Trendspotting: Leading Learners to Thrive in a World of Generational and Technological Diversity

Roger Courville, roger@thevirtualpresenter.com

Hey friends, This handout complements the webinar, kindly sponsored by Citrix GoToTraining. This webinar was a little dierent...we had hundreds of people there (which is why we were using GoToWebinar), but I endeavored to facilitate a large discussion, including the moderator James Hilliard and I working with everyone to ll out a worksheet on-the-y. This means two things: One, youll want to watch the recording. Two, youll not want to do that without the worksheet: https://1080group.sharele.com/download.aspx?id=s16ea49888df48839 NOTE: The above link has the worksheet available in several formats (.pdf, .doc, .pages), and it has a .zip le with a good number of reports/papers on generational dierences. There were a few requests to get the worksheet we lled out as a 400-person class, which youll nd below...the yellow elds are those we did as a group. Finally, you were promised a copy of all the chat (scrubbed for privacy). Its a long list, but there are some solid nuggets in there. Best of luck to you as you take your virtual classrooms from good to great to stellar,

Roger
Roger Courville Chief Aha! Guy TheVirtualPresenter.com Lets connect: TheVirtualPresenter.com | @RogerCourville | linkedin.com/in/rogerc ***

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Industrial Era Knowledge Scarce, centralized Physical

Information Era Abundant, targeted Digital, physical interface Bigger/smaller, faster, cheaper, better Flexibility, informality, nonlinearity guring out if the info source is accurate; easy info; more selfdirection; exibility; boooooooreduuuum; being overwhelmed

integration, customization, cont

Ubiquitous, uniquely personalized Transparent, embedded, integrated accessibility; usability; time savings; true creativity, context, fun, instant gratication collaboration, creation, context or meaning; fear of time wasting; balance whats important vs non/supercial; need to lter; credibility

Technology

Value

Bigger/smaller, faster, cheaper, better Systemization, standardization

Values

What are the wants/needs/fears structure; ow charts; denitive of a learner with this life OS? answer; command/control; chain of command; fear of irrelevance

How should we engage them?

lecutre; take it slower?; (make connections with younger generations); human contact!

make it to life/work; easy to access (handhelds, etc); bite sized

listen & learn; teacher must be facilitator; SHOW the story; interaction/activities

Q: they are bombarded with information and might not have the skills to lter important/not important[Erin R] Q: That they will get the content in the way they like to learn[Rick B] Q: multiple delivery vehicles [Heidi R Q: delivery will need to be various [Craig M]

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Q: They're picking and choosing what interests them.[Harriet S] Q: We often see Learners who have diculty with the technology[Tania S] Q: How do people nd all of the choices? People's bandwidth is limited.[Renee R] Q: experts can interface with novices and learn form each other[Sharon C] Q: makes educational program no loinger on size ts all[Dennis B] Q: or they may shut down tooooo much info[Connie H] Q: We are an online school[Tania S] Q: Also means more work for us - deploying in multiple formats![Katherine B] Q: Provides a more personalized learning experience. But more complicated for us! [Rebecca B Q: Having to accomodate diverse audiences who have dierent levels of technology comfort[Peter W] Q: And BTW I'm still a textual person, can't do it in 140 chars[Kate H] Q: do it yourself career.[richard r] Q: they have access now to each others' points of views and perspectives (what does it look like from "behind the other guy's eyes?"[Sherry L] Q: We have to train students just to be able to interact[Tania S] Q: Perhaps they have toooo much info[Connie H] Q: ...and dierent technologies[Wendy F] Q: Stay ahead of the future or be aware to plan[Denise L] Q: By the time you learn the technology, there's a newer kid on the block![Kate H] Q: it is not just an generational issue...also socio-economic. [Tania S] Q: More ooportunities to L&D[JC C] Q: More work? No one ever said teaching would be easy![Wendy M] Q: Sometimes its the industry. Public Safety is further behind then mainstream industry. We often can't access the internet on our call oor because of our sensative information. [Monica C] Q: are they equal opportunities[richard r] Q: Also creates mental clutter and option shock[Mark T] Q: Consensus - sharing[Roman S] Q: More "just in time" training deliverables are needed[Pam B] Q: Learners with dierent primary and secondary learning modalities choose their prefered format/[Dennis L] Q: We may miss out on the great thinking of those uncomfortable with technology - great thinkers but avoiders of technology[Sherry L] Q: learning how there are dierent ways to learn now is hard for older generations to pick up on[Paul S] Q: We must stay ahead of our learners but not too far ahead that we lose them[Peter W] Q: There's a need for collation of the wide array of sources![Kate H] Q: more eective learning. Adults are visual learners[Bianca Q] Q: It's like just in time learning.[Lawrence F] Q: Pull "just in time" versus push when we deem it appropriate.[Shannon M] Q: can help break down silo's - cultural, business unit, etc.[Elizabeth P]

