Fear of Swimming

I had the pleasure of meeting and chatting with Caroline Walmsley (@carowalmsley), CEO of Brightwave, last week and we had a wide-ranging conversation about learning, learners, L&D, vendors and the ambiguous spaces betwixt and between them.

We talked about the shift that's happening in learning, the shift that's making learners, trainers and vendors take a good look at themselves and their current and future skill needs. And we wondered why so many of us are finding it difficult to evolve our thinking and our practice to keep up with, and stay ahead of, these changes.  We talked about arrogance and we talked about fear. 

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And I was reminded of learning to swim. I remembered going to swimming lesson at Paisley Baths when I was 8 or 9 years old. I remembered the panic of trying to keep my head above water, to stay in the world above the surface, the belief that I would not be able to breathe if my head went under the surface. The result of that thinking, of course, was that I spent all the time in swimming lessons struggling to 'stay alive' and paid no heed whatsoever to learning the techniques and thereby discovering the fun to be had in swimming.

That fear stayed with me for years. I denied myself the pleasure and the benefits of swimming, despite the many opportunities available to me, well into my late teens. When I did eventually - with the encouragement of friends and colleagues - learn to swim, it was still not with the unbridled joy and abandon that I saw in others. I was staying afloat, my feet were finally 'off the bottom', but I was still essentially expending all my energy in trying to keep my head above water.

And then, at the age of 22, I went to Corfu with my best pal for my first ever foreign holiday. I was determined that I would swim in the Mediterranean. Any Mike brought a snorkle and goggles. That combination of factors finally released me from the fear. At one and the same time, I found I was able to swim AND get my head under the water, whilst still breathing! It was a transformative experience. Not only did I not die, but the world underneath the surface was beautiful. I was surrounded by fish, I was 'flying' over an undersea landscape of forms and shapes and colours I had never imagined. I loved it.

And when I lifted my head back out of the water, I was a quarter of a mile away from the shore. I was a swimmer! (I panicked at that point, but had the sense to stick my head back under the water, and follow the undersea slope back to the beach - learning in action!)

That's what I think those of us engaged in UK Learning PLC need to do. We need to stop struggling to stay alive in the safe world we've always known, to put all our energies into keeping our heads above the water. We need to be brave, to find a way of getting our heads under the surface, to see the world of possibilities open to us, whilst realising that not only can we survive in that space, but we can develop new skills and have fun at the same time. We can operate in more learning environments than we think.

So, feel the fear and do it anyway. Stick your head under the surface, have a good look round and, in the immortal words of 'Dory' from the Disney Pixar film 'Finding Nemo', "just keep swimming, swimming swimming..."

MOOCs and Me

Photo by graur razvan ionut
via FreeDigitalPhotos.net

I mentioned MOOCs to one of my team last week and was met with a blank stare and inevitable follow-up question - "What's a MOOC?" Other than being able to tell her that a MOOC is a 'Massive Open Online Course', I didn't have a lot to say about them.
 

"Hang on", I hear you cry. "Aren't you supposed to be some kind of Learning & Development Techie Manager, or something like that? Aren't you supposed to know about all this stuff?"

 

Fair point. You'd think that with a job title of Head of Technology Assisted Learning, I'd know everything you'd need to know about Learning Technologies and MOOCs and the like, wouldn't you? Well, as I say in my Social Media profiles, "I know a little about a lot and a lot about very little". And MOOCs is one of the areas about which I know very little! That's why I accepted Isobel Nancarrow's invitation to join the LinkedIn Group "Explore Social: Massive Open Online Courses" (here) and write a blog.

 

I know what MOOCs are. I kind of understand the way they work. I know and respect several people who have organised and run MOOCs. I have actually been interested in some of the topics they cover...

 

So why then have I not joined in and done one yet? What's stopping me from getting involved? I figure that if I have barriers - and I am an L&D professional with an interest in technology and social media - then exploring what they might be and then getting over them, may help others both within the profession and potential MOOC learners, to understand and reflect on their engagement with MOOCs.

 

Let's start with information overload. There so many online websites and networking groups presenting and sharing great content from so many enlightened - and some not so - professionals, that I struggle to take it all in. I have a day job; I'm a husband and a Dad; we're still unpacking and settling into our new home, 6 months on. I do my best to keep up - twitter (tweeting and tweetchats), LinkedIn, Google+, facebook, Pinterest, blogs and blogging, conferences/unconferences; I've just downloaded onto my Kindle two free training books by Paul Matthews at People Alchemy...  aaarrrggghhhh! And now I've got to make time to do MOOCs as well?

