Friday, July 14, 2017

Advanced Models of Story-Based eLearning Design - Tip #141

I just presented to a large audience in a webinar on the 7 Advanced Models of Story-Based eLearning Design.

Four provocative discoveries stood out. I’d like to share with you some interesting ways on how technology influences the way stories are told.

Stories evolve over time

Our traditional understanding of a story structure required a beginning, a middle and the end. It contains the well balanced elements from exposition to resolution.
Chart 1

You have exposition, rising crisis, climax and ending with resolution. This is a typical story structure or story archetype.
Chart 2
Click here for the enlarged view.

The classical story structure takes a different form when we review technologies like YouTube, crowdcasting, cloud serving, Vimeo, Facebook, Twitter and other interactive tools. The delivery of the story becomes shorter. The story jumps to the crisis, climax and then resolution or it is compressed tightly due to a shorter time or for faster delivery. What is taking place is that the story allows people to participate in the story. They interact by immersion or skimming, dive to parts they like as well as comment and exchange ideas with the audience sharing their views. This whole process brings in a high context reference for the users.

As a result, stories in videos, blogs, Twitter, Facebook and other social media technology facilitate the experience of context and add meaning to the content instantly.
Click here for the enlarged view.

This is significant because stories continue to be an important vehicle to help learners learn. However now, there’s more opportunity to allow the learners to come in as creators of their own story. It has become more apparent that learners want to experience the story.

Storytelling with the data
Storytelling with Data: A Data Visualization Guide for Business Professionals

Storytelling with data is a provocative process because it helps learners choose and travel with a certain timeline of the story. This means that the learner interacts more effectively because the factual content gets converted into a story. Cole Nussbaumer Knaflic wrote a book on this, Storytelling with Data.

Watch this demonstration on The Bright Future of Car Sharing and see how data has been converted into a story. Observe how learners are able to come up with their own stories and follow what’s interesting to them in the context of the entire data presentation. It is interesting to observe your own behavior as you view the examples.


Mapping experiences help learners see the big picture

This particular advanced story learning design was inspired by my reading and research in relation to mapping experiences.
Mapping Experiences: A Complete Guide to Creating Value through Journeys, Blueprints, and Diagrams 1st Edition - James Kalbach.

In the example below, the main theory and concept of mapping experiences is that if we are able to replicate and capture the flow of experience that a person goes through during the process, it would significantly allow us a way to understand what it is all about. It is more than just data. It is understanding and relating with the experience. In the example provided, as the customer experiences the journey, you can begin to see that the learner follows the different stages of the customer experience and develops empathy towards the customer’s experience throughout the journey.
Click here for the enlarged view.

Click here for the enlarged view.

The illustration above of Lego's Designing the Experience is a graphic presentation of varied examples of the flow that a user goes through in terms of the experience and engagement during a Lego activity. This is again an example of mapping experiences. It is another way of expanding the value of stories. The main benefit is that it allows the learners to undergo the chain of events, recognize the direct meaning and be able to acquire very rich context to gain an understanding of this particular process.
Another illustration is this brainstorming chart on the wall with a lot of post-it notes. This is what happens to us as learners or team members when we brainstorm. We are able to create a flowchart on a wall using post-it notes of the collated experiences. The process helps us relate to the story of such experience which in turn allows us to bring our own stories within the flow.

Realistic framing

In this other example I will show you realistic framing. This is a way to present two views of an experience. You create the story that will put the learner into two alternative worlds. We call it the realistic world. It presents two “realities” - what would happen if we save our planet and the unfortunate results if we destroy our planet.

This model of an advanced story design allows the learner to have a simultaneous experience. It’s emotional because it shows two points of view. One shows consequences - worst case scenarios. The other side exhibits the joyous benefits if things go well and what we can continue to enjoy. Click below to preview the video.
Conclusion

In conclusion, the technology, speed and amount of information has enabled us to shorten the ways stories are done. Today, the tools for deploying and developing stories like mapping experiences, framing realistic options and understanding storytelling with data are examples that show us the greater emphasis on allowing learners or readers the ability to empathize with the emotions shared and discover the rich context of the information provided as well as the ability to contribute. The story becomes more powerful within the control of the learner’s engagement. Reflect on this and see how you may draw inspiration from these advanced models of the story-design approach.

