Trick and Tips

Dont we all hate to hear the overused World Class becoming statement, which probably is an ambition of too many Universities and Colleges to mention here. The truth be told, if there is no real criteria set, or any benchmark standard reference point(s), then anyone can be World Class. I am World Class! No big deal!

Having said that, if we want to access World Class (Oops, did it again!) learning resources, no need to join an University for that (if that is all you are getting!). Here is a good (overwhelming) starting point to access awesome learning resources to graduate as a World Class (Last time!) self-learner.

CLICK HERE!

And while you are at it, please join the Free Learning movement (and get your Free Learning badge):

WOW! If that was overwhelming, here are a few ZaidLearn resources I would recommend to explore first:

• My Top 10 Personal Learning Sites
• Best EduBlogs on the Planet!
  
• Juicy Tutorial Sites
• The Very Best from ZaidLearn
  

Now, the learning resource overload is hopefully not too much. However, if learning was only a CONTENT-CENTRIC DIGESTION process (anyone feeling guilty, please reflect and change now!), then we might as well close down all Universities tomorrow. Today, anyone can with a decent Internet access experience amazing lectures and learning resources from many of the top Universities around the world. Please explore the links shared above (if not already), because then you will really understand what I mean.



EXPLORING, DOING, REFLECTING & SHARING
However, consuming and digesting learning resources is only one important part of the learning cycle. In the 21st century we are expected to do much more than just KNOWING. As I have discussed this before, I am not going to dwell too much more about that here.

However, I am going to unscientifically state that the FEEDBACK component of the learning process cycle is probably the most critical aspect for any learner to reach their true potential. Luckily, we all have a lifelong internal feedback system telling us this and that, but sadly not always 100% reliable (although, we might think so!). But if we continuously practice deep (or shallow) reflection on our learning and actions it should speed up the process for us to become more self-aware, knowledgeable and innovative. But that alone even with access to amazing learning resources, is probably not sufficient to maximize our true potential. In short, we also need learning networks (George Siemens are you reading!), and constructive and inspiring feedback to truly reach our potential in the 21st century.

Just remember that constructive feedback should be PRECISE, meaning:


Click Here to explore the details for each component, if that is unclear. If you are an educator/lecturer/trainer/teacher/etc., and you only give your students grades consisting of numbers or letters (e.g. 50% or B+) without much constructive feedback...Well, if that is the case, you can be automated now or very soon. If you are a real expert you will survive, but if you are not, then who really needs you?



LEARNING NETWORKS
Using RSS Readers, Twitter, Facebook, Blogging, Wikis, YouTube, Foursquare, search... Learning Tools we can practically connect with any person or community around the world without too much effort. And if we are really brave, we can ask them questions and even challenge their views and eventually join the global learning stream.

Knowledge is Power was great for the 20th century, but in the 21st century Sharing (Juicy) Knowledge is Power. The more juice you share, the more powerful you become in the learning network. I just need to mention Stephen Downes, George Siemens and Jane Hart to justify that statement (Not justified, but a strong point).

But more importantly, when you share, explore or discuss your learning with people out there, you are actually amplifying your learning curve. First, the act of sharing (except for 100% replication) requires you to reflect on what you have learned, and then you need synthesize those things that was meaningful to you, and explore how to do that in a simplified way (using Learning Tools), so that others can grasp what you are trying to say. Then, hopefully you get feedback on your reflections, and it evolves into a learning conversation. You and all those involved in the learning conversation (passive or active) benefits and goes beyond (or behind) the initial exploration.

If you are looking for interesting learning networks out there to explore, here are 20 Social Networks for Lifelong Learners.

I always joke that some academics like to complexify things that are often inherently simple (if we think about it). Anyway, how are you going to get a PhD without complexifying your thesis? I need to get back to this question in 2012.



INSPIRING FEEDBACK
Although, I am intrinsically motivated to learn (a habit already), I have to admit that inspiring feedback does amplify my mission to learn and share. And in general learned from experience and observation, many of us do a terrible job in providing positive and inspirational feedback to our students. Those little sparks of inspirational feedback (that are reasonably PRECISE) can sometimes inspire students to really reach their potential, or get those AHA-moments that lead them to meaningful changes in the way they think and act.

