Category Archives: Media

Ignite panel at DevLearn

Big idea, 6 minutes, 20 slides

Robert Gadd
Mobile Learning in the moment of need
Am I sick, I need to make an appt on my phone, hit a speed bump in life
Found out he had cancer; how to balance – chemo radiation or robotic surgery – pick 2!
Used mobile devices and apps to get him through
Social media provided no value in his quest
Other apps ended up being very useful for connection organization education and engagement
Native apps were way better than the browser
Tracking his progress was essential

Judy Unrein
Bill Bauerman, founder of Nike
He spent a lot of time customizing training for athletes for their abilities and goals
One athlete told to run 10 miles after coming back from injury
Ran 10.25 and broke his metatarsal which resulted in the shoe
Manager / Training dept
Is there anyway for us to know our learners in the same way?
Get to know your audience before designing for them
What context? What content is most important? What background knowledge do they have? What inspires them?
Let the learner be self-directed, the coach doesn’t make the athlete, the athlete makes themselves
Get started with learning analytics; not easy

Chad Udell
What happens when Tin Can rules the world?
10 years ago, CSS was going to rule the world, now it does
Bring fire to your organization
YOu can measure any thing; real world results are what really matters
You’ll need to hold on
Gain a new perspective; become a strategist, curator, content specialist
Flexibility, understand business operations and performance
Not a magic bullet, you need to be clear about what you want to get out of it
There will still be issues
“keep your learning stuff out of my software”
You’re going to track everything and some of this will be meaningless
Need to be accountable
Mistake data for information, data is insight into change
There might be conflicts in information; someone might fail a task but succeed in a course
Support from Tin Can spec community

Megan Bowe
People change jobs often, have no way to own the data they have
62% of people leave a job in one year
Changing jobs is how they get ahead
Need to give them easy ways to move from place to place
Degrees and paper doesn’t show what a person has accomplished
Employees must be self sufficient; job titles and descriptions don’t show what someone has done
Top down hierarchy does not let org move fast; let people be self-sufficient at the bottom
We can pull connections more than ever before
If you do something outside your job description, the data of your experience is not shown when you want to leave your job
We have to give people a way to express where they want to go and give them the bits
Take things out of LMS and HR systems so people can own it

Jane Bozarth
What does learning look like – none of the pictures look like a classroom
They look like people doing stuff
Show your work
People are in silos, you don’t know how you overlap – links will subvert the hierarchies
Abstract, formal models
Narrate what you’re doing throughout the day
Not everyone is a writer, narrate, use video
Everyone has a cell phone, take pictures of what you have been doing
Show me what you know
Stop the “tell me what you’re doing” help them show it

Kris Rockwell
Trinity in the Matrix saying she wants to know how to fly a helicopter
But when she disconnects from the Matrix she doesn’t know how to fly it
In Neuromancer, jacking in
by 1999, they had full simulators tracked by an LMS
By 2011, they had static images and next buttons
Developers and designers no longer design for experience, they make it easy and cheap
Sherry Terkle – Alone Together, we focused on e not Learning
Excitement and wonder
Humans are curious
Mobile devices, why mimic what we do on the desktop
Can we use the capabilities of these devices?
These are game pieces on a broader game board?
Why not use analog with an electronic backend?
Need to let designers design and developers develop

Brian Brushwood’s DevLearn Keynote


Prenote? from Aaron Silvers
Tin Can API 0.95 hit 1.0 in March/April 2013
A single spec moving forward – AICC will adopt Tin Can as foundation
“We are making shit better”

