Thursday, 10 August 2017

Why I didn't attend 'The Modern Learner' Fishbowl

Inspired by @ lightbulbJo's earlier blog (here), summarising this morning's #PSKevents #fishbowl session on 'the modern learner', here are my very quick reflections, starting with why I wasn't in the room in the first place.

I had booked and paid for this session several weeks ago, on the basis of the quality of the 'panel', each one being an L&D/OD/HR thinker and practitioner who I respect and with whom I often interact. Having only participated in conversations using the fishbowl format a couple of times before, I was keen to see how the 'big beasts' would use the format to engage and interact with an audience who had made the effort to be there for 08:00 on a work day in London.

So, why didn't I attend in person?

Regular readers will be aware of my heart surgery, recovery & redundancy a couple of years ago. Until that point, I was a London commuter from the Sussex coast, something I had been doing for ten years. One of the legacies of those times and my surgery/recovery is that I have become anxious when I have to travel during rush hour. I won't go into the symptoms but suffice to say it's not something I enjoy, and when I do have to to be in London or non-local environments nowadays, I try to structure my time such that I can avoid 'peak time'.

Last night, I started planning my travel to the West End of London for an 08:00 start, and my heart (literally) sank! I'd have needed to get up at 04:45  change trains twice and arrive at Victoria earlier than I needed to, to then get the tube (two more changes) to get me to the venue. In the old days, I would not have given this a second thought. Indeed, I might even have relished the challenge and been looking forward to a well-earned survivor's coffee before the event.

But I've learned to listen to my body and my feelings now in a way I never used to. I started to get anxious and uncomfortable about the travelling  and that began to outweigh the benefits of being present in the room. So I decided not to attend.

But I did! After a good night's sleep, untroubled by commuter worry, I was up at 07:30 and online on Twitter at 08:00, tea in hand,  following the #hashtag for the event. Jo's summary neatly encapsulates the richness of the conversation, both within the venue and from the speakers, but also on the backchannel with those who, like me, weren't able to attend but who wanted to listen, comment, engage and generally be part of the discussion. We had a grand time, and I avoided the stress of getting there in the first place - almost like 'a modern learner', you might say...!

So, with some sterling tweet work and a couple of #Pericopes from Ger Driesen (@GerDriesen), Kim Edwards (@ KimSEdwards_) and Christine Locher (@ ChristineLocher) and indeed, Jo herself, stuck on a train and unable to get to the event as a result (@ LightbulbJob), I was fully engaged and able to participate in what proved to be a rich conversational and learning seam. Thanks to all.

A final point. The organisers and participants seemed to forget about the backchannel after a while and as the event came to a conclusion, which I assume it did, with (hopefully) some wise words summarising the conversation in the room, some takeaways and some thanks, it was left to us 'onliners' to draw our own conclusions.
This was a missed opportunity by the organisers, I'd suggest, and maybe something to think about when arranging future such events. For an event which was tackling 'the modern learner', better backchannel facilitation and inclusion would have been really 'walking the talk'.

Monday, 7 August 2017


I just came across this in my Evernote unpublished 'blog ideas' page. Seems I was in a bit of a tizz and inadvertently did some #wildwriting. Excuse the implied language, won't you?

Maybe we should all just stop theorising, justifying, analysing & talking about it & just ******* get on with it. It's stuff. Just do the stuff! If it works, great! If it doesn't, learn from it, try it again differently and move on. Tell or show others. Ask them what they do/have done. Learn from that if it's useful or relevant and then do it yourself, or not, if it wasn't. Or look it up and then do it. #RTFM. And do that every time you need to remind yourself how to do it. Make stuff happen. #JFDI.

Nothing to add really.


Friday, 14 July 2017

Coming Up For Air

Quick one...
Sometimes we're so busy, our heads down, focused solely on the task or tasks in hand, that we forget to look up. Like people learning to snorkle dive in the sea, paddling furiously, breathing heavily as we try to balance ourselves between the world above water and the world below, whilst trying to keep ourselves afloat.  Exhausting ourselves; wearing ourselves out.