However, sometimes giving negative feedback can spark the total opposite in a student...

And when you are slammed online it can even hurt more. Here are a few personal examples, I actually really enjoyed (although painful initially) and learned a whole lot from (But I am probably not that normal!):

• "WOW……….what a pompous comment to make and though I wish to give you the benefit of the doubt — WOW, you really put that in print?? Honestly, I am speechless and that does not happen often...." - JenW
  
  She was right, and I have learned since then... I think!
  
  
• "...if this blog is what passes for education science, then education science is the study of making Powerpoint presentations. Throw in a few weeks time with STATA and a year long study of some highly obscure, sparse clusters and you can call yourself an econometrician. Draw a completely insane conclusion from the final graphs, and youre a full fledged economist!..." - revprez
  
  To conclude this after visiting my blog and writing your (132 words) comment within a span of 17 minutes (refer to the discussion time) is that education science? I arrest my case! But, I agree that I am not into too much education science. Lets face it, inspiring learning and teaching is a fusion of art and science.
  
  
• "You are likely a warm and sincere human being but having one’s heart in the proverbial right place is of little value if one’s head is not on straight (no matter how popular). Your presentation didn’t inform me how to inspire (so, it was unoriginal), it didn’t tell me where to explore (so, it was misguided), it gave no examples of emotionally relevancy (so, my logical ’New Brain,’ as per by Renvoise and Morin, was ignored), it failed to compare positive vs. negative challenges and criticism (so, it was just abusive), it didn’t tell me what to do when I failed (so, it left me simply continuing to fail, but somehow perversely proud of my failures), and it gave me a slew of quotes either incorrect or taken out of context (so, making it clear you don’t believe facts should ever interfere with one’s fun), it’s motivation seemed like but wishful thinking (so, I tried wishing it away, but it instead became a perfect symbol for today’s failing educational system, all fluff with no meat), and it gave no brainstorming tips to help innovate (so, it ended up being popular just for its ’truthiness’). A far better ten ’secrets’ would have been System Theory, skills (and more skills), extrospection, strategic planning, leadership, organizational memory, student learning contract, cultural literacy, No Child Left Behind, as well as effective hero, scientist, and change agent building. This presentation and its popularity (just like your loved movie, The Secret) may be why Marva Collins (described in The Marva Collins Story movie) said, ’People still believe in the tradition of dedicated, self-sacrificing school teachers. They don’t know how the profession has changed... what was once the poor man’s burden had become everyone’s.’ No real secret there, huh? ...Bla, bla, bla (809 words)" - Jim Maginnis
  
  Simply great feedback for learning. I am really honored that someone of Jim Maginnis stature would actually get emotionally frustrated and spend so much time on giving me all this constructive feedback, which I am truly grateful for. And I do agree that this "10 Secrets to Great Teaching" slidecast is certainly no master piece. Actually, I developed it within 2 working days (including the slides) as I was exploring Adobe presenter, and then I made it available via SlideShare. So, I accept and agree 98.5 % of what he said. Finally, Jim Maginnis if you want your ideas and slides to be appreciated and viewed by more, remember the golden rule: Less is often More. I admire your work, but it is information overload on rocks, and too scientific to be inspired. No hard feelings, just being honest.

I have gotten a few more interesting slams, but mostly I have experienced a lot of inspiring feedback and comments from some of the most interesting people in my learning world, and lets brag some of them here:

• STEPHEN DOWNES
  "One of the things that really delights me in this field is seeing people who have taken to these new technologies and new approaches achieving genuine success. Ive seen it a number of times with colleagues I almost envy, so widespread is their impact and their reach (every time I feel a twang of competitiveness, I remind myself that I already have a great career, I dont need another, so I can celebrate someone else finding success in the marketplace). Anyhow, now I am seeing it again as Zaid Ali Alsagoff gives his first (no doubt of many) keynotes. Zaid joined me for my two-day session in Malaysia earlier this year and was a huge asset as we led a group of educators though numerous web 2.0 technologies. His slide shows and resource lists have been receiving acclaim, and thats what his talk is based on." - Stephen Downes
  
  WOW! Thanks, but I still only have one Keynote under my belt... (Need help here)! Inspiringly, I have actually appeared on OLDaily more than 20 times, and that is something I am honored and humbled by. From a learning point-of-view, means that I have gotten 20+ inspiring (positive and negative) feedback nuggets from him, which I have reflected and learned from. In addition, I assisted him during his e-Learning 2.0 workshop in Malaysia, and that was truly an amazing learning adventure. In short, he has provided me more valuable and inspiring feedback than any other lecturer I had during my University and College days. Cost? A BIG Juicy ZERO (except for time)!
  