 

"What about your commuting time?" I hear you ask. "Surely you got time and space to do some more development then?". Well, apart from the 'no wifi on the train' response, there's also 'my time for reflection' (or 'sleep', as I have come to know it over the years).

 

All that said, I have accepted the invitation to write this blog; I have checked into the associated LinkedIn Group site and, from there, I have also enrolled in the Curatr MOOC, "Exploring Social Learning" (sign up here), so that I can learn more about MOOCs. It looks like a four-week commitment of around two hours per week, apparently. I've now completed the Onboarding and the Curating My Contributions modules and can now start Week 1's content.

 

I have dipped my toes in the water. I'm starting to see some possibilities; for example, creating and facilitating a digital/social media skills course for my L&D colleagues and others across the business. It's early days. I shall report back as my learning experience in this MOOC progresses.

On Friendship

Mandy and I attended a surprise 60th birthday lunch for my best pal in London today. His partner, Clare, had asked me, as his oldest pal, to say a few words.  This is what I said...

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I'm going to start by taking a quick a straw poll... How many of you here today call Michael by his full name - Michael - or by the more familiar, Mike?  (The majority of hands showed up for 'Michael').

So, apart from his sister Ann and my wife Mandy, I think I must be about the only person who calls him Mike. And I claim the right to do so and to continue to do so... because that's what everyone called him when we were at school together in 1970, aged 15, and I also claim the right to say a few words about my oldest - and best - pal...

Mike first came to my attention as a new arrival at our secondary school, the John Neilson High School, in Paisley, in our Third Year (that's Year 9 to you Sassenachs). We were 15. Difficult to miss even then, as he was taller than most of us - not too difficult in my case.  We didn't become pals until he showed up as one of the chorus in our school production of 'Oliver', and I have a very clear picture in my memory of him running (skipping actually, to music) onto the stage as one of a group of 'urchins' and seamlessly scooping up and removing a stool which had been used in the previous scene, without dropping a step or indeed, the stool itself.

I had a small group of friends and Mike fitted right in - bit nerdy, middle-class, musical, drama club and school show focussed - we would hang about in the corridors or the Music Department practice rooms. We also found out he and I shared an interest in steam trains - that made him more than alright in my book.

And Mike made me laugh. We shared the same sense of humour, fuelled by comedians like Eric Morecombe and Tommy Cooper, and as volunteer school librarians, our weekly top up from 'Punch' magazine. Eric Morecomble and Mike gave me the best laughs of my teenage years - you know that laugh that doubles you up, which makes you almost cry with laughter?  I will never forget the costume fitting for school panto - Sinbad - when he and I turned up to the Home Economics Department to try on our respective costumes in the classroom cupboard - I was Tinbad (Sinbad's naughty little brother) and Mike was.... Mrs Sinbad, my Mum! Picture, if you will, Mike at 16 yrs old, 6 ft tall, struggling to get into a dance of the seven veils-type costume, with yashmak and everything...! I was on the floor, weeping with laughter.  He stole the show every night, the perfect panto dame, with that essential incongruity of man-in-a-dress gruffness and campness.

We were in and out of each others houses all the time - our parents approving of each other's friend - and I have fond memories of Mike's Mum and Dad, both now sadly passed away. And again, there's the measure of true friendship; Mike attended my Mum's funeral in Scotland to pay his respects when she passed on 8 years ago, and I was privileged to be able to support Mike, Clare and Matthew at Joyce's funeral last year.

We followed our separate paths when we left school - Mike to the BBC in London and me to Drama College in Edinburgh, but we maintained our friendship over the years, into our working lives and all the other up and down stuff that 'growing up' brings with it. And here we are now - 45 years on. Both older and maybe a little bit wiser. 

 

Isn't it funny tho' how old gets older, the older you get?

It's a delight for Mandy I to be here today to celebrate Mike's 60th Birthday with you all. Please raise your glasses and wish the Birthday Boy a very Happy Birthday!

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This stuff matters!

Chaired

I had the privilege of Chairing two sessions on the afternoon of the first day of this year's Learning Technologies Conference at Olympia in London last week. I chaired a single LT conference session last year, but this year's felt like a bigger challenge with more responsibility.

