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	<title>learning design &#8211; Jeff Presents</title>
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		<title>Online Teaching Tips, Tricks, and Ideas</title>
		<link>https://jeffpresents.com/index.php/2019/09/09/2019-9-9-online-teaching-tips-tricks-and-ideas/</link>
		
		<dc:creator><![CDATA[bordenj88]]></dc:creator>
		<pubDate>Mon, 09 Sep 2019 19:23:22 +0000</pubDate>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[IDEAS]]></category>
		<category><![CDATA[Learning]]></category>
		<category><![CDATA[community]]></category>
		<category><![CDATA[constructive criticism]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Discussion]]></category>
		<category><![CDATA[eLearning]]></category>
		<category><![CDATA[generative learning]]></category>
		<category><![CDATA[ideas]]></category>
		<category><![CDATA[learning design]]></category>
		<category><![CDATA[online learning]]></category>
		<category><![CDATA[reform]]></category>
		<category><![CDATA[student expectations]]></category>
		<category><![CDATA[teaching and learning]]></category>
		<category><![CDATA[TED Talk]]></category>
		<category><![CDATA[tips]]></category>
		<category><![CDATA[tricks]]></category>
		<guid isPermaLink="false">http://jeffpresents.com/index.php/2019/09/09/2019-9-9-online-teaching-tips-tricks-and-ideas/</guid>

					<description><![CDATA[<p class="" style="white-space:pre-wrap;">Bringing learning research best practices to bear in the online class.</p>]]></description>
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<p class="" style="white-space:pre-wrap;">At the institute, we are often asked to review online experiences, including performing course audits.  So, personally speaking, over twenty five years<em> I have likely seen 2-3,000 working courses from a review perspective</em>, as audits have been a part of almost every job I have ever held.  </p>
<p class="" style="white-space:pre-wrap;">As such, I have truly seen the good, the bad, and the ugly.  As a proponent of eLearning, I must admit that this view has not always been ideal, often leading to demotiviation rather than confidence, let alone excitement. <em> Because when you know the genuine power and potential of good online teaching and learning design, especially when you have working examples, seeing the lions share of experiences being such poor quality is frustrating.  </em></p>
<p class="" style="white-space:pre-wrap;">(Before this becomes too much of a downer, note two things.  First, if a person who genuinely knows what “good teaching and learning” looks like audits face-to-face courses, which I have also done in the hundreds, <em>the ratio of good to bad is no better.</em>  Second, I will start to provide some solutions here, so this is not simply lamenting.)</p>
<p class="" style="white-space:pre-wrap;"><em>So how can we architect learning through an online medium that promotes the best learning practices?  How can we engage our students in ways that are meaningful and authentic?  How can we do both of these things without needing to spend so much time online that it becomes untenable?  </em></p>
<p class="" style="white-space:pre-wrap;">While not even close to exhaustive, the here are three discussion ideas may help start to change your perspectives, actions, and improve your satisfaction with eLearning.  If you really noodle around with this, you may notice that these discussion ideas play a major role in an eLearning course, if leveraged properly.  This makes the experience a lot more fun for both the teacher and the student…</p>
<ol data-rte-list="default">
<li>
<p class="" style="white-space:pre-wrap;"><strong>Set Student Expectations:</strong> I know this is old news by now, but it underpins everything that will come next.  So, for my online classes, this means telling my students of the expectations I have for their interaction and participation.  I expect them to have a DISCUSSION in my classes, not simply post on a forum and walk away.  How does that happen?  There are the basic logistics: post 5 times per week, over 3 different days, starting on Wednesday and finishing no later than Sunday.  But there is substance too.  Posts must include citations and/or references to relevant learning information.  This can be from the book, but even better is an outside resource to share.  Posts must also include criticism of other students or ideas in a supportive, but reflective manner.  </p>
