Hollis Easter — Strength In Numbers resources
I gave a workshop at the 2010 Alliance of Information and Referral
Systems conference entitled "Strength In Numbers: Bringing Effective
Group Work to Training Programs". As I was designing the course, I
gathered and invented some resources to help students who wanted to know
If you attended the workshop, I'd love to hear from you! Ask me
questions, let me know how the ideas are working out for you, and stay
in touch. I hope you had as much fun as I did—that's the point,
I first designed this course three years ago for the national
CONVENING conference, and it's been a privilege to teach it several more
times. As with anything, it changes and grows over time. Can't wait for the next one!
Cheers, and best of luck with your training!
— Hollis <hollis easter at gmail daht com>
Here are the PowerPoint
slides for the workshop. Bear in mind that they're designed as
talking points, not as independent references, so there may be some
slides that don't make sense when I'm not talking alongside.
I often use concept maps in planning out workshops and training
programs—their flexible formatting allows me to get ideas onto
"paper" easily, and that makes instructional design a lot easier.
Here's the concept map for Strength In Numbers. I built it using Webspiration, a free software tool.
In case that site goes down, there's also a local copy of the concept map.
My basic principles:
- Respect your students.
- Know more than you say.
- Say less than your students.
- Ask "why do they need to know this?"
- Build activities around the answer.
- Lead them toward concepts and attitudes.
- Provide safety and challenge.
- Let them cement learning by doing and speaking.
- Be flexible.
- Have fun, and share it.
People sometimes ask, "where can I learn more?" I love these
questions! If you'd like to know more about the things I've discussed,
I would love to talk with you... but here are some starting points. I'll
put in a special pitch for my blog, instructionmatters.blogspot.com,
since I'm in charge around here... you can't beat City Hall!
- Cercone, K. (2008). Characteristics of adult learners with
implications for online learning design. AACE Journal, 16(2), 137–159.
. This is a slightly-problematic-but-still-interesting look at adult
learning in an online education context. Cercone spends a fair amount of
time on learning styles, which are being hotly debated in the learning
theories world right now, but her other ideas are good.
- Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M.
Orey (Ed.), Emerging perspectives on learning, teaching, and technology.
http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning. This is one of many great articles in Orey's online work about learning. Good stuff. If you want primary sources, go look up Malcolm Knowles (who came up with the term 'androgogy' for 'adult learning').
- Easter, H. (2010). Instruction matters [blog]. Retrieved from http://instructionmatters.blogspot.com. This is my instructional design blog, and I sometimes write about ID as it relates to crisis and I&R work.
- Ertmer, P., & Newby, T. (1993). Behaviorism, cognitivism,
constructivism: Comparing critical features from an instructional design
perspective. Performance Improvement Quarterly, 6(4), 50–71.
Gives some basic background on major learning theories.
- Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult
education and training in a global era. McGraw-Hill Education.
- Gardner, H. (2003, April 21). Multiple intelligences after 20 years.
Paper presented to the American Educational Research Association,
Chicago, IL. Retrieved from
http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf . Gardner did
much of the foundational work that created the "multiple intelligence"
theory of learning. MI theory is useful in a hotline context not so much
because it tells about our learners as because it describes our content:
often there's a clear "best solution" for a particular learning
- Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging
perspectives on learning, teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism. Another good article from Orey, this one talks about social constructivism. If you want good primary source materials, go looking for works by Lev Vygotsky, Jerome Bruner, and Jeanne Ormrod; you might also look up Bandura's theories about social learning.
- Morrison, G., Ross, S., & Kemp, J. (2007). Designing
effective instruction. (5th ed.). San Francisco: John Wiley and Sons,
Inc. If you get psyched about instructional design, this is a fairly
readable introduction to various ID methods like ADDIE,
- Piskurich, G. (2005). Rapid instructional design: learning ID fast
and right. San Francisco, CA: Jossey-Bass/Pfeiffer. This is a fantastic
primer on the "rapid prototyping" style of instructional design, which
is particularly well suited to the often-changing needs of hotlines.
- Ryder, M. (2009) Instructional Design Models. Retrieved from
University of Colorado at Denver School of Education:
http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html . This is a
huge resource that shows a lot of different instructional design data
points. Very good.
- Toynton, R. (2007). Theorising 'jigsaws': investigating the
transferable elements of a problem-solving approach to teaching and
learning. International Journal of Learning, 14 (5). The source
of one method of group break-out.
Thanks for coming! — Hollis