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Dave Beck is a founder and managing partner at Foundry 45. Before starting Foundry 45, Dave served as the COO at EquipCodes, a mobile SaaS and augmented reality company.Dave serves on the board of the MAK Historic District and is very active in the Georgia Tech community as a mentor and frequent guest speaker. He earned his bachelor's degree in Marketing from Wake Forest University and his MBA from Georgia Tech.

Dave Beck

While the advantages of VR training may seem obvious, your program objectives must be tied to organizational goals to demonstrate value and prove its ability to deliver ROI.

Measuring VR Training Success

“Being physically near one another does not make a group a team, nor does reporting to the same supervisor. What makes a team is task or emotional interdependence.” —Edgar H. ScheinOn January 26, the organization development profession experienced the loss of Edgar H. Schein at the age of 94.Schein, a well-established researcher and consultant on organizational learning, culture, and development, process consultation, and career dynamics, had a profound impact on so many during his illustrious career as an author, professor emeritus at MIT Sloan School of Management, and co-founder of the Organizational Culture and Leadership Institute with son Peter Schein. Tributes on LinkedIn honored Schein as one of the greatest minds in organizational culture, a giant of OD, and a pioneer in organizational culture and leadership.During his career, Schein consulted for major corporations such as Apple, General Foods, and Citibank. He authored more than 20 papers and books, including Career Dynamics (1978); Career Anchors (1986); Process Consultation: Its Role in Organization Development (1988); The Corporate Culture Survival Guide (1999); Process Consultation Revisited (1999); DEC Is Dead, Long Live DEC: The Lasting Legacy of Digital Equipment Corporation (2004); Helping: How to Offer, Give, and Receive Help (2011); Humble Consulting: How to Provide Real Help Faster (2016); and Humble Leadership: The Power of Relationships, Openness, and Trust (2018).“Edgar Schein played a major role in founding and advancing five different fields of knowledge and practice: organizational psychology, organization development, organizational culture, group process consultation, and career development,” wrote Steve Piersanti, founder of Berrett-Koehler Publishers and senior editor. “Few people have approached the scope of contribution that Edgar Schein had to our understanding of organizations and people’s behavior and development in social systems.”The Association for Talent Development honored Schein with its 1999 Lifetime Achievement Award in Learning and Performance. Described by ATD as “one of the founders of organizational psychology and a pioneer in the study of organizational cultures,” the award was bestowed to Schein for his work in organization development, process consultation, and career management and development.“Schein was instrumental in giving a voice to the field of organizational development as it was emerging,” according to the commendation presented at the time. “He, along with Richard Beckhard and Warren Bennis, saw the need to capture the thinking of the rapidly growing new field.” Schein co-authored, with Beckhard and Bennis, the Addison-Wesley Series on Organization Development, a box set that included Schein’s classic Process Consultation book.Many in the industry echoed similar sentiments.“As a profession, we are blessed with idea icons whose insights shape our world today. Ed Schein was one of the best. His idea legacy will endure for generations to come,” said Dave Ulrich, a university professor, author, speaker, management coach, and management consultant.Elaine Biech, president of ebb associates, remembered, “Although Career Anchors may be the underlying product that brought him the most recognition, his eyes always lit up when he was talking about organizational culture within OD.”Biech invited Schein to write a chapter, based on his book Humble Consulting, for an upcoming ATD consultant’s handbook that Biech is spearheading. “He and I were in the process (with the help of Berrett-Koehler) of clarifying exactly what would be in the book. In fact, we corresponded the evening before his death,” Biech explained. “He was excited to tell me that the fifth edition of Career Anchors was coming out at the end of March. That so epitomizes the Dr. Ed Schein I knew … contributing to the profession until his last breath.”

In Memoriam: Edgar H. Schein

Dave Lichtman is the founder and CEO of Enablematch, a recruitment firm specializing in Sales Enablement. Enablematch has the largest bench of enablement professionals and helps companies solve the challenge of finding and hiring proven sales enablement talent. Additionally, Dave has become a sought-after speaker and coaches on topics surrounding sales enablement careers.