<p>Note that student expectations should NOT be: “Online learning requires students to be more self-driven, self-motivated, and/or responsible for their learning, so…”  That expectation is trying to make students overcome bad design!</p>
</li>
</ol>
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<p style="margin-left:40px;white-space:pre-wrap;" class=""><strong>2. So let’s talk design for a moment.</strong>  If the truest sense of “flipped learning” has little to do with where homework is filled out and everything to do with flipping the affective, cognitive, and conative aspects of learning on their respective heads, then design matters far more than a lot of people realize.  It’s not just about visual design, nor is it about instructional design alone.  It must include learning design, which means a student-centric, brain-centric framework must be in place.  This means including desirable difficulties, generative learning, spacing effect to promote use of the forgetting curve, and so much more!</p>
<p>From my experience, I have tried to emulate the best of the best here.<em>  I have seen classes where the professor asks students to build something independently first (leveraging Generative learning), then present it in the threads to others, creating all kinds of teachable moments.</em>  I’ve seen profs start the semester with a group project, even though students don’t have enough information to make them work as they’ve never really ever been taught group communication or project management, only to use that safest of places to fail to generate an optimal learning experience.  They then create a second group experience later which goes swimmingly.  Or my personal favorite, the teaching discussion.  I often have my (communication and/or education) students film themselves teaching a topic or subject from the week to peers, family, strangers, etc.  The class then critiques them on both form and content, but think about that for a moment.  The students must genuinely know the material in order to effectively comment on how it was taught to others, plus the student-teacher learns even more from sheer volume.  And trust me when I say that<strong><em> the teachable moments which come from it are powerful and many. </em></strong> Yes, this takes a bit more time and strategic thinking on the front end, but the rewards on the back end are tremendous.  <em>Design matters!</em></p>
<p style="margin-left:40px;white-space:pre-wrap;" class=""><strong>3. </strong>That last one may have made you squint a bit.  Yes,<strong> I expect my students to disagree, debate, criticize, or otherwise explain a differing point of view. </strong> </p>
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<p style="margin-left:40px;white-space:pre-wrap;" class="">One of my favorite exercises is a <em>TED Talk Tournament</em>.  Everyone picks a TED Talk which they feel is particularly good, then each week, one talk is voted “off the island.”  Students look at the week’s communication suggestions, then apply them to the videos being debated, ultimately deciding that one did not leverage the findings from that week’s materials.  Of course, the students who see their videos potentially on the chopping block try to argue the pro side, which also means they often dig through a lot of research and expert opinion to find a way to view their video in another way.  </p>
