About Robin

For the last couple of decades, I have happily developed tools and techniques to help people learn. From large training events to inner-city technology programs to corporate e-Learning, I have had a hand in helping people gain skills and knowledge that they need to perform tasks and accomplish success. I have never thought of myself as purely an Instructional Designer or a Trainer, although I have definitely fulfilled those roles in the past. Currently, I use all of the tools and techniques at my disposal to transform uninspiring PowerPoint presentations, dry technical documents and in-person lectures into engaging, interactive learning in which participants actually learn.

My background is in Psychology, Education and Educational Technology. Much of my early years were spent overseas in Norway, where I gained a true appreciation for different cultures and the variety of ways people learn. As an undergrad, studying the human mind was valuable insight into how people think about and approach their own learning. I taught school for several years and helped develop an amazing technology program for teens in low socioeconomic areas that gave them an incredible advantage over their peers. I became so intrigued with how important it was to find the right learning solution to fit the situation, that I went back for a Masters in Educational Technology so that I could really refine my ability to determine the best solutions and help people take control over their own learning.

Over the years, I have gathered some bits of wisdom that I refer to regularly. My truisms:

One size does NOT fit all...
It takes a village...
You have their attention for about 10 words...
Up front analysis saves time and money (and those splitting headaches)...
Keep your eyes on the ball...
Just what you need to know when you need to know it...
Less is more. No really, it is...
Faster, cheaper AND better...
Don't re-create the wheel. Just pump up a flat tire and head in a better direction...
Active learning or bust...

One size does NOT fit all: Cookie cutter design seems easier and cheaper, but in the long run you probably just threw away that time and money if learning is not going on.

 

 

It takes a village: Seriously, when people ask me if I like the freedom (flexibility, control, you fill in the blank with a word) of designing a course from start to finish all by myself, I sometimes hear myself do that little internal sigh again. It is not like I am relegated to a deserted design island to practice my survival skills. In fact, if I planned to go it completely alone without my team of experts, I would be sunk before I began to swim.

You have their attention for about 10 words: Well, maybe a paragraph if you are lucky. Most people do not want to read long stretches of text on the computer. The e-Learning designer in me keeps that in mind at all times. I try to pay attention to how much text I use in one space. I want to help my learners flow through their learning in the most efficient way possible, not drown in a sea of content. I've probably already lost you on this page (explains the pictures, right?)

Up front analysis saves time and money (and those splitting headaches): It does not have to be mind-numbingly drawn out to be effective. It is not smart to fling yourself into a project without, at the very least, establishing that learning is the core of the issue. Do we really need to create more how-tos when people already know how to do it, but they have no motivation?

Keep your eyes on the ball: Nothing can derail a project faster than getting lost in the tangents. I make every decision with the outcome clearly in mind. Walking down endless trails of "we could do this too" can be entertaining, but ultimately can get in the way of creating a learning experience that is engaging, but also sticks to budget and schedule. Do you really need a full simulation game to show people how to place the onion on a burger?

Just what you need to know when you need to know it: It is sometimes referred to as just-in-time training. It is more than that. It means not overwhelming your learner with a bunch of theory that is not relevant to their learning. Give them what they need, make it easy to get to and provide ways to dig into more details if they need it.

Less is more. No really, it is: I like to start with the minimal amount of content that a person needs to know to get started with real-world application. You can always build on it later, but people like to start applying their knowledge early on before they "forget" it.

Faster, cheaper AND better: Why does it always have to be 2 of the 3 components? Using proven instructional design techniques combined with some think-outside-the-box methods, working faster can actually keep me on track. I don't have time to follow all of those tangential paths, only time for the essential concepts. A key component for me is keeping all of the stakeholders consistently in the loop and evaluating continously.

Don't re-create the wheel. Just pump up a flat tire and head in a better direction: Everyone wants a unique product, something they can call their own. Do you need to start from scratch? Not necessarily. Instructional design seems to go a lot faster, cheaper and better if I am not constantly re-creating what already exists. I like to go treasure diving for proven techniques and then give them a fresh spin with a little creative thinking.

Active learning or bust: Does this really need explanation? When I am designing a learning experience, I like to imagine that I will have to use this tool every day for the next year. That fires me up to build active engaging learning! Could I really stomach flipping through PowerPoint pages for 365 days in a row?