Do you have an online course?
— Andrew Barry \U0001f981 (@Bazzaruto) October 18, 2020
I want to tell you a little about learning architecture.
My agency partners with content experts to help them create courses, and I've written extensively about it.
If you want to learn about educational design, here's a start \U0001f447
As my friend @BillyBroas pointed out to me last week: online courses are moving upmarket.
— Andrew Barry \U0001f981 (@Bazzaruto) October 28, 2020
What does this mean if you want to create an online course these days?
Think of it in two stages
Some of the mistakes I've made creating online courses make me cringe
— Andrew Barry \U0001f981 (@Bazzaruto) November 23, 2020
This coming week I'm going to share a few lessons I've learned from mistakes like these
\u2018Education is the kindling of a flame, not the filling of a vessel.\u2019
— Andrew Barry \U0001f981 (@Bazzaruto) November 23, 2020
\u2013Socrates
Don\u2019t try to cover the content in your course
— Andrew Barry \U0001f981 (@Bazzaruto) November 11, 2020
Let students uncover it
These are non-negotiable ingredients for learning your students need:
— Andrew Barry \U0001f981 (@Bazzaruto) November 12, 2020
1\ufe0f\u20e3time
2\ufe0f\u20e3goal-orientation (motivation)
3\ufe0f\u20e3supportive feedback
4\ufe0f\u20e3accumulated successful practice
5\ufe0f\u20e3frequent review
The way I see it, there are 9 steps to the material development of an online course
— Andrew Barry \U0001f981 (@Bazzaruto) November 23, 2020
\U0001f530Conduct a needs analysis
\U0001f530Evaluate your existing content
\U0001f530Key in on the prior knowledge of students
Never forget: people will buy your course to help them make progress or improve their lives
— Andrew Barry \U0001f981 (@Bazzaruto) November 24, 2020
Always be thinking about the Job to be Done
\u201cChange is the end result of all true learning.\u201d
— Andrew Barry \U0001f981 (@Bazzaruto) December 25, 2020
\u2013 Leo Buscaglia
My thinking has evolved on the idea of group learning
— Andrew Barry \U0001f981 (@Bazzaruto) December 23, 2020
In my mind, there are now 4 types of groups to consider
\U0001f534 Destination
\U0001f7e1 Journey - Mentor
\U0001f7e2 Journey - Peer Supporter
\U0001f535 Accountability
Destination Leaders and Journey Leaders in online learning
— Andrew Barry \U0001f981 (@Bazzaruto) December 24, 2020
You need both to make a transformational course
But what is each better at than the other?
Let's explore
.@ShaneAParrish on the power of mentors:
— Andrew Barry \U0001f981 (@Bazzaruto) November 1, 2020
The only real shortcut in life is to understand it backwards.
It's easier to solve a maze backwards and the same holds true with life.
Learn from people further down the path than you and make their hindsight your foresight.
If you're creating an online course here are 3 things to keep in mind:
— Andrew Barry \U0001f981 (@Bazzaruto) November 9, 2020
1) We have separate channels for processing verbal & visual info
2) Our working memory has limited capacity
3) Learning requires active processing
The takeaway?
How To Teach Effectively - Discovery
— Andrew Barry \U0001f981 (@Bazzaruto) November 2, 2020
> Clarify the prior knowledge of your students
> Concepts and principles, not facts and formula
> Ask multiple WHY\u2019s to find the 1st principles of your topic
> Weed out anything unrelated to these principles or can be found in a quick search
How To Teach Effectively - Design
— Andrew Barry \U0001f981 (@Bazzaruto) November 2, 2020
> Make structure explicit by signposting
> Organize content by scaffolding it around each 1st principle
> Lead with the WHY
> Anchor to prior knowledge
> Present in multiple contexts
> Provide opportunities to practice in new contexts
How To Teach Effectively - Delivery
— Andrew Barry \U0001f981 (@Bazzaruto) November 2, 2020
> Ensure ample opportunities for students to interact with you
> Encourage active monitoring of progress by sprinkling in liberal moments for feedback
> Gradually remove support & guidance as your student becomes more proficient in the topic
Trying to learn something in a single block of time isn\u2019t nearly as effective as learning that same thing, in shorter blocks of time spread out over a longer period.
