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ATD ICE 2016 Sessions #S4CE #TU102 #W100: Practical Usage of Social Media for Formal Learning

In 2016, I will speaking 3 times at the ATD 2016 International Conference and Exposition in Denver.

2 full sessions on the practical use of social media in formal learning

  • Tuesday TU102 = the full session with all the practical example
  • Wednesday W100 = repetition of that same session

..and on Sunday, a short speech during session S4CE Community Express, Learning Technologies Fast Track.



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Watch the pre-session introduction video on YouTube

  • 84 seconds explaining what we will be doing in the session

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All references + tools mentioned in the full concurrent sessions


Background ideas (not shared in my sessions)


Interesting examples of social media in learning (not shared in my sessions)


Great books about specific social media tools:


My Prezi presentations on related topics:


ps – I reported on almost all the sessions I followed at previous A(S)TD ICE and TK conferences – if you want to read them, follow this link:ATD TAG.


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Juana Llorens: ASTD 2013 ICE recommendations

In preparation for the ASTD International Conference and Exposition this May in Dallas, I interviewed ASTD’s Community of Practice Manager for Learning and Development Juana Llorens to get her recommendations for sessions, preparation and follow-up…


What do you expect people from your community are going to be excited to learn about at the ICE this year?

I think that many people in the ASTD Learning and Development Community are excited about taking some practical guidelines back from this year’s ASTD ICE in Dallas. This is a group that loves theory and big ideas, but they also really want to get their hands on those big ideas and put them to work. They are looking for any tools and tips to design learning faster and more collaboratively.

With that in mind, I imagine that Michael Allen’s “Leaving ADDIE for SAM” session and anything on Agile will be quite popular. People also want to figure out how to use evidence and science in practical ways to better engage their learners and get their programs to really “stick.” David Rock’s session (The Neuroscience of Growing Talent), Ruth Clark’s Scenario-based e-learning session, and Karl Kapp’s session on games will be well-attended in that arena. Also look out for the Josh Davis session and Julie Dirksen session. They will be talking about how to do a phenomenal job with brain-based and evidence-based approaches. This is just a sample of what gets the L&D Community going!


How would you advise people to prepare for their visit to the ICE?

There are plenty of tools on the conference website to help you plan your time. Put them to work and research the sessions that will have the most meaning for you. On the other hand, allow for flexibility—stop by a session or two that you might not ordinarily attend. You might be surprised. Also, set at least 3 specific goals for what you want to bring back to the job. That could be 10 new professional contacts, or a new way to perform a major task. And speaking of contacts, bring business cards! So many people travel miles away from home with no way to distribute their contact info. If you want to save trees, generate a QR code that your new connections can scan to keep in touch.


For those that can’t be present in Dallas, what is in place to follow or to get updates at a distance?

If you aren’t able to attend, there are plenty of options to get updates. Follow ASTD on Twitter using the hash tag #ASTD2013, and subscribe to one or more of the ASTD Blogs for news, tips, reminders, and fresh content about what’s going on in Dallas. In addition, the “Conference Daily” will be available online as well at (as of May 19th only).


Juana Llorens

Juana Llorens is the ASTD Community of Practice Manager for Learning & Development. She works with L&D practitioners, writers, and experts and thought leaders from around the globe to deliver meaningful content and best practices to instructional designers, students, training facilitators, and all others interested in workplace learning. Follow Juana on Twitter @ASTDLearningDev, find her profile on LinkedIn or visit to read blog articles and updates from around the industry.



ASTD 2013 Session TU306: Practical Use of Social Media in Formal Learning

On Tuesday 21st May 4-5.30pm I will speaking at the 2013 ASTD International Conference and Exhibition. My topic is the practical use of social media in formal learning. In preparation for that moment, this page delivers pre-session references with which participants can familiarise themselves. Following the session, I will use this page to list further references and resources for those interested in improving their formal learning with social media…


(This page is under construction, with regular updates)


If you want to join the LinkedIn group for ASTD2013 session TU306 please do. I started the learning prior to the session and it is continuing after, just as I would with any other formal learning moment, enhanced by social media.