So, when we do finally lift our heads, we are surprised at how far we've come, how far away from the the safety of the shore we have taken ourselves. And what little time we have allowed ourselves to recover, just float and then gently paddle back - before we need to set off once again, heads down, vision blurred and sucking precious air down the snorkle tube for dear life. 
Each time taking ourselves that little bit further out, and further away from the beach.

Sound familiar?

#LookUp before it's too late.

Tuesday, 20 June 2017

Dance Steps

Mandy and I have just returned from a two week cruise visiting (some of) the Baltic ports. This was a long-overdue and much needed break for both of us.

As always, we found ourselves challenged in several ways. It always takes us a few days to settle into a holiday; it's such a contrast to and difference from our normal home/work/life routines, but we have grown to recognise the signs, cut each other some slack and be kind to ourselves and each other. Our dining arrangement turned out not to be to our liking and it took us a few days to recognise that and to adjust our routines accordingly.

And then there was the theme of the cruise - "Strictly Come Dancing"! Yes, we chose this cruise not only for the destinations (only one of which we had not visited before) but also for the SCD experience and the opportunity for us to get some refreshed/better ballroom and Latin skills under our belts (feet?).

Several professional dance couples from the show were on the ship and ran some open 'Masterclass' workshops, and there were also other professional dancers offering open and private lessons. We were very excited.

Another part of the experience is to participate in the 'Passenger Edition' Competition, in front of the full theatre (nearly 1,000 seats!), and judged by the celebrity panel headed up by arch-villain, Craig Revel-Horwood, on the penultimate night of the cruise!

Mandy was initially keen that we take part, whilst I had some (several) reservations. But it  wasn't until the process, procedure - and commitment required - was explained by the Entertainment Manager and SCD Producer at the first of the 'couple heats', that the reality kicked in. Did we really want to spend half our leisure time on board creating, choreographing and endlessly practicing a 90 second routine, to face a huge audience and acerbic comments at the end of it all? We were also under some pressure from friends before we left, and from people we met on the ship who had seen some of classes, to enter the competition. Which was very flattering and which our egos could very well have walked us into participating. Don't we all love to be thought of as good at stuff? But again, should we - literally  - be dancing to other people's tune, to their wants and expectations? Did we need that kind of additional obligational element? Did we want to risk getting stressed, frustrated and potentially falling out when we were supposed to be on holiday and achieving exactly the opposite?

Well, actually, no, we didn't. So we chose not to compete. We mutually - and very quickly - agreed that it was in our own and mutual best interest not to put ourselves into that kind of situation, but instead, to enjoy some open and private lessons just to improve our own skill levels a bit, do some social dancing in the evenings and generally have a much more relaxed 'Strictly' experience. So that's exactly what we did, whilst also enjoying all the different ports of call, excursions and self-managed wanderings, and as a result, we had a lovely holiday.

But we did go along to watch and support those brave couples who did reach the 'Passenger Finals', many of whom we had got to know over the two weeks at the other classes, but who always seemed to be just that little bit more stressed and focussed than us when we did. And funnily enough, the winners were a couple a young men on their honeymoon, who danced the most fun and enjoyable salsa, to the delight and approbation of both the audience and the judges. Craig R-H even got his '10 Paddle' out for them! We enjoyed being part of their experience from a different perspective than if we had been competing with them to lift the Glitter Ball Trophy.

Just because you think you should do something, and may very well be fully capable of doing it by putting in the commitment, energy and time required, doesn't mean that you have to. Sometimes you need to listen to your own inner, physical and emotional voices, and to what others are thinking, feeling and saying about it too. Exercise some self care. Try to 'break the busy'. Spend some quality time with those you love and who love you. Particularly now.