— Andrew Barry \U0001f981 (@Bazzaruto) November 21, 2020
Think back to when you learned how to drive a car.
So how do we overcome the limited capacity of working memory?
— Andrew Barry \U0001f981 (@Bazzaruto) November 9, 2020
You must first capture your student's attention
The best way to do this is to connect with someone on an emotional level
Emotion shapes the information we receive
— Andrew Barry \U0001f981 (@Bazzaruto) November 9, 2020
When our emotions are aroused, our attention is heightened
Attention is one of the most valuable commodities we possess
Any good teacher must find a way to capture and hold the attention of their students
Video has a powerful quality to tap into emotion
— Andrew Barry \U0001f981 (@Bazzaruto) November 10, 2020
The combination of images, music, and sounds can elevate any written text or spoken word into a potent concoction that captivates emotion
Videos are also excellent for pre-traininghttps://t.co/1zxNuHd3tc
Emotional connection produces motivation
— Andrew Barry \U0001f981 (@Bazzaruto) November 9, 2020
For students to become and remain motivated, online courses must satisfy four conditions:
\u2611\ufe0fcapture and maintain attention
\u2611\ufe0fhold relevance
\u2611\ufe0fpromote confidence
\u2611\ufe0fdeliver satisfaction
The most important factor to consider in learning is motivation.
— Andrew Barry \U0001f981 (@Bazzaruto) October 21, 2020
Although extrinsic rewards & punishment affect behavior, we\u2019re naturally motivated to develop competence & solve problems.
If we weren\u2019t, our ancestral line would have stopped, frozen to death in a cave
Motivated learners engage more with content, finish courses in less time and retain more of the knowledge after the course
— Andrew Barry \U0001f981 (@Bazzaruto) November 10, 2020
How many times do the players in white pass the basketball?https://t.co/MqXgTzJydK
— Andrew Barry \U0001f981 (@Bazzaruto) October 21, 2020
This classic study on selective attention proves a crucial point in learning design.
We only see what we aim at.
How you organize content will influence pattern recognition.
Stimulate intrinsic motivation for learning by focusing on WHY.
— Andrew Barry \U0001f981 (@Bazzaruto) October 21, 2020
Begin at the end.
Intrinsic motivation is why I'm not a believer in \u2018gamifying\u2019 content.
If you have to rely on leaderboards & badges, at best you haven\u2019t clarified your WHY.
At worst, you don\u2019t have one.
If you're creating an online course, you should always attempt to integrate new material with previously presented information.
— Andrew Barry \U0001f981 (@Bazzaruto) October 22, 2020
Use comparisons and cross-referencing of new and old ideas.
Tomorrow I'm going to talk a bit about Advance Organizers...
Advance Organizers are not the same as overviews and summaries which simply highlight key ideas.
— Andrew Barry \U0001f981 (@Bazzaruto) October 22, 2020
Advance organizers are presented at a higher level of abstraction and generality.
Knowledge builds on prior knowledge
— Andrew Barry \U0001f981 (@Bazzaruto) October 22, 2020
\u201cThe most important factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly\u201d \u2013 David Ausubel.
Use Advance Organizers in your learning design to help students organize new incoming information
A good example of an Advanced Organizer - stories.
— Andrew Barry \U0001f981 (@Bazzaruto) October 22, 2020
David Foster Wallace\u2019s story about two young fish asking an older fish what water is, to illustrate the lesson that the most obvious, important realities are often the ones that are hardest to see.
