Patti Shank’s “What Recent Learning Research Says about Designing Synchronous Learning” was my first stop. Before diving in, Patti discussed five key questions to consider when delving into research.

1. What was the number of people involved in the study; (n)?
2. What was the selection method: a convenience sample or a probability sample?
3. What was the methodology? Was it self reporting, observations, or surveys?
4. What were the actual questions asked and methods used?
5. Who were the individuals involved?

She then led the group through the existing literature on synchronous eLearning. Here are three major takeaways:

• Traits and preferences impact how well synchronous works.
• Asynchronous works better for some instruction; synchronous works better for others.
• Good design makes a difference in outcomes in synchronous instruction.

My next stop was “Partnering to Create Dynamic Organizational Learning Interventions” presented by Belinda Brin and Nancy Priest. Brin is the Senior Organization Development Manager at Nestlé Purina PetCare and Priest is a senior executive at Eagle’s Flight in Creative Training Excellence. Both women led a partnership between the organizations to develop training for 7,000 employees. The spoke extensively on “creating a culture of innovation” and how to be a better corporate partner.

Session 508: “Life after eLearning: Realistic Performance Activities in the Workplace” was led by John Low Chief Creative Officer at Carney Inc. He opened with his thoughts on LSCON. John noted a consistent theme, we were all seeking “alternatives to monolithic learning events.” He then took us through a history of learning and training, touching on the Industrial Revolution, systematized training, learning machines, B.F. Skinner, Norman Crowder, all the way to the present with IBM’s Watson and Google Now. John succinctly and accurately stated, “there is a shift from knowing to knowing how to find.”

Because I hadn’t attended any of the Learning Stage events, I left John’s session a little early to head to the Expo Hall where Clark Quinn was leading a panel discussion on mobile mistakes. Robert Gadd, Chad Udell, and Neil Lasher (an official “eLearning Rockstar“) offered some great insights as they took questions from the audience. I wish I had gotten here earlier; it was a lively, no holds barred conversation. Topics ranged from platforms to security to moving beyond apps.

The evening concluded with SolutionFest 2013, which was an opportunity for attendees to showcase their latest tools, technologies, and projects. My only complaint would be the set-up; perhaps next year it should be held in a bigger space. With lots of interested attendees, it was difficult to hear and see all of the demonstrations. However excitement is a good thing; it’s better to have a large crowd than an empty room!

I am really enjoying this year’s conference and looking forward to DevLearn 2013!

Day two began with Morning Buzz, these early morning facilitated discussions are informal share sessions. Today, they ran the gamut from gamification to Section 508 compliance. Afterward attendees gathered for the General Session to listen to Daniel Coyle’s “Hotbed: The Blueprint of High Performance.” This was a real treat. Dan was dynamic, informative, and engaging.

If you are unfamiliar with his work, Dan has been all around the world observing “talent hotbeds” from the slums of Brazil to Beaverton, Oregon. One stage, he shared how high performance relies needs three key habits: REACH, STARE, CONNECT.

1. Maximize Reachfulness: Eliminate passive learning, and try learning on the edge.
2. Fill the Windshield: Find good models to stare at (and emulate), only then will your windshield fill with an image of a better self.
3. Communicate Like a Coach: First connect, and don’t forget to praise effort not ability.

Listening to Dan made me think of “Lords of Dogtown.” Dan asked the audience “Why do kids at play learn the fastest?” Take skateboarders, Dan’s example, who are typically viewed as slackers. In actually they are quite the opposite. Do you know how many times you have to try the trick in order to master it? This is what high performance is all about—practice.

I ended my morning in Kevin Thorn’s session: “How to Communicate to the Visual Cortex—What Learners Don’t See.” Kevin has a background in illustration and animation. The great thing about Kevin is he has taken his passion for visual design and applied it to learning. His session was enjoyable.

Now, the key to a great presentation is holding the audience’s attention. People are inevitably going to meander from room to room at a large conference, but I have to say, I didn’t notice many walking out during Kevin’s session. That’s because he focused on the audience. The exercises were simple but fun; no handouts or complicated questions.

Kevin spoke about the brain’s function in relation to how we view information. He briefly explained the connection between our eyes and our visual cortex, and followed with a brief discussion on central and peripheral vision. What I am about to share is essential for instructional designers: People cannot help but notice objects in the periphery. It is up to you to decide if you want to detract learners or refocus their attention on the screen. I suggest you read Cammy Bean’s article: “Avoiding the Trap of Clicky-Clicky Bling-Bling.”

To close, I leave you with this to ponder: Sometimes we don’t need words, simple shapes and colors can communicate the same idea by tapping into what we already know.

Check back for Part 2.