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Q: Can learn when (any time fo day) we want[Lesley M] Q: You do also have to make sure they want to learn. Key to get into their heads![Dennis B] Q: Self discovery to retain the information[Dawn H] Q: Learning in leisure time[JC C] Q: conicts between formal, serial development and the need to get the data out now[Heidi R] Q: Puts more responsibility on the learner[Pam B] Q: volume of items needed to train based on tech changes [Craig M] Q: high tech but low touch learning[richard r] Q: Spectrum of learning, which incorporates apps, classroom, live application and study prep utilized together is what we're looking at to improve knowledge and skills retention[Loraine B] Q: People are "growing" into technologies at dierent times in their lives[Lynne W] Q: The rate of change of technology is almost exponential[Peter W] Q: technology has to be learned by the older folks, where for the younger, it is a simple as breathing ....born with a device under the pillow[Tania S] Q: A challenge to "instant access" and "just in time' learning is information overload and nd what is meaningful, or better yet, MOST meaningful.[Eric K] Q: our "traditionalists" get frustrated that the gen x,y employees want to know "why"[Tracy C] Q: information is everywhere, next is what we do with it[Pam B] Q: isnt it evolving to integrated![lAURA k] Q: I think of it as the Intelligence Age .... only assimilating information that is relevant to them[Amy R] Q: To quote the Stones, if you can't always get what you want, DO YOU FIND YOU GET WHAT YOU NEED?[Kate H] Q: The Unseen is valued[Tania S] Q: Technology demand[Denise L] Q: useful, purposeful, trustworthy, accurate[Erin R] Q: No one solution ts all anymore!![Peter W] Q: To quote the Beatles: And in the end, the learning you make is greater than the love you take?[Kate H] Q: It must be useful for my own purposes and you need to gure out what those are[Harriet S] Q: Customization will be the huge new frontier[David C] Q: Upper Right = Customization[David C] Q: Free Knowlege Age[Tania S] Q: Personalized[Kate H] Q: just a small l!!![lAURA k] Q: Personalized[Peter W] Q: Social Generation[Jazzer C] Q: Value = gain attention of the potential user[Renee R] Q: Informal[Tammy B] Q: my way [Craig M] Q: My Way[Paula R]

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Q: Value is created by Accessability[Tania S] Q: just as learners want learning customized, presenters want to deliver the"way they want" vs. the way the learner wants[nancy [not provided]] Q: Fears: ability for others to access personal information[Lesley M] Q: Quantity of info[Connie H] Q: accessability[Ray B] Q: usabliity\[Eric K] Q: Value comes from user friendly-ness[Erika C] Q: time-saving[Karen W] Q: YouTube - as needed[Rick B] Q: We have the technology[Kit L] Q: How about Personalization Age[Mark T] Q: Time saving[JC C] Q: exibility[Linda H] Q: taregeted learning Nick[Nick S] Q: Values = true creativity rather than remixing old ideas[Renee R] Q: ease of use[Lee W] Q: anytime [Tania S] Q: Clarity[Connie H] Q: Value created - portability[Harriet S] Q: ease of access[Peter W] Q: relevant[Candace H] Q: second brain[Pam B] Q: invisbility[richard r] Q: how diverse the content is[Ashley M] Q: muti-taking[Deirdre O] Q: Access to experts[Teresa E] Q: independent learning[lAURA k] Q: Value'= Understandability/Clarity[David C] Q: "pocket information" you can pull out at the moment of need[Sherry L] Q: fun[Erika C] Q: meaningful[Eric K] Q: yes![Renee R] Q: Selective learning[Ulla M] Q: Consensus 'sourcing'[Roman S] Q: How do I get access to the worksheet? I can't locate it. [Jennifer s] Q: privilege[richard r]