Tuesday, 9 May 2017


Tomorrow (Wednesday 10th May 2017) is Day #1 of the CIPD Learning and Development Show at Olympia in London, one of the premier L&D events in my annual calendar, alongside the LPI's LearningLive in September and the L&SG's Learning Technologies Conference in February and June. These are my three 'go-to' events, sometimes as a speaker or session chair, and sometimes just as an attendee.

Each show has its different high points and at this year's CIPD L&D Show, mine is going to be being one of the speakers in the Ignite Lab at 16:45 in the Digital Learning area of the Exhibition. In numerical terms, there are 9 speakers, each with 5 minutes to talk, supported by 20 slides, auto-timed for 15 seconds each. As if that is not a challenge in itself, to make things just a little more challenging, I'm first up!

This will be only my third ever Ignite presentation, having delivered my first at the CIPD Annual Conference in Manchester some three years ago. I was on stage with some big hitters - Andy Lancaster, Perry Timms and Paul Taylor - and anyone who was there may remember my 'paper blizzard' as I referred to my prompt notes and discarded them willy-nilly on the floor after each slide. In truth, that represented my under-rehearsed approach and an element of panic on my part. But at least it gave my fellow presenters and others in the room a good laugh. I think the topic was well received as well, if slightly overshadowed by flying postcards.

I recently delivered another ignite session at the Sussex CIPD Branch meeting in March, and had taken the time to rehearse and tweak (and repeat several times) beforehand. I blogged about that, and what I learned, here.

Yesterday, there was a flurry of tweets and conversation on Twitter amongst some of my fellow Ignite Presenters for tomorrow's session, when the list - and running order - was shared with us. The main theme was nervousness about the format and our individual concerns around being able to keep up with the auto-timed slides (there is no 'Pause' button once you've started!). The fear of it not quite working out in front of an audience. I share that nervousness, and it got me thinking about the pressure that we put ourselves under when we accept and undertake things like this.

Public speaking remains one of the biggest fears for many people, irrespective of their professional domain. We beat ourselves up thinking such thoughts as "Who wants to listen to what I've got to say anyway?", "The others will be so much better than me", "What if I dry up?", and, especially in the case of doing an Ignite session, "What do I do if I can't fit it all in and I run out of time?". I suspect there may be a restless night ahead for some of my colleagues, and indeed, myself.

However, in this Mental Health Awareness Week, it strikes me that this is as nothing to what many with mental health problems must experience daily, as 'panic attacks' or self-loathing 'voices' which disturb or disable their everyday functioning.

We will deliver our sessions and feel great that we've done it. We will (hopefully) receive some positive feedback and we will no doubt indulge in some self-congratulation and mutual back-slapping. But then, we are a little community, we have shared our anxieties, our fears, our feelings in advance, during and after our sessions. We will have been witnessed. No-one will die and we will all get on with our lives.

Those with Mental Health issues may not have those luxuries, that community, those shared discussions, that recognition. They may well not be presenting any outward signs of distress, may even be seen as high-functioning, particularly in a professional or work-related context. Remember that everyone is fighting their own battles that you know nothing about. Be kind.

And that applies to yourself as much as you should apply it to others. And not just tomorrow either.

Enjoy the show!

Wednesday, 29 March 2017

VR in Learning Research – Our Summary & Lessons Learned

After our three month discovery Odyssey exploring Virtual (and Augmented) Reality, its potential impacts and possible applications, Rachel and I feel much more informed about VR and how it is currently being - and could in the future be used in Learning and Development.  In no way do we consider ourselves experts and, of course, the field continues to change and evolve at pace, but we find ourselves much better informed and alert to the possibilities and also to some of the risks

We’d like to share our current thinking with you here. Rachel is also publishing this same blog on her blog site.

1.    Virtual – and Augmented - Reality is the shiny new kid on the block in the consumer world, in education, in business and latterly, in Learning & Development. As has tended to be the case with the increasing consumerisation of technology (think smartphones, think Siri, think Pokemon GO, think Amazon Echo…), the people who will show up looking for learning and performance support in the workplace – and looking to L&D to demonstrate leadership, expertise and potential solutions – will have an expectation that VR may be part of the mix.