<p style="margin-left:40px;white-space:pre-wrap;" class="">Before going further, let me stop and say that <strong><em>this is hard.</em></strong>  It likely takes 3-4 weeks before most students are willing to step out onto this ledge with me and another 6-7 weeks before they are any good at it.  Students generally do not like to give another colleague “bad” news (<em>unless they can do so anonymously, but that is another blog post&#8230;</em>).  This is part of the reason sappy, sugary, non-substantive posts which agree with everything, act as if every word is amazing, and sees complete alignment, are so common with students.  (And also such bologna.)   So what does this look like?</p>
<p>I talk from day 1 about being a community of learners.  I also discuss the fact that nobody is perfect &#8211; ever &#8211; and that improving is based largely on conflicting information.  What did I do wrong?  What do others perceive I did wrong?  How can I do it better?  </p>
<p><em>As all posts in my discussions start around an activity, solving a problem, debating a subject, or presenting something to the group, everything is subject to this kind of constructive feedback.</em>  But for those students who just won’t budge, often due to the mental hurdle of calling out someone else’s behavior or product, I bring it back to the individual.  I remind students (and eventually state this sort of thing explicitly via email, and eventually in a discussion if it comes to it) that they look foolish when they praise a bad post.  It suggests they cannot think critically or that they have not done the work in class to know what “good” even looks like.  I remind them that respectfully communicating conflict in a depersonalized way is a higher-order thinking concept, so it shows off just how savvy they really are.  Etc.  </p>
<p class="" style="white-space:pre-wrap;"><em>Next week, I will add another set of tips, tricks, and ideas.</em>  I will be doing this from Rwanda (which will lead to many blogs and articles I’m sure) as I talk with faculty at Davis College about the most effective teaching practices we know of, regardless of modality.  </p>
<p class="" style="white-space:pre-wrap;">Until then, see if some of these thoughts can help you supercharge your discussion boards.  Just remember one thing before you start redesigning anything.  Just like it takes students multiple attempts to do something proficiently, let alone with mastery, give yourself a bit of time and leniency to make some mistakes along the way.  <em>How you enforce, grade, promote, and utilize discussions will ebb and flow over time, but doing so in a highly interactive way may take a few tries.  </em></p>
<p class="" style="white-space:pre-wrap;">Good luck and good learning.</p>
]]></content:encoded>
					
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">214</post-id>	</item>
		<item>
		<title>Those College Students Don&#8217;t Look Like They&#8217;re Learning Anything</title>
		<link>https://jeffpresents.com/index.php/2018/09/17/2018-9-17-those-college-students-dont-look-like-theyre-learning-anything/</link>
		
		<dc:creator><![CDATA[bordenj88]]></dc:creator>
		<pubDate>Mon, 17 Sep 2018 20:20:53 +0000</pubDate>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[Learning]]></category>
		<category><![CDATA[Boredom]]></category>
		<category><![CDATA[boring]]></category>
		<category><![CDATA[Boston]]></category>
		<category><![CDATA[Brain Rules]]></category>
		<category><![CDATA[camera]]></category>
		<category><![CDATA[Colleges]]></category>
		<category><![CDATA[connectivism]]></category>
		<category><![CDATA[George Siemens]]></category>
		<category><![CDATA[instruction]]></category>
		<category><![CDATA[John Medina]]></category>
		<category><![CDATA[learning design]]></category>
		<category><![CDATA[Learning on Liberty]]></category>
		<category><![CDATA[learning science]]></category>
		<category><![CDATA[lecture]]></category>
		<category><![CDATA[make it stick]]></category>
		<category><![CDATA[Peter Brown]]></category>
		<category><![CDATA[professors]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[Universities]]></category>
		<guid isPermaLink="false">http://jeffpresents.com/index.php/2018/09/17/2018-9-17-those-college-students-dont-look-like-theyre-learning-anything/</guid>

