Delivery

Catalog of Available Courses and Workshops

Below are the titles of seven online courses and/or workshops that are available from Lowther7, LLC Catalog descriptions, learning objectives, and details for each are provided separately following this listing.

Creating Successful Talent Within Your Firm

Available online or by appointment.

Embracing Sustainability in the Workplace

Online only - Instructor-led.

Cyber Security for Small Businesses

Available online or by appointment.

Developing Online Courses

By appointment only - Instructor-led.

Contact us about your workshop questions today; we're happy to help!

Gamification as a Situational Learning Tool

Photo by by azwaldo

The use of games or gamification for learning enhancement is not new in education. During the past few years however, there has been a renewed interest in gamification due largely to the new technologies that has become available. If you Google “gamification” it displays more than 700,000 results. Unfortunately too many people create educational games so that they can demonstration a technology rather than because it is the correct tool to improve or increase knowledge or a competency. Before selecting any delivery tools consider context and learning situation.

Working with several different organizations this past fall I realized the term gamification has very different meanings to different people. So for those of you reading this blog let’s establish a common definition used by Wikipedia. Gamification is the use of game thinking and game mechanics in non-game contexts to engage users in solving problems and increase users' self-contributions. Gamification has been studied and applied in several domains, with some of the main purposes being to engage, teach, entertain, measure[, and to improve the perceived ease of use of information systems.”

In the January 2015 issue of Chief Learning Officer is an interview with Jake Orowitz, Head of Wikipedia Library. In the interview Orowitz explains how Wikipedia uses gamification for situational learning to onboard volunteers, sharing the process related to editing material.

There are several interesting business case studies that use Gamification to enhance learning. For Microsoft the situation was to create a bond between the consulting business’ senior managers and to use the opportunity for content delivery and learning, bringing management up to date on the vision, financial results and strategy for the year. A full gamification solution considering context and situations was designed to motivate participation in the event, measuring engagement with the content presented and creating team spirit within the ad-hoc teams formed during the process. As a part of the process the tools to deliver the content were selected using mobile phones and tablets.

Another situation called for improving a course designed for those learning how to specify building materials for the new LEED MR Credit: Building product disclosure and optimization credit, under the Health Product Declaration (HPD) option. A collaborative team between Expedition21Media.com, Lowther7, LLC, and GreenCE was created to meet the challenge. It was determined by the team that a good way to increase learning and have participants better demonstrate competency was to imbed a mini-game in the course at a point after students learned how to specify building materials. To see the results for yourself play the free version of the LEED Materials Credit mini-game!

For the last three decades the popular workshop, the Accounting Game was offered by Educational Discoveries, Inc. and Professional Training International. The situation called for assisting non-CPA’s to understand basic accounting and balance sheet practices. The one day, on-site workshop used a simple lemonade stand business simulation format.

As I stated at the beginning of this blog post, the use of games or gamification for learning is not new to education. One of my first graduate courses was how to create and use games to promote learning, develop skills, and improve competencies. Kevin Werbach and Dan Hunter have written a book entitled, For the Win: How Game Thinking Can Revolutionize Your Business (Wharton Digital Press, 2012).

Through Wharton – University of Pennsylvania and Coursera, Kevin Werbach, offers the free course, Gamification. It is the application of game elements and digital game design techniques to non-game problems, such as business and social impact challenges. This course teaches the mechanisms of gamification, why it has such tremendous potential, and how to use it effectively.

Developing Online Courses

Description

This workshop covers the nuts and bolts of getting your first online course developed and deployed, including:

  • components and costs
  • evaluating staffing requirements
  • structure and design
  • course conversion (from live format)
  • options for audio and video production
  • testing and assessment online
  • platforms and server options
  • getting feedback
  • mastering revision cycles
  • licensing and profit projections

You'll leave this live workshop with a complete development plan and timeline for at least one of the courses you'd like to put online. Our experts will walk you through the entire process, helping you make decisions while supplying you with data and how it applies to your situation. Learn about a breadth of approaches and case studies from others in the workshop as they build their course development plans alongside you.

Knowledge Level

This is an awareness level workshop. We encourage instructors at the practitioner and mastery level with little or no online experience to participate.