I was first approached by Don Taylor, Chairman of the Learning & Performance Institute and the Learning & Skills Group, back in September last year, with an email simply asking if I would be prepared to take on the challenge of Chairing two sessions. He pointed out that he wanted to mix things up a bit at this year's conference and that there would of necessity be a larger commitment of time and effort required.  Always up for a new learning opportunity, I agreed.  Now, with the conference behind us, I have been reflecting on the experience.

There are now 128 emails in my 'LT15uk' folder since that initial request some four months ago. These represent the history of the to and fro exchanges between myself and Don and his team, as well as with the speakers in both of the sessions I was to Chair - five terrific professionals from different sectors, sharing their case studies and experiences in two discussions streams being run in two different conference rooms back-to-back on the same afternoon!  We're all busy people, with busy day jobs and full-time responsibilities, so we all had to balance our time and commitments accordingly.

If you want a masterclass on how to Chair conference sessions, I recommend you volunteer to Don to do so if and when he extends the invitation in the future. His requirements were clear; his timeline and gateways explicit, but the how and when to do these things he left up to me.  After advising the session speakers that I was their Chair, Don left us to get on with it.  Which we did.

I shan't bore you with the details of the several conference calls and email exchanges we had between then and Wednesday last week when we assembled at the agreed hour/s, got set up and ran our sessions. Suffice to say that juggling our time and effort had not been wasted and they went well.

Having spoken at several conferences before now, I have recognised the importance of a good Chair - someone who soothes speaker nerves (we all have them, no matter how experienced), keeps things in order and to time, sets the audience expectations and 'session norms' (not 'rules', you'll note), makes the necessary introductions - and then gets the h*ll out of the way until any Q&A discussion at the end, then makes sure as many people as possible get to makes their point or ask their question. I tried to live up to those standards last week and hope that that's what my speakers and attendees experienced. My

only 'innovation' if you can call it that, was to tweet several times before Wednesday, and on the day itself, inviting people to tweet me any questions they might have for my speakers in advance, so I could pose them for them 'in the room'. No-one did beforehand, but two people in the audience did tweet me their question during one of the sessions and I was able to pass it on to the panel during the Q&As (thanks to @happyhenry and @danroddy for those!)

So everything went well and I was congratulating myself on not having dropped the ball, when  Sukhvinder Pabial, another first-time Chair (and valued member of my #PLN - Personal Learning Network), tweeted the following...  

 

Sukh's tweets, together with an overheard comment from someone at the conference drinks later, that the conference sessions still seemed to be 'audiences sitting in a theatre being talked at by 'experts'', got me thinking; what could I have done differently to have made the sessions I chaired more interactive and even more engaging? 

I realised I had quite happily gone along with - indeed, set - the agenda and format of my two sessions in a traditional 'Intro / Speaker / Q&A / Sum Up' way and I had not, in fact, encouraged my speakers to think differently, to encourage audience involvement, challenge, conversation or debate during their presentations. I did throw a couple of unplanned questions at them during the Q&As, but that was about it. That said, all my speakers delivered interesting, insightful case studies in their presentations and the Q&A sessions were lively, added even more information and content and, as a result, were fully attended to the end.

So, if I am ever asked to Chair any future conference sessions, my challenge will be to think - and to get my speakers to think - outside of the traditional conference presentation format box and to see what innovations we can bring to the learning exchange that we are all there to benefit from.

What would you like to see done differently? Have you ever been to or participated in an Un-Conference? Would that format work within the context of a larger, multi-stream, multi-day, multi-venue event? What about running 'Ignite' presentations (20 slides, 15 seconds per slide, auto-timed)? I'd love to hear your thoughts or ideas.

I just want to finish by thanking my speakers for their cooperation and trust in the run-up to, and their contributions during, our sessions on Wednesday 28th January at the Learning Technologies Conference 2015 - Velda Barnes (@velbarnes) from Addaction, Jason Simeon from Selex ES, Jane Daly from Marks & Spencer, Edward Gallier (@EdwardGallier) from Jurys Inn and Kandy Woodfield (@jess1ecat) from NatCen Social research. Thanks also to Don Taylor (@DonaldHTaylor) for the giving me the opportunity to Chair these two sessions, and to Sukh Pabial (@sukhpabial) for making me reflect - always learning!