  
• GEORGE SIEMENS
  "ZaidLearn has been an active blogger, focusing on open learning and open tools. Great to see he is giving (has given) his first keynote address to a Malaysian conference. As Stephen Downes states, it’s great to see people achieving genuine success in the pursuit of new tools/approaches in education. Congrats Zaid!" - George Siemens
  
  "Last month, Zaid compiled a list of top 25 edubloggers. The weighting was male-centric (22-3). He has now corrected the omission with a new list of top 27 female bloggers. Nicely done." - George Siemens
  
  
• JANE HART
  
  100 Featured Learning Professionals in 2009
  

WOW! If I had got that kind of inspiring feedback when I was a student, I would be having lunch with Obama right now. Lets give him a tinker...

But thinking about it, I was actually a very naughty and noisy student the first 9 years (primary and secondary school), and in College and University I got by lectures through sleeping. Once a lecturer threatened to kick me out of class, if didnt stop sleeping. Did it work? Actually, it worked for that course, but I slept with my eyes open.

In other words, I probably would not have deserved any inspirational sparks to inspire me to change the world (Actually, changing ourselves is tough enough!). What to do? I suppose I am a reasonably late bloomer.




You are AWESOME or not? I think so :)

While I was on holiday with my family in Sabah, I got a wonderful surprise tweet message (above) from a famous author called Jane Bozarth. Interestingly, I was picture-tweeting my holiday during that period using TwitPic (on my IPhone). So, perhaps my interesting family or baby photos sparked her to invite me to be part of the blog book tour for her new book entitled Social Media for Trainers. Or perhaps it was Karl Kapp who recommended me, as I was also part of his Blog Book Tour earlier this year with this post: Learning in 3D! Why? How?

Whatever sparked her to invite me; I surely didnt need any spark to accept the invitation :)

If you already dont know, Jane Bozarth is the author of several relevant and useful e-Learning related books. I have previously explored E-Learning Solutions on a Shoestring and Better than Bullet Points, and you can actually find them in our University library (IMU), too. In short, I was already familiar with her great work before exploring her latest master piece.

Her latest book, Social Media for Trainers basically explores in depth the essential social media tools to facilitate sizzling (online) learning environments and experiences, using learning tools such as Twitter, blogs, wikis, Facebook, YouTube, Google Docs, SlideShare, Flickr, etc.

What makes her latest book so special (to me) is that it uses a non-jargonized conversational language style, meaning even my mum could understand and enjoy it. The book is not obsessed with showing us where to click, but instead explores how we can use these learning (or social media) tools to enhance and transform our personal and social learning environments. Not only do you get the WHY and WHY NOT, you also get tons of excellent stories and tips on how to get started and sizzle your way to sizzling e-learning. Although, the book uses the word Trainers in its title, this book is also a perfect read for anyone involved in education (Period!).

To find out more about Jane Bozarths latest book, visit the Social Media for Trainers Facebook page and/or follow Twitter on @SoMe4Trainers.

Having said that, social media has its dark sides, too. But, like most things on planet earth; we can use it to transform, or destroy life. It is really up to us to make that choice (unless we are Under 13). Right?

For this post, I am only going to focus on Twitter (Chapter 2), and explore how we can use it to transform our classroom or face-to-face learning. Sometimes you need to infuse learning tools into the classroom for stubborn educators to really see the variety of amazing possibilities such tools could bring to our learning and thinking.

Are you ready?

Actually, I should first thank Patricia Donaghy for inspiring me to take up Twitter as a learning tool. THANK YOU! Although, she didnt introduce me to Twitter, she did provide the initial spark needed for me to take this learning tool seriously. I mean seriously, who cares reading tweets where persons are pondering upon whether they should go to the toilet or not, or reading millions of tweets cursing Tiger Woods. Why should I bother reading what people are thinking now, such as reading Paris Hiltons struggle to patent Thats hot! It is ridiculous, and for sure a waste of time.

