This post is about an old problem with new causes.

My oldest kid uses my iPad for school and, like any smart device, it’s a challenge to make sure he really uses it for school when he’s supposed to. With him, that occasionally means taking the iPad and, until now, sometimes changing the password so he can’t access it (you may know where this is going).

The problem with the changing the password, is remembering what I changed it to. This is especially challenging when a holiday falls just after I change it – which is what happened at Christmas. We went away and when we came back and he tried to get in to the iPad and his password wouldn’t work. He tried three times and I tried seven times over several days. That’s when I learned that after you try ten wrong  passwords, the iPad locks and the only way to unlock it is to erase all the data. No problem if you’ve made backups. We hadn’t.

Old problem: losing data with no backup.
New causes: parental attempts to control smart devices

Teachers are confronting similar challenges in schools embracing Bring-Your-Own-Device (BYOD) policies that encourage students to bring and use their smart devices for learning. But, rather than looking for ways to force students to use their devices for the right things, we should look for better ways to help students develop their intrinsic motivation for learning so they keep themselves on task.

How do you build intrinsic motivation in your students (whether they’re yours or someone else’s)?

Nothing like a week in Cuba to remind you that many of the ideas discussed on this blog are completely useless to people without reliable, high speed internet access.

My experience of Cuban internet access was going to the place in our hotel where I could pay $10 for 1 hour of access. However, instead of being able to purchase an hour of good, old fast wifi access, my $10 would instead get me 60 minutes tethered to an ancient desktop using what was described as painfully slow internet. And, oh yeah, there was no printer.

I learned from our taxi driver, Angelo, that home internet access is too expensive for most Cubans. This got me wondering how Cuba manages to produce world class doctors if they’re studying without access to the net at home… Do the schools have reliable access? Do they study abroad?

Even if average Cubans don’t have access to the net themselves, I had one experience suggesting they understand its power.

I offered to say good things on the net about the hotel employee who hooked us up with Angelo and our taxi to Havana. However, he asked me not to because he does his taxi business on the side and the government hotel owners scan the net for mentions of employees advertising their moonlighting activities using the hotel name. It seems they turn a blind eye to the activity itself but not the marketing of it. So the employee asked me to be “discreet”. Although, how I can direct potential customers his way without also directing the hotel authorities to him, I haven’t figured out.

But I don’t want to paint Cuba as a have not country when it comes to innovative, collaborative education just because they have sketchy net access. Any country that has managed to produce world class health and education systems despite years of punishing sanctions imposed by the most powerful country on the planet no doubt has a lot to teach the world’s educators about doing amazing things with very little.

Minecraft minefield?

Author: Robin Browne

My son’s teacher recently made the debatable choice to let the students use Minecraft to do an assignment on building a biome (i.e. a physical environment containing distinct animals, plants and climate like a desert or grassland.)

I get why he did it.

He was trying to engage them in learning by letting them use the tools they’re already engaged in.

I was skeptical when my son first told me his teacher had not only let them use Minecraft – he had encouraged them to do so. I thought he would spend his time playing Minecraft instead of doing his project.

I was half right.

The assignment was to create a biome and describe it in an oral presentation. My son chose to create an Arctic tundra biome and did a great job creating, bleak, snowy beauty in Minecraft:

However, he wanted to spend all his time perfecting the look instead of doing the far harder task of finding and editing the descriptions of tundra animals, plants and climate – and practising his oral presentation of the info.

We battled for hours over this, resulting in a final presentation where he read lots of info while walking viewers through a mostly unrelated Minecraft tundra environment. The presentation was unengaging as reflected in the faces and comments of his classmates.

So, one key lesson learned was that, if students are going to be allowed/encouraged to use tools like Minecraft (or any other potentially distracting tool) for assignments, care must be taken to ensure they’re giving equal efforts to all aspects of the project and not just those that let them use the fun parts of the tool.

One way to do this might be to encourage them to do the tough parts with a partner or partners either in person or online (i.e. using Skype).

A number of times when my guy was working on his project, some of his classmates would try to call him on Skype. I would always say he couldn’t take the call and had to stay focussed on his project but, in retrospect, perhaps it would have been better to let him take the call and encourage him to ask his classmates for help with the tougher parts of the project (i.e. he could do his oral presentation over Skype and they could give him feedback)

What successful strategies do you use to help your kids integrate the tools they love in their learning?

Yesterday, I finally found a, free, effective tool for helping my 12 yr. old with learning issues learn his times tables. It’s a game called Dynamite Multiplication on the site Multiplication.com.

It uses an image memory technique I’ve been using with him, effectively, for other things. But it adds rhyme and stories to make it even more effective.

The one I’ve been using involves creating images, no matter how outlandish, to link ideas you’re trying to remember. One way involves imagining walking through your house. So if you’re trying to remember, say, the names of all the continents, you imagine yourself walking through your front door and are greeted by a penguin (Antarctica), in your kitchen you find a lion enjoying a meal at your kitchen table (Africa), and in your bathroom you surprise a kangaroo in the shower (Australia)…and so on.