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Q: values = instant gratication[Lynne W] Q: entertaining[Tania S] Q: Exchange content[JC C] Q: engaging[Candace H] Q: Liquidity[Kate H] Q: Entertaining[Teresa E] Q: learning has to be entertaining[Tania S] Q: collaboration[Tracy C] Q: Meaningful[Katherine C] Q: relative relevent[Peter W] Q: ask them what they want[Ashley M] Q: Why not simply ask them?[Wendy M] Q: Industrial - structure, ow charts, [Tania S] Q: Industrial folks want to have a denate answer[Renee R] Q: Learning style assessment?[Loraine B] Q: Loss of physical ability[Erika C] Q: hardware[Katherine B] Q: command & control[Kate H] Q: apprentice[Peter W] Q: concerned with keeping up with changes[Tammy B] Q: skill assessment[Karen We] Q: industrial - fear of being irrelevant / outdated[Lynne W] Q: hierarchy[Heidi R] Q: hands on [Deirdre O] Q: do...don't ask[Tracy C] Q: chain of command[Tania S] Q: consistency[David C] Q: consistency[Paul S] Q: personal touch[Candace H] Q: Fear of overload[Ulla M] Q: simplicity[Bianca Q] Q: fear of technology[Kim L] Q: the right answer[Pam B] Q: privacy concerns[Sherry L] Q: fear of what others think[nancy [not provided]] Q: Want and need exibility[Kit L]

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Q: they want the "whys"[Tracy C] Q: Think tanks, collaboration meetings[Tania S] Q: guring out if the information source is accurate[Paul S] Q: xbox[nancy [not provided]] Q: information - wants more self-direction[Lynne W] Q: Easy access to information[Stephanie S] Q: has to be engaging[Becky M] Q: a second brain[Pam B] Q: usenet groups; common interest groups[Kate H] Q: Boredum[Mark T] Q: Interact, applicabilityy to daily needs[JC C] Q: how to keep up with information overload[Roger S] Q: Fast Food Model - Pachaged Deals[Tracy P] Q: give me the information I need, not all the extra[Ashley M] Q: global approaches[Paul S] Q: badging?[Renee R] Q: Speed[Connie H] Q: want: hands on practice[Elizabeth G] Q: aordability of access[David C] Q: prefer online vs lecture[nancy [not provided]] Q: build your own curriculum[Renee R] Q: a way to organize for easy retrieval at moment of need[Sherry L] Q: Critical thinking - not only is it accurate, but do you agree with it? Can you critically think through?[Katherine B] Q: see how it works for them [Craig M] Q: fear: Overwhelmed[Eric K] Q: handling deluge of info[Heidi R] Q: irrelevance[Renee R] Q: Immediate information![Martina K Q: putting yourself out there[Kate H] Q: fear - overload information[Roger S] Q: Fear not having all of the information needed to function[Tania S] Q: short attention span[Tammy B] Q: Wants: Faster, when they want it and how they want it. Fear: Being "taught" or lectured. They want to gure it out for themselves.[Shannon M] Q: ignore is starting point[Heidi R] Q: NEED to lter information[Connie H] Q: I might invest in Beta when VHS will be the winner[Renee R]

