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Transcript of World Class Communication Skills - Accessible to Everyone CRACKING THE COMPLEXITY CODE To optimise...
World Class Communication Skills - Accessible to Everyone
CRACKING THE COMPLEXITY
CODE
To optimise learning
World Class Communication Skills - Accessible to Everyone
INTRODUCTION
BACKGROUND Have you ever been to a really boring or
confusing lecture?
Did you learn a lot from these lectures?
BACKGROUND But there are probably other lectures which
you found really interesting!
And you probably learnt a lot more!
BACKGROUND So what makes the difference?
BACKGROUND So what makes the difference? There are some well known factors
The Presenter
Subject Matter
Presentation Aids
Delivery(Style, Pace, Engagement,
etc.)
A lot has been written about these
BACKGROUND For lectures and presentations And for eLearning (and other documents)
The Presenter
Subject Matter
Presentation Aids
Delivery(Style, Pace, Engagement,
etc.)
The Presenter
Subject Matter
Media
Delivery(Style, Pace, Engagement,
etc.)
There is a lot of commonality
ATTENTION
ATTENTION
The Presenter
Subject Matter
Media
Delivery(Style, Pace, Engagement,
etc.)
BACKGROUND And there is a key feature that underpins
all of these aspects
The Presenter
Subject Matter
Presentation Aids
Delivery(Style, Pace, Engagement,
etc.)
How much attention is generatedTHIS IS CRITICAL
ATTENTION
ATTENTION
The Presenter
Subject Matter
Media
Delivery(Style, Pace, Engagement,
etc.)
BACKGROUND Because attention is a primary key to
learning
The Presenter
Subject Matter
Presentation Aids
Delivery(Style, Pace, Engagement,
etc.)
Source: Oades & Sartory, 1997; Choi, Seitz & Watanabe, 2009
ATTENTION
ATTENTION
COMPLEXITY
COMPLEXITY
The Presenter
Subject Matter
Media
Delivery(Style, Pace, Engagement,
etc.)
BACKGROUND And a key factor in creating attention is
complexity (which is often poorly understood)
The Presenter
Subject Matter
Presentation Aids
Delivery(Style, Pace, Engagement,
etc.)
Source: Bruner & Kumar, 2000; Stevenson, Bruner & Kumar, 2000; Geissler, Zinkhan, Watson, 2006
But it affects all of these factors
COMPLEXITY
COMPLEXITY
The Presenter
Subject Matter
Media
Delivery(Style, Pace, Engagement,
etc.)
WHY IS COMPLEXITY IMPORTANT?
The Presenter
Subject Matter
Presentation Aids
Delivery(Style, Pace, Engagement,
etc.)
Research has shown that there is a link between complexity and attention
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
Source: Underlying attention model adapted from information at : Geissler, Zinkhan & Watson, 2006; Singh, Dalal & Spears, 2005; Carneiro, 2000; Donderi, 2006; Dale & Arnell, 2010; Sanders & Astheimer, 2008 ; Parmentier, Maybery & Elsey, 2010, Van der Stigchel & Theeuwees, 2007; Gibson, 1979; Ahissar, 1997
BOGGLE CLIFF
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
WHY IS COMPLEXITY IMPORTANT?
Clearly our aim should be to build lessons with this level of complexity!
Source: Underlying attention model adapted from information at : Geissler, Zinkhan & Watson, 2006; Singh, Dalal & Spears, 2005; Carneiro, 2000; Donderi, 2006; Dale & Arnell, 2010; Sanders & Astheimer, 2008 ; Parmentier, Maybery & Elsey, 2010, Van der Stigchel & Theeuwees, 2007; Gibson, 1979; Ahissar, 1997
BOGGLE CLIFF
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
WHY IS COMPLEXITY IMPORTANT?
But how do we find this ‘sweet spot’?