TRUE, using Twitter could be a waste of time, but it could also be used to connect and interact with educators and learners from all over the world. Imagine filtering 90 million daily tweets from 145+ million registered users down to who is talking about e-learning, or your specific research area. What a wonderful learning stream that would be. And did you know that 25% of the 90 million daily tweets contain links. Meaning people are not only talking crap, but also sharing juicy links, including articles and papers that sometimes even Google cant spot for you.

If you are interested to know dozens or even hundreds of ways to use Twitter to learn, teach and interact, these 55 great twitter articles should be a good starting point (I mean starting points!). Besides that, you might want explore my first three (3) journeys to explore Twitter for learning. Here we go:

• Using Twitter to Amplify Connective Learning and Sharing at ICEL 2010
  
  
  
  
• Join the #moodlewish Twitter Stream!
  
  
  
  
  
  
• iTunes U Services For ALL! Join the #itunesuwish... (Failed project, but fun!)
  
  
  
  

First, you need to make sure that all your students are using, or have a Twitter account. Most students should have little difficulty (especially X, Y and Z generations) with signing up for Twitter by themselves. To avoid any hassles, I would recommend that you specify in your course plan/guide that you will be using Twitter as one of the learning tools for the course.

As Twitter is a perfect communication tool for mobile devices (e.g. IPhones, Blackberries, Androids, IPads, smart phones, and notebooks), you only need to ensure a decent Wi-Fi enabled environment, and most, if not all students can participate during a face-to-face learning session. If not, lets imagine and be a bit futuristic, because in 2-3 years time, I believe most students will have some form of Wi-Fi enabled mobile device (Well, at least at Universities in Malaysia). No rocket science required to come that prediction.

Secondly, you need to establish a unique hashtag (#) for your course, which will make it easier for your students (and you) to follow and participate in the course conversation. If it becomes really active, it will evolve into one enriching and inspiring learning stream (e.g. #plenk2010). However, some students might prefer getting daily updates in the form of a sizzling self-organized online newspaper. paper.li could do that without you basically doing anything, except for signing up and feeding it your hashtag (e.g. PLENK2010). Awesome!

To promote the usage of Twitter and your unique course hashtag (e.g. #plenk2010), you might also want to create a video tutorial (e.g. using Screenr). Here is an example, where I promoted the usage of Twitter during the ICEL 2010 conference using the #icel5 hashtag:

Besides starting and facilitating a Twitter learning stream, you will probably want to capture and archive the evolving learning conversation, which could sadly get lost over time (Done that, been there!). For that, you could for example use Twapper Keeper.

If you are too busy or quite IT illiterate, and still want to use Twitter for your course, ask someone from your University/Colleges e-learning (or educational technology) team to conduct a Twitter session with the students. If they are not capable of that (or lazy), they should (all) be fired on the spot! Learning has evolved since the Courseware development era!!!!

Here are a few tips on facilitating the use of Twitter for classroom learning:

These are just a few possibilities for using Twitter to enhance your face-to-face learning sessions, and of course sizzle it beyond the classroom. I hope you realize by now why Twitter is the number one ranked learning tool among learning professionals around the world (Facebook is number 10!).

Besides the Twitter apps mentioned above, click here for a comprehensive list of other learning possibilities.

However, Twitter alone is not going to transform the students learning experience. If you ask me, we should also encourage students to continuously reflect (deep thinking) their learning in their own personal blog(s) (using Blogger or Wordpress).

They should work on course projects using wikis (or collaborative learning tools), such as Google Docs, Google Sites, Wikispaces or Wetpaint. They could use Facebook to set-up and establish learning/interest groups, and promote causes they strongly believe in.

All students (and lecturers of course!) should know, or learn how to use RSS readers (e.g. Google Reader) to enable them to efficiently access relevant information (updates come to you, instead of you needing to visit the actual sites) about what is going on in the world, especially in their learning domains.

Besides these essential learning tools, there are many more possibilities to interact with and filter our learning world to be more efficient, effective, interactive and inspiring.

Lets explore how we can use Social Media to transform the way we connect, learn, interact, share and facilitate. Today, we have amazing learning possibilities, we just need to (I would say MUST) find time to explore them :)