There are many reasons to use social media in learning. Here’s a few ideas that will not be discussed in my ASTD 2013 session TU306:


Some interesting examples of social media in learning:


There are some great books about specific social media tools, that I really liked:


I’ve made a few Prezi presentations on related topics:


I will be adding more references here soon. Please bookmark this page. And don’t forget to email me to take part in the before/during/after social-media enhanced formal learning of ASTD 2013 session TU306 or to join the ASTD2013 session TU306 LinkedIn group.


ps – if you want to see all my blog-posts from ASTD2012 (I was a little hyperactive, as usual) check one of the links below… … or discover resources from other attendees on the ASTD2012 ICE collected back-channel resources page of @LnDDave :


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A few of my favourite posts for today’s new visitors

If you’ve just read Juana Lloren’s “Inside L+D” emailing to the ASTD Learning and Development Community, thank you for clicking on my name.

Wondering why she says I’m a “just a really good writer” (me too!)? Or interested to see a little more about from that wide variety of L+D posts? Have a look around or subscribe via the menu on the right.

In this short post, I’ve collected some of the more popular resources I think might be interesting to new visitors… Some of my favourites too.


L+D general resources


Social Media for Learning




Prezi, presentation and communication skills


(Self) Leadership Resources


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Don’t forget to assess results (Evaluating training, part 5)

This blog page is part 5 of a 5 part blog series on evaluating training. Follow this link to find the mother page (page 1).


Finally, don’t forget to assess results

We do learning for a reason. It’s not enough to say “let’s do a training” and people always invest time, money and effort for a reason. If you can’t show them the return on investment in terms of concrete business results, forget about it.


The question of HOW to do this has been around for ages in the learning world. My opinion is that we should not stress too much about it:

  • Be clear from the outset what we are trying to achieve (see other blog post on “learning design questions”)
  • Agree what measurables (fluffy or precise) we are looking to improve in terms of results (profit, sales generated, number of difficult conflict situations)
  • Measure them at an agreed point in time before and after learning
  • Correlate results and draw conclusions

It’s the last part that tends to bother people, as they worry that their conclusions are not really conclusive…. But who cares? If we create a learning initiative because we want better results and then we HAVE better results, don’t stress !


Hope this was interesting (longest blog series yet?)

Re-read the other posts if you want to…



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Assessing behaviour (Evaluating training part 4)

This blog page is part 4 of a 5 part blog series on evaluating training. Follow this link to find the mother page (page 1).


If you want to assess behaviour, you need to observe and talk to different people

Kirkpatrick’s 3rd level of evaluation is about behaviour: What is the learner DOING after learning?

I think the best way to assess this is to observe the learner in action, but you can also ask the learner (much later after training) and ask other people (mostly a stakeholder or manager, but could be a 360° evaluation).


In order to do a good job of assessing behaviour vs. learning, you need to do 3 key thing:

  • Have a set bunch of “observables” and “numbers” criteria to measure
  • Take a base-measure of how the learner behaves BEFORE the learning initiative
  • Measure again afterwards


Ethical questions arise as to whether or not you should tell the learner when you are doing the assessment. I’ll stick my neck out here and answer “NO” – most people tend to put in more effort when they know they are under the spotlight and I also want to assess attitude when doing Level 3 assessments.


This blog series is split into 5 parts. Choose one of these links to read more…



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Evaluating what people learnt (Evaluating training, part 3)

This blog page is part 3 of a 5 part blog series on evaluating training. Follow this link to find the mother page (page 1).


If you want to assess learning, you need to test competence

The way I define competence gives an immediate idea on how to measure it:

  • “Having the necessary knowledge, skills, attitude and resources to achieve (business) results”


This means that assessing competence will require:

  • Knowledge assessment, using tests for example
  • Skill testing, either in a controlled environment or on the job (I prefer the latter)
  • Attitude assessment, which would be mostly done by observing behaviour and having conversations with people

We don’t talk about assessing resources here… that is only included in the definition to note that people cannot be expected to DO things if they don’t have the resources (unless the competence is proactivity 🙂


This blog series is split into 5 parts. Choose one of these links to read more…



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Happy sheets (Evaluating training, part 2)

This blog page is part 2 of a 5 part blog series on evaluating training. Follow this link to find the mother page (page 1).