Workshop Design

This is an instructor led course designed to be delivered either on-site or via web video conference in 4 or 8 hour time frames.

Learning Objectives

At the end of this workshop you will be able to:

1. Describe the various operational and material components of an online course.

2. Determine which online system features would be incompatible together and which would be appropriate for a given course.

3. Research and evaluate various platforms for online presentation and course management and determine a good fit for your project.

4. Create a course outline action plan specific to your organization, including estimated budgets.

This Workshop is Recommended:

• Customized and available online for small teams.
• For Regional or State association events.
• To support a design firm'€™s internal administrative and instructor training.
• To support a product or service manufacturer'€™s administrative and instructor training.

Faculty

Katin Imes
Minimum of 8 participants required to book this session.

Watch for our annual offering of this workshop on the west coast. Contact us about your workshop questions today; we're happy to help!

Building a Design Firm'€™s Professional Development Program – Implementation and Delivery

Photo of staff reviewing graphs on a laptop

Be patient and allow time for your implementation and delivery action plan to work. Individual courses can often be created and delivered in a short time frame if there is an established system in place. However, for an organizational-level program or curriculum, think in terms of a process that may take 2- 3 years to see real results. Your needs assessment and analysis (Key 2), and planning and performance projection (Key 3),will provide you with direction and a path. If the firm is committing time to the development of internal courses be sure that each support the firm'€™s strategic business plan. Most mid-sized firms and larger have a generational mixed staff so don't be afraid to try the new and the different methods of delivery. Stay as current of technology as your budget will reasonably allow. Be prepared for continual change and adjust accordingly. For those firms that already have some in-house programs in place consider tapping into the expertise of your own staff members, those who present at professional conferences or are adjunct instructors for your local college or university. I offered several suggestions last year in my blog An Overlooked Internal Training Source for A/E Firms.

Continuing in part seven of this eight part series I have assembled requirements from several prestigious organizational award programs that appear with consistency. The self-assessment presented in this piece are intended to assist those individuals who are responsible for shaping and managing the organizational structure of an Architectural/Engineering Design and Consulting Firms'€™ professional education department. This assessment tool is not intended for the design or development of any individual course, certification, skill, or professional program.

KEY 6: Implementation and Delivery

Key 6 examines the firm's process for course / program delivery methods. This section provides recommendations for matching the appropriate delivery method based upon expected Learning Outcomes.

How well does your firm'€™s implementation and delivery process match up?

1. For each course/program the question is asked, “What do you want the participant to be to do, or what should they know when they finish the course /program?€ Then, €œwhat is the best delivery method to achieve the expected outcome?€
2. Courses and curriculum include provisions for practice and application, not just volume of information. There is a process for ensuring that program delivery methods are consistently appropriate for course content and material. [Ex: Instructor -led, PowerPoint, Case Study,Case Study, Gaming, Webinar, Podcast, etc.)
3. Selection of delivery methods that is appropriate to the learner'€™s skill/knowledge level is considered, such as awareness, practitioner, and mastery level.
4. Technology is used as a tool to support courses and curriculum, not drive them.
5. The firm ensures selecting appropriate delivery methods as required by external agencies when supporting special designations and license requirements.
6. There is a process to establish a schedule that meets requirements by external agencies when supporting special designations and license requirements.

Sources:
Using the Baldrige National Quality Award and IACET as models, a special task force created the AIA/CES Award for Excellence for The American Institute of Architects, Continuing Education System. This program was used as a cornerstone for building a national continuing education program that shaped education offered in the Architecture, Engineering, and Construction (A/E/C) industry. Today, other learning and development award programs such as the ASTD-Awards/Best-Awards and the Chief Learning Officer, CLOmedia Awards are also being used to elevate the practice learning and development.

Converting In-person Courses to Online Courses: Where do I start?

Jean Valence, Instructor led class

Today there are numerous tools, platforms and resources available. Prices vary greatly depending upon what you are trying to accomplish or what your course outcomes are expected to be. You might start with some free resources, such as YouTube.com and type in “Teaching Online” or “Online Teaching Best Practices.” Some of this material can be especially useful for those who are converting their technical classroom courses to something like WebEx. Webex can be an affordable approach for many small and mid-sized organizations that want to highlight expertise among your staff or members providing 30 minute to one hour presentations.