A few practical ways to activate prior knowledge (PK) in designing your online course
— Andrew Barry \U0001f981 (@Bazzaruto) October 23, 2020
> Ask students to predict what a training session will be about and justify based on PK
> Ask them questions before they\u2019re exposed to new content and have them justify based on PK
Two more ways to activate prior knowledge in learning design
— Andrew Barry \U0001f981 (@Bazzaruto) October 23, 2020
> Ask students to identify diffs btwn what they already know and what they\u2019re discovering
> Ask Why questions before new content is presented (Why is grit important?) \u2013 even wrong answers can lead to higher retention
I\u2019d frame this differently.
— Andrew Barry \U0001f981 (@Bazzaruto) October 25, 2020
Instead of figuring out why and what YOU want them to learn
Try to figure out why THEY would want to learn
Try to get this in their own words https://t.co/HMO7JTA9Be
If you offer live cohorts for learning, should you provide playback options broken into segments?
— Andrew Barry \U0001f981 (@Bazzaruto) October 26, 2020
To answer this, consider the nature of content consumption. \U0001f447
Our ability to retrieve knowledge when needed is as important as our ability to acquire it in the first place.
— Andrew Barry \U0001f981 (@Bazzaruto) October 26, 2020
Engage students in deliberate practice, which means they:
> monitor their own learning
> seek and use feedback about their progress
Signpost your learning content
— Andrew Barry \U0001f981 (@Bazzaruto) October 27, 2020
You're making it harder for your students to retain what you're teaching if you don't
Signposting gives them an outline to hang your ideas (and their notes) on.
Creating tension in a learning experience
— Andrew Barry \U0001f981 (@Bazzaruto) October 27, 2020
How do you balance giving learners what they want and getting them to explore on their own?
It's a spectrum of informational on one side and explorative on the other.
What is scaffolding in learning design?
— Andrew Barry \U0001f981 (@Bazzaruto) October 28, 2020
It's the support given to a student & consists of 3 elements:
> interaction with you, the expert
> your awareness of your student's current level of knowledge
> your gradual removal of support & guidance as proficiency increases
"When you first study a field, it seems like you have to memorize a zillion things.
— Andrew Barry \U0001f981 (@Bazzaruto) November 4, 2020
You don't.
What you need is to identify the 3 to 12 core principles that govern the field.
All thought you had to memorize are simply various combinations of the core principles."
John Reed
True knowledge transfer is affected by the degree to which we learn with real understanding.
— Andrew Barry \U0001f981 (@Bazzaruto) November 4, 2020
Understanding promotes flexibility in the face of changing contexts.
Challenge your students with new problems, in new contexts, to help them make the relevant concepts their own.
\u2018Never let formal education get in the way of your learning.\u2019
— Andrew Barry \U0001f981 (@Bazzaruto) November 8, 2020
\u2013Mark Twain
\u2018It is what we know already that often prevents us from learning.\u2019
— Andrew Barry \U0001f981 (@Bazzaruto) November 10, 2020
\u2013Claude Bernard
Promote active learning
— Andrew Barry \U0001f981 (@Bazzaruto) November 11, 2020
\u27a1\ufe0fworking through problem-solving scenarios
\u27a1\ufe0fparticipating in a facilitated discussion
\u27a1\ufe0fpausing and replaying sections of videos
All help to promote active learning
\u2018Tell me and I forget. Teach me and I remember. Involve me and I learn.\u2019
— Andrew Barry \U0001f981 (@Bazzaruto) November 12, 2020
\u2013Benjamin Franklin
When designing your curriculum, ask a series of 5 WHY\u2019s to reach the first principle of any complex concept you cover
— Andrew Barry \U0001f981 (@Bazzaruto) November 13, 2020
Be ruthless about eliminating anything unrelated to the core concept
Students will only remember 3-5 things at best, so be precious with your takeaways
Craft a narrative flow for your online course content
— Andrew Barry \U0001f981 (@Bazzaruto) November 13, 2020
Narrative flow works best within a structure:
\U0001f530Hook
\U0001f530Signpost
\U0001f530Sensitize
\U0001f530Elucidate
\U0001f530Reinforce
\U0001f530Conclude
Let's dive a little deeper into each...