Self Assembly

I spent a lot of time over the festive holidays on domestic tasks like putting up curtain rails, hanging pictures and assembling bedroom furniture. We moved into our new-build home at the beginning of November and I never really had time to attend to these tasks between then and breaking up for the vacation, so I was glad to finally put my own feet on the floor, so to speak.

I have accumulated lots of DIY experience over many years, so none of these tasks gave me any cause for concern, other than being unable to find my tools, which were buried in the garage when we moved in and remain as yet unrecovered. So, new drill and a new battery-powered, hand-held screwdriver duly purchased, I set to. I don't need instructions or training to put up curtain poles or hang pictures, but I did need them to put together the various self-assembly chests of drawers and cabinets we had purchased from the well-known Scandinavian furniture makers, Ikea.

And what great instructions they provide! No words, just illustrations. Clear, simple, well-drawn, specific to the particular piece of furniture being assembled and pared to the absolute minimum of content. They make no assumptions about the assembler's gender or literacy, nor their expertise with a very few basic tools - in this case a hammer and a screwdriver. They even indicate with arrows which way you should be turning the screws! They also relate entirely to the contents of the box. Indeed, they rely on the contents of the box being exactly as stated - x number of screws, y number of dowels, z number of thingys you use a screwdriver to turn to catch and lock onto the end of the other thingys you screwed into the other panel earlier. There are no unnecessary explanations. There's no padding. I found the instructions easy - a pleasure, even - to follow and, in so doing, I built and furnished our bathrooms and bedroom with 3 cabinets and 5 chests of drawers. I had achieved what I set out to do and had enjoyed doing it, thanks to their well-designed performance support materials.

And I got to thinking that I'm not sure I can say the same about some of the training materials I have been exposed to - and have either overseen the creation of, or, indeed, created myself - over the years. Over-engineered, wordy, illustration-free, full of jargon and assumptions and/or time-limited, they generally failed to do the job for which they were (badly) designed. And it's still going on.

This is becoming an even more important consideration now in the age of internet-enabled, always on, 24-7-available content and people's expectations of being able to access it as and when they need it. It doesn't matter how readily available it may be if it's still badly done!

So our challenge as training providers and facilitators is to think like those clever people at Ikea; to ensure that we design for clarity, brevity and relevance, making no assumptions about prior experience or knowledge, whilst also ensuring that we critically examine and curate content created by others to the same standard. No pressure there then!

 

Thoughts?

Are You a User or a Pusher?

Relax! I have no interest in your recreational habits. Let me explain where the question comes from and all will become clear.

I came into training as a novice. Having struggled for 12 years to make a career as an actor, and having spent most of those 12 years doing other work to keep the wolf from the door, my wife Mandy (@MandyRG) and I started an IT Training company with another couple in 1989. I had very limited previous exposure to using a computer, nor had I any formal training experience (although I did manage to last a whole term in post-graduate teacher training after I gained my  Drama Degree in 1976).

But that meant that I came to the IT Training business essentially untainted by a lot of background technical knowledge and expertise. I came in as a user of the technology with, frankly, no interest whatsoever in what was going on inside the box. I just wanted to know how to make the software do the things I needed it to do. And that software was still green screen Lotus 123 and WordPerfect!

It was several months - as we slowly built up our client base - before my colleagues were prepared to unleash me on an unsuspecting group of client  Lotus 123 learners. I had had the benefit of being trained by Mandy and had sat in and witnessed her and them training the course and done several dummy runs myself with their helpful feedback. I managed to hold it together and delivered a successful course - but it was to the letter of the albeit very good lesson plan and, if anyone had asked me any questions for which I had not been prepared (and let's face it, there are a million of those), it could all have gone horribly wrong. I was not entirely comfortable with being in that position.

And so we grew the business and I developed both my application and my trainer skills. But my ethos as a trainer was always the user/learner and the context in which they would be using these tools; to make the software work for them and not them to work for it. So we talked to them (as opposed to talked at them).  We asked them what they wanted to do and why they wanted to do it. And, yes, we did have to cover some basics in those days, but even then it was in the context of their jobs and their productivity - as users. 

This was radical stuff in those days! I'd experienced IT training from other people and it was clear that many of them, whilst technically very good indeed, had no understanding of nor empathy with their trainees. They were pushing their knowledge and information at them, rather than discussing their needs and contextualising the learning accordingly.  I personally never learned anything from the pushers, the show and tellers, who would sail through their 'schtick' without pause or concern for whether or not their learners were actually understanding what they were telling them.