Source: Underlying attention model adapted from information at : Geissler, Zinkhan & Watson, 2006; Singh, Dalal & Spears, 2005; Carneiro, 2000; Donderi, 2006; Dale & Arnell, 2010; Sanders & Astheimer, 2008 ; Parmentier, Maybery & Elsey, 2010, Van der Stigchel & Theeuwees, 2007; Gibson, 1979; Ahissar, 1997
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
WORKING OUT OPTIMUM COMPLEXITY
Research has been conducted in a range of different fields
Source: Underlying attention model adapted from information at : Geissler, Zinkhan & Watson, 2006; Singh, Dalal & Spears, 2005; Carneiro, 2000; Donderi, 2006; Dale & Arnell, 2010; Sanders & Astheimer, 2008 ; Parmentier, Maybery & Elsey, 2010, Van der Stigchel & Theeuwees, 2007; Gibson, 1979; Ahissar, 1997
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
WORKING OUT OPTIMUM COMPLEXITY
For example, a lot of work has been done in the fields of biopsychology and psychophysics
Eye Eye
OpticNerves
OpticNerves
LGN LGN
VisualCortex
VisualCortex
FrontalCortex
VisualCortexEye
LGN
Hippocampi
WORKING OUT OPTIMUM COMPLEXITY
Formulae have been created to measure the effects (For example these are for visual complexity)
Source: Solomanoff, 1986; Van der Helm, 2000; Lee (2003)
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
P(S I I,K)=P(S I I,K)x P(S,K)/P(I,K) (Heuristic Bayesian Model - S=Scene, I=Image, K=Prior Knowledge -Shows the effects of Top Down & Bottom Up)
P(H/D)= [p(D/H) x p(H)/p(D) (Algorithmic Information Theory – H=Perceptual Hypothesis, D=Sensory input data – Likelihood principle of sensory input leading to perception)
I(H/D)= I(H) +I(D/H)-I(D) (Simplicity Approach – H=Percept, D=Sensory input data – Possible percept + conditional complexity of D minus the complexity of the data)
But in their own right these types of research aren’t very useful for real world development
WORKING OUT OPTIMUM COMPLEXITY
But this type of research formed a good foundation
To create a system that is useful in real world L&D
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
This journey started in 1983
And it is continuing through
WORKING OUT OPTIMUM COMPLEXITY
Today I will introduce you to some core concepts And I will give you more information in later sessions
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
These will be approaches you can use immediately
WHAT CREATES COMPLEXITY?
WHAT CREATES COMPLEXITY?
In its simplest form complexity is about the balance between:
The complexity of the input
The ability of the brain to handle the input
When the right balance is found - attention should
typically be high
WHAT CREATES COMPLEXITY?
If there is low complexity people may find the lesson boring and switch off (look for gratification elsewhere)
Low complexity of the input
The brain engages in gratifying activityLOW ATTENTION
WHAT CREATES COMPLEXITY?
The input is too complex
The brain focusses on agratifying activity
If the input is too complex the brain can focus on other things (that will generate gratification)
LOW ATTENTION
WHAT CREATES COMPLEXITY?
Clearly different people have different mental capabilities (and this will affect the boggle cliff)
But there is enough commonality to generate useful approaches that will work for most people (For example)
Baker, E., 1981, ‘Everyday Reasoning’. Prentice Hall, Englewood Cliffs, New Jersey, and Black, M., 1952, ‘Critical Thinking: An Introduction to Logic and Scientific Method’. Prentice Hall, New York, and Cederblom, J., 1991, ‘Critical Reasoning: Understanding and Criticising Arguments and Theories’ 3rd Edn. Wadsworth Publishing Co. Belmont, California, and Dauben, J., 1995, ‘Abraham Robinson: The Creation of Nonstandard analysis: A personal and mathematical odyssey’. Princeton University Press, Princeton, and Dauer, F., 1989, ‘Critical Thinking: An Introduction to Reasoning’. Oxford University Press, New York, and Flesch, R., 1951, ‘The Art of Clear Thinking’. Harper, New York, and Fraenkel, A., 1961, ‘Abstract Set Theory’ 2nd Edn. North-Holland Publishing Company, Amsterdam, and George, R., 1977, ‘Precision Language and Logic’. Pergamon Press, New York, and Giannini, R., Rackwitz, R., and Pinto, P., 1991, ‘Action Scenarios and Logic Trees’ Zurich, Switzerland, and Hallett, G., 1984, ‘Logic for the labyrinth: A Guide to Critical Thinking’. University Press of America, Lanham, and Harris, E., 1987, ‘Formal Transcendental and Dialectic Thinking: Logic and Reality’. State University of New York Press, Albany, and Josephson, J., and Josephson, S., 1994, ‘Abductive Inference: computation, philosophy, technology’. Cambridge University Press, New York, and Mander, A., 1936, ‘Clearer Thinking. Logic for Everyman’. Watts Publishing, London and Missimer, C., 1990, ‘Good Arguments: An Introduction to Critical Thinking’. Prentice Hall, Englewood Cliffs, New Jersey, and Piatelli-Palmarini, M., (Translated by Piatelli-Parlmarini, M., and Botsford, K.), 1994, ‘Innevitable Illusions: How Mistakes of Reason Rule our Minds’. Wiley, New York, and Porn, I,. Holmstrom, G., Jones, A., 1985, ‘Action Logic and Social History’. Philosophical Society of Finland, Helsinki, and Rock, I., 1983,
‘The Logic of Perception’. M.I.T. Press, Cambridge Massachusetts, and Salmon, M., [Ed. Fogelin, R.], 1984, ‘Introduction to Logic and Critical Thinking’. Harcourt Brace Jovanovich, San Diego, and Smith, D. and McIntyre, R., 1982, ‘Husserl and Intentionality: A Study of Mind, Meaning and Language’. D. Reidel Publishing Company, Dordrecht, Holland, and Thouless, R., 1953, ‘Straight and Crooked Thinking’. Pan Books, London, and Weinberg, J., 1965, ‘Abstraction, Relation and Induction: Three Essays in the History of Thought’. University of Wisconsin Press, Madison.