Once you have your 3-5 takeaways for each topic in your curriculum
— Andrew Barry \U0001f981 (@Bazzaruto) November 13, 2020
Pinpoint the level of prior knowledge of your learners and anchor your content to this
Let's talk delivery options for online learning
— Andrew Barry \U0001f981 (@Bazzaruto) November 13, 2020
There are 4 main types to consider
1\ufe0f\u20e3Pre-recorded video or audio
2\ufe0f\u20e3Written words & diagrams
3\ufe0f\u20e3Live video
4\ufe0f\u20e3Curation
\U0001f53dA quick thread \U0001f53d
Less is more
— Andrew Barry \U0001f981 (@Bazzaruto) November 16, 2020
The Coherence principle
Be ruthless about weeding out words, images, animations and sounds that are not central to achieving your learning objective
Organize your content by scaffolding it around learning objectives framed from the perspective of the student
— Andrew Barry \U0001f981 (@Bazzaruto) November 14, 2020
What do you want them to be able to do differently after completing each section?
Limit yourself to one learning objective per section
I constantly beat the drum about principles over facts. Sir Richard said it best.
— Andrew Barry \U0001f981 (@Bazzaruto) November 15, 2020
\u2018You don\u2019t learn to walk by following rules. You learn by doing, and by falling over.\u2019
\u2013Sir Richard Branson
\u2018It is not from ourselves that we learn to be better than we are.\u2019
— Andrew Barry \U0001f981 (@Bazzaruto) November 15, 2020
\u2013Wendell Berry
Go find your learning groups, I'll be joining another one tomorrow with @AliAbdaal's PTYA
Provide ways for students to practice in new contexts
— Andrew Barry \U0001f981 (@Bazzaruto) November 16, 2020
Behavior is shaped by its consequences
Consistency and timing play important roles in shaping new behaviors.
All the great online courses provide ways for students to interact with the expert
— Andrew Barry \U0001f981 (@Bazzaruto) November 16, 2020
You should offer that too
The tone or mood of an online course is heavily influenced by your voice and body language, no matter what format you choose
— Andrew Barry \U0001f981 (@Bazzaruto) November 16, 2020
Consider tone from the perspective of the student
Students should be doing, building, or exploring in online courses.
— Andrew Barry \U0001f981 (@Bazzaruto) November 17, 2020
The design of your program should reflect that.
Check in regularly on the progress of your students
— Andrew Barry \U0001f981 (@Bazzaruto) November 17, 2020
Provide an instant \u201cpulse check\u201d for students to calibrate their progress in your course
The hardest part of learning is knowing what to do and when to do it.
— Andrew Barry \U0001f981 (@Bazzaruto) November 18, 2020
It\u2019s not access to content
But as a course creator you can\u2019t always respond to everyone in an individual capacity
Peers, support, and deadlines provide a structure to help you do this.
Encourage a \u201cbuddy\u201d system in your online course
— Andrew Barry \U0001f981 (@Bazzaruto) November 18, 2020
Get students to pair up and check-in with each other at regular intervals
Social exchanges serve to build cohesiveness and community
In designing your online course, consider the support you will provide students after the course is over
— Andrew Barry \U0001f981 (@Bazzaruto) November 18, 2020
Some ideas to follow below \u2935\ufe0f
Our brains are wired to receive information from multiple sources, i.e. be multi-modal
— Andrew Barry \U0001f981 (@Bazzaruto) November 19, 2020
The best learning occurs when words and images are combined intentionally
Richard Mayer has done by far the most research on how best to do thishttps://t.co/1zxNuHd3tc
\u2018By three methods we may learn wisdom:
— Andrew Barry \U0001f981 (@Bazzaruto) November 20, 2020
First, by reflection, which is noblest;
Second, by imitation, which is easiest;
and third by experience, which is the bitterest.\u2019
\u2013Confucius
"Knowledge, which is acquired under compulsion, obtains no hold on the mind."
