Friday, 17 December 2010

The value of a voice

This week I was lucky enough to spend time with Barbara Molteno. Barbara is a speech and language therapist who specialises in voice management and in helping people recover lost or damaged communication abilities. She also provides workshops to help people whose voices are important for their work. Now that I am spending much more time delivering webinars and sessions in virtual classrooms, not to mention recording podcasts and voiceovers for e-learning, my voice is sometimes the only thing that connects me with my learners, so I wanted to find out if there was anything I could do to improve it.

Barbara made me acutely aware of how my voice sounds when I am not using it correctly and when I listen now to recordings I made before the workshop I can hear how not focussing on it lowers the quality of my vocal performance. In the workshop we covered:

• The impact of states of mind on speech performance

• Techniques for enabling the voice box to function freely

• How posture supports speech and conveys confidence

• The right breath support for a good voice

• How to project the voice with least effort

• The value added by resonance, varied pitch and clear speech

The techniques I’ve learnt are not complex but I think they will need a bit of practice to adopt permanently. Just being aware of how I can improve my voice when I am delivering was really quite a revelation. It has really made me think about how little I know and understand about this most important communication device that I simply take for granted. 

Monday, 6 September 2010

How serendipitous informal learning can result in real behavioural change

My nine year old son has struggled for years to learn to swim. He had ear trouble from birth and had long term grommets inserted when he was 22 months old. We tried many different systems of ear plugs to protect his ears so that he could enjoy the water and learn to swim, but sadly, he became fearful of the water going into his ears and the inevitable pain that would result if he got an infection. So despite loving being in the water, formal lessons, encouragement from us, his brother and our extended family, Jamie remained unable to swim.

Last week on holiday, and equipped with a new (and expensive!) set of ear moulds, we ignored the swimming issue, and just thoroughly enjoyed playing in the water together, but as Jamie played he was aware of other children learning to swim with their parents encouragement. I noticed he was paying quite close attention – watching and listening. And then quite unexpectedly he put it all together himself and swam over to me going well out of his depth. The next hours were spent swimming widths above and below the water, jumping in and watching my beautiful son magically embrace the joy of feeling free in the water. By the end of the week Jamie had been snorkelling, swimming in the sea with friends and family and had ended each day exhausted but delighted by his exertions.

When I reflected on this, I realised that when Jamie was exposed to other children who could not swim, by watching them, he was informally recapping what he needed to do and made sense of it on his own. Yes, he knew the basics from the formal lessons he had had, but applying what he knew was something that only he could do for himself. It takes a risk to take that step into the unknown and change your behaviour and so often this does not happen in a formal lesson, but in an environment where the learner wants to apply the learning they have previously acquired.

We should not expect learners to make connections that change their behaviour in the sterility of the classroom; real changes of behaviour are personal, not time-bound and rely on the needs and drive of the individual to change as well as the circumstances in which they find themselves.

Supporting learners informally after formal learning has been delivered works. It allows learners to pace their behaviour change according to their own situation – and my happy, splashy little swimmer is a testament to that human fact.

Monday, 23 August 2010

A grey lesson in informal learning

Just recently I’ve been working with a group of “mature” learners, helping them get to grips with social media to embed a learning culture in the organisation they work for as volunteers. They have been joy to teach, but it has been a strong lesson for me in remembering that many people just don’t see learning as a something that happens naturally and informally all the time.

When we started the learning programme, many of them commented that they had “not been in the classroom for decades”, and that they were “too old to learn”, and that it was “ages since they had learnt anything”. Sadly, many of them were dreading the experience of what they perceived as a need to formally learn from the programme I was running.

Over the first few sessions I spent time asking them about their lives and what jobs they had had (most are now semi or fully retired). As the conversations and stories started to come out, I asked gently how they had learnt how to do those jobs. Some had done apprenticeships, some had learnt by “sitting with Nellie”, others had just picked up the skills as they went along. But to them that wasn’t “learning” because it wasn’t taught in a classroom, it was just “how you got on with the job in those days”.

