C2 Workshop's E-Learning Blog

Redwood Awards - Honoring Attitudes

Exhilaration!

Just this word would suffice to define the mood that permeated this year's "Redwood Awards" at C2. The entire team rejoiced the grand success of the 'Redwood Awards', in yet again recognizing lofty minds. The winners…

Alex and Hari, the winners for COMMITMENT: Late into the night, these two minds are invariably glued to their computer monitors, checking for any glitches in the content. This unflattering requirement could be done full justice to, only if one internalizes commitment. These 'intern-turned-staff' talents epitomize this great trait.

Himanshu, the winner for DEDICATION: By and large, everyone is dedicated to his/her work. But, the level of dedication is what differentiates the great from the good.

Himanshu is dedicated not just to what he has to deliver, but to what the organization needs to as well. The designer's attention spreads way beyond his ambit, to oversee other areas of the project, just to ensure things are fine. This is a rare trait to come by and C2 has been quick to spot the Redwood for Dedication.

Monica, the winner for FLEXIBILITY: Would anyone agree to let his/her profile keep changing? Definitely not, for the simple reason that this would affect their career prospects.
 
It's refreshing to find someone who places her heart in just doing her best in whatever comes her way - a one-in-a-million trait. Monica has kept herself so flexible so as to be called in for anything that needed her attention. And, by that special attitude, she becomes C2's Redwood for Flexibility.

Nirmal, Nirmal Ranganathan & Santhosh, the winners for INITIATIVE: It doesn't take any great effort to spot those rare minds that possess the habit to take initiatives. "Why not do this additional stuff that'll help the organization?" is a question not many would ask. Understandably, everyone is engrossed into what s/he needs to deliver at the end of the day, 'cos, that's what is expected of them. But, those who deliver on something that's not expected out of them are a special lot.

By the same reason, these three minds become C2's Redwoods for Initiative.

About the Redwoods:

The Redwood Tree, a veritable giant, completely dwarfs you at first sight. Growing from a seed no bigger than that of a tomato, it reaches heights of 367 feet (the height of a 35-storey building). Around since the Jurassic Age, with an average life expectancy of nearly 2000 years, its roots go OUT (not down) 900 feet, interlocking with the soil and roots of other trees. Disease and pests have failed to conquer it, making it evergreen.

Initiated in 2006, the Redwood Awards is based on the premise that "Your Attitude Determines Your Altitude". It recognizes employees who stand tall among giants in terms of their attitudinal skills including commitment, dedication, motivation and initiative.

ID: Move On The Moving Ground!

What if the terra-firma I'm standing confidently on, shakes violently under my feet?

I would be completely shaken up to say the least. I wouldn't be sure of my next step, 'cos, what if, by its very action, it causes a graver shake-up, taking me all the way down? The journey from an elevated and elated state to an abysmal depth could be depressing.

Such situations are not exclusive to topographical properties alone. They could cause an equally powerful turbulence to my mind landscapes as well, if what's thought of as fool-proof turns around and makes a consummate idiot out of me.

I could quote Instructional designing as a classic example, to prove this point. I put my heart and soul in thinking scenarios and come up with what I think is a piece of pure gold. But, in no time, I find this impression getting shaken up by none other than my student - of all people.

That paralyzing fear is what causes me not to take any chances. Nothing could replace my feeling completely safe and secure in my own cocoon. So no venturing out! And, that's probably the reason why one doesn't find brilliance around.

If some exemplary action needs to happen in my instructional designing, the first and foremost thing I need to learn is TO DARE! So what if I go down the abyss? Would there be no way out? There definitely would be, if only I look around...

... If only I learn mastering mental agility, so as to be able to let go, jump over the divide and land wherever I find the firm ground and take it from there.

In other words, learn to move on the constantly moving ground to produce something that'll move.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Learning On When Commitment On!

"Do you know whether the apple actually fell on Newton's head, while enlightening him on the law of gravity?"

What if I were to be just glaring at this question without committing my answer to it? Poor you! You keep lookin' at me, expecting me to answer, so you could tell me more. You look at my lips. They're glued tight. No way you could open 'em up, even with some smart tools! What do you do?

Many a time, mind you, this happens, 'cos, I don't want to be wrong. I don't want you to catch me wrong.

