[ey-kuhn-ven-shuh-nl] not observing any conventions. Outside of convention. A blog for everyone and no-one.
Tuesday, August 03, 2010
Understanding Learning: The Affective Context Model
I thought I would try using video to explain the Affective Context Model and what it means for learning. It lasts just under 10 minutes. Apologies in advance for my laughably childish drawing ability... oh, and the soporific voice-over.
I love it when learning takes place within informal small group interactions. Here everyone has the chance to contribute, which adds a powerful extra emotional dimension. And the many unplanned links between the people speaking and listening give ample opportunity for “odd” learning experiences.
Great presentation BTW Nick. I really liked how you "made it real" by removing spoiled sheets but then wowed us with "some you prepared earlier" for your journey to work.
I'm doing a bit of work on how digital storytelling (or just storytelling) is a viable method for teaching and learning at FE and HE and I've been struggling to come up with a credible way of explaining why emotion should be encouraged in the academic experience. This model (and the way you've presented it) has given me fantastic route in - a way of describing something people know instinctively but sometimes struggle to explain.
There's a book by a chap called Jonah Lehrer, The Decisive Moment, which pulls into a number of your points; mostly around how we use that "gut instinct" and around issues like the power of failure.
Great work Nick. You're definitely adding value with this theory. The video is excellent, because it captures your enthusisam - as you state in the video itself.
Excellent work Nick. I've been working along similar lines for several years. The recent discoveries from the neurosciences and genetics are emphasizing the role of emotions in every decision (eg 'Human Givens' by Griffin and Tyrell). In the workplace context, these findings stimulated The Rules of Engagement white paper and the development of the CHOICE engagement model. In the learning context, they helped us see the need to develop a 'Learner engagement skills' course for trainers, now with more than 400 certified. (trainingfoundation.com) We should meet up soon to pursue the discussion!
Dave Ferguson sometimes talks about the Heydad test - the most persuasive method of evaluating Learning Objectives I've seen by miles.
The basic idea is that you should be able to imagine learners saying something like, "Hey dad, look at me I'm helping my team win that new contract!" or similar.
I've said something similar when I talked about aiming for learning which is more like a microwave oven and less like Space Invaders (or video recorders, for that matter).
As a video game developer seeing many connections between great games and great learning I am looking at the connections between video games and e-learning all the time.
I have found this especially significant it making some more real connections.
Jason, I have heard over and over that videos are the number one ways students learn. It is not surprising that video games would bring that same level of connection.
Thank you, Nick. I enjoyed "watching" you talk. This is the first time I've viewed one of your videos and I was engrossed by your delivery, watching the words spelled the diagrams developed. Perhaps this affective context, reminding me of Captain Kangaroo's Magic Board from the US show in the late 60's, captivated my interest at the start. I did appreciate your direction and have fought hard to encourage scenarios, simulations and stories to be included in online learning only to have it disregarded as being too difficult to have relevancy for the client. thank you for your insight.
Loved it Nick! Having read Donald Clark's latest blog on how he upset some of the audience at ALT-C and then listened to a very sqeaky recording of it via Elluminate...your video is a prime example of what he was talking about! Great way to explain quite an abstract concept :-)
I can recommend the book "Switch - How to change things when change is hard" by the Heath brothers. The ideas in the book fit the Affective Context model very well.
Excellent Nick, your delivery is impressive and the content provides light-bulb moments. You are absolutely right with the flight simulator example, I can remember detail from simulator sessions where interesting learning points came across magnificently and have been retained from decades ago.
I believe that Nick is correct and really explains Affective Context well. Students don't learn when "pushed" to learn formal information that we repeated throw at them. Repetition does not help students remember specific content, which is seen through the forgetting curve illustrated by Nick. On the other hand, when student learning is enthusiastic and they are allowed to pull information out themselves, they will retain specific information. This is seen in the classroom through use of videos, etc rather than just straight lecture. This stimulates the learning mind giving them the ability to transform and store information seen on the learning curve.
Hi Nick, I loved watching this. I am studying for a CIPD lvl 5 in L&D and this came up through my classmates. I really appreciate the delivery style, and i have shared it a lot since finding this.
I work for an outdoor learning company, Skern Lodge, and we provide learning with real emotion attached, so for the many company graduate and apprentice clients, it provides a good justification to try something different and memorable. We, and they, believe it provides a great platform for remembering the learning, and material like this really helps explain it.
Not quite sure how "video" is the answer. Video is a medium. What is your suggested use of that medium, as a solution? Scripted, fictionalized stories? Unscripted, user produced demonstrations? A medium is likely not the solution. Rather the solution is probably effectively produced and presented contextualized, relevant, engaging scenarios requiring learners to solve problems related to real-world needs of the target audience--regardless of the medium.
I love it when learning takes place within informal small group interactions. Here everyone has the chance to contribute, which adds a powerful extra emotional dimension. And the many unplanned links between the people speaking and listening give ample opportunity for “odd” learning experiences.