2.    VR, with its immersive experience, has tremendous potential as a tool for use in Learning & Development.  There are some very exciting ways in which it can be applied to create powerful, engaging and effective learning experiences.  And this can be done within all price ranges.

3.    VR is not a magical tool that will once and forever transform L&D.  It is potentially a great tool – but like all L&D tools, only when it is used in the right place, for the right need and in the right context.  Consider carefully if the VR experience is adding to the learning, beyond that which can be gained from another approach.

4.    Consider where on the scale of VR immersion (passive <> some interaction <> total immersion) would be the most effective approach to meet the need.  If the requirement is for less than total immersion, then go for the cheaper option, with less investment in kit and skills development and which uses technology already familiar to employees.

5.    As an L&D professional, it is important to build your own awareness and familiarity with new tools such as VR, so that you can spot where and when it can be used in your own organisation or to support your own clients effectively (and also where and when it would be inappropriate to use it). So make sure that within your network you have people who are working with VR and are sharing what they have learned about it.

6.    If you do decide that there is some potential for using VR in your own organisation, start small.  Consider a small pilot using equipment and VR software at the low/no cost end of the spectrum.  And then review, learn and experiment again.

7.    Where you need a bespoke, rather than an off-the-peg, solution make sure that you use an experienced and reputable provider.  Ask around first, compare and contrast.  Speak to other clients that they’ve worked with.

8.    Consider how accessible to the intended learner a VR option would be.  Think especially about those with disabilities, those who wear glasses and/or those with conditions such as vertigo.  How robust is your proposed solution for these individuals?  We had a mixed experience, in most cases with no problems at all, but some VR options did not meet our needs and, indeed, proved to be ineffective and unproductive.

9.    Keep an eye on developments in AR – Augmented Reality.  This is a related field, which is developing rapidly and could have even more applications to improving performance than VR. The principle of overlaying ‘real life’ (as seen through the smartphone or tablet camera and/or a headset or tech-enhanced glasses) with other imagery and or text, has huge potential in engineering training, medical training, safety training, asset management and location/geographically sensitive experiences. The recent news from Apple (conspicuous by its absence in the VR arena thus far) that it sees AR as the next big thing – as big as the smartphone, according to CEO Tim Cook - suggests that AR may be the ‘killer app’ here. Expect some interesting ideas and applications here from the tech giant.

10.  We have compiled a Resource Sheet to complement this blog and video series, with curated links to other research, blogs, webinars, podcasts, video, reports and other resources and is published separately here. Inevitably, in this fast changing and evolving landscape, this will shortly be (indeed, probably is already) out of date.

Finally, we would love to hear about your experiences in using VR. Tell us your stories. Have you used it? How and where have you used it? Are you now thinking about using it or have you decided not to use it - and why? Let’s keep the conversation and the learning going in the rapidly evolving and dynamic field in Learning and Development. Use the Twitter hashtag #VRinLearning.

Rachel Burnham and Niall Gavin

March 2017

Wednesday, 22 March 2017

VR in Learning - Some of my experiences

Having set off on our Virtual Reality in Learning Odyssey, both Rachel and I have had different, but complementary, experiences. Here are some of mine...

My first venture into the subject was to buy myself the basic, entry-level kit, a Google Cardboard headset. With no prior knowledge, I assumed that it would as simple as ordering one via Amazon. I wasn’t prepared for, nor could I distinguish any apparent big differences between, the various models of GC with which I was presented. Digging deeper, I could see different manufacturers of the basic folded card device, offering minor enhancements, all around the £6.00 - £10.00 mark. There also seemed to be some lack of clarity with regards to whether or not they could all accommodate my iPhone 6 plus smartphone.