— Andrew Barry \U0001f981 (@Bazzaruto) November 20, 2020
-Plato
As access to information becomes easier, students assume more responsibility for their own learning
— Andrew Barry \U0001f981 (@Bazzaruto) November 20, 2020
As they do this, your role as a course creator changes
It shifts from being an instructor and sole information source to a facilitator, coach or mentor.
\u2018Knowing is not enough;
— Andrew Barry \U0001f981 (@Bazzaruto) November 21, 2020
We must apply.
Willing is not enough;
We must do.\u2019
\u2013Bruce Lee
There is a saying in carpentry that goes \u201cmeasure twice, cut once.\u201d
— Andrew Barry \U0001f981 (@Bazzaruto) November 23, 2020
Be absolutely sure of your approach before embarking down the path of no return
This is not always true when building something - you have to be scrappy to start
\u2018Every student can learn, just not on the same day, or the same way.\u2019
— Andrew Barry \U0001f981 (@Bazzaruto) November 24, 2020
\u2013George Evans
"Learning isn't a way of reaching one's potential but rather a way of developing it. We can create our own potential."
— Andrew Barry \U0001f981 (@Bazzaruto) December 19, 2020
Anders Ericsson, @PeakTheBook
So what does a good needs analysis look like?
— Andrew Barry \U0001f981 (@Bazzaruto) November 25, 2020
There are 3 main components
\U0001f530Identify the Job to be Done for your student
\U0001f530Interview a wide range of them and look for expectation gaps
\U0001f530Use a learner-centered approach
\u201cOnce we know something, we find it hard to imagine what it was like not to know it. Our knowledge has \u2018cursed\u2019 us. And it becomes difficult for us to share our knowledge with others, because we can\u2019t readily re-create our listeners\u2019 state of mind.\u201d
— Andrew Barry \U0001f981 (@Bazzaruto) November 25, 2020
- from the book Made to Stick
A lot of people ask me, what kind of questions do you ask when ghostwriting an online course?
— Andrew Barry \U0001f981 (@Bazzaruto) November 26, 2020
So I decided to make a running list. Here goes...
Never forget you\u2019re dealing with adults
— Andrew Barry \U0001f981 (@Bazzaruto) November 27, 2020
Frame everything you do around the motivational needs of adult learners
Malcolm Knowles formulated 6 assumptions related to an adult\u2019s motivation for learning
\U0001f53dquick thread \U0001f53d
When evaluating existing content for creating a new course or refreshing an old one
— Andrew Barry \U0001f981 (@Bazzaruto) November 27, 2020
I like to ask the following questions
When ideating or designing a new course, there are 3 things I find most helpful
— Andrew Barry \U0001f981 (@Bazzaruto) November 30, 2020
\U0001f530Get into a discovery mindset
\U0001f530Add artificial constraints to the discovery process
\U0001f530Always make it about the application of knowledge
Let's quickly explore each of these shall we?
Think about the last time you learned something new for the first time
— Andrew Barry \U0001f981 (@Bazzaruto) November 30, 2020
Maybe it was new software
Maybe it was how to conduct a performance review at work
What did you do to help you learn the new skill?