					<description><![CDATA[<p style="white-space: pre-wrap;">Here we are in 2018, at some of the most “elite” institutions in the country, with an 11-year-old pointing out an obvious, but unchanging truth.&#160; “Those college students don’t look like they’re learning anything.”  </p>]]></description>
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<p style="white-space: pre-wrap;">I recently returned from a trip to <strong>Boston</strong>, MA.  It was a fantastic trip full of learning, sightseeing, conference attendance, and work.  My family accompanied me and we were excited to see the Revolutionary War come to life for our 11-year-old, who ate up the first-person, narrated tours, as well as the incredible stories of wins and losses.  I have a profound new appreciation for <a href="https://www.bostonteapartyship.com/john-hancock-facts" target="_blank" rel="noopener">John Hancock</a>, John &#038; Samuel Adams, and Paul Revere!  <em> (I also understand why so many people lament driving in Boston.  It’s…well, it’s stupid…but that will have to wait for another blog.)</em></p>
<p style="white-space: pre-wrap;">During our trip, we took my daughter to see a handful of Colleges and Universities in the area.  Thought of by many as the (American) higher education <a href="https://www.bostonglobe.com/magazine/2018/04/03/boston-nation-college-capital-here-how-keep-that-way/1OINDOWirlTaCHrcszctGK/story.html" target="_blank" rel="noopener">capital</a> city, Boston sees an inner ring of <em>35 institutions,</em> a middle ring of <em>80 institutions</em>, and all-in, sees more than <strong><em>100 institutions</em></strong> within a 60 minute drive from the airport.  So, taking our college-bound daughter<em> (this is talked about like a ‘given’ almost every day)</em> to see some of the colleges and universities she already knows by name was on the itinerary from the start.  </p>
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<p style="white-space: pre-wrap;"><strong><em>Trying to get an 11-year-old excited about college is both easy and difficult.</em></strong>  It’s easy to talk about independence, events, potential friendships, and more.  When walking the campuses, we watched her eyes light up at the “grown up” girls <em>(although they didn’t look more than 13 or 14 to me…), </em>enthralled by the eclectic fashion choices worn by the coeds. <em> (I didn’t have the heart to tell her that most of the girls were wearing sweatshirts, leggings, and pony-tails because it was easy, not because it was fashionable, nor is she anywhere close enough to know about the ‘walk of shame’ we witnessed a few different times…)</em></p>
<p style="white-space: pre-wrap;">But on the other side, the side that’s important to my wife and I, <strong>the learning side</strong>, it’s a harder sell.  She knows that college is hard and (<em>as only my child would</em>) she can tell you that “rigor” means different things to different people.  As well, she understands that much of what is considered “rigorous” by university professors is not rigorous at all, but again, that is another blog.  </p>
<p style="white-space: pre-wrap;">So, when we started walking up the steps of hall after hall, places that almost look like buildings from Hogwarts with incredible spires, stained-glass windows, ivy covered walls, flanked by statues or even gargoyles, her interest was piqued. <em> “So, this is where the learning transpires,”</em> we could see her thinking.  We did pass a few labs and even saw a group of students with long nets and boxes headed toward a lake, obviously doing some kind of Freshman Earth science experiment.  That was promising.<strong>  Until it all fell apart.</strong></p>