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Q: Want excellent relationship management - very much centered on "it's about me and what I'm paying you"[Erika C] Q: Where do you start?[Tracy P] Q: Information overload[Marion E] Q: time wasters[Richard K] Q: consolidation of information sources may be a fear[Paul S] Q: how do you customize it for yourself?[Lynne W] Q: streamlined[nancy [not provided]] Q: feeling of inadequacy when you cannot seem to keep up with technology[Wendy F] Q: TECHNOLOGY OVERLOAD[PAT G] Q: overwhelmed with choice[Nick S] Q: fear- no separation of work/ home life[Tracy C] Q: Don't make it fancy - give it to us now[Vic P] Q: losing the ability to think for ourselfves[Pam B] Q: fear of missing out on something.[marc E] Q: Integrated will want what the industrial people will want[Ray B] Q: Some knowledge too supercial[Ulla M] Q: need for lters[Tammy B] Q: Fear of being outdated[Jazzer C] Q: Reliable sources[JC C] Q: Need to lter information[Connie H] Q: What to use and when?[Linda H] Q: Discernment - critically thinking and evaluating all the info[Sharon C] Q: credibilty[Kate H] Q: We will come full circle[Ray B] Q: discerning the credibility of the source (Wikipedia/)[Sherry L] Q: if customized, how do you get buy-in from others who have dierent wants?[nancy [not provided]] Q: fear that you are missing information.[Mary C] Q: How credible is the information. [Kit L] Q: Fear: No more human contact[David C] Q: not knowing where to focus attention[Karen W] Q: need to know and nice to know![Thelma J] Q: Simulation and experimentation with important tasks[Loraine B] Q: one on one[Richard K] Q: lecture[Tracy C] Q: Ask questions[Connie H] Q: take it slowly for industrial[Paul S]

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Q: Show them - encourage them[Kate H] Q: personal touch[Candace H] Q: books[Linda H] Q: Industrial like programs with end points and credentials[Renee R] Q: Media Attract > Create trust relation[JC C] Q: Industrial - Bullet points of action, steps layed out[Tania S] Q: no[Linda H] Q: No[Rick B] Q: yes[Marion E] Q: make it simple[Pam B] Q: more than lecture --> hands on experince[Peter W] Q: No - I'd nd that insulting[Harriet S] Q: reduce the options for learning[Paul S] Q: make connections with younger generations[Lynne W] Q: yep[Erika C] Q: Make the eort to be thourough[Ashley M] Q: pointed[Katherine C] Q: no[Renee R] Q: Yes[Eric K] Q: agree[Elizabeth G] Q: Forms, structure, less two-way[Rebecca B] Q: yes[Richard K] Q: no[Deirdre O] Q: Human contact[Mark T] Q: training semminars[Mike C] Q: No[Sharon C] Q: step/actions[Kim L] Q: No - I'm 60+[Kate H] Q: Repetition is good[Loraine B] Q: no[Michelle R] Q: no...make it more interesting[Kerianne W] Q: if it's tech - slowness is needed[Kayla A] Q: depends on the learner[Peter W] Q: No - age doesn't mean you learn slower[David C] Q: Lectures are not instructionally eective, as a whole.[Wendy M] Q: Step Process[Tracy P]

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Q: bulletize the information. How does it apply[Becky M] Q: provide examples and work arounds[Monica C] Q: Grandma is on facebook[Pam B] Q: refernce for all learning types rather than generations.[Linda H] Q: connections with "other" generations[Lynne W] Q: what's in it for me?[nancy [not provided]] Q: (I still like ow charts. :-) )[Renee R] Q: give them opportunity to share experiences[Stephanie S] Q: one step at a time[Eric K] Q: why should I change[Richard K] Q: face to face[Jazzer C] Q: explain value of this "life OS"[Ulla M] Q: You're NOT going to break it[Kate H] Q: Industrial - Use as mentors of information[Tania S] Q: how do you get the older gen over the fear of tech?[Kayla Ar] Q: yes[Vic P Q: social networks[Tracy C] Q: make it relevant to their jobs/life[Elisabeth C] Q: ease of access - handhelds, etc...[Tracy P] Q: I'm a milenial[Elisabeth C] Q: share real-life uses of it[Karen W] Q: how will this help me get ahead?[nancy [not provided]] Q: the old WIIFM[Tracy C] Q: i think you need that for Industrial as well - make it relevant. [Candace H] Q: authoratative, up-to-date[Peter W] Q: embrace the value[Pam B] Q: give them the opportunity to apply themselves[Stephanie S] Q: Bullet points along with making it easy. [Candace H] Q: break it up into digestable bits[Renee R] Q: bite sized[Tammy B] Q: just in time[Kim L] Q: Keep it simple[Kit L] Q: WIIFM for everyone[Jackie R] Q: build a bigger information highway[richard r] Q: Oer many dierent forms of the information[Ashley M] Q: But not just technology for technology's sake - use when it makes sense[Rebecca B]

