About Lori Reed

Lori Reed, coauthor of Workplace Learning & Leadership: A Handbook for Library and Non-Profit Trainers, is a learning and communication strategist with more than twenty years experience in learning and development. A 2009 Library Journal Mover & Shaker and a 2010 "One to Watch" for paralibrarians, Lori graduated cum laude from East Carolina University with a Bachelor of Science in Communication. Lori is a certified Synchronous Learning Expert and a North Carolina Master Trainer and has traveled across North America speaking about libraries and training.

Building a Personal Learning Solution at NCLA

ncla

Last week I had the pleasure of presenting with my friend and fellow North Carolina Master Trainer Jessica O’Brien at the biennial conference for the North Carolina Library Association. Below are the slides we used, and I’m also uploading a copy of the PDF version of  Building a Personal Learning Solution. We’d love to hear your thoughts, comments, and own experiences with personal learning. What tools do you use? What have you learned?

Building a Personal Learning Solution from Lori Reed and Jessica O’Brien

Five Tips for Getting Up-to-Speed on a Genre Using NoveList

Photo courtesy of:http://www.flickr.com/photos/vblibrary/

Photo courtesy of:http://www.flickr.com/photos/vblibrary/

You can’t read every book, so how can you be an effective readers’ advisor in the face of an unfamiliar genre? Check out my story and tips on the NoveList Blog: Five Tips for Getting Up-to-Speed on a Genre.

Making Learning Fun, Zombie Style

If you missed out on being selected for the Hyperlinked Library MOOC with Michael Stephens, here’s an alternative. At first I thought this was a joke–a MOOC about zombies. But it’s real and even has course objectives listed! If you look at the objectives you’ll see that this class is not about zombies at all. They are teaching real stuff about public health, survival, and disease. Who in their right mind would take a course billed as: Infectious Disease and Public Health. Not many. However thousands are registering for this class based on the title and premise–you can make learning about infections diseases fun.

Is there a way you can apply this idea to your training? Absolutely! There are great films with good and bad examples of customer service. Clerks is the first that comes to mind. When we put ourselves in the role as the learner and think about how we would like to experience learning, we can find ways to make learning engaging and fun. No doubt this course will boost the ratings of The Walking Dead, but it’s a great example of adding a creative twist to what could be a boring subject. Let me know if you enroll. I’d love to have a trainers discussion group to talk about what we learn from the actual class as a trainer.

Society, Science, Survival: Lessons from AMC’s The Walking Dead

Course description

From understanding social identities to modeling the spread of disease, this eight-week course will span key science and survival themes using AMC’s The Walking Dead as its basis. Four faculty members from the University of California, Irvine will take you on an inter-disciplinary academic journey deep into the world of AMC’s The Walking Dead, exploring the following topics:

  •  Maslow’s hierarchy of needs—is survival just about being alive?
  • Social order and structures—from the farm and the prison to Woodbury
  • Social identity, roles, and stereotyping—as shown through leaders like Rick and the Governor
  • The role of public health in society—from the CDC to local community organizations
  • The spread of infectious disease and population modeling—swarm!
  • The role of energy and momentum in damage control—how can you best protect yourself?
  • Nutrition in a post-apocalyptic world—are squirrels really good for you?
  • Managing stress in disaster situations—what’s the long-term effect of always sleeping with one eye open?

Each week we’ll watch engaging lectures, listen to expert interviews, watch exclusive interviews with cast members talking about their characters, use key scenes from the show to illustrate course learning, read interesting articles, review academic resources, participate in large and small group discussions, and—of course—test our learning with quizzes. We recommend that you plan on spending about two (2) to four (4) hours per week on this course, though we believe the course is compelling enough you’ll want to spend more time.

At the end of this course, you will be able to:

  • Describe how infectious diseases—like a zombie epidemic—spread and are managed
  • Apply various models of society and Maslow’s hierarchy of needs to existing and emerging societies as a means for understanding human behavior
  • Analyze existing social roles and stereotypes as they exist today and in an emerging world
  • Debate the role of public health organizations in society
  • Describe how mathematical equations for population dynamics can be used to study disease spread and interventions
  • Apply concepts of energy and momentum appropriately when analyzing collisions and other activities that either inflict or prevent damage
  • Summarize multiple methods for managing stress in disaster situations

To register go to: https://www.canvas.net/courses/the-walking-dead

Free Webinar to Kick Off Lean Government Webinar Series

From my friend Pat Wagner:

When I first heard about the Lean Government movement and how quickly and effectively it could save money, eliminate waste, and improve customer service, I knew we needed to offer practical webinars on the topic. The fact that Steve Elliott, whose work we have admired for decades, is now a leader in Lean Government advocacy in our state, made our choice of trainers very simple.

Please join Steve and me July 9th, 2013 for our free introduction to this engaging series on transforming your public sector workplace. Not only does it apply to government – and libraries – but to any kind of workplace.

I don’t know of any organization that does not strive to be lean! Learn more about this opportunity here: http://www.sieralearn.com/free-webinar-kicks-off-lean-government-webinar-series/

129 Tips on Using Technology in Virtual and Physical Classrooms from eLearning Guild

If you are looking for some new tips about using technology for learning or are looking for a refresher you might want to take a look at the free ebook from the eLearning Guild. 129 Tips on Using Technology in Virtual and Physical Classrooms. You’ll need to give contact information to download the ebook, but I’ve never been spammed by the guild and have confidence in recommending this to readers.

technology-classroom_210

In this new, free 32-page ebook you’ll see short tips on everything from low-tech classroom training to using Google Hangouts as a tool for online learning. Topics covered include:

  • Using virtual-classroom and virtual-world features effectively
  • Instructional design and presentation skills for the classroom
  • Pros and cons of virtual classrooms and virtual worlds
  • Pros and cons of physical and blended classrooms
  • Games for the classroom
  • Mobile and social learning for the classroom

Download your complimentary copy from: http://bit.ly/109Ejyg

I’d love to hear what tips caught your attention. Add a comment and let’s discuss!

One tip that resonated with me as both a trainer and a learner is accountability during online training sessions or webinars:

A typical challenge in the virtual classroom is keeping participants from multi-tasking. After all, participants are often taking the virtual course on the same devices they get their email and do other work on. Many instructional designers and virtual trainers build in some level of interactivity (polls, chat, Q&A) to address this challenge. But it’s equally important to build in accountability. For example, assign participants a learning partner, then use the chat feature to allow participants to check in with their partners several times during the session.

~Anne Scott,  Training Program Developer, Sodexo

I’ve always tried to incorporate interactivity, but it’s challenging to keep learners engaged even with polls, whiteboarding, and chat. A partner makes accountability less intimidating for the learner and lessens the load on the facilitator.