<p style="white-space: pre-wrap;"><em>We likely looked in on 25 or 30 classrooms across 7 institutions,</em> most of which are “famous” in America.  Some were huge with 200-300 students.  Most held 40-50.  <em>But in every classroom, save one, my daughter saw exactly the same thing.</em>  <strong><em>A single professor stood at the front of the room, talking with (usually) little affect, with a third of the students writing or typing notes, another third surfing the web, and another third day-dreaming if not literally asleep.  </em></strong>My daughter, often on tip-toes, her tiny fingers grasping a narrow window frame, would peer through the checkered glass, seeing <strong>boredom and tedium and dullness </strong>on display.  The single non-lecturing classroom we encountered was showing a video (which she noticeably appreciated).  But it was after the 20th (or so) classroom we viewed when she exclaimed to no one in particular the title of this blog, “<em>Those college students don’t look like they’re learning anything.”</em></p>
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            <noscript><img data-recalc-dims="1" decoding="async" src="https://i0.wp.com/images.squarespace-cdn.com/content/v1/5a8d040564b05f9d780ecc2f/1537216460853-0WQQT9P5YCL12HMM1EC1/ke17ZwdGBToddI8pDm48kP7Z3cFbRZzSRtZN2KqLhgZZw-zPPgdn4jUwVcJE1ZvWQUxwkmyExglNqGp0IvTJZUJFbgE-7XRK3dMEBRBhUpwuzylnYjdHQn-OfLX--s-FP7oI6s_OL64aihNW8NF9whOO0g5xn6rxb1-3jNYbFB0/BoredStudent.jpg?w=1220&#038;ssl=1" alt="BoredStudent.jpg" /></noscript><img data-recalc-dims="1" decoding="async" class="thumb-image" src="https://i0.wp.com/images.squarespace-cdn.com/content/v1/5a8d040564b05f9d780ecc2f/1537216460853-0WQQT9P5YCL12HMM1EC1/ke17ZwdGBToddI8pDm48kP7Z3cFbRZzSRtZN2KqLhgZZw-zPPgdn4jUwVcJE1ZvWQUxwkmyExglNqGp0IvTJZUJFbgE-7XRK3dMEBRBhUpwuzylnYjdHQn-OfLX--s-FP7oI6s_OL64aihNW8NF9whOO0g5xn6rxb1-3jNYbFB0/BoredStudent.jpg?w=1220&#038;ssl=1" data-image="https://images.squarespace-cdn.com/content/v1/5a8d040564b05f9d780ecc2f/1537216460853-0WQQT9P5YCL12HMM1EC1/ke17ZwdGBToddI8pDm48kP7Z3cFbRZzSRtZN2KqLhgZZw-zPPgdn4jUwVcJE1ZvWQUxwkmyExglNqGp0IvTJZUJFbgE-7XRK3dMEBRBhUpwuzylnYjdHQn-OfLX--s-FP7oI6s_OL64aihNW8NF9whOO0g5xn6rxb1-3jNYbFB0/BoredStudent.jpg" data-image-dimensions="555x370" data-image-focal-point="0.5,0.5" alt="BoredStudent.jpg" data-load="false" data-image-id="5ba00fccf950b7fb081cf272" data-type="image" />
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<p style="white-space: pre-wrap;">I didn’t know how to respond. After all, learning science has produced highly replicable evidence that suggests she is exactly right.  Books like <em>Make It Stick (Brown, Roediger, McDaniel, 2015)</em> explain why the old methodologies like lecturing or re-reading notes may <strong><em>feel </em></strong>like learning (both to professors and students) but in fact, <strong>they are not driving learning at all.</strong>  Research by neuroscientists like <em>Medina (Brain Rules, 2014</em>) and as illustrated by documentarians like <em>Nerenberg (Boredom, 2012)</em> clearly explain <em>the isolating and depressing problems with learning space design, the generation of “killer” hormones like cortisol attached to elongated periods of boredom, and the negative nature of autonomous work</em> all point to better ways.  Yet here we are in 2018, at some of the most “elite” institutions in the country, with an 11-year-old pointing out an obvious, but unchanging truth.  </p>
<p style="white-space: pre-wrap;">We debriefed about it for part of our time walking those hallowed hallways.  I tried to explain that while things were changing, <em>it is happening slowly</em>.  There are statistics which suggest there is less lecturing today than ever before.  But of course, seeing is believing.  She didn’t believe the stats.  Granted, we didn’t take her to any community colleges where, statistically speaking, she would be more likely to see learner-centered instruction.  We probably did not walk past any Education classes either, where the instructors literally know better than to talk and test as their main methodology.  We also explained that ‘active’ learning sees little, definitional agreement among researchers as well as practitioners, so surveys of those groups and/or students often helps none.  (She rolled her eyes at the silliness of that.)</p>