For those who want to become a more knowledgeable about “Online Teaching Best Practices.”, check out some of the books from Amazon. While a lot of the books are aimed more towards the longer online classroom environments, the concepts and principals are still valid for the shorter online modules and courses. If you are thinking ahead to a fuller value platform, such as Blackboard Collaborative, these texts would be helpful. I would recommend the LERN textbook, Designing Online Instruction. It is a very practical “how to” book that also covers “How-to techniques” for the design of online instruction.

For those serious about becoming online instructors, I suggest the 3 part series, Certified Online Instructor program. This certificate is offered by LERN and available from our website, Lowther7. More than 1600 corporate and university professors have taken these practical courses. Another valuable resource that offers certification for online instruction is ASTD.

Situational Leadership Applied to the Classroom

Flickr photo by velkr0

For individuals who have a business degree or most who have taken a few business courses you have probably heard of situational leadership? Others of you may have read, or at least heard of the book, The One Minute Manager or some of the other related books authored or co-authored by Dr. Ken Blanchard. For those of you who may not be familiar with the business management concept of situational leadership let me first cover that very briefly. The core of the Blanchard model, Situational Leadership II, highlights four primary leadership delivery styles: directive, coaching, supportive, and delegating. What sets situational leadership apart from many other leadership models is the practical aspect that it also takes into consideration the development level of the subordinate or employee. Using a four step sliding scale the employee is rated on competence and commitment.

This discussion is intended to show how the concept if situational leadership is easily applied to classroom situations to achieve maximum learning. For the benefit of this discussion, when thinking of the situational leadership model substitute the word manager for teacher or instructor and substitute the word employee for student or class participants.

The win – win of applying situational leadership concepts in the classroom comes when the instructor, uses the most effective delivery style that is matched to the level of development of the student at the correct time of need. One example would be the teacher best at using a coaching approach when the student has a low commitment but some competence on a class project. Another correct example would be the teacher most effectively uses a supporting team approach matched to the student who has high competence but variable commitment.

A situational designed education program allows for the teacher to be most effective in their delivery approach by correctly matching the delivery method with the student as he/she learns and works through different development levels. It is important that clear learning objectives and expected learning outcomes are established and communicated from the outset of the experience by both the teacher and student. A successful situational designed education program can be a win – win –win for everyone, the student, the teacher, and the organization that supports the program.

How to Be Effective Using the Situational Classroom

Learning objectives are a key to selecting the best delivery approach for use by the instructor in a classroom. Once you determine the development and motivation level of your students, your learning objects should indicate when it is appropriate to be directive, when to use a coaching technique, when to be supportive and facilitate a group activity or when to delegate a learning approach.

Being practical, time is an element that also needs to be considered. For an individual class that is typically one hour in length it would be difficult for the instructor to effectively try and incorporate more than two delivery styles. Keep to the philosophy that the key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need. The instructor should focus on a simple and effective delivery style. Subject matter substance should be emphasized over multiple styles when time is limited.

If you are teaching a half day or full day session, and the learning objectives indicate that a progressive learning track is the expected outcome then the use of multiple teaching styles and techniques might be considered. For a course that is a full day or longer, adult learners will find that instructors following a situational delivery progression more rewarding. If the learning activity is a day or two in length, as are many workshops and seminars for professional and executives, try not to cram too much “new” material into the timeframe. An eight hour or twenty hour course allows ample time to progress from a directive instruction style (lecture) to a delegating style of instruction (agreed upon action plan).

For those of you who teach an online instructor lead course, or certification courses, or traditional college classes I recommend breaking the overall course down into four parts. Start with the basics using directive, lecture approach and continue to progressively increase student involvement with each session. The instruction should progress slowly through each instructional style building one upon the other. The instructor needs to check regularly to ensure that students have reached the learning development level which matches the style of instruction that is being used.

For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, The One Minute Manager Builds High Performing Teams authored by Dr. Ken Blanchard, Donald Carew, Eunice Parisi-Carew.

