I'm so happy to know that I'm not going to sink! I'm also happy that I think I am finally able to narrow my project down to something I can manage during the next 2 months. With the help of my learning set and some the faculty who teach here, I have been able to talk through my project and find a starting place.

Reading the chapter on hypermedia helped, too. I can visualize the type of web page I'd like to create with links to powerpoint presentations, other websites, resource manuals and handouts. I know there are thousands of pages of material to sort through --- probably the hard part will be selecting the best and finding ways to share additional information without too much clutter. My plan -- KISS! Not everyone has the same interest, not everyone will take the time to sort out all the choices. I guess that's my project --- sort, organize and present the information to those who don't have the time or interest. I guess I'll spend the next few weeks finding the best of the info and trying to figure out a logical sequence for presentation.

Well, time to start swimming!

I was lost and now I'm found

This morning we met again as a group. Having a learning set is really valuable and I'm thankful for my group members. After reviewing all the scribbles from the first day of class, we found out that there are additional class resources -- all hidden in Spectacles. Claudia found them first and brought them to our attention. I have now looked at those documents and will try to incorporate the structure they provide into the way I am adding comments and information to my posts - blogs and discussion boards. I guess, one month into the class isn't too late to have more of the pieces added. It was like going on a scavenger hunt without a list -- and now the list has been found. I feel more comfortable already.

Sink or Swim

I've been reading most of the discussions and all of the blogs. One thing that really caught my attention is the statement that "I will let you sink". At first, I thought I read it wrong - there should be a "not" in that sentence. I want to be saved from drowning. No one in this supportive group could possibly let me sink/fail. I want to be acknowledged, encouraged, praised -- I'm doing the right thing, in the best way, and I will succeed with this project and with the class. Please tell me that you'll keep me from sinking! I'm trying to learn something new. This is the way it has always been done and I'm comfortable that way. I need a lifejacket at least!!!

After a good night's sleep, I have decided that it is not up to someone else to keep me from sinking. I have to learn to swim. I am the only one responsible for me. This is one of the things I am often critized for -I won't let people help me in many areas of my life (stubborn is a common adjective). I take charge and deal with tasks rather than relationships. So, as I think about class and the project that I want to do, I will not seek approval for the topic. I'll seek guidance and assistance in finding resources and my learning set will help me define the possibilites and then narrow down the project to something manageable. They are my life jacket. The bottom line -- I don't have to agree with them, but I will consider their questions and suggestions as I move through the process. The perspectives of the other members in the class are important to understand but at the end of the day, I have to decide for myself. I can swim or tread water - but I will not sink.

I may sound confident - but I'm scared to death.

Now, by chance if the Not was missing -- "never mind"

I can see clearly now.............

This past weekend I was responsible for a membership training session for Rotary. There were approximatley 90 people registered and the meeting went well. I'm glad the weekend is behind me. Now, it is time to focus on the hundreds of people who did not attend. The information presented is all useful and the presenters did a great job of summarizing all the tons of information available. I know for future training sessions, I want to provide more structure to the presenters -- a blank template for them to fill in the details. Also, if I can create the template, it can be saved and made available through our website. Using hyperlinks, I can make it interactive so the people who did not attend can ask questions and get answers, share insights, etc. all from the comfort of their own home/office.

My project is coming into sight - more clearly than before. Combine that with the additional reading I have done and I do feel like I can actually put together a project that will have value and will be realistic for me to complete in the time allotted.

Hurray! This just may work..........

I saw the light - at least a flicker!

As I read through the first 2 chapters of our textbook, I finally feel like I am beginning to see the light. The basics of technology and the theories of education are no great mystery. I have lived through all the changes in the use of computers – from punch cards to PC, from DOS to Windows, from e-mail and instant messaging to blogs and text messages. While I may not have embraced all the changes, I am aware that the changes took place and I made a conscious choice whether to use or ignore the “improvements”.

The theories in chapter 2 all make perfect sense to me. While many are new to me, the explanations on how they have evolved and how they can be affecting our use of technology seems logical. As I read, I tried to think about my project and how my target audience might learn best.