If you are talking about level 1 evaluations (“happy sheets”) these are my current favourite questions:

OPEN questions:

  • What is your opinion of the training?
  • What did you learn?
  • What will you do differently in the future?


Some people will go further on each of these questions, asking things like:

  • What did you find good? What did you find bad? What do you think of the duration? What did you think of the trainer etc etc…

If you are planning to create reports on these elements to compare different learning providers and track progress in trainer-performance, these questions can be interesting.

Personally, I use happy-sheets to see how I can improve in my own work as a trainer, so I want to reduce admin and increase useful feedback. I just really want to know whatever THEY want to tell me.. .. so I levave it quite open.


My current favourite CLOSED questions are:

  • Was this added-value for you?
  • Would you recommend it to others?

Short and sweet – I don’t like to measure things on scales anymore. Let’s cut the crap and get to the heart of it. Thankzs @Gosse_C from KPMG Belgium for this idea some years ago…


What about 1 to 5 and 1 to 4 scales?

Some people want to know whether you should use a 5 point scale or a 4 point scale. Tough one..

  • First response is generally that a 4 point scale obliges people not to “sit on the fence” and show their real preference. As a Learning + Development Manager in the past, I used a 5 point scale and can’t really say “people always scoring 3” happened a lot … so for me, this is a theoretical question, rather than practical. As a side note, I told my team of trainers that 3 was not acceptable anyway – we wanted 4s and 5s !
  • Let’s assume we did use a 4 point scale – does it work? In my experience as a trainer, I didn’t see anything under “good” and “really good” in the answers. Is this simply because I’m so good? 🙂 I’m not convinced… SOMETIMES what I saw was someone scoring “good” (3) but adding lots of negative comments. For me, this meant that they just didn’t dare to put bad, but really the perception was bad… you need to be careful that you scores represent reality …which is why I don’t use them and prefer only the OPEN and CLOSED questions noted above.


Now, what about those other levels of evaluation? Learning, Behaviour and Results?

Asking participants what they think about these things is good, but not enough!


This blog series is split into 5 parts. Choose one of these links to read more…



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What questions should you asked to assess training? or What is the best way to evaluate training?

(This blog post is page 1 of 5 …scroll to the bottom for links to the other pages)

Did I really just dare to answer this question? After years of debate? Yes, I did ! And why not .. maybe my opinion is worth something to someone….

I saw this question in a recent LinkedIn discussion from the ASTD group, raised by Kim Schweitzer. Again, there is SO much to say! Actually, the question was about “feedback from the audience”, but I adapted it slightly to talk about other things…

There are SO many questions that can be asked and approaches that can be taken to evaluating training – I’ve seen a lot as both a Learning+Development Manager and a freelance trainer. And the conversation goes on… so I will not try to play the expert here, but just outline what I think are the key issues.


Let’s start at the beginning…

What is key is to first be clear on WHAT you want to assess: Satisfaction? Learning? Behaviour? Competence? Return on Investment?

..then you need to ask WHEN you will do this

..and then: What will you DO with all this information?


Regarding WHAT you want to evaluate, consider Kirkpatrick’s 4 levels of evaluation:

  1. How did they react to training?
  2. What did they learn?
  3. What do they do differently?
  4. What are the results?

…see this link for more information


It’s my opinion that only level 1 can truly be assessed with a satisfaction form (happy sheet): How did they react?

We might say that we can assess levels 2, 3 and 4 with a happy-sheet, but I disagree. You can only assess what they SAY they learnt, do, achieved (which is perhaps also worth asking, by the way).


The rest of this blog is split into 4 parts. Choose one of these links to read more…


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