References

Storytelling with Data: A Data Visualization Guide for Business Professionals
Mapping Experiences: A Complete Guide to Creating Value through Journeys, Blueprints, and Diagrams 1st Edition
The Bright Future of Car Sharing
The Bright Future

Previous Tips




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Monday, July 10, 2017

“Quick Answers are All I Need.” The Learner at Work Tells Us - Tip #140

Why is there a need to access knowledge anytime? Also, why is there an increasing need for us to search for good training opportunities and push learning? Are you ready to take advantage of this trend?

There’s a new corporate learning landscape called “digital learning,” where the emergence of digital content and tools are reinventing professional development for digital access. It “enables businesses and employees to learn like never before.”

How does this impact our interest in implementing Microlearning?

Deloitte released this study. The insights tell us that we are now in a new environment that propels a different type of learning.

“This topic is now the #2 topic on the minds of CEO and HR leaders. The 2017 Deloitte Human Capital Trends research discovered that 83% of companies rate this issue important and 54% rate it urgent, up 11% from last year.”

Digital Learning Disruption and Microlearning Opportunities
Digital learning isn’t a type of learning. Neither is it mobile learning or learning on your phone. It’s a way of learning that brings learning to where employees are.

In my view, Digital Learning parallels or seamlessly encourages the application of the Microlearning approach to learning in the workflow. It confirms our earlier thinking about how we are moving into learning on demand today - how everyone could learn all the time and anywhere.

Bringing Learning Where Employees Are: Microlearning Tips

Trim down huge learning content to bite-sized 25-minute (or less) learning
Click here for the enlarged view.

The study further suggests that our need to constantly search for information has increased:

“We spend an inordinate amount of time looking for information at work, and we are constantly bombarded by distractions, messages, and emails."

“And all this effort is not necessarily making us more productive. In addition to spending as much as 25% of our time doing email, we’re now taking almost a week less vacation than we did in the 1990s (Project: PTO) and we spend an inordinate amount of time looking for information. Our research shows that in a given week, employees take less than 25 minutes of time to actually slow down and learn.” -- 25 minutes is more than enough time to consume bite-sized learning contenthi

Ideas to ponder

The study results confirm two key Microlearning tips we shared with you earlier.

1. Need to search to find quick answers is a must-skill in Microlearning

Learners and workers forage and sniff content. Due to the constant flow of content and the need to find solutions to problems on the job, we learn to find patterns and review the value of content a lot faster. The study of Project: PTO suggests that the increasing need to search is a distraction and therefore makes it difficult for learners to spend more time on digesting content.

From a learning consumption point of view, the distractions present a challenge, since our expectation is that learners need to focus and study. This argument assumes that the act of learning is separate from the the workflow. In the workflow, learners search for an answer and use a small amount of content that provides an answer. Hence, they focus on application. Application is a different behavior from learning.
2. “River of News” is the new environment we need to help learners and workers

The behavior of foraging and sniffing coupled with the anytime, anywhere and anyhow learning become the new normal. Solutions to problems and issues at work don’t reside in learning content. In fact the content we produce in most formal learning, e.g. classroom, elearning, FAQs are the least sources for quick solutions while at work. Most answers come from the company portal, company databases, industry blogs, supplier information, quick messaging and conversations with peers on the job. These methods are closer to the worker while on the job compared to most learning programs.

Our focus in Microlearning is not about ‘producing content” but rather managing the “River of News”, with all types of sources for answers, managing them in order to help the workers find quick answers.  Our content is NO LONGER the source, has never been the source for answers to problems on the job.
Conclusion

There are dominant trends that shift the very foundation of how we help learners work better to produce results. The shifts are opportunities for us to identify very specific tactical actions so we are working with inertia. In our case, we espouse Microlearning as quick ways to find answers for work issues. We look at the trends and shifts that accelerate helping workers fix, solve and improve issues at work.

