Situational

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.

Simple LMS for Firms and Associations

Available online or by appointment.

Cyber Security for Small Businesses

Available online or by appointment.

Overview of Managing Projects

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!

Simple LMS for Firms and Associations

Many LMS systems add confusion

Description

The Simple LMS is based on the philosophy: start as simply as possible and grow as needed with just the features and structures needed. Thus, the Simple LMS is a bare­bones LMS system created on a capable and scalable CMS (Content Management System) platform.

A simple LMS can be built on Drupal 7, and so has hundreds of available modules that can be easily added, as needed, for functionality and expansion. Drupal is also easy to customize (using PHP and CSS) for features and functions that are too custom to be already available as modules.

This start-­simple philosophy assumes that three areas will all be growing and developing together, over time, at a rate dictated by the will and resources of the company:

  • the development of in-­house custom courses and materials;
  • the development of in­-house staff dedicated to staff development and company learning; and
  • the development of company policies, learning metrics, and process for learning paths.

Starting as simply as possible means that the company’s needs and direction will determine the growth and development of the LMS to match.

Knowledge Level:

This course is intended as introductory, and does not include any tutorial content for using specific LMS.

Program Design:

This instructor led session is designed to be delivered on-line in a 1 hour time frame, or in-person in a 1.5 hour interactive format. While there will be time for questions about specific networks, the focus will be on understanding the fundamentals, functions, comparing and contrasting various networks.

Learning Objectives:

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

1. List pro's and con's between a simple LMS and a feature-loaded LMS.

2. Explain the difference between SCORM import and export capabilities.

3. Outline a LMS policy for your organization with reasons for each decision.

4. Complete research for designing a simple LMS for your organization.

This Course is Recommended:

• Available online for individuals or small work teams.
• For Regional, State or local association events.
• To support a firm's or organization's internal curriculum.

No participant minimum required to book this session.

Faculty

Katin Imes is an experienced software developer, project manager, and a UX/systems designer. His passion and mission is creating access to the skills, tools, and knowledge that let people thrive in the Information Age. Specialties include: social networking software systems, online courses and LMS (Learning Management Systems), CMS (content management systems), online communities, e-commerce, Drupal, and Open Source. He has developed and managed web systems since 1996, the earliest days of the web, including server operations, hosting, security and encryption, e-commerce, and advanced back-end functionality.

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

Improve Individual and Team Performance

PerforMore leverages your existing successes, unique strengths and diverse experiences in order to design a personalized roadmap. Our coaching programs are designed and delivered with expert guidance for individuals that have a desire to reach new personal levels of success. This is achieved through the M.A.D.E.S Coaching Model and energy leadership coaching. Energy leadership coaching is a process that develops a personally effective style of leadership that positively influences and changes not only yourself but also those with whom you work and interact.

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.

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.

A Situational Classroom: What about the impact of group dynamics?

So far in our situational classroom series we have stressed what classroom format and delivery model the instructor might best utilize to maximize learning by the individual student. So when the instructor determines that a supportive style of instruction is most appropriate, plan carefully. For the best learning results review the course content and design well ahead of time. Consider how different the skills of supporting and facilitation are from lecturing, directing and coaching during the implementation and delivery phases of this learning model. Remember that facilitation of a group correctly usually takes more time to cover. Think of covering the material by a lecture or covering the same material using a case study. http://www.lowther7.com/courses/instructor-facilitator-understanding-gro...

Let’s look here at the similarities of an individual’s learning development and stages of group development. According to Bruce Tuckman there are four stages to group development. The first stage is forming, individuals seeking acceptance as they avoid conflict. According to the Situational Leadership, team approach, this first stage is orientation. Group participants enter with low to varied competence but generally high commitment, similar to an individual’s first development learning level.

Storming is Tuckman’s second stage of development. At this level team members determine what they are suppose solve and how they will participate within the group. The situational team approach calls this stage dissatisfaction with individuals demonstrating some competence with a low to varying level of commitment.

Groups that successfully work through stage two move into Norming or resolution, the third stage. Some members of the group may have to give up their ideas and agree with others to work towards a common goal. Individuals demonstrate a high competence with variable levels of commitment.

Successful groups reach the fourth stage, performing or production. The team members are motivated, demonstrating high competence and high commitment while working towards the completion of the groups goals.

In a situational classroom, the instructor using a supportive approach needs to be aware that student’s may enter into the group learning activities at different levels of competency and commitment. It is important to facilitate the group as if they are all at the same basic level during the forming/orientation stage. On the part of the instructor/facilitator it is critical that they carefully guide the group to each new development level as a group. Moving to a new level is a skill of balance. Move too soon and you can lose the involvement of students who are not ready. Move too slowly and you can lose the involvement of your advanced students who may get frustrated.

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.

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