WHAT CREATES COMPLEXITY?
The challenge has been to merge these (and
many others) to create a useful working solution
This is where the complexity model I will be describing can be very useful for practical L&D
This begins by identifying 4 fundamental factors 4
WHAT CREATES COMPLEXITY?
The first of these factors is Content Content relates to the complexity of the information It is affected by:
Extent of the input (How much is being provided)
Structure of the input (Is it logical and easy to understand)
Abstraction of the input (Is it concrete or abstract information)
CONTENT
As an
Example
CLT
WHAT CREATES COMPLEXITY?
CONTENT
ABSTRACT SYMBOLS
SOUND ONLY
SIGHT ONLY
SIGHT ANDSOUND
SIMULATEDEXPERIENCE
ACTUALEXPERIENCE
Passive Single Channel Input that needs to be decoded effectively for storage in Long Term Memory
RecordingsRadio/Telephone
Speaker Only
TextSymbols
Still PicturesDiagrams/Charts/Maps etc.
Silent Motion Pictures
Illustrated lecturesVideos
Directive Demonstrations
Audience Inclusive DemonstrationsRole Playing (Dramatised Experiences)
Workshops and Group Design Process with output
Direct Experience (e.g. building/operating/doing)
Passive Single Channel Input stimulating hearing only
Passive Single Channel Input stimulating sight only, but using graphical or iconic input
Passive Dual Channel Input
Active Multi-Channel Experience in simulated situation
Active Multi-Channel experience in real situation
COMMUNICATIONS CHANNELSCONTENT
AB
STR
AC
TC
ON
CR
ETE
AC
TIVE
PASS
IVE
LIKELY RETENTION OF INFORMATION(The broader the tier the more information is typically remembered)
Source: Adapted from information at Dale, E., 1969, ‘Audiovisual Methods in Teaching’. 3rd Edn. Holt Rinehart and Winston, Inc., New York, pp. 107-140 and Mayer, R., and Moreno, R.,1998, ‘A split-attention effect in multimedia learning: Evidence for dual information processing systems in working memory.’ Journal of Educational Psychology, 90, pp. 312-320 and Sloan, P., and Latham, R., 1981, ‘Teaching Reading Is….’ Nelson, Melbourne, p. 90 and Wiman, and Meirhenry, 1960, ‘Educational Media’. Charles Merrill, New York, and Paivio, A, 1991, ‘Dual-coding theory: Retrospect and current status’. Canadian Journal of Psychology, 45 93, pp. 255-287 and Cole, P., and Chan, L., 1994, ‘Teaching Principles and Practice’. 2nd Edn. Prentice Hall, Sydney, p. 151 and Sinatra, R., 1986, ‘Visual Literacy Connections to Thinking, Reading and Writing, Charles C. Thomas, Springfield Illinois, p. 157
WHAT CREATES COMPLEXITY?
CONTENT
ABSTRACT SYMBOLS
SOUND ONLY
SIGHT ONLY
SIGHT ANDSOUND
SIMULATEDEXPERIENCE
ACTUALEXPERIENCE
Passive Single Channel Input that needs to be decoded effectively for storage in Long Term Memory
RecordingsRadio/Telephone
Speaker Only
TextSymbols
Still PicturesDiagrams/Charts/Maps etc.