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Q: info needs to be searchable/organized[Harriet S] Q: have them nd the answers themselves[Elizabeth G] Q: simple[Martina K] Q: create an app to go to later[Becky M] Q: Engae: Entertaining[David C] Q: know the dierence between nice to know and need to know[Jose G] Q: Entertaining[Roman S] Q: for the New Age - Pictures, Memes, triggers that excite lthe learner[Tania S] Q: lost the audio. [Candace H] Q: whats in it for me?[Linda H] Q: Listen & LEARNNN! to what they are saying what moves them - AKA create learning proles[Dennis B] Q: is that happening to others. [Candace H] Q: social media[Jazzer C] Q: Create a community of learners where peoplelearn from each other no matter their age. Experience and learning in collaboration with each other[Sharon C] Q: Use social media learning options[Tania S] Q: Don't assume bite-sizes are workable for all - there are many learners who are big-picture folks.[Wendy M] Q: allow learners to access information at their own pace, in their own way, and based on what they need.[Elisabeth C] Q: say less; ask more[nancy [not provided]] Q: Infographics + brand content but true[JC C] Q: teacher must become the learner[Peter W] Q: see all the possibilities ie pintrest[Pam B] Q: storytelling[Karen W] Q: push pull of info[Jackie R] Q: learning communities, experimentation[Renee R] Q: create communities for them to join after class to keep the engagement growing[Elizabeth P} Q: Learners learn better when given a teaching role.[Wendy M} Q: Learner-centric[Teresa E] Q: Teach how to nd and vet the value of the info.[Rebecca B] Q: More - the teacher must be willing to learn from the student[Peter W] Q: learning virtually[Michelle R] Q: Quick video clips like utube[Bianca Q] Q: engage them by having them acitively involved. [Candace H] Q: Understand WIFM (what is in it for me).[Kit L] Q: I like story telling[Renee R] Q: Engagement[Connie H] Q: Have you heard of PLAR - Prior Learning Assessment & Recognition[Peter W]

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Q: interactive [Renee R] Q: Yeah, dentely very visual[Erika C] Q: multi media[Lynne W] Q: Share the story[Kit L] Q: use activities. [Candace H] Q: Contextual scenarios[Shannon M] Q: make the story - creative development[Tracy P] Q: virtual interaction[Marion E] Q: Allow them to discover..learning[Mary C] Q: I think tools change too rapidly[Kate H] Q: Cannot have one without the other[Peter W] Q: Provide framework, then allow them to ll in the details[David C] Q: Go over the learning goals at the beginning of class to discover their needs[Cindy W] Q: Use a variety of tactics and tools to cover multiple styles[Heather F] Q: send questions prior to instructions to guage abilities[Lesley M] Q: Provide variety in nature of oerings[Kate H] Q: pair o young and old in classroom[Richard K] Q: Ask your learners - what is there learning styles[Peter W Q: i would ask them to do some work and think about how what we discuss is relevant to them. [marc E] Audience Question: Q: give them choices[Pam B] Q: pair up those who aren't procient with those who are[nancy [not provided]] Q: Tranversal examples, tranversal stories (eg. Coca-Cola)[JC C] Q: Use dierent types of media to tailor to thier needs.[Linda H] Q: Ask them what works for them. Survey.[Michelle R] Q: Use real life case studies/stories[Sharon C] Q: use a combination of all tools and tactics. [Candace H] Q: Use multiple channels- reading, webcasts, youtube, lecture capture, blogging, classroom, discussions, pair up with those with other strengths, [Rebecca B] Q: vary adult learning principles[Jose G] Q: take the time to identify the gaps ahead of time - back to basics - and be prepared to respond to dierent needs[Erin R] Q: HIgh level overview and then self discovery[Dawn H] Q: I'd suggest using stories, perhaps in video format, to convey ideas and stimulate thinking, then oer a variety of methods to allow them to apply their knowledge or ndings.[Harriet S] Q: allow students to choose[Mike C] Q: Ask them what route they prefer[Dennis B] Q: pre-work instructions[Elizabeth G]