Related Tips

How Micro-Learning Boosts "At the Moment Performance"
5 Success Strategies in Micro-Learning Implementation
Why Does Micro-Learning Mean Better Learning?
Micro-Learning Leads to Rapid Skill Acquisition
Why Simple Rules Produce Instant Learning and Application

References
The Disruption of Digital Learning: Ten Things We Have Learned
2017 Deloitte Human Capital Trends
Project: PTO
Tip #134 - Microlearning Leads to Rapid Skill Acquisition 
Tip #135 - Learning by SNIFFING: Are Learners Really Distracted or Are They Learning Differently
Tip #114 - How Microlearning Boosts “At the Moment Performance”






Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Wednesday, July 5, 2017

Dealing With the Most Challenging Webinar Problems - Tip #139

Every now and then I encounter problems with Webinars, not often but when they happen, whoa kaboom! I must be prepared for it, otherwise I would panic, lose my cool, and derail the webinar and cause consternation on the part of my participants.
These are some of them and what I do.

Ah, Ah, I don't know

There are instances when a participant asks a question I don't know the answer to.
What I usually do and because I truthfully don’t know the answer is I admit it. But I promise to get back to person after the webinar to respond to the question. Sometimes, if I don’t know the answer and yet there are people in the group that I could throw it back to,  I would say, “By the way, can you help John or give John an insight on how this can be addressed?” Anyone in the group can be a great help to them.
Instead of skipping around it, avoiding, ignoring or not paying attention to it, we should recognize it. The truth is we may not  be prepared for it, we didn’t cover it or we’re not even ready to answer the question because we are not sure. It is better to say “I don't know” and therefore use the steps I suggested, otherwise it is perceived as you not being sincerely honest with your audience.


Participant keeps chatting and commenting negatively

A good way of starting your webinar is to provide a statement that sets certain boundaries at the beginning of the session. Say that if they have private comments, if they want to give a feedback or if they want to say something that is personally not to their liking, it would be best to communicate this privately to the moderator or to to the facilitator using the private chat so they can freely express their views.

Pre-setting helps save a lot of time because you’re giving a condition about how they should provide feedback and comments. There are also people who are less polite with their expression. In this case, what I usually do is I don’t react very quickly and I try to see if the person persists or not. If there’s only one or two comments, i keep quiet for a while.

If all else fails, I would just bluntly say “If you have very strong opinions of things that you dislike, communicate with me privately in the chat.” Perhaps I could also say, “It would be most beneficial if you send me an email after the webinar so I can address your concern” or I could say “I respectfully am listening to what you’re thinking and I don’t have an opinion right now but perhaps let the moderator know what your concern is about so we can address it later.”
Cold as ice - silence, forever listening and don’t want to participate

Nobody wants to participate. Nobody wants to interact. No one wants to ask and answer your questions.

What I usually do is I ask them to practice using the chat. It may be good to encourage them to “Introduce yourself and tell us what you do? What do you like to do? Where are you from? What is your position? What’s your learning objective?” as a warm-up exercises. However, there are audiences that are typically less inclined to participate - cold as ice. Then what you would do is probably do an advance activity, a pre-session assignment or exercise so that they can do it separately and see whether they can submit it during the webinar.

Another way of doing this is to identify one person in the group who simply has a good grasp of responding. So what you do is keep the person as a lead person for people by simply saying “By the way John said this in the chat. Could you read that and tell me what you think of what John said?” By doing that, you’re using an actual and real-life situation from a chat posted by a leading person. At times, by just having a conversation with John in the chat and a few other people rather than all the participants will keep the meeting warmer because there’s an interaction of people.
Too slow and too fast

There are participants who are just completely either too behind or too advanced on the curb of the knowledge.

I refer to them as another world because they don’t fall into the majority of the background of the other participants. So what i usually do for those who are ahead of the curb, I always recognize them and say, “Gee, can you type in a few sentences what all this is about and put the links so the group will know what you are referring to?” That’s how I will deal with it. For those who are getting some definition I’d simply say, “That’s a great question. Can anybody give your own definition of this particular item because there are several ways to look at that? Share it with them.”

The idea of another world is both good. Because now you can use both of these as entry points. What you don’t want to do is to answer them directly so that your entire session has now lagged behind because you are defining something for this particular person. Rather what you do is to ask the group to help the person and you keep on moving with your session. This process applies both to the person seeking basic information and the one with advanced knowledge.
The key is that you get to recognize a person, you get them to feel good that they’re being recognized and you are also asking your participants to be able to respond to them.