Silent Motion Pictures
Illustrated lecturesVideos
Directive Demonstrations
Audience Inclusive DemonstrationsRole Playing (Dramatised Experiences)
Workshops and Group Design Process with output
Direct Experience (e.g. building/operating/doing)
Passive Single Channel Input stimulating hearing only
Passive Single Channel Input stimulating sight only, but using graphical or iconic input
Passive Dual Channel Input
Active Multi-Channel Experience in simulated situation
Active Multi-Channel experience in real situation
COMMUNICATIONS CHANNELSCONTENT
AB
STR
AC
TC
ON
CR
ETE
AC
TIVE
PASS
IVE
LIKELY RETENTION OF INFORMATION(The broader the tier the more information is typically remembered)
Source: Adapted from information at Dale, E., 1969, ‘Audiovisual Methods in Teaching’. 3rd Edn. Holt Rinehart and Winston, Inc., New York, pp. 107-140 and Mayer, R., and Moreno, R.,1998, ‘A split-attention effect in multimedia learning: Evidence for dual information processing systems in working memory.’ Journal of Educational Psychology, 90, pp. 312-320 and Sloan, P., and Latham, R., 1981, ‘Teaching Reading Is….’ Nelson, Melbourne, p. 90 and Wiman, and Meirhenry, 1960, ‘Educational Media’. Charles Merrill, New York, and Paivio, A, 1991, ‘Dual-coding theory: Retrospect and current status’. Canadian Journal of Psychology, 45 93, pp. 255-287 and Cole, P., and Chan, L., 1994, ‘Teaching Principles and Practice’. 2nd Edn. Prentice Hall, Sydney, p. 151 and Sinatra, R., 1986, ‘Visual Literacy Connections to Thinking, Reading and Writing, Charles C. Thomas, Springfield Illinois, p. 157
CONTEXT
Context is the complexity of the new information in relation to what they already know:
Affected by a range of factors such as: Knowledge (What they know & does this align to what they know) Paradigm (Is this knowledge acceptable) Conventions (Does the input conform to what they already know)
CONTENT
We will talk about this more tomorrow
PersonalityType
Agendas(Internal/External)
Knowledge(Subject/Situation)
Culture(Societal/Organisational)
Human Nature(Universal)
CONTINUITYCONTEXT
WHAT CREATES COMPLEXITY?
Continuity is the complexity of the input flow. Affected by a range of factors such as:
Linkages (Does the information fit together and are the linkages clear) Gaps (Has something important to them been missed) Flow from previous lessons (Is there cross-lesson continuity)
CONTENT
CLUTTER
CONTINUITYCONTEXT
WHAT CREATES COMPLEXITY?
Clutter is the complexity related to the clarity of the input.
It is affected by the clarity of: Key information (how clear is the key – germane – message) Extraneous information (is there too much of the
wrong information)
CONTENT
To
demonstrate
this
CLT
It is much more involved than just the
information – it applies to all inputs
together
WHAT CREATES COMPLEXITY?
This model therefore: fills some key gaps in other frameworks merges a range of frameworks to deliver a
single solution
CLUTTER
CONTINUITYCONTEXT
CONTENT
USING COMPLEXITYIN THE REAL WORLD
USING COMPLEXITY We will show you tomorrow how you can apply this
(in really practical ways)
To rapidly develop very effective teaching and learning systems (e.g. lectures or eLearning)
CLUTTER
CONTINUITYCONTEXT
CONTENT
Increase
Comprehension
~40%
Increase
Retention up to
200%
From independent research conducted by RTIO and UWA
USING COMPLEXITY In the next session (B8: 11:00AM – P3)
You will see how to use cognitive templates
To find the optimal complexity for your message
CLUTTER
CONTINUITYCONTEXT
CONTENT
CLUTTER
CONTINUITYCONTEXT
CONTENT
RA SO P
CLUTTER
CONTINUITYCONTEXT
CONTENT
USING COMPLEXITY In the last session (B9: 11:45AM – P3)
You will see how to use powerful visual techniques
To optimise the perception of the message
CLUTTER
CONTINUITYCONTEXT
CONTENT
These are based on the latest research
CLUTTER
CONTINUITYCONTEXT
CONTENT
USING COMPLEXITY Use them together to help hit the optimal complexity
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
CLUTTER
CONTINUITYCONTEXT
CONTENT
CLUTTER
CONTINUITYCONTEXT
CONTENT
USING COMPLEXITY To improve comprehension and shape impressions
for your trainees
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
CLUTTER
CONTINUITYCONTEXT
CONTENT
USING COMPLEXITY Whether you are using
face-to-face learning
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
CLUTTER
CONTINUITYCONTEXT
CONTENT
USING COMPLEXITY Or eLearning
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
CLUTTER
CONTINUITYCONTEXT
CONTENT
USING COMPLEXITY Or any other type of learning
ComplexityLOW HIGH
Att
en
tio
n /
Inte
rest
LOW
HIGH
CLUTTER
CONTINUITYCONTEXT
CONTENT
World Class Communication Skills - Accessible to Everyone
CONCLUSION
CONCLUSION In this session we have only provided a high
level overview
For a critical teaching & learning element that is universally applicable (use it with any approach, delivery system, or framework)
To substantially improve learning outcomes
We will drill down into these concepts in the following sessions
CONCLUSION If you want to learn more:
I can send out handouts to you
Please feel free to come and chat
Go to my web site for more information www.seahorses-consulting.com
Come along to the sessions tomorrow
Pick up a copy of the book (this explains the practical approach for message development – proceeds to the Clown Doctors) – or go to: http://woodslaneonline.com.au/title.aspx?isbn=1921606665
World Class Communication Skills - Accessible to Everyone
THANK YOU
Thank you very much for your attention and input