ReplyDeleteGreat presentation BTW Nick. I really liked how you "made it real" by removing spoiled sheets but then wowed us with "some you prepared earlier" for your journey to work.
Stephen
Thanks, Nick.
ReplyDeleteI'm doing a bit of work on how digital storytelling (or just storytelling) is a viable method for teaching and learning at FE and HE and I've been struggling to come up with a credible way of explaining why emotion should be encouraged in the academic experience.
This model (and the way you've presented it) has given me fantastic route in - a way of describing something people know instinctively but sometimes struggle to explain.
Loved it Nick, really did.
ReplyDeleteThere's a book by a chap called Jonah Lehrer, The Decisive Moment, which pulls into a number of your points; mostly around how we use that "gut instinct" and around issues like the power of failure.
Great work Nick. You're definitely adding value with this theory. The video is excellent, because it captures your enthusisam - as you state in the video itself.
ReplyDeleteExcellent! many thanks.
ReplyDeleteExcellent work Nick. I've been working along similar lines for several years. The recent discoveries from the neurosciences and genetics are emphasizing the role of emotions in every decision (eg 'Human Givens' by Griffin and Tyrell). In the workplace context, these findings stimulated The Rules of Engagement white paper and the development of the CHOICE engagement model. In the learning context, they helped us see the need to develop a 'Learner engagement skills' course for trainers, now with more than 400 certified. (trainingfoundation.com)
ReplyDeleteWe should meet up soon to pursue the discussion!
Astoundingly good. Thanks.
ReplyDeleteDave Ferguson sometimes talks about the Heydad test - the most persuasive method of evaluating Learning Objectives I've seen by miles.
The basic idea is that you should be able to imagine learners saying something like, "Hey dad, look at me I'm helping my team win that new contract!" or similar.
I've said something similar when I talked about aiming for learning which is more like a microwave oven and less like Space Invaders (or video recorders, for that matter).
Yours is better, though. Miles better. Excellent.
Great work Nick!
ReplyDeleteAs a video game developer seeing many connections between great games and great learning I am looking at the connections between video games and e-learning all the time.
I have found this especially significant it making some more real connections.
Jason, I have heard over and over that videos are the number one ways students learn. It is not surprising that video games would bring that same level of connection.
DeleteLove it. So simple and powerful. As always Nick you have cut through the c**p :)
ReplyDeleteThank you, Nick. I enjoyed "watching" you talk. This is the first time I've viewed one of your videos and I was engrossed by your delivery, watching the words spelled the diagrams developed. Perhaps this affective context, reminding me of Captain Kangaroo's Magic Board from the US show in the late 60's, captivated my interest at the start. I did appreciate your direction and have fought hard to encourage scenarios, simulations and stories to be included in online learning only to have it disregarded as being too difficult to have relevancy for the client. thank you for your insight.
ReplyDeleteLoved it Nick! Having read Donald Clark's latest blog on how he upset some of the audience at ALT-C and then listened to a very sqeaky recording of it via Elluminate...your video is a prime example of what he was talking about! Great way to explain quite an abstract concept :-)
ReplyDeleteLesley, I agree that Nick's illustration was a great way to explain an abstract concept!
DeleteVery interesting. Thanks Nick.
ReplyDeleteI can recommend the book "Switch - How to change things when change is hard" by the Heath brothers. The ideas in the book fit the Affective Context model very well.
Anders
Excellent Nick, your delivery is impressive and the content provides light-bulb moments. You are absolutely right with the flight simulator example, I can remember detail from simulator sessions where interesting learning points came across magnificently and have been retained from decades ago.
ReplyDeleteMore please...
I believe that Nick is correct and really explains Affective Context well. Students don't learn when "pushed" to learn formal information that we repeated throw at them. Repetition does not help students remember specific content, which is seen through the forgetting curve illustrated by Nick. On the other hand, when student learning is enthusiastic and they are allowed to pull information out themselves, they will retain specific information. This is seen in the classroom through use of videos, etc rather than just straight lecture. This stimulates the learning mind giving them the ability to transform and store information seen on the learning curve.
ReplyDeleteHi Nick,
ReplyDeleteI loved watching this. I am studying for a CIPD lvl 5 in L&D and this came up through my classmates. I really appreciate the delivery style, and i have shared it a lot since finding this.
I work for an outdoor learning company, Skern Lodge, and we provide learning with real emotion attached, so for the many company graduate and apprentice clients, it provides a good justification to try something different and memorable. We, and they, believe it provides a great platform for remembering the learning, and material like this really helps explain it.
Not quite sure how "video" is the answer.
ReplyDeleteVideo is a medium.
What is your suggested use of that medium, as a solution?
Scripted, fictionalized stories?
Unscripted, user produced demonstrations?
A medium is likely not the solution. Rather the solution is probably effectively produced and presented contextualized, relevant, engaging scenarios requiring learners to solve problems related to real-world needs of the target audience--regardless of the medium.