Dynamite Multiplication covers the 2-9 times tables and assigns an image to each number.  Two is shoe, three is tree, four is door, eight is skate, nine is sign and so on. So to remember that 8 x 4 = 32 the site provides the image of a door wearing skates who makes himself a big U to skate on, which he makes from some dirty wood he finds. So SKATE x DOOR = DIRTY U or 8×4=32. The site then provides a short story about the image to help lock it in the brain. Here’s what it looks like:

Dirty U

 

The result for my kid, who’s a visual learner, was learning his 7 times table in one night after having tried to master them many other ways.

But this great tool is buried among some 30 games on Multiplicationn.com’s game section with no indication of its unique, powerful use of images.  So please share it!

I had found a paid service providing a similar image technique for times tables but why pay for something you can get for free? 😉

On to the next challenge…..

**** UPDATE  Dec. 12, 2013 ****

After digging deeper in to the site, it turns out it’s built around the images and stories for learning times tables created by Washington educator Alan Walker and captured in his book Memorize in Minutes: The Times Tables.

OAMA site

Here’s a case study of the website of a local Ottawa martial arts school, The Ottawa Academy of Martial Arts (OAMA). I  chose this one because the site was done by a local company I just discovered, N-VisionIT Interactive, whose CEO, Brent Mondoux, recently won a top Forty Under 40 award from the  Ottawa Chamber of Commerce. Plus, the company has done lots of websites, mobile development and social media campaigns for various local businesses and government departments.

The OAMA site is a nice piece of work and here’s how I see it:

The positives:

  • it’s simple and uncluttered with the menu items clearly visible and easily accessible at the top and just two dominant colors (too many colors make sites look too busy).
  • the site appears to have great search engine optimization (SEO) as it’s the first organic result for the search term “martial arts Ottawa”.
  • the OAMA phone number is in big, red font in the upper right corner; this is crucial since a website’s main job is to help potential customers complete tasks, and since the OAMA doesn’t have online registration, their number one task after finding out about the school will be to call them.
  • each page with information about classes, where OAMA offers a free trial class, has a box like the one below to make it easy for folks to act when it’s most on their minds.

OAMA signup

  • the splash page has the message “Call today to schedule you free trial class” with a big phone number but the message could be bigger (the splash page is the first page you land on when you go to the site).

Suggested improvements:

  • the banner showing the 3 OAMA locations should show on the splash page as it does on every page after you enter the site.

 OAMA banner2

  • the OAMA logo at the top of the site should be a link back to the Home page.
  • the “Call today to schedule you free trial class…”  text on the splash page should be bigger as I said before.
  • give “Kids’ Programs” its own link as now it’s buried under Kids’ After School Program making it hard for people to know that OAMA has great things for kids like birthday parties!’
  • put “To sign up your child up for the after school program call…” in big red font at bottom of the Kids’ After School Program page.
  • N-VisionIT made an iPhone app for the OAMA but a responsive site would be better than an app. Responsive sites “respond” to the device people use to view them so they work on multiple devices. An iPhone app requires people have an iPhone and download the app and doesn’t work on other devices (when I view the site on my Android phone I get a really small version of the regular site). Even if they stick with the iPhone app, they should remove the link to download it from the site as those wanting the app will download it on their phone.
  • add some videos. OAMA is a fun place with very friendly staff that some short (and I mean SHORT) videos would really help show.
  • all pictures should be able to expand to full size. Right now, there are some that don’t.
  • fix the typo in the explanation of what Brazilian Jiu Jitsu is on the  Intro page (the line “…Renzo Gracie is the son Robson Gracie…”)

All in all, a great site and one that, according to N-VisionIT, helped greatly increase business generated from OAMA’s site.

That’s my two cents.

 

 

 

I’ve now decided to focus my blog on digital marketing for small businesses and for the first few posts I thought I’d focus on the question: how does digital marketing for small business differ from digital marketing for big business?

Two obvious answers come to mind: small businesses have less money and more localized clients than big business.

The first point suggests small business have to rely more on cheaper forms of “earned” media and less on “paid” media. Earned media includes the coveted word of mouth (WOM) that many say social media can greatly amplify. I would have said the same thing until I watched a video by Jonah Berger called Contagious: Why Things Catch On embedded in a post of the same name on Mitch Joel’s Six Pixels of Separation blog.

In the video, Berger challenges the audience to guess the percentage of word of mouth (in the US) happens online versus offline. After fielding guesses of 40, 50 or 70%, Berger reveals it’s actually 7%. That stat might get some small business owners questioning the value of digital marketing but that would be too quick an assumption for the following reasons:

  • just because a relatively small percentage of word of mouth happens online doesn’t mean there’s not a lot happening. There’s plenty of online WOM happening, there’s just way more happening offline.
  • getting online WOM may only be part of the goal or not at all. More likely, the real goal will usually be becoming part of those many offline conversations.
  • WOM is just one part of digital marketing and it’s all those other parts – a great website, SEO, email marketing, mobile optimization, etc. that will increase your chances of being part of the offline water cooler chat.