Nelson Cowan showed in his 2010 research that adult learners can hold a maximum of 3-5 things in working memory at a time
— Andrew Barry \U0001f981 (@Bazzaruto) November 30, 2020
This is SUCH a critical point to keep in mind when designing online courses
Working memory storage capacity is important
— Andrew Barry \U0001f981 (@Bazzaruto) November 30, 2020
Because working memory is used in mental tasks
Here are 3 quick examples
To design a really good online course
— Andrew Barry \U0001f981 (@Bazzaruto) December 1, 2020
You better be able to write really great learning outcomes
For learning outcomes, we use a taxonomy developed by David Krathwohl
— Andrew Barry \U0001f981 (@Bazzaruto) December 1, 2020
A THREAD on how to use this framework \U0001f447 pic.twitter.com/8LG3X0w94A
Another useful framework for creating learning outcomes is SMART
— Andrew Barry \U0001f981 (@Bazzaruto) December 3, 2020
\U0001f530Specific
\U0001f530Measurable
\U0001f530Attainable
\U0001f530Relevant
\U0001f530Time-bound
Here's how you can apply it \U0001f447
When finalizing your online course, I highly recommend using Gagn\xe9's Checklist
— Andrew Barry \U0001f981 (@Bazzaruto) December 7, 2020
Robert M. Gagn\xe9 pioneered the science of instruction during WWII working with the Army Air Corps training pilots
Here are his 9 Events of Instruction \U0001f447
Don't forget to measure your course ROI
— Andrew Barry \U0001f981 (@Bazzaruto) December 7, 2020
I see a lot of creators leaving out this critical step
If you want to take your course seriously, consider using Kirkpatrick's model for this \U0001f447
When interviewing future students, use Socratic questioning to start a thoughtful dialogue
— Andrew Barry \U0001f981 (@Bazzaruto) December 9, 2020
Allow them to examine their beliefs logically as you uncover the need and how you can help
Here are some ideas for questions
If you really want to get serious about scaling your online course
— Andrew Barry \U0001f981 (@Bazzaruto) December 10, 2020
You need to build a team
Here are 7 key roles to consider \U0001f447
Raising a son for the past 9 months has reminded me what it's like to be a beginner again
— Andrew Barry \U0001f981 (@Bazzaruto) December 10, 2020
A beginner human
A Beginner\u2019s Mind is all about the mindset
When we are free from preconceived notions about something, we are willing to learn
What is a Beginner\u2019s Mind?
— Andrew Barry \U0001f981 (@Bazzaruto) December 15, 2020
Shoshin is a word from Zen Buddhism meaning \u201cbeginner\u2019s mind.\u201c
It's an attitude of openness, eagerness, and lack of preconceptions when studying a subject
It\u2019s the open-minded wonder of a child
If you\u2019re the expert, adopting a Beginner\u2019s Mind is often extremely difficult for you.
— Andrew Barry \U0001f981 (@Bazzaruto) December 14, 2020
That\u2019s because of something known as the Earned Dogmatism Effect
What can you expect from employing a Beginner's mindset in creating your course?
— Andrew Barry \U0001f981 (@Bazzaruto) December 21, 2020
1) you'll identify the foundational first principles of your knowledge
2) you\u2019ll have reverse-engineered your expertise
As an expert hoping to teach others, you must be the student
— Andrew Barry \U0001f981 (@Bazzaruto) December 16, 2020
You need a partner to ask you the right questions to uncover the leaps of understanding you will share with your students
\u201cAnyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young.\u201d
— Andrew Barry \U0001f981 (@Bazzaruto) December 20, 2020
\u2013 Henry Ford
If you feel pressure to be the expert, try this
— Andrew Barry \U0001f981 (@Bazzaruto) December 18, 2020
Just show up and be helpful
Don't worry about expertise
Others will recognize it in you if you deliver consistently valuable content
I had the privilege over the last 4 weeks of working with @AliAbdaal and his team
— Andrew Barry \U0001f981 (@Bazzaruto) December 18, 2020
With the help of 5 amazing peer supporters, we created a support system for students of his Part-Time YouTuber Academy course
Here is what I learned
\u201cYou don\u2019t understand anything until you learn it more than one way.\u201d
— Andrew Barry \U0001f981 (@Bazzaruto) December 18, 2020
\u2013 Marvin Minsky
Transformational Courses Update!