You give me a text book on Isaac Newton. I'll tell you whether the apple fell on his head or not. You see, I know the answer. I just need to confirm.

That's the wonderful thing about text books. They have all the info... only thing, I need to flip back to wherever I could find the answers. So, the questions play a dangerous role here. They could mislead me into thinking I know the answers, when in fact, I may not.

That's one of the key differences between a printed book and its electronic version. Instructional Designers would do well to appreciate the Edge e-learning has over insructor-led training on this score - getting to have the learners commit on what they know and not what they could refer. And, make good use of that Edge!

What, of course, needs a special mention is this. The underlying intelligence in smartly eliciting the learner's commitment in answering the question! Possible?

Yep! By identifying another key advantage of e-learning! The learners are ALONE, when they're confronting the question. They're not gonna hear stifled chuckles, ridiculing their ignorance. So, they don't care a heck. They have the licence to kill!

But, the commitment factor, on its part, is very much intact. Psychologically, when I commit my answer and subsequently realize it was wrong, I automatically seek the right answer (especially when I don't have anyone else around).

The only thing that's important is, I need to have absolute fun in going wrong and in being told I'm wrong. That's where instructional 'designing' makes its entry. It's all upto the IDs to make their content presentation as exciting and interesting as possible. Then, the simple mathematical formula comes alive...

Learning is on, when commitment is on!

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

ID's Identification Code: Learners

Deadlines could have a lethal effect. They DO!

They invariably succeed in seeing us, the Instructional Designers, succumb to their pressure! "Hey... what do you think you're doin', lookin' at the ceiling? Waitin' for inspiration, is it? Boy, time's up. Get up and run. Get me the material before EOD today. Got it??"

And, there we're, sprinting to catch up the 'dead'lines. And, just about manage to catch them late into the night! Press Enter on the content. It goes. Relief!!

And, what? The Subject Matter Experts (SMEs) are DELIGHTED, 'cos, the content they're lookin' for, is all there. Perfectly chunked and sequenced well! They, in fact, give us a Thumbs Up!

"Gr8 job done! We see brilliant work here. Lookin' forward to working with you in future." THEY'VE WON!

The thing is, they're talkin' about 'work'. Not about 'instructional designing'! But, we're delighted gettin' that much-awaited feedback and are 'happy and contented'. 'Contented'. WE'VE LOST!

Where're the learners - the learners, the way they've to be approached from the instructional designing perspective - here? Completely absent! Perfectly understandable. 'Cos, they're not the ones commissioning the project... they're not the ones overseeing the content. If at all, they're at the receiving end. They better look after themselves!

Boy! Instructional Designing, in the purest sense of what it stands for, stands there, orphaned.

Mind you! Nothing's wrong with the SMEs here. They're perfectly placed on their expectations. As long as they get what they want, they're happy. They are the subject matter experts of their subject, not of  instructional designing. We can't expect them to know and appreciate how it works. They go scot-free on the issue we're discussing.

That said, the ball comes back to IDs' court. What are we doing? With all due respect to deadlines, are we not supposed to be extremely sensitive to the learners' needs? Are we not supposed to be thinking for them? Is that not what instructional designing is all about?

The answer to all these questions lies in our realizing that the learners are our protégés. We can't, at any cost, let go of our dharma of 'identifying' with them. If only we get it right, we would well be on our way to infusing a different 'language' into our storyboards.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

E-Learning: The Motivation Angle!

"Oh, that was funny. My being put on to a Counselor. He was tryin' to 'reach' me from all possible angles. Very encouraging, so to say! If I could excel in my marathon, why not in studies? Is not my doin' well in academics good for me? Ya, but, so what? Anything that's got to do with academics, I'm just not for it. Sounds strange? Ya, I know. But, don't ask me to explain it. I just can't."

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Zero motivation! That perfectly explains it.

Marathon is, by no means, an easy feat by itself. So much sweat followed by a sapping tiredness could send a lazy soul lookin' for a safe cover.

What makes the girl run for miles? Something MOTIVATES her to get into the act. It's as simple as that.

Great teachers are, first and foremost, concerned about sowing into the minds of their students, the seeds of motivation and seeing them sprout, before they could unfold the treasure of knowledge for them. Done in this sequence, students lapping up the knowledge happens spontaneously. And, when that does happen, all that the teachers have to do, is to stand next to their students and 'guide' them. That's how they become great, not just 'cos they 'know'.