And it's still going on. I still come across and hear about many different instances of trainers pushing information onto trainees. Facts piled upon facts. Bullet point after bullet point on text-heavy, graphically-challenged PowerPoint slides. No questions or discussion. And we wonder why people are turning their backs on traditional, classroom-based training.

So, here's an opportunity to reflect back on my original question. On the trainer/facilitator spectrum - are you a user or a pusher?

Your thoughts and comments are very welcome.

Three years on - On taking my Son to University

2014 is shaping up to be a milestone year for us, and I will no doubt blog some reflections on that, with the hindsight of distance and time, next year.  For today though, I wanted to share some thoughts and feelings, which reference a previous blog from September three years ago Reflections on taking my Daughter to University and touch on taking my son, Sam, to university in Farnham yesterday.

Having re-read that blog, when I took Child 1, Natasha, to university, I am reminded why my social media profiles all start with the description "Husband, Dad..." followed by my professional description. That's where my priorities lie and have lain for the last 32 years, since I met Mandy. Up until then, I saw and validated myself by my career/job role as an actor, a role for which I was prepared to move anywhere in the country, for lousy money, mostly to do average work and with no career ladder or prospects in sight. That all changed after I met Mandy in 1982 and we became 'an item' and later married ("Husband"), moved to Hove to start a family and welcomed Tash and Sam into the world in 1992 and 1995 respectively ("Dad"). And I moved into Learning & Development ("the professional description").

So three years ago, I said about taking Tash to uni, "Niall's first rule of parenthood - there are no rules!  It's the ultimate seat-of-your-pants, non-formal, on-demand, experiential learning opportunity.  Just as you've managed to reflect and re-apply what you've just learned, the goalposts move and off you go again.  What works for child 1 does not necessarily work for or apply to Child 2.  They are their own people, from day 1, and I learned that I had to go with the flow, adapt and flex, whilst we tried to maintain a safe, loving and nurturing Home for them - and us - in which to grow."

And boy did they grow. Tash is currently in Cambodia, on a month-long tour of Vietnam, Cambodia and Thailand before coming back at the end of this month to do her final year of Interior Architecture & Design at Nottingham Trent University, after a year's interning at two design partnerships in London.  Sam starts at the  University of Creative Arts in Farnham UCA web page on Monday, having taken a year out after 6th form college to work and to reflect on what he wanted to do next. He interned for 6 weeks for a television production company, worked for a well-known electrical retailer and became the in-house sales expert for televisions, he continued to go the movies, to write and publish his ever-insightful movie reviews on his YouTube channel See his latest review here and finally decided that working towards a BA in Film Production at University was the way he wanted to go. Mandy and I had nothing to do with that decision and are thrilled that he has found his path via his own passions.

He got a place at the UCA in Farnham, but didn't get into the Halls of Residence. So, singlehandedly (with a bit of prompting & support from Mandy and me), he used facebook to hook up with some other 'Freshers' in the same boat, took on the responsibility of finding a student house to let, organised the legals and (more importantly?) the broadband and wifi, and even delegated some of the other moving in tasks to the other boys who were going to be sharing with him.

Yesterday, I took him and his 'stuff' to Farnham and helped him move in.  So now starts the next phase of my "Husband, Dad..." journey. Mandy and I are now 'empty-nesters'. Indeed, as I write this blog, I am sitting at the strangely-empty desk in Sam's room, able to see the carpet and with the windows wide open (if you got older teenagers, you'll understand those comments).

And I am sad. 

Joyful, but sad. Joyful for Sam, starting his new adventure and the next stage of his life; and sad, 'cos now our role has changed, as have the dynamics in our home. I will miss Sam's apropos-of-nothing conversations about random film stuff, the smell of over-cooked pizza and garlic bread, the hugs when I get home from work, the 'hey' from the hallway as he comes home and goes straight upstairs to his room... the general 'presence' of this charming, articulate, loving and funny young man in our shared living space. I hope his new house mates and university colleagues appreciate him as much as we do!

Mandy and I look forward to continuing to be part of Sam and Tash's lives for as long as we can, as they both grow and develop further; we'll just be a bit more hands-off.  But equally, we'll never be more than an email, text, tweet, facebook, Instagram or Skype away.

They can run, but they can't hide...