Avatar Movie--Ideas for Innovation in Learning Event Design for Adults

In the world of technology visualized in the recent blockbuster, Avatar, it is amazing to see how much emphasis is still being placed on "talking heads" in learning and training environments.  People are excited to have a visual image of a person side-by-side with a PowerPoint Presentation, then add the possibility of text chat and/or voice-over conversation and people think they are experiencing a rich presentation.

The key to learning is engaging in positive learning activities, then in reflecting on these activities.  The avatar (cartoon images displayed in 3D in many 2D and 3D "virtual worlds") does not hold a candle to the avatar bodies shown in Avatar--and those were computer-generated graphics with lots of visual reference points gleaned from the real actors the graphic avatars were portraying.  A true avatar the incarnation of a deity changes in the consciousness of a culture.  Quetzalcoatl is an example of an avatar in the ancient legends of Mexico.

The point is this, technology needs to engage the learners, getting them involved in positive learning activities.  The 3D technology that was part of Avatar (the 2009 film) was intended to draw the viewer into the movie.  It does a good job of this.

We need to do the same kind of thing when designing learning events, especially for adults.  They need to be drawn into the action and to apply the skills and knowledge they are developing in the learning event to real challenges, then to reflect on how they're doing and be given time to improve. 

In the Avatar film, the characters make recordings into a video log (like a blog).  This is a reflective component that people need to do in an actual learning event.

Citizen Science Projects--Zooniverse and Galaxy Zoo 2

In December, 2009, Zooniverse launched a new project, Galaxy Zoo 2 after a successful introduction of the first Galaxy Zoo project in 2007.

These are "citizen science" projects in which people around the world are invited to work on science projects using astronomical data generated by a variety of scientific sites and to help scientists resolve questions and exploration by observing and reporting on data by using their computers.

More than 200,000 people are involved already and there are four new projects.

Part of the challenge is to make even greater use of this learning and scientific resource and to involve adults and children in meaningful research that contributes to our expanding understanding of our universe and beyond.

Who knows what we'll learn?

"What's in it for me (WIIFM)?"--Theme song of education and business

"What's in it for me (WIIFM)?" is a theme of adult learning that also permeates K-12 education, business-to-business relationships, and business-to-consumer (and consumer-to-business) relationships.

Educators need to address the WIIFM concerns to get students ready to learn.  Business-to-business (B2B) sales must address those concerns as must business-to-consumer (B2C) sales.  President Obama faces these concerns in issues over health care (and everything else he is proposing.)  Members of the U.S. Senate and House of Representatives must address those issues for themselves and for their constituents (voters) in the votes they take "on the hill."

Is that so bad?  Abraham Maslow documented his "hierarchy of needs" (see slide 5) and talked about moving from survival to belonging to recognition to self-esteem to self-actualization.  WIIFM deals with levels one through four on this hierarchy.  Self-actualized people are seen as more altruistic--looking to add value to others.  We certainly need more people operating at these higher levels when the lower levels are met.

At the same time, when we want others to to connect with us or to become involved with us, we need to address the WIIFM concerns so that our target audience will find reasons to engage with us.  Our messages need to take these concerns into account.