Chapter 3 really helps put things in perspective. There are so many ways to connect - but I first have to define my project better. Depending on the project, I'll be working with 2 entirely different populations. With volunteers, there will have to be a greater incentive to get them to use the program than for potential students. Both will be looking for information, perhaps.

So, the priority is to define my project. I've spoken with a number of people about a potential project that would be used to train leaders in a civic group. The turnover of the officers occurs annually so the training process begins each spring and continues through their year of service. There is a great deal of information available, but no roadmap to help them find their way through it. (Many of these leaders are men, so the description of the project as a roadmap may be appropriate -- we all know they would never stop to ask directions, but they may use a map if they get lost). My project -problem is to find a way to present the information to them, help them make connections with each other so they can share experiences, and provide a resource guide for later reference. Is this reasonable using the tools available in this class. I hope so!

Three Blind Mice

Our group met again last night. We met here at the center so we could all get on the computers at the same time, in the same room and try to use the coffee house to chat. After 45 minutes of trying to work through the different options, we logged off and moved to the comfortable sofas in the lobby. It may be my counseling background, but I appreciate a conversation where I can see the facial expressions, observe the body language and hear the tone of voice of the people I am talking with. I have experienced too many occassions where e-mails and letters are misinterpreted or misunderstood. I appreciate the opportunity to meet and talk and listen. I hope I am in some way supporting the other members of my group because I feel like I'm an anchor holding them back. I don't want to be the weakest member of the group.

After talking with the others in my group, I am still confused about where to go with my project. My job offers lots of possibilities, but my best training opportunities really lie in my volunteer life. Is it possible to use the action learning process with volunteer leaders - all adults who are committed for a short time to a specific cause or leadership role? Can I create a process where they can maximize their time for training with a better process? Could information be posted to a website, with a blog or chat to share concerns and issues that are common throughout their terms of office? If this option can be made available, will anyone use it and how would I know if it is meeting a need?

Of course, the other issue is whether or not this will meet the learning objective of this course. I'll need to have that conversation with Rob, I guess.

Portrayal Phase

Who am I? Do I consider myself a trainer of adult learners? What experiences do I bring as a trainer of adult learners? Where do I begin?

First of all, in my current position I do not do a great deal of training. I work with individuals in a one-on-one office setting. I am a counselor and through the process of counseling adults, I try to help them understand where they can find information and make reasonable choices for themselves. I "train" them to be self-sufficient. I demostrate where they can find the necessary resources (on-line, in catalogues) to make good choices and decisions for themselves. Occassionally, I do hold group meetings where I attempt to provide the same information and resources to a group of adults - rather than in individual meetings.

In other parts of my life (Rotary specifically) I am more often placed in the role of trainer. I often have the opportunity to speak to groups of people and present information about Rotary. Through workshops and seminars, I train Rotarians to lead their clubs, establish goals, develop projects, recruit and retain members, etc. I am a great behind the scenes planner/organizer for meetings and conferences. I am not as comfortable in front of the group, but I have lead workshops on membership development and retention. It is easy for me to share my passion for the mission of Rotary and encourage others to join in and share the vision.

I firmly believe that I cannot teach others until I have a good understanding of the topic. I usually try to lead by example and hope that others can learn by watching me and joining in with me in projects and activities. If I feel that someone else has more knowledge or a better understanding, I turn to them and let them share their experiences. I know that I am not an expert on most topics, so I am very selective on the topics I will attempt to teach/train. For training seminars and workshops, I often help identify the most qualified speakers rather than developing the program myself.

When I am the trainer, I attempt to include an overview of the material including the learning objectives for the session. I provide visual (powerpoint) and written handouts so that everyone has the materials available -- they can hear the information, take notes and review that material when they get home. Brainstorming, comments and questions are encouraged. Most of all, I try to make the material interesting and hope that those attending (all volunteers) leave with new information, new ideas and contacts for any follow-up necessary. I do most of this because it works for me when I am on the learner- side.

I don't know all the theories or pedagogical names yet, but my the end of this course, I should be able to attach the correct terminology to my claims. I'm sure I will revise this continuously as I continue to read and learn.

Time to end this --- it's time to go home!