Don't panic - pre-set their minds, never take things for granted

In the beginning of the webinar I always ask people if there’s a connection problem. I also check if their audio is lost or if it is my audio that’s having problems. This is the world of technology so don’t panic. Either you try again or login again and also you check your audio. Worse comes to worst, there is a recording. Should the participant miss a recording, I will have to make a phonecall to the person if needed. But I always make sure that they are at peace and do not panic.

We always allow a rain date as well. This means that if one session does not push through as originally scheduled we have a pre-scheduled backup date to make sure that people know they will be able to complete the required sessions. What I usually do is is also to always reassure the participant that if they miss something or if they feel the strong need to talk to me to please let me know and I’ll be happy to talk to them or respond to their email.” Always allow them an open door situation so that they feel helped and they feel good that you’re always available to help them.
Conclusion

These are the key points on how to handle the most difficult challenges of a webinar. Most of those are really questions that you can anticipate, you can prevent and you can be prepared for. Just think that these are learners who are wanting to experience the best webinar so they’re helping you provide them that. On the other hand, what you need to have is a very positive attitude towards these challenges.

References

Murphy's Law




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Thursday, June 22, 2017

What I learned from the WEBINAR Gurus --Thiagi, Lou Russell, Jane Bozarth - Tip #138

I got to visit the Monastery where Gurus Live

There are many ways to learn, but it is best is to seek out Gurus. Most of them live in monasteries (or Hall of Fame for Great Trainers). They are up in the high mountains because they have achieved nirvana or high supreme skills on what they do.

We too have learning gurus within the learning industry. I am referring to these gurus: Thiagi, Jane Bozarth and Lou Russell.
Establish Learners' Priorities

In this portion of the video, Lou Russell draws learners to participate at the onset by asking them to mark and establish their priorities in relation to the topics that will be tackled during the webinar.
  1. Asks learners to mark out their perceived learning priority among the presented content
  2. Avoids “dead air” by continuous encouragement and validation
  3. Establishes rapport with her virtual audience through a continuous flow of virtual conversation
Engaging Virtual Cocktail Party

Lou continues to engage the participants through this engrossing exercise to identify participants’ perceptions or understanding of the roles of both the Project Sponsor and the Project Manager, which becomes a springboard for more discussions; making it fun and light for all.
  1. Asks the learners to use their virtual pens to delineate which tasks belongs to who
  2. Validates and acknowledges the contributions and responses
  3. Posts initial question to guide participants
  4. “Lovely impressionistic art” – reference to the responses using colorful markings
  5. Rounds off comments and offers more insights
  6. Keeps the conversation going
Melding Technical Knowledge with Episodic Experiences - Thiagi

At this point, Thiagi initiates “playing a game” to involve participants and help them experience the context.
  1. Asks participants to play a game
  2. Allows participants to experience the technical knowledge
  3. Validates responses and encourage others to join
  4. Gives virtual rewards to those who are deserving
Creating Memorable Small Bites and Chunks of Ideas That Matter - Thiagi

Tracy, a co-presenter, expounds on how the card games can be done in a classroom situation.
  1. Provides examples on how to use the concept
  2. Emphasizes the flexibility of the idea – uses in both classroom and virtual
Designing Questions That Provoke Discussions and Exchange of Stories

Jane stimulates the participants with a question for participants to add similar stories or methods as discussed in the slide. She also tries to incorporate humor during discussion.
  1. Designing questions that provoke discussions and exchange of stories
  2. Adding your presence despite the virtual environment
Adding Challenge, Excitement and Discoveries Through Stories

Jane stimulates the participants with a question about an interesting character named Wagner Dodge, survivor of the Mann Gulch Fire.
  1. Making presentations come alive with characters and visualization
  2. Adding challenge, excitement and discoveries through stories
Conclusion

Being a webinar master requires some specialized training, focus and dedication. By listening and attending webinars like those featured in http://www.trainingmagnetwork.com/ you learn from the Gurus. Gurus are inspiring. They lift our spirits. They show us the way. So, your journey to achieving Master Kung Fu Webinar skills is guided by these loving and nurturing Gurus.

References





Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Sunday, June 18, 2017

How to Be a Kung Fu Webinar and Virtual Trainer Master - Tip #137


In last week’s tip, I shared my initial life-changing journey. I also started asking myself, “What skills must I possess to be a Masterful Virtual Trainer?

What does it take to hear your webinar attendees sing out their praises for a virtual presentation you just did?