Scam School – intersection of entertainment, education and new media
Start with the entertainment and bring education
Brian has 0 qualifications
The Origin of Brands – book by Al & Laura Ries
Brands are what activate what people think about what you’re putting out there
Branding is organic, always changing, different brands competing for supremacy
Constant divergence
Identify one niche and totally own it > Fedex, Mcdonalds, Coca-cola
Be first, people know the 1st person to cross the Atlantic and the 3rd (first woman), but not the 2nd
In the early days, be first in the mind if you can’t be first for realsies (be second and win by being the exact opposite of the first)
Coke/Pepsi, Home Depot/Lowe’s
Look for the unfilled niche
Brian did it by doing bizarre magic, he didn’t even call it magic
The illusion of learning that enhances the entertainment
Found there was no niche for being an internet magician
There was a big audience for “bar tricks” but the content was poorly created
Scam School was a rejection of all the videos that were out there
“Don’t let love be your guiding force” be the opposite of everything you hate
The psychology of persuasion : Influence by Cialdini
Social engineering – doing other people to do what you want
Fixed action patterns; a standard stimulus response
The magic word “because” can get you what you want
Social proof like laugh tracks and follower counts – I trust them because everyone else trusts them
Operation iScam – cheat the way to the top of iTunes; the top ten of iTunes is the social proof
Got the Diggnation audience to subscribe to Scam School at the same time, got into top 10 twice
Cracking the top 10 made sure that Scam School stayed up there thanks to social proof
New media is a Wild West, still room for more niches to be filled
It has never been easier or faster to turn your ideas into a phenomenon
Stop chasing old media, instead increase your value to old media
Used vook to create an ebook for Scam School books
Scam School book used text, audio & video
Used same technique to get book to Top 10, the social proof got a publisher interested
Wanted to beat 50 shades of grey to top of itunes
The Diamond Club – a trendy knockoff of 50 shades taht was written by fans
Used a lever to flip people to the cause – wasn’t “buy my book”
Book hit top 10 in iTunes
People thought it was hilarious to leave 5 star reviews increasing social proof
Sold over 30K copies
The right idea at the right time presented in the right way can catch fire overnight

Evidence based training, Ruth Clark’s DevLearn session

Evidence based training

Whatever tech we’re using, it all comes down to the brain; technology might produce more than what our brains can absorb
New book coming on scenario based elearning
Richard E. Mayer, UCSB on multimedia research
*Judicious* use of best evidence
You have to make the decisions to optimize organizational goals
All decisions can’t be made on evidence alone; in real world their are other considerations, research is one pillar (along with budget, tech, etc)
171 billion spent on corporate training; what return do we get on that? Probably don’t know, hard to quantify
Rooting in evidence increases liklihood that investment is going to pay off
Learning styles:
There is no correlation between what you think your learning style is and what it really is
There is no basis for learning styles in research; but this doesn’t mean we don’t have individual differences, though.
Don’t waste resources on learning styles
How people learn:
working & long term memory
Chess example: Experts have expectations of how pieces are placed
Working memories have limited capacity – 5 chunks, not 7 plus minus
Expert has larger chunks than a novice, and better capacity to manage that short term memory
John Sweller, University of New South Wales; cognitive load research
Intrinsic cognitive load, how many things have to be loaded in the brain in order to perform a task?
Extraneous (irrelevant) cog load, we’re imposing this based on our designs and layouts
Rule of contiguity – the text references images which are visible at the same time, to make meaning you show both at the same time
Germane cog load, we protect WM so users use it in the service of learning
Manage intrinsic load, lower extraneous and maximize germane
Statistical significance that degree of improvement for text + visuals instead of just text
Dual encoding visual + auditory information in WM
But with novices vs experts, adding visuals does not add anything for experts
Devote graphics for those unfamiliar with content
If you have a lot in your Long term memory you can better exploit what is in your WM
Coherence principle, plain lesson increases effect size; additional details provide distractions
The details and stories have to be related to your learning goal; don’t take them out completely, use them carefully
Very small relationship between liking and learning; can’t use it as a measure of learning effectiveness
Simple diagrams give the biggest improvement; provides less mental load
Use the complex diagrams where it makes sense, and is relevant
There’s no simple answer for graphics, social media, gamification – it depends. The main criteria depends on your learners – how much do they know?
We need a taxonomy for learning games, this will help us decide whether or not games are effective.


This video took two years, 30 people, and 288,000 jelly beans. Looking at the number of hits this video has managed to get in just five days (1.7M), I think it was worth it.

Simple animation

I love the simple, hand-drawn animation in this science video from Charlie McDonnell. It’s on my to-do list of things to try in Thoughtshots.