<p style="white-space: pre-wrap;">My daughter soon jumped into the research pool herself, stating that better data might be gained if we were to <strong>put a Kinect camera in the back of every classroom</strong> to determine how much lecturing happens or better yet, a camera at the front to see how many students are bored!  <em>(We had to explain that this indeed would be a fantastic data source but then we had to explain why it would never happen…) </em> We had a talk about how very hard it is to design <strong>learning that is enjoyable and motivating while also being informative, potentially persuasive, and memorable </strong><em>(to which she reminded us of our consistent message that people should not do what is easy, but what is best)</em>.  We discussed how some professors know so much information about a subject, they forget what it is to be a novice, with little connection to the parts nor the whole.  But none of it resonated with her.  She wasn’t buying the excuses.  <em>She saw what she saw.</em></p>
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            <noscript><img data-recalc-dims="1" decoding="async" src="https://i0.wp.com/images.squarespace-cdn.com/content/v1/5a8d040564b05f9d780ecc2f/1537214264258-CUZYUSNX2IRGDFS47S64/ke17ZwdGBToddI8pDm48kLpFqJGTbXBdzuRVuRL50LV7gQa3H78H3Y0txjaiv_0fDoOvxcdMmMKkDsyUqMSsMWxHk725yiiHCCLfrh8O1z5QHyNOqBUUEtDDsRWrJLTmmV5_8-bAHr7cY_ioNsJS_yhdyKQuRCu7CwFkriJMorbF173m8iQbIEKe9UZqwV1a/MakeItStick.jpg?w=1220&#038;ssl=1" alt="We KNOW better…." /></noscript><img data-recalc-dims="1" decoding="async" class="thumb-image" src="https://i0.wp.com/images.squarespace-cdn.com/content/v1/5a8d040564b05f9d780ecc2f/1537214264258-CUZYUSNX2IRGDFS47S64/ke17ZwdGBToddI8pDm48kLpFqJGTbXBdzuRVuRL50LV7gQa3H78H3Y0txjaiv_0fDoOvxcdMmMKkDsyUqMSsMWxHk725yiiHCCLfrh8O1z5QHyNOqBUUEtDDsRWrJLTmmV5_8-bAHr7cY_ioNsJS_yhdyKQuRCu7CwFkriJMorbF173m8iQbIEKe9UZqwV1a/MakeItStick.jpg?w=1220&#038;ssl=1" data-image="https://images.squarespace-cdn.com/content/v1/5a8d040564b05f9d780ecc2f/1537214264258-CUZYUSNX2IRGDFS47S64/ke17ZwdGBToddI8pDm48kLpFqJGTbXBdzuRVuRL50LV7gQa3H78H3Y0txjaiv_0fDoOvxcdMmMKkDsyUqMSsMWxHk725yiiHCCLfrh8O1z5QHyNOqBUUEtDDsRWrJLTmmV5_8-bAHr7cY_ioNsJS_yhdyKQuRCu7CwFkriJMorbF173m8iQbIEKe9UZqwV1a/MakeItStick.jpg" data-image-dimensions="1000x1781" data-image-focal-point="0.5,0.5" alt="We KNOW better…." data-load="false" data-image-id="5ba007378a922d03bdf4108c" data-type="image" />
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<p>We KNOW better….</p>
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<p style="white-space: pre-wrap;">The whole thing led my wife and I to a few hushed conversations.  First, we will never take our daughter to a campus without pre-screening it again.  <em>Boston did not help us make our case for the importance of college</em>.  But second, we talked at length about why things are still like this?  <strong>We know better</strong>, yet most academics either don’t know it, have chosen to ignore the research proving it, or have simply chosen not to act on it.  I hearken back to a quote I heard last year from a man I respect deeply.  George Siemens, famous originator of the MOOC and the theory <a href="https://en.wikipedia.org/wiki/Connectivism" target="_blank" rel="noopener">Connectivism </a>said, <em>“I wonder when it will become illegal to teach by lecture.  No longer worthy of the placebo effect in experiments, the mounting evidence is so clear that active learning strategies are better in every measurable way, I wonder when Do-No-Harm will be invoked in the classroom?”</em></p>
<p style="white-space: pre-wrap;">I keep telling myself (and my little girl) that <strong><em>I’m doing everything in my power to change this </em></strong>before she gets to college.  I have said that for 11 years.  But I can’t help but wonder if I’m going to run out of time…</p>
<p style="white-space: pre-wrap;">Good luck and good learning.</p>
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		<title>Welcome to Jeff Presents&#8230;</title>
		<link>https://jeffpresents.com/index.php/2018/03/24/hello-world/</link>
					<comments>https://jeffpresents.com/index.php/2018/03/24/hello-world/#comments</comments>
		
		<dc:creator><![CDATA[bordenj88]]></dc:creator>
		<pubDate>Sat, 24 Mar 2018 09:42:28 +0000</pubDate>