— Andrew Barry \U0001f981 (@Bazzaruto) December 18, 2020
Been struggling with how to make my online course transformational
My problem is a long feedback loop for course creator students
As a student, you won't see the results until you've finished your next cohort
Here's how I'm solving this \U0001f447
In any physical exercise, there are certain foundational movements you take for granted
— Andrew Barry \U0001f981 (@Bazzaruto) December 16, 2020
Especially as you get more advanced
It\u2019s almost like you think, I\u2019ve got this, I don\u2019t really need to pay attention
That's when you get injured
The stories we tell ourselves define much of our reality
— Andrew Barry \U0001f981 (@Bazzaruto) December 17, 2020
Watch out for these when designing your course
Your reality doesn't match your student's reality so you have to uncover your hidden biases
Few things in life are black and white
— Andrew Barry \U0001f981 (@Bazzaruto) December 16, 2020
Yet we are quick to jump to conclusions when we think we recognize patterns
Often these patterns are hiding unconscious biases
Use the familiar as your anchor
— Andrew Barry \U0001f981 (@Bazzaruto) December 20, 2020
When creating your online course, recall how you usually learn something new
If you're like most people, you look for ways to connect new ideas with prior knowledge
Heard a good analogy for the bells & whistles you could add to an online course:
— Andrew Barry \U0001f981 (@Bazzaruto) December 22, 2020
- VR
- micro
- gamifiy, etc
The tools are an amplifier
If you turn up really bad music, it's an awful experience
If you turn up really good music, you have a party
Your content is the music
Group learning works because of tight feedback loops
— Andrew Barry \U0001f981 (@Bazzaruto) December 24, 2020
Getting feedback early helps you course-correct sooner
Giving feedback forces you to internalize concepts in a way you can\u2019t when consuming them passively
Group learning works because mentors can help us find shortcuts
— Andrew Barry \U0001f981 (@Bazzaruto) December 24, 2020
What do Plato, Alexander the Great, and Justin Bieber have in common?
Group learning works because we learn more from the struggles of others
— Andrew Barry \U0001f981 (@Bazzaruto) December 24, 2020
Here's why \U0001f447
Group learning keeps you accountable
— Andrew Barry \U0001f981 (@Bazzaruto) December 24, 2020
We show up for each other
If there are four people who you\u2019ll let down if you don\u2019t show up and bring your full self, you are more likely to show and bring your full self
Group learning helps us set big hairy goals
— Andrew Barry \U0001f981 (@Bazzaruto) December 26, 2020
We\u2019re less likely to perform at our peak when we\u2019re reaching low
Groups push us outside our comfort zone
They encourage us to reach higher
But don't discount the role rivalry plays
Gates v Jobs
Agassi v Sampras
Each pushed higher
Group learning helps you build and sustain momentum
— Andrew Barry \U0001f981 (@Bazzaruto) December 27, 2020
\u201cof all the things that can boost emotions, motivation, and perceptions, the single most important is making progress in meaningful work\u201d
- The Progress Principle
So how do you trigger this in your online course?
Group learning introduces constraints which are excellent enablers of creativity and innovation
— Andrew Barry \U0001f981 (@Bazzaruto) December 27, 2020
Quick, try this experiment
Tell me a story...
Group learning keeps you honest
— Andrew Barry \U0001f981 (@Bazzaruto) December 27, 2020
We saw how Attribution Theory can prevent us from learning from our setbacks
Another is Confirmation Bias - we are the best at finding evidence to support our existing views
Group learning makes us feel less alone
— Andrew Barry \U0001f981 (@Bazzaruto) December 28, 2020
Vonnegut said it best
\u201cWhat should young people do with their lives today? Many things, obviously. But the most daring thing is to create stable communities in which the terrible disease of loneliness can be cured.\u201d
\u2018The illiterate of the 21st century will not be those who cannot read and write,
— Andrew Barry \U0001f981 (@Bazzaruto) November 14, 2020
but those who cannot learn, unlearn, and relearn.\u2019
\u2013Alvin Toffler