Now, the tougher part!

E-learning and instructional designing are much more precariously positioned on the motivation angle, for the simple reason that  creating motivation is a much tougher proposition for them, given that students are not gonna be physically around for the instructional designers to talk to, in person.

So, what could motivate them is the way the content is handled, followed by all other things such as interactivity, color schemes used in the layouts, and fonts employed, to name a few.

All these fall in place with the help of instructional designers' ability in 'reading' the minds, before proceeding to address them.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Sowing & Reaping The Fruits Of E-Learning!

"'Know somethin'... I don't care a damn about being told to learn, awright?! I wouldn't be on this job, if I were not qualified, correct? My performance is pretty alright. In fact, I'm running ahead, 'cos, I constantly update myself on whatever stuff needed, to justify what I do. So, what the heck are we talkin' about?' This used to be favorite argument, till 6 months ago...

"But, not anymore!

"This new kid on the block, quite charming in his ways, has taken charge of the e-learning division, since he came in. Pretty compelling, I should say. Has this habit of peeping into my cubicle and innocently asking me questions like, "How about an e-learning session on people management?"

"I mean, I would've seen red if someone else were to have thrown this question at me. Me to learn handling people?? But, this guy smiles at me disarmingly and says, "You'll find it interesting."

"Surprising really, I say OK. And, know what? Hate to admit it, the courses he gives me are damn interesting... nothin' like what I've seen comin' in from the earlier guy. And, surprising further, I realize there are still things I really need to learn.

"Now, it has come to my getting hooked to all the material that comes from this dude.

"E-Learning and the dude rock, really." 

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What we carry home from this piece is this.

Using e-learning as a tool, is much, much more than just fixing an interesting course. It's like a plant. Needs a lot of personal touch.

One has to be 'at it', tilling and toiling - read constantly working on contexts that would need the knowledge transfer happening amongst employees,  watering periodically - read regularly motivating people to tune in to the concept of learning that would help in their getting equipped on the updated trends in their respective professions, and trimming off the unnecessary protuberances, read allaying unfounded apprehensions against the efficacy of e-learning.

Done the right way, one could be sure this plant would also flourish and yield 'fruits'.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

E-Learning: Fragrance In The Wilderness!

Ha! How wonderful it is, for me to take that cup of steaming hot coffee to my - only my - seat at my home.

Sip the aromatic stuff, lookin' at those dewy rain drops drippin' from the edges of the leaves, just outside my window. Keep lookin', till the last sip gets drained from my cup!

Time? Forget the time. I've all the time in the world. You know, I can make up for losing my time on this preciously lovable moment, by sitting late into the night. Who cares anyway? I don't have anyone tightening the time noose around my neck. So, what the heck?

These moments are also the other wonderful offshoots of technology. I mean, would anyone go in search of a public phone booth these days, havin', say, the genius of an i-phone lingering at one's finger tips? Isn't it clear that in comparison with the sensation one gets out of this magic, the public phone booth is archaic? Totally??

Well, from this sophisticated angle, why not take on to a technology that would bring my education to me, at my desk at my home? Sounds pretty cool, actually.

But, I wonder why this technological wonder hasn't as yet taken off into the skies, like its other technological siblings. Possible it's stuck big time, snared by creative shackles. At the moment!

Oh, yes! Only at the moment!

No way can the moment last long, 'cos, the idea is absolutely kick-ass. It'll not be long before it becomes a rave with the gen-next minds.

But, for the moment, this fragrance is available only for those dudes, who go in search of it in to the wilderness.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

When Sham Is Targeted, The Real Persists!

 
After a lot of high-level discussions and emergency meetings, the senior managers decide to call for a group gathering of all production-associates of the company.

"We are happy to announce we're introducing a computer based training for all of you to address the 'best production practices'. This training, we're sure, will result in a much better turnover. As you know, we're passing through a critical phase and need to step up on our performance levels. We urge you to take this training seriously with a perspective to augment your productivity."

Seated in the audience, I smile. Nobody asked me for my opinion, as a Team Head, on the big plan. If someone had, I would've averred that what my colleagues lacked wasn't the proficiency to deliver, but the will to deliver.