“Highly engaging.”
“Never a dull moment.”
“Very warm - like being in the same room with the presenter.”
“Thought provoking.”
“Fun!”
“Time flies quickly.”
“Never enough...more please.”
“Wow...and more wow!”

AHA! I get it. I need to follow the principles of becoming a Great Kung Fu Master.

Monks are the best advocates and implementers of Kung Fu. Their Intense focus and dedication to learning and honing their skill is a remarkable key to their expertise. They achieve a high form of wholeness propelled by dedication.

But you think - how can I have applied this to the mastery of webinar presentations?

Let me share with you some insights.

Shifting from the Dark Side to the Bright Side

I realized that I need to help my learners get focused and engaged. I needed to think through and reflect on the elements that bring on the dark side of virtual sessions and how to turn these around and bring them to the bright side of webinars.
What are the dark elements of webinar presentations? As “kung fu masters” how do we repel them? What steps do we take to get learners involved in our sessions and bring on an eventful learning experience? Let me show you.


Dark Element Combat Action

Boredom



Provocative questions - Form provocative questions that they already know the answers to and allow them to guess.

Ask in-your-face questions that directly stir up their intimate desires, their greatest fears or their inhibitions. This sets up the learners to experience the situation and assess their response.

Poke the bear with a stick and you have it's attention. Your stick is your provocative question.

Multi-tasking


Do something - having learners join in the presentation by allowing them draw, make choices or even connect the dots on the presentation screen or more…

Doing two tasks is possible. However, truth is that we may not effectively accomplish both at the same time. Hence, the way we keep our learners focused is by creating virtual activities that require their attention and keep them interested in what you are trying to convey.

Kung fu has weapons to fight off the enemy. To become a master webinar presenter we also must be able to combat multi-tasking with virtual tools like chat to write down their thoughts, comments and questions or responses. There are other ways to keep your learners glued to the webinar session and enjoy the virtual experience.


Irrelevant


Speak from the heart- Drop all the "BAD SPIRITS" of theoretical writing and speaking; Kill factual presentations by always providing an example first then explaining next. Do not present an idea followed by an example.

Why use 10 when you can use 3 ideas to do the job? As the saying goes less can be more and vice-versa. So go and find the gold nugget from the multitude of ideas.

The Kyudo warrior is completely concentrated and focused as they take aim with their bow and arrow. They have one thing in mind: hitting the target - bull’s eye. Such is the manner in which we decide on the focal point of our presentation. Leave the theories in the books. Pick out your relevant target when conducting webinars and keep focused. Do not concern yourself with too much data. Help learners discover the context and keep them engaged.


Ordinary


Avoid theories. Encourage application - Plain oatmeal is never the first choice but this is good for you. In the same manner, an idea delivered in a monotone voice losses the interest of the learners. By adding a full spectrum of emotions you develop rapport with your learners and the session becomes entertaining.

To set your presentations apart from other boring and bland webinars means making the effort to be beyond ordinary. Keeping the conversation flowing throughout the session, providing impactful images, sharing relatable stories and eliciting stories from your learners are some of the ways to keep things above ordinary. Your moderately toned voice will stimulate the warm and encouraging atmosphere within the virtual session.


No emotions



Feature the two videos:

“Move” your learners - People respond to provocation - positive or negative.Enable learners’ minds to be “pushed to the edge” using techniques like anticipation, curiosity, discovery. Allow them to follow their tendency to peek into something. Use interactive stories to help learners “feel.”

Do see the wind when it hits your face? Well your answer would certainly be NO but you feel it.

Fear, anger, sadness, joy, love, disgust and surprise are some of the emotions that can trigger learners to respond with their own stories and share insights.

Short interactive stories like those featured here are examples of how a very short story can enable learners to relate to the gamut of emotions shown and enable them to respond effectively and help them discover learning and application points.

Most of all, it is always worthwhile to call people by their names as you read their comments and feedback. It provides the warmth as a trainer to the virtual environment.


Kung Fu Masters use varied skills and styles. Yet, they exude similar characteristics - agility, flexibility, dedication and determination. In the same manner, the mastery of webinar presentations require the development of certain skills.

Learn the LAY of the land

There are certain demands among workers/learners in the workflow.
  • they have to perform at work
  • they have to apply ideas
  • they have no time
  • they want to get into the action
  • they seek to solve problems
Acquire a 360-degree view of your learners’ needs when assessing the focal point of your presentation.