A Situational Classroom: When to use a directive style

Educators all know the importance of clear, well written learning objectives. Knowing what you want the student to learn and what knowledge they should leave the classroom with is critical to the success of an instructor. Once the learning objectives are written the instructor needs to select the correct delivery approach to most effectively reach the students. Not all instructor delivery styles will effectively transfer the knowledge to the students identified in the learning objectives as intended. The variables of learning in the classroom are many but the instructor can increase his/her success rate by selecting and using the appropriate delivery style.

How do you know which delivery style is the most effective to use, and when? One method to selecting the appropriate style can be determined by referring to the core elements of situational leadership. There are four primary leadership delivery styles: directive, coaching, supportive, and delegating. What’s important to know about situational leadership is that it considerations the development level of the student. Using a four step sliding scale the student is rated on competence and commitment. Similar to reaching success following the situational leadership model, to achieve maximum learning the key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need.

The best time for the instructor to use a directive style of delivery (telling and showing) is when the student has a high commitment to learning the subject but has little or no competence in the subject area (enthusiastic beginner). Examples of a directive style of delivery include speeches, lectures (PowerPoint), and demonstrations. On the internet, delivery of a webinar generally comes under the directive style of delivery.

For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, Leadership and the One Minute Manager authored by Dr. Ken Blanchard.

A Situational Classroom: When to use a coaching style

So your next class is intended for students who have some knowledge of the subject matter but they do not have a strong comprehension? The student’s commitment to advance their knowledge to learning more about the subject matter seems to be wavering. Think of the individual who learned the basics of tennis but wants to give up because they aren’t very good after four weeks of training and just can’t seem to consistently keep their serve between the lines. Or the individual who purchases a new phone for the twitter function but can’t figure out how to use the hash marks correctly so they just give up on that function.

After you finish writing the learning objectives for the class you realize that just telling the students about the topic or showing them how something is done is no longer the most effective approach for the student to truly learn the subject matter. You know that the student has some knowledge but realize too that the student does not yet have mastery of that subject matter. Knowing what you, the instructor want the student to learn and what knowledge they should retain after leaving the class is critical to the next level of learning in their development. The key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need.

When students are at this moderate stage of learning development the use of role playing and roundtable discussions are two excellent ways to engage and support the students learning process. At this stage of the students development the instructional techniques require that the subject is told “how to” and/or is provided with a demonstration of what they are expected to learn. The student is then expected to try to demonstrate their knowledge or skill. The instructor stays involved by observing the demonstration and providing constructive feedback to the student. Ideally, this process is repeated until the student correctly demonstrates mastery of the knowledge or skill enough to take successfully to the next level. Some simple online gaming tools have been developed and designed that follow this model, such as the DMV’s defensive driving school. Using both a high directive style of instruction along with high supportive behavior and feedback, the instructor is using a coaching style of delivery correctly.

For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, Leadership and the One Minute Manager authored by Dr. Ken Blanchard.

A Situational Classroom: When to use a supporting style

You have now been working with your students for awhile and they are progressing in the subject matter. You notice that they have reached a high level of competence but you also note that the student’s commitment is not consistent and still varies. Think of the individual who has mastered most of the basic skills of drawing and design but is beginning to get bored by the daily routine and repetition of fine tuning the skills that they have already learned. After awhile it becomes difficult to stay focused and committed.

Your current learning objectives indicate that the next level of development is more than individual skills sets that the students have been practicing. The students are consistently demonstrating their mastery of the skills when required. They have grown to the point where they are becoming frustrated by either repeatedly being challenged by you or by challenging themselves. Since the key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need, the students are ready to demonstrate their knowledge or skills in front of their peers.

Several excellent ways to engage students at this next moderate level of learning development include group activities such as gaming, case studies and charrettes. The instructors skills need to transform from directing, lecturing, coaching and feedback to one of facilitating, listening, praising and providing constructive feedback. At this stage of the students’ development the student interacts with peers demonstrating their knowledge and/or skill. The instructor stays involved but at more of a distance observing and guiding. For online instruction, chat rooms, discussion groups and designed group learning activities can provide similar results. For the instructor, using a low level of directive instruction along with high supportive behavior and feedback, the instructor is using a supporting style of delivery correctly.

For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, Leadership and the One Minute Manager authored by Dr. Ken Blanchard.

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