maintaining engagement. While Millennial’s were the most apt to become disconnected, Generation-X made personal connections with new materials, class discussions and the instructor in order to orient their learning. Baby Boomers stay oriented and connected from "the joy of discovery and personal gratification". The paper came up with several implications for teachers and trainers. "All three generations reported being the most engaged with new materials when they could make relevant connections." Personal connections were the priority for generation-X. Connections through hands-on experiences were most relevant for the Millennials. The connection for Baby Boomers occurred with materials that produced a deep life understanding.

**PAPER:** <span style="font-family: Arial,Helvetica,sans-serif;">Collins, S. R. (2008, November). Enhanced student learning through applied constructivist theory. Teaching and Learning Journal (2)2. Retrieved July 17, 2010 from []

<span style="font-family: Arial,Helvetica,sans-serif;">This is a comprehensive analysis of how constructivist theory can be applied to facilitate enhanced adult learning. According to the Sharon Collins, "constructivist learning provides the opportunity for high-quality learning that provides experiences that are closely aligned with the real world of adult learners" (2008). She references the numerous principles of constructivism from various author’s and translates how the instructor and the adult leaner can uniquely benefit. In particular, the curriculum design for both live and online learning should recognize the adult learner’s prior knowledge, insure new content is relevant to the learner’s needs, and promote facilitated interaction to build new learning experiences.

Using the tenets of constructivism for this workshop will create the learning environment that most closely replicates what the sales representatives will experience in real-life scenarios. Content is designed according to what’s relevant to using the iPad in their work environment. Second, it promotes learning by doing. The sales rep is actively engaged in experienced-based learning. Third, the instructor acts as a facilitator as opposed to a dispenser of knowledge. Finally, it promotes collaboration with their colleagues which will benefit those representatives who are less adept with digital technologies; something that will complement the attributes and utility of the iPad. **PAPER:** <span style="font-family: Arial,Helvetica,sans-serif;">Rosenberg, M. J. (2010, June 15). Marc my words: Thinking about mobile learning in the age of iPad. //Learning Solutions Magazine.// Retrieved July 16, 2010 from []

<span style="font-family: Arial,Helvetica,sans-serif;">Though not an owner/user of the iPad at the time this article was published, Marc Rosenberg (2010) reflects on the utility of the iPad for e-learning, mobile learning (m-learning) and informal learning. The most notable game-changing attributes for mobile learning pointed out by the author are (1) the size and clarity of the screen, (2) the use of the "App" and (3) the capability to be "always-on" or always connected to the Internet. The use of Apps and the always connected features "will likely change how we view content development processes and authoring tools" and promote greater reliance on cloud computing. A key to success in adoption and utilization of the iPad will be the content management; having the right information in an appropriate level of detail that is available at the moment of need.

<span style="font-family: Arial,Helvetica,sans-serif;">It has become apparent after practicing with my own iPad that Marc Rosenberg’s (2010) comment about changing how we view content development is quite valid. The iPad cannot be thought of as a mobile computing device but rather a very-readable and easy-access platform for document retrieval, e-learning, m-learning, presentations, communications and collaboration. This article cements what I have been discovering and need to anticipate and prepare for the workshop. I am concerned about two main ill-conceived issues. The first is sales management is only looking at getting the iPad into the representative’s hands and the adoption will just evolve. The second is the loading of content will not be adapted to enhance the attributes of the iPad. The thought is to take what is located on our network drives and simply load it into their iPad. The breadth and depth of training is widening.

**PAPER:** Marie, G. (2009, March). Manage organizational knowledge. Infoline 26(0903).

This paper addresses the loss of corporate assets in the form of the knowledge that resides in the heads of its employees. This is sometimes referred to as tribal knowledge or tacit knowledge. The issue presented in this paper is the need for business management to have processes and the infrastructure in place to obtain and transfer valuable tribal knowledge before it walks out the door in the retiring employee’s head. The author introduces a 4-step process for knowledge management. This has been a keen interest of mine since my job role requires me to follow up on frequently-asked questions (FAQ’s). Recently, after the retirement of one of our senior members in the marketing department, many of the FAQ’s that would have normally been handled by him are now being forwarded to my attention. There is a significant amount of "re-inventing the wheel" that ends up taking place to research and solve the question at hand. The point this article makes that id particularly relevant to this workshop is the need for an organization to "create knowledge and skills repositories that support creative job and learning design". This complements the utility and functionality of the iPad.