And, who needed to be trained wasn't my colleagues once again, but the same senior managers who're supposed to give all the support needed for better productivity. They needed to be trained on better people management, interpersonal relations and morale boosting practices that would cheer the already proficient crowd.

This training, therefore, is gonna hit the rocks.

Here, it's the case of one problem having multiple causes. The problem of flagging performance levels that could be caused by lack of proficiency or by bad managers!

And, the easiest thing to do is to conclude that training is needed. But for what?

The needed action therefore, is to identify the cause of a business problem, before deciding a corrective action.

For, when something that is not real is targeted, the real persists.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

The E-Learning Ecology

The Instructional Designers (IDs), invariably, find themselves doing an ironical tight-rope walk.

Lookin' at it one way, they're undividedly responsible for the learning experiences they script. They've to keep in mind, not just their learners, but the entire creative team, right from the developers to animators, while fixing their storyboards. The latter, for instance, cannot be left to rack their brains, trying to interpret the instructions.

So, does this mean the Instructional Designers are the kingpins of the ID game? Let's not even think to seek an answer, 'cos, the question itself is flawed.

Consider this. Let's say an organization is commissioning an e-learning project, that would bring about a behavioral change in the employees. Behavioral Change! That's BIG. By no means a mean feat, it needs a tremendous participation of the management in sharing the company's philosophy with the IDs, so they could fuse the corporate vision into the learning experience... and, ensure that it successfully percolates down to the bottom-end. Now, imagine a zero management participation in the project. Shouldn't be hard for us to conjecture the result.

Let's look at another scenario. The IDs are working on a new equipment simulation, the factory staff would get their practical insights from. Imagine once again, the plight of the project, if there're no subject matter experts around. What would transpire out of the simulation would be nothing short of utter chaos, in spite of a brilliant instructional designing expertise being at work!

Last, but definitely not the least, the learners! Factoring in their existing knowledge levels and preferences become the foundation, which the IDs erect the course on. Just try being oblivious to this, you could rest assured, the course will go crashing down the hill.

The success of an e-learning project, in essence, is a culmination of an active involvement and dynamic participation of all the stakeholders. It's indeed an ecology by itself.

The Instructional Designers could, at best, be designated catalysts, for causing a positive change in the e-learning ecology.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

ID: The Knowledge Highways!

The strikingly scenic Interstate 17 is the freeway I need to turn my wheels onto, from Phoenix, if I'm headed towards the Black Canyon City, up north. Not the Interstate 10.

But, if I still do, I'll slide down south and get to see Sun Lakes or further down still, the Picocho State Park.

The Black Canyon City would've disappeared from my radar.

The moral of the story is, I need to look at the map and place my destination first, before making a move.

The same thumb-rule applies to the knowledge highways too. If, as an instructional designer, I do not place the 'destination' of the e-learning course I'm designing, I would be on a different knowledge highway, applying a different set of principles to a different set of audience. And, would be wondering where I am, at the end of it all. The very purpose of my course would've trickled down the drain.

If, for instance, my 'destination' is to see my learner memorize the capitals of 50 states of America, it would make sense for me to set my course up, on rote memorization, along with drill/practice exercises.

Going further, if I were to apply the same approach to another learner who has to troubleshoot a car engine's malfunctioning, where would I be? I would probably end up seeing my learner repeating all the engine parts and not diagnosing the cause of the engine malfunctioning!

The right thing to do, in this case, would be for me to set up scenarios, explain the situation and its circumstances and develop the troubleshooting skills in my student. And, follow it up with demonstrating the cause-and-effect relationships of the problem I'm discussing.

From this perspective, it becomes imperative for me to learn mapping the knowledge highways under different headings, before I plan my storyboard.

• The Factual Knowledge that covers facts and terminologies.

• The Conceptual Knowledge that deals with concepts, classifications, principles, theories and generalizations.

• The Procedural Knowledge that handles specifics to a discipline, subject or area of study. (It talks about procedures more than ideas & concepts.)

• The Metacognitive Knowledge that addresses the awareness part of one's own cognition. It helps the student in learning to go about solving one's problems. 

If I internalize these headings completely, then probably, I would see myself 'thinking' appropriate approaches for each of these.

And, set myself on the right Knowledge Highway!

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)