Commence your virtual party
  • Find relatable stories that trigger conversations.
  • Throw in a thought-provoking question to start virtual engagement that allows for experience-sharing.
  • Lend the warmth of your virtual presence by acknowledging your participants’ comments and feedback.
  • Solicit insights and feedback
Be a Kyudo Warrior too

A Kyudo warrior is required to develop mental, physical, and spiritual discipline to emerge as a master archer. The use of the bow and arrow demanded not only adeptness but elegance.

As master presenters, we must develop elegant timing - when to ask questions, how to throw in a provocative thought, when to be quiet, at what point do we interject in the virtual conversation, what kind of stories to share and how to bring it all together at the end.

Conclusion

At the core of every presenter who aspires to be a Kung Fu Webinar Master let me leave you with these questions, How soon do you plan to make that paradigm shift in your presentations? When do you start your own journey into obtaining the mastery?

I strongly encourage you to go for it NOW! In the next tip I will share with you snippets from some of the great webinar presenters. Don’t miss it!

References

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Friday, June 9, 2017

How My Life Changed with Virtual Learning and Webinars - Tip #136


I have never looked back again. My new life is more about quality webinars and virtual learning now.

Let me share with you how I reinvented myself.

1. Initially, I had to do some soul searching

First question I asked myself was, “Why do I love doing classroom and face to face sessions?”

I realized that I really love it because of the warmth of being with people.
There is no substitute for the catharsis and exchange of moving emotional conversations.

The face to face conversations are sweet moments I cherish. I also love the experience of hopping on airplanes and the opportunity to travel to other locations and just to be with people.

It is what I primarily appreciate about it.

Then it dawned on me that there was also an “ugly” part which I only learned during my reflective moments and soul searching.

… I love hearing myself talking with people and entertaining them.
… I love the sound of laughter.
 I love jokes
… I also love seeing smiles 
… I love the warmth of rapport with learners.

But then I asked myself. Are my learners really learning?

My guess is this, and this may or may not be true with you as well.

Sometimes the warmth, entertainment and the fun side of face to face
and classroom learning GETS in the way of better usage of learning time..

I realized how egotistical I was!  (smile)
Enjoying the laughter and warmth of the in-person sessions do not necessarily mean that learning has been achieved.

It was an awesome discovery for me. It has helped me immensely to gain a change of perspective and approach to my learning sessions.

2. So then I asked the next question

How then can I help learners learn more and yet experience the fun side of learning?

AHA… Eureka!

I can accomplish more in virtual learning and webinars, because I can PROVIDE LEARNERS MORE TIME TO REFLECT AND APPLY IDEAS THROUGH ACTUAL PROJECTS.

WOW! This impacted me so hard. It was an amazing discovery.
In the classroom...
  • the day is cramped
  • the schedule is so tight
  • very little time is spent on applications and reflection
  • there is not enough time for reflection
  • there is no room or space to distance one’s self from the noise
  • one’s energy is drained by the end of the session

In webinars...WOW...if the workshop is divided into 5 sessions spaced over a few days,
learners now have ...
  • time to breathe with spaced schedules
  • experience some silence / almost no noise 
  • time for reflection
  • time to rethink 
  • an opportunity for application time
  • time to check with their company peers and bosses
  • have enough time to focus and practice on the projects
3. Hence, my life as a learning catalyst is forever changed

I still miss doing face to face events. Yet, deep in my heart I know I need to give up certain side benefits of the classroom setting for the sake of my learners.

On the other hand, I am thankful for the other benefits gained from my virtual sojourns
  • my family is happy/my kids are happy because I am home more often.
  • my back no longer aches from having too many plane rides...(and no need to worry about being yanked out of my United flight - (smile)
4. Now the next step is to be a master of virtual events and webinars!

Stay tuned next week... I look forward to sharing with you my journey to becoming a master.


Next Tip:

"How I became a 'Kung Fu Master' in Webinars and Virtual Training?"

Also watch out for these other upcoming tips in the weeks to come:
  • What I learned from the WEBINAR Gurus --Thiagi, Lou Russell, Jane Bozarth
  • My Great Makeover from an Ugly to a Beautiful Webinar Presenter!




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"