**PAPER:** <span style="font-family: Arial,Helvetica,sans-serif;">Bixby, D. W. (2010, July). To be continued: Using social media for training conversations. Training + Development 64(7), 30-33. <span style="font-family: Arial,Helvetica,sans-serif;">Despite the stigma associated with networking sites like Facebook and MySpace, the author effectively addresses the future success of training in a Web 2.0 environment and its reliance on using social media. The author argues that the success of social networking as a component of training is founded in the tenets of Constructivism; it allows the instructor to guide learners towards relevant resources as opposed to being the conduit of knowledge and extending instruction to a learner-to-learner interaction. The article presents recommendations on how an organization can be effective at implementing a social media-enhanced training initiative. <span style="font-family: Arial,Helvetica,sans-serif;">This article is an additional background resource behind the elements needed to make the iPad an effective reference and learning tool. There are two main objectives that I anticipate the sales reps will need to become proficient. The first is to access to distributed knowledge. Where this knowledge resides and how it is designed is an organizational issue. The ability for enhanced Internet connectivity will promote the second objective; peer-to-peer interaction for getting and sharing of information.

**PAPER:** <span style="font-family: Arial,Helvetica,sans-serif;">Thompson, G. (2010, July). What affordances will the iPad create for learning? The iPad Learning Lab by the Massie Center. Retrieved July 17, 2010 from []

<span style="font-family: Arial,Helvetica,sans-serif;">This blog site promotes some useful iPad features and applications conducive to productivity and learning. In the site thus far are instructions with hyperlinks on how to build iPad learning apps using the iWebkit, using the Camera Connection Kit, the benefits of the productivity apps GoodReader and iAnnotate and making the iPad into a phone with Skype. I know this is not really a "paper" but realizing that the iPad has only been out 3 ½ months I find any insights based on other users trial and error is very relevant to my workshop. This blog demonstrates one facet of what I hope my trainees gain from the workshop; there is an increased need and dependency to share information and collaborate with colleagues, especially on the utility of an emerging technology. I believe there’s an app for that.

**PAPER:** <span style="font-family: Arial,Helvetica,sans-serif;">Chisnell, D., & Redish, J. C. (2005, January). Who is the older adult in your audience? Intercom Online. Retrieved July 15, 2010 from []

<span style="font-family: Arial,Helvetica,sans-serif;">The percentage of web users who are between the ages of 50 and 64 continues to steadily increase. Chisnell and Redish offer useful insights from users of the World Wide Web that apply when teaching modern Internet use and access technologies to diverse audiences that include what they define as the "older adult". Instead of carrying a preconceived notion of capabilities only associated with one’s age, the author’s direct the instructor’s assessment to 4 attributes for segmenting "older adults" into more realistic groups: age, ability, aptitude and attitude. These four attributes are better suited to judge the need for support and training and the level of complexity of features and functions that different users can be expected to handle. Approximately half of the 34 sales reps that will be in this training program are between the ages of 50 and 65. They represent a diverse blend of baby-boomers, Gen-X, Gen-Y, and millennia’s who can also be further categorized as digital immigrants or digital natives, and technology adopters who range from innovators, late majority to laggards. Since this workshop is designed to train on the latest in digital technologies, it is paramount that as their instructor the curriculum accommodates the experience, aptitude and attitude of the "older adult".

REFERENCES: Bear, D. J., Tompson, H. B., Morrison, C. L., Vickers, M., Paradise, A., et al. (2008). Tapping the potential of informal learning: An ASTD research study. ASTD Research. Bingham, T. (2009, August). Learning gets social. Training + Development 63(8), 56-63. Bingham, T., & Conner, M. (2010, May). The rise of social media: Enhancing collaboration and productivity across generations. ASTD Research. Alexandria, VA: ASTD Press. Bixby, D. W. (2010, July). To be continued: Using social media for training conversations. Training + Development 64(7), 30-33. Burnett, S. (2010, July 8). Resolve market research’s iPad study. iPad Tablet Central. Retrieved July 17, 2010 from http://www.ipadtabletcentral.com/?p=2082 Chisnell, D., & Redish, J. C. (2005, January). Who is the older adult in your audience? Intercom Online. Retrieved July 15, 2010 from [] Clark, R. C. (2010). Evidence-based Training Methods: A Guide for Training Professionals. Alexandria, VA: ASTD Press. Collins, S. R. (2008, November). Enhanced student learning through applied constructivist theory. Teaching and Learning Journal (2)2. Retrieved July 17, 2010 from [] Holyoke, L., & Larson, E. (2009, January 1). Engaging the adult learner generational mix. Journal of Adult Education. Retrieved July 16, 2010 from [] Horrigan, J. B. (2007, May 7). A typology of information and communication technology users. Pew Internet & American Life Project. Retrieved July 17, 2010 from [] Marie, G. (2009, March). Manage organizational knowledge. Infoline 26(0903). Mayer, R. E. (2009). Multimedia Learning (2nd ed.). New York, NY: Cambridge University Press. Rosenberg, M. J. (2010, June 15). Marc my words: Thinking about mobile learning in the age of iPad. Learning Solutions Magazine. Retrieved July 16, 2010 from [] Stolovitch, H. D., & Keeps, E. J. (2002). Telling Ain’t Training. Alexandria, VA: ASTD Press. Thompson, G. (2010, July). What affordances will the iPad create for learning? The Massie Center iPad Learning Lab. Retrieved July 17, 2010 from []