Eventually I ordered what seemed to be an appropriate model but, unusually for, was informed that it was being despatched late, and a week later was further informed that that model was not available. Some confused messages there. I ordered a replacement model - "Splaks Google Cardboard 3D VR Glasses" (Amazon Site) - and it was duly delivered the following day. Pre-assembled and boxed nicely, all I had to do was insert my phone and get started.

But wait a minute, what was I going to experience? Of course, I would need some VR software or apps on my phone which would deliver the content that I wanted to access via the headset. More research needed here – what apps are out there and, more importantly, are available on the Apple iPhone platform?

Because here’s another thing that became apparent very quickly. Most VR experiences, apps and devices seem to be built for the Android platform, not Apple. Indeed, Apple seem to be suspiciously and conspicuously absent from all the flutter of debate and discussion about VR. More on that later.

So, it was back to web searching for advice/curation of suitable VR apps for my iPhone and Google Cardboard. Fortunately, there was lots of info available here (see our curated resources links doc). So, apps downloaded, I loaded the introductory Google Cardboard app, inserted my iPhone according to the instructions and donned my headset (this one came with a headstrap).

Imagine my disappointment, when the 3D images I saw were blurry, out-of-focus and indistinct. Irrespective of which direction I looked in, everything was fuzzy. From cartoonish, 3D rendered apps, to 3D/360 films, everything I tried – including wearing/not wearing my spectacles in the headset – was out of focus.

And yet, despite that, I was entranced by the immersive feel, looking around, up, down, swivelling around on my desk chair, transported. Apps such as Google Street View, Within, AutismTMI*, each presented me with new wonders – albeit out of focus - which, if enhanced by using my iPhone earphones for the added 3D surround soundscapes, put me into different worlds whilst sitting at my desk. Quite impressive.
But I would have been even more impressed if the visuals had been crystal clear! 

* That said, the AutismTMI experience, designed so that the visitor can experience how
overwhelmed autistic people can become in everyday situations, was even more disorientating when viewed and experienced out of focus!

A quick exchange with my Personal Learning Network (PLN) on Twitter revealed that others had had a similar experience with Google Cardboard and that, generally, experience results were patchy. Advice seemed to be that I needed to go to the next level phone headset, such as the Samsung Gear VR (around £60.00).

I never got that far, as my next experience was at the Learning Technologies Show at Olympia in London on 3rd February. I was busy at the Conference, having been asked to Chair a couple of sessions, so I didn’t get onto the Exhibition floor until Day 2, when Rachel and I met up for a coffee and to compare our research notes to date. Rachel had visited one of the other supplier stands and shared her experience with me – and the world apparently - with this tweet.

We teamed up to visit the Immerse Learning stand, where we took turns to experience their fully immersive VR kit and environment via the HTC Vive headset, linked to a laptop PC, which enabled us to explore and manipulate a 3D pill press machine (see their own blog on the LT Exhibition, here

Indeed, so all-encompassing was my experience here, that, goggled and ear-phoned up, with two paddles in my hand to simulate lifting and moving virtual objects, when instructed to ‘open the door on the machine’, I ‘pulled’ on its handle, expecting it to slide upwards, but ducked – and swore loudly – as the door swung open and up ‘in my face’. I actually physically ducked to avoid being struck, so real was the simulation. Judging from the laughter from the bystanders awaiting their turn, no-one was overly offended by my outburst and the comedic (and learning) value of me doing so in empty space was evidently sufficient to excuse my language.

I could immediately see the value of this environment as a learning tool. Not only could I manipulate the machine itself as an operator, I could - and this was kinda freaky - actually walk into the machine and view its inner workings and mechanics. As operator and/or engineer, anyone's understanding of the machine and their ability to play with, examine, diagnose and repair it in virtual detail, without having to take an expensive bit of kit apart in a workshop - and repeat the exercise as required - is very clear to me. A great example of and introduction to the real-world potential applications of VR in Learning.

Now please follow these links to our first YouTube video conversation about our research and Rachel's blog to read about her experiences with VR in Learning thus far