Berger states the well known reason word of mouth is so powerful –  it comes from trusted sources – and the less known one – because it’s targetted. Your friends and family will tell you about something because they know you’re interested in it.

So how do you get people to tell their friends about what you’re offering when they want or need it most?

That’s what this blog will explore. Got any strategies? Share!

This weekend, my wife showed me ShowMe – and I had my next blog post.

ShowMe is a site full of short, simple, visual tutorials that help you learn just about anything you want. The first one we watched had a nice, clear male voice talking over a video showing a neat trick to learn the 9 times table. The second one showed another trick but was voiced, and created by, a kid who couldn’t have been more than 11.

This was really got me. ShowMe lets anyone create tutorials and is so easy to use even kids can become teachers.

Check it out:

ShowMe bills itself as “a global learning community – a place where anyone can learn or teach anything.”

Sounds great and they have a great technology, but there are issues:

1) From what I can tell, you can only create tutorials using an iPad (you can view on any device). This limits creating to those who can afford an iPad.

2) The site doesn’t appear to vet videos to verify if what they’re teaching is correct. That’s left up to the learner.

3) The search function isn’t great so finding videos you watched, and liked, before, is a challenge (at least it was for me for one video).

However, it’s a great start and I’ll definitely show it to my kids and encourage them to be creators as well as consumers of knowledge.

 

Social learners are radicals!

Author: Robin Browne

My family and I recently watched the wonderful movie Akeelah and the Bee about a girl from the LA ‘hood who sets her mind on competing in the annual Scripps National Spelling Bee.

Through their own brand of social learning her community gets behind her resulting in a story with a message that, in our free market society, is nothing less than radical: when it comes to learning, collaboration beats competition.

Social learning means collaborating not competing

Traditional learning involves a lot of individual competition. Our marks are based on what others get (damn that Bell curve!). Kids unofficially compare their marks to their peers.

Social learning means people collaborate to solve problems and learn together. However, one reason traditional learning systems are based on individuals achievement is that, to assess individuals, they must do individual work, or very clearly defined work as part of a group. How do you assess a collaborative effort where everyone’s contributions are weaved together? I don’t know the answer but it’s one I think we need to find so collaborative, social learning can become the norm.

A new generation of collaborative business leaders

The stakes are high. Social learning could help fuel fundamental social change if collaborative students become collaborative business people – collaborating not only within their companies but also with “the competition”.

I can hear the Republicans cocking their guns…..

 

 

If you know, or own, a boy between the ages of 8 and 12, he’s probably already addicted to Minecraft. If he’s not, trust me, he will be soon.

According to the Minecraft site, nearly 10 million people have bought the game (we paid $26 for it) – nearly 11,000 in the last 24 hours.

Minecraft is an online world entirely made of small blocks – and entirely made by its habitants. Kids can easily build things using the blocks like houses (essential for shelter against the nasty night predators), armour, or just about anything else, using a Halo-like interface. They can play with their friends seeing each other’s avatars walking around with their username floating above their blocky, square heads. And, as boys will do, they can kill each other with the only consequence being perhaps some hurt feelings and the lost time it takes to “respawn” back to life.

You can check it out here:

 

The avatars don’t speak so the kids use Skype instead. It’s a great example of social learning in some great ways.

They’re playing. They’re learning how to connect online with video and voice. They’re learning how to set up and keep appointments (“Meet you online at 7pm!) But, most importantly, they’re learning the power of being creators of the world they’re playing in, instead of just players. Yes, it’s like a video game – and parents of too many boys know the challenges of managing that addiction – but it lets them learn things they won’t by spending hours playing their Nintendo DS or Sony PlayStation. Why do boys love it so much? I need to ask my guy that…once I can pull him away from the game….

So, knowing there are a million books on social media, I was wondering if there were any books on social learning. So, I opened the Kindle app on my Android phone, went to the Store link and typed in “social learning”. Instantly, the 2009 book The New Social Learning popped up. I read the reviews, which were all excellent, then bought it with Amazon 1-Click. Thirty seconds later I was reading it. The whole thing from wondering if there was such a book to reading the first words in the book took less than five minutes.

The question is: will I finish it?

Things like Amazon’s 1-Click make it easier than ever to access learning resources – but there’s no app that will make sure you actually use them for as long as required to learn whatever it is you got them for. For example, do you have any books, CDs, DVDs, manuals, web links or any other learning resource, now gathering dust even though you didn’t achieve the learning goal for which you got them? I know I do,  and  I bet I’m  not alone.

Don’t blame the books

I bet millions of people set learning goals, get resources, start using them and then abandon them without achieving the goal. I also bet that, the harder and longer the goal, the more learning resources that end up on the “I’ll get to it later” shelf.

The problem is too many people try to learn on their own and, just like the many who try exercising regularly on their own, they abandon it.

What if they –  what if you – could easily connect with others to use those learning resources together to achieve your goals together? Even if your final learning goals are different, the same learning resource might be a step you can help each other take toward both your goals.  (This builds on the idea I discussed in my post Why You’re Not Learning Everything You Should ?)

Do you connect with others to help each other achieve learning goals?