As the programme progressed I discovered that most of them had mobile phones and computers, were happy using digital cameras and also quite a number of them used MSN or Skype to stay in touch with their children, grandchildren, friends and relations.

As the sessions went on I started to talk more about informal learning and it’s relevance to the social media we had been exploring. I then backtracked over the conversations and stories they had told me (and by now were continuing to tell me!) and linked the way they had learnt in the past to informal learning in an attempt to demonstrate that using social media to learn was just a more modern way of learning from others (not in a classroom) which is what they had been telling me they had done for most of their working lives. We explored how they had got to grips with the technology they owned, and much of their informal learning had been through contact with their children and grandchildren and from the television and their own internet surfing.

We had a great time together on this programme and we were all sad when it came to an end. I have gained a wide circle of surrogate “parents” and (apart from all the jam, homemade wine, home grown veg etc that they so kindly gave me, and a lot of advice on life, children, health and happiness,) I gained something really very valuable: The satisfaction of helping a group of people, who felt that “learning” anything “newfangled” was beyond them, to discover that they have been informally learning all along and that social media actually made sense to them.

Now, they are connecting with social media to extend their learning by sharing their experiences with each other and their colleagues in their organisation and beyond. They have their own internal social networking site and are posting up content that is useful, relevant and practical. The organisation that arranged this programme is delighted with the outcome. In fact, my mature learners are shaking things up a bit now, challenging the younger ones to “get with the programme” and “get learning”. Yammer is launching for them soon and they are experimenting with podcasting or, what they call “Having a chat with Pat”.

What started out as an experience they were dreading has turned into an experience that they are taking forward and actively harnessing to carry on learning. But the difference is, they now can see and value that they are learning and that they can help others learn by passing on what they know using informal tools. These “old dogs” are not only “learning new tricks” but they are positively revelling in the power of informal learning.

Social Media as an informal learning tool – it’s not about your age, it’s about your attitude.

Sunday, 8 August 2010

Social Media - it's So Me!

When you think of the earliest stories you experienced, they were probably nursery stories that your parents read to you.  In childhood, stories are an important part of informal learning;  discovering morals, right and wrong, truth and consequence.  In different cultures and civilisations stretching back to earliest man, stories have been told using dance, song, music, theatre, pictograms, cave drawings, poems and other visual art.

What is FUNDAMENTAL to all stories?  Well I think it is the basic human instinct to SHARE.  We share stories with each other and we learn from each other.  We do this instinctively, be it the story of a tough day a work, the story from a great holiday or a frightening experience.  We share our stories quite naturally; it is part of what it means to be human - to share experience.

Social Media is therefore nothing new.  It has been here since early man began drawing on the cave walls to record and share simple stories about life.  It is just that now we don't draw on our walls, we use social media tools to share what we are experiencing and because our social network is no longer gathered around a fire or the local village shop or green, because we have dispersed and placed distance between us and our friends and family, we reach out to share our stories on social media, bridging the physical distance so that our contacts can experience our stories and learn from us.

Social Media allows us to connect with our virtual village; it is being adopted by society to enable us to learn from the experience of others irrespective of location, language, creed, age or social standing.  When you join a social networking site you are joining a global village and sharing your experiences and views with both contacts and strangers alike. 

"Learning is experience.  Everything else is just information"
 - Albert Einstein. 

I'm learning from the social networking communities I belong to.  As Jay Cross recently tweeted: "I now include Twitter in almost every proposal for a learning system."  My "global support network" of social media contacts are sharing their experience and knowhow everyday.  Reaching out to each other for advice, support, humour and above all stories of how they are doing what they are doing in the learning and development world.

The term Social Media is sometimes shortened on Twitter to "SoMe".  Well I think it is "so me" because I'm a human being and I want to SHARE my stories of what I am EXPERIENCING with others and LEARN from their STORIES too.