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		<category><![CDATA[jeff borden]]></category>
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		<guid isPermaLink="false">http://jeffpresents.com//?p=1</guid>

					<description><![CDATA[&#8220;As a teacher, if I don&#8217;t know the answer, I&#8217;ll tell you I do. Then I will inform you that it&#8217;s much more important for you to find the answer yourself so as to learn it. Finally, once you find the answer, I&#8217;ll have you email me so I can tell you if it&#8217;s right&#8230;&#8221; Dr. Jeff Borden delivers keynote addresses and workshops in an unconventional manner.  He actually uses what we know to be effective practices when speaking, teaching, facilitating, or consulting.  What does that mean? We know that lecture is likely the single-worst form of communication available if the desired outcome is to remember and also an impetus for change.  We know from brain research that PowerPoint stinks.  We know from hundreds of years of learning experiments that listeners who &#8220;do&#8221; are far more impacted than listeners who solely listen.  Jeff not only speaks about this very research, but actually models it in his presentations, ensuring audiences will laugh, possibly cry, but engage with ideas meaningfully and transformationally throughout.]]></description>
										<content:encoded><![CDATA[<p><img data-recalc-dims="1" fetchpriority="high" decoding="async" data-attachment-id="39" data-permalink="https://jeffpresents.com/index.php/2018/03/24/hello-world/oebkeynote2/" data-orig-file="https://i0.wp.com/jeffpresents.com/wp-content/uploads/2018/01/OEBKeynote2.jpg?fit=798%2C530&amp;ssl=1" data-orig-size="798,530" data-comments-opened="1" data-image-meta="{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;Jeff Borden&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;1323357683&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}" data-image-title="OEBKeynote2" data-image-description="" data-image-caption="" data-medium-file="https://i0.wp.com/jeffpresents.com/wp-content/uploads/2018/01/OEBKeynote2.jpg?fit=300%2C199&amp;ssl=1" data-large-file="https://i0.wp.com/jeffpresents.com/wp-content/uploads/2018/01/OEBKeynote2.jpg?fit=798%2C530&amp;ssl=1" class="alignright size-medium wp-image-39" src="https://i0.wp.com/jeffpresents.com/wp-content/uploads/2018/01/OEBKeynote2.jpg?resize=300%2C199" alt="Jeff Borden giving a keynote address in Germany" width="300" height="199" srcset="https://i0.wp.com/jeffpresents.com/wp-content/uploads/2018/01/OEBKeynote2.jpg?resize=300%2C199&amp;ssl=1 300w, https://i0.wp.com/jeffpresents.com/wp-content/uploads/2018/01/OEBKeynote2.jpg?resize=768%2C510&amp;ssl=1 768w, https://i0.wp.com/jeffpresents.com/wp-content/uploads/2018/01/OEBKeynote2.jpg?resize=360%2C239&amp;ssl=1 360w, https://i0.wp.com/jeffpresents.com/wp-content/uploads/2018/01/OEBKeynote2.jpg?w=798&amp;ssl=1 798w" sizes="(max-width: 300px) 100vw, 300px" /><strong><em>&#8220;As a teacher, if I don&#8217;t know the answer, I&#8217;ll tell you I do. Then I will inform you that it&#8217;s much more important for you to find the answer yourself so as to learn it. Finally, once you find the answer, I&#8217;ll have you email me so I can tell you if it&#8217;s right&#8230;&#8221;</em></strong></p>
<p>Dr. Jeff Borden delivers keynote addresses and workshops in an unconventional manner.  He actually uses what we know to be effective practices when speaking, teaching, facilitating, or consulting.  What does that mean?</p>
<p>We know that lecture is likely the single-worst form of communication available if the desired outcome is to remember and also an impetus for change.  We know from brain research that PowerPoint stinks.  We know from hundreds of years of learning experiments that listeners who &#8220;do&#8221; are far more impacted than listeners who solely listen.  Jeff not only speaks about this very research, but actually models it in his presentations, ensuring audiences will laugh, possibly cry, but engage with ideas meaningfully and transformationally throughout.</p>
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