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Q: Multiple delivery vehicles[Shannon M] Q: Many opportunities for feedback[Mark T] Q: Try Sternberg's way of dierentiating by interest, readiness, etc.[Wendy M] Q: broad program - allow tailored choices for delivery & responses[Lynne W] Q: blended approach to the same topics - podcast, virtual class, web, communities[Elizabeth P] Q: Dierent learning styes, visual, auditory, kinestheic[Renee R] Q: Don't just use one pathway for the end result. [Tania S] Q: Allow them to help you[Connie H] Q: Have learners dene top 3 items they want then pick devices to address it[tom m] Q: Team teaching: have a facilitator to handle each 'group' of learning styles[Peter W] Q: It has to be user friendly[Marion E] Q: ask them what they prefer, then give it to the,[Dennis B] Q: provide a workbook with the basics - those that need it can read, those that don't can skip it. [Candace H] Q: I agree that the best way is to make dierent options available for the same content, but how can you do that in shortened development timeframes?[Katherine B] Audience Question: Q: Ask lots of questions to understand the learner's knowledge base.[Rick B] Q: let them chose where to jump in[Pam B] Q: contract with the group as to what they need?[Nick S] Q: PLAR[Peter W] Q: pretest[Henry S] Q: we ask students to log in 20 minutes early so new learners can get more instruction on how to use system and experienced learners can log in later closer to class start[Elizabeth P] Q: Ability to "jump ahead" for more advanced learners[David C] Q: Structure an experience - then get the reactions.[Roman S] Q: look for content already created[Pam B] Q: Pre-Assessment[Linda H] Q: K12 uses the term dierentiation. However that is easier said than done. TIME is always an issue doing this[Eric K] Q: i spread the learning out over a period of time. keeps them engaged and continue to use the new process/tool. [Candace H] Q: you use vendors who have materials already available in multiple formats or mutlip vendors with closley related topics[Elizabeth P] Q: It seems like you would have to have a team[Renee R] Q: Pre session questionaire to see who you have[Dennis B] Q: give information then time to build[Eric K] Q: Group work[Elizabeth G] Q: Utilize those who are experienced to share best practices -- keeps them engaged and helps the newbies[Stephanie S] Audience Question: Q: ipped classroom[Tania S] Q: Integrate diversity into content[JC C]

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Q: oer dierent sessions for dierent levels (i.e. beginning & advanced [Heather F] Q: Provide exible alternatives, package same material in multiple formats, audio, e-lessons, web sessions, 1 on 1 tutoring[tom m] Q: HAve a Teaching team that reaches all the students - [Tania S] Q: Pair students --more content and tech savvy with lower level[Karen H] Q: In my discipline, I break the instruction into core competencies - something that everyone must learn; then add individual instruction[Peter W] Q: We have taken our leader led classes and created virtual sessions, groups discussions and community topics with them.[Elizabeth P] Q: Create discussion[Connie H] Q: Use pre-work, self-directed learning, use opportunities to work together - blogs, chats, discussions, use time together to really reect and discuss. [Rebecca B] Q: Assign groups with diering Life OS individuals so they can learn/work with each other - [Teresa E] Q: I agree -- provide content asynchronisly then have live opportunities for deeper engagement.[Renee R] Q: Simulator to ensure understanding of concepts or web confer for practice sessions[Linda H] Q: Group work meaning - put ppl of similar levels of experience/knowledge together to work through scenarios[Elizabeth G] Q: could you do group assignments/projects/case studies?[Char J] Q: Teaching teams - dierent insturctors reach dierent students - Teaching groups, rather than learning groups[Tania S] Q: Yes, this can be prework[Pam B] Q: small team learings [Mike C] Q: have skill mentors available to assist [Gloria T] Q: Industrial might not like big groups[Mark T] Q: Groups does not allow for a checking of understanding of the information.[Linda H] Q: group assignments can work but beyond high diversity there has to be HIGH Committment[Elizabeth P] Q: some folks resist group work[Lynne W] Q: I've had online courses where we had team projects. Easy with Google Docs[Renee R] Q: Yes, do them kow as it encourages collaboration & creativity[Peter W] Q: I would pair those that have dierent learning styles to help each understand.[Tracy P] Q: why not? Mix your groups - to get the benet of that diversity of thinking and learning.[Rebecca B] Q: in the workforce groups are a little more dicult because everyone has their own jobs besides the training you are trying to get across[Tracy C] Q: some people will carry the burden of group work if not all are committed[Elizabeth P] Q: how do you work with those who have a fear of tech?[Kayla A] Q: Create a group challenge - suggest the outcomes - How to get there![Roman S] Q: or feel they aren't good with tech[Kayla A] Q: engage the in-class SMEs to assist the new learners[Henry S] Q: we are looking at the economy, full service and premium learning[Pam B] Q: Do you understand gamication is respected?[JC C] Q: I do this in all of my classes, which are always a mix of generations, both in terms of age and preferred ways to gather/process information. These are managers who work with similar situations in their workplaces, so they need to be comfortable with it.[Harriet S] Q: it's dicult to incorporate new tools if half the group doesn't want to use new tools[Kayla A]

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Q: we have topic communities so people can do their group work with whoever is available when I am. This creates more exible options[Elizabeth P] Q: data is king![Dennis B] Q: Great job! Really like the way you facilitated and engaged us. Great take aways! Got to sign o. [Candace H] Q: don't you think behavioral traits trend by demographics to an extent?[Tracy C] Q: Will the step-by-step process people always rule?[Roman S] Q: depends on the level of the person [Craig M] Q: Evolutionary change doesn't move at the pace of technology. What are some common themes in how we all learn that we can use to nd commonality?[Paul S] Q: How do we make sure we have touched all generations?[Connie H] Q: A choose your own adventure approach to learning?[Kate H] Q: Have the students try the tools in the classroom...show a video rst...just classroom time to tutor those that need it[Tania S] Q: and have alternatives for those who get it and want to learn more[Tania S] Q: The best way to get buy-in from learners is to ask them the question: Why is this important / why are we doing this or using this tool?[Heather F] Q: What about our leadership groups afraid of the new tools? Or unwillingness to acknowledge the needs?[Tracy P} Q: Wouldn't the content to be learned drive the teaching/facilitating approach? (structure vs. open discovery or high tech/low tech) I'd rather my surgeon learn step-by-step well, than let's see if this works - oops - try again.[Erin R] Q: IPeople will never stop learning no matter how they learn? Thanks for a Great Learning Moment! [Dennis B] Q: Have prerequisites and make the content available for the learners to meet them.[Rick Br] Q: Start out with simple interactions that evolve into more complex interactions. Those who are not technically savvy grow in their comfort levels as they grow in their knowledge of the subject. Often, resistance lessons over time.[Roxanne E] Q: For larger companies - technology restrictions that hamper our options?[Tracy R] Q; I've found you can use free/demo versions of the software to pilot and show the benets to the managers/money deciders[Renee R} Q: Actively solicit feedback [Peter W]

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