Dave Lichtman

I'm sure many of you will have come across Elgg before. For those that haven't, Elgg is an open-source engine that allows you to create your own Social Network. Founded in 2004 by Dave Tosh and Ben Werdmuller, Elgg was often pitched as a Social Network for education - perhaps the first foray into the world of 'online' Social Learning, some time before the phrase entered popular parlance.Dave Tosh has since moved to pastures new (as has Werdmuller) but I thought it would be interesting to touch base with Dave to talk about those early days before Social Learning became the phrase du jour...Ben Betts: When you were in the process of creating Elgg, did the phrase 'social learning' crop up or was it yet to emerge as a theme in education?Dave Tosh: I can't remember anyone talking about social learning back in 2004 when Elgg started. Blogging was just beginning to come on the radar, which did introduce some 'social' aspects but it was not referred to as social learning.BB: Which segments of the marketplace were quickest to adopt Elgg when you launched?DT: Education was the first group to experiment with Elgg, however, it was when things moved out of the Edu arena that groups became willing to pay for customisation which was the business model and ultimately dictated the future path.BB: In persuading your early adopters was there much focus on the command and control mechanisms within Elgg? Were people scared of how users might abuse a social system?DT: This was one of the major stumbling blocks when people tried Elgg. It was very deliberate that there were no roles and permissions. A student was on the same level as an educator as we tried to create a space where the individual (regardless of position) could control who to collaborate with and who got access to their content. This caused confusion and it was a constant battle to get people to try and forget (for the purpose of a trial) about the top-down, course centric, constraints imposed by the LMS platforms of the time in order to experiment with a platform that was bottom up, user controlled, and experience centric.There were other concerns raised when we visited the US around kids using the privacy options to plan attacks on the school and the school then being accountable due to provided them with the online platform for this.BB: In your opinion, is Social Learning a fad, a passing trend, or a sea change in the way we learn online?DT: I don't know enough about 'social learning' to comment. For me personally, learning is not a solitary pursuit. I feel the informal aspect of the learning process plays a crucial role in moving from the retention of fact to a real/deep understanding. This is something Elgg tried to address: it was not about access to course notes or course work submission but instead capturing and fostering the reflection that many students and researchers do in the cafe or pub after lectures as this was often, at least for me, when the grounding of understanding happened; in those informal discussions.BB: If you could have kept just one feature in Elgg for social networking, what would it have been?DT: This is a tough question as different components were important to different people. Some liked the group blogging component, others the fine-grain access controls - it was dependant on context. I guess if I had to choose, I would have kept, and focused more on, the aggregation side of things to make it easier for people to use their own tools but still participate in the community.BB: You open-sourced Elgg; was this a commercial or idealistic decision?DT: Elgg started out as a simple proof-of-concept - there was no business/commercial thinking involved at that time - so the decision to go open source was based on encouraging others to help build out the concept.BB: Finally, do you have any tips for how to engage and grow an online social learning community?DT: I am not sure about a social learning community. Regarding online communities in general, I would never underestimate the importance of having an engaged community; the community is everything. This is one of the biggest lessons I learnt during my Elgg days.About Dave:Dave Tosh is passionate about technology, in particular the web, and its potential for creating new learning opportunities for us all. Dave co-founded Elgg and is now to be found experimenting on a couple of ideas around information accuracy.

Where Social Learning got its start: An interview with Dave Tosh

Dave Ulrich has spoken to large audiences in 87 countries, performed workshops for over half of the Fortune 200, and coached successful business leaders. He is co-founder of the RBL Group (www.rbl.net), a consulting firm that increases business results through leadership, organization, and human resources. He gives back to the profession and others, having served as editor of Human Resource Management for 10 years. He works as a trustee and advisor to universities and other professional groups.

Dave Ulrich

Dave Clough is a Digital PR Consultant for Glaze Digital in Belfast. He has a strong background in digital marketing having previously been the SEO Manager for Argos and worked in senior positions for numerous leading digital agencies in London.

Dave Clough

Dave Todaro is a leadership and career coach. His professional coaching career has its roots in a career of more than 40 years in leadership and management positions, including distinguished service in the US Air Force; private industry; nonprofits; and faith-based organizations. Much of Todaro’s background is in information technology and more specifically, human capital management systems. During those years, he discovered a flair for public speaking, a natural inclination to equip those around him for success, and his passion to understand how great leadership and high-performing teams come about.Todaro transitioned from technology into leadership and career coaching in 2022, and has since earned certifications from the Center for Christian Coaching and the International Coaching Federation. His focus is on evidence-based approaches to helping people unlock and harness their potential to instigate and catalyze positive change in their businesses and organizations.In addition to his private coaching practice, Todaro serves as a volunteer leadership coach for a group of promising Delaware State University students as they prepare to enter the workforce through the Braven.org program.

Dave Todaro

Dave Buzanko has been an entrepreneur for more than 30 years and has experienced his fair share of both success and failure. He is a resilience expert who talks about resiliency and how you can learn to not only survive but eventually learn how to thrive in the face of adversity. Buzanko has been a vendor to some of Canada’s largest retailers, weathering his own perfect entrepreneurial storm to overcome business sabotage and the threat of bankruptcy that led to a stress-induced heart crisis.Buzanko not only survived his perfect storm; he learned how to thrive because of it. He spent the past decade as an Ironman triathlete, executive resilience coach, and keynote speaker. Most recently, Buzanko joined NIIT, a corporate training company, as a business development manager to better understand the corporate learning industry in North America.

Dave Buzanko

Trying to learn important information through multimedia can feel like driving through a strange city for a big job interview. As the learning designer, you’re not the one heading to the interview, but you do select the car and choose the route. You give directions, erect street signs, string up the traffic signals, and so forth. Whatever roads and vehicles the driver uses and sees, you put there. And if you make mistakes, the driver won’t arrive on time or do well in the interview. With that happy thought, let’s discuss how to manage cognitive load. In other words, let’s address the question: “How can you reduce unnecessary demands on working memory and maximize a learner’s chances of success?” Research suggests—with a very loud “Ahem!”—that multimedia razzle-dazzle can actually work against effective learning. Even background music can interfere with success, the way sound from the car radio makes it harder for you to navigate through a work zone. In “Nine Ways to Reduce Cognitive Load in Multimedia Learning,” Richard E. Mayer and Roxana Moreno explain what they mean by cognitive load and offer a three-part theory for how to make information meaningful. Meaningful Learning: How it Happens, How it Doesn’t Multimedia learning, according to Mayer and Moreno, involves delivering information through words (printed or spoken) and images (drawings, photos, animations, videos). By “meaningful learning,” they mean you’re able to apply that information to a new situation.How that happens, they say, is affected by three factors: The dual-channel assumption says that we handle incoming information through two channels: one for words and one for pictures.The active processing assumption says that we need to do significant mental work in order to learn. We decide what to pay more attention to, and for things that make the cut, figure out what they mean and how they interact. This processing is how we create a mental construct for what we’re learning, and then connect it to existing knowledge.The limited capacity assumption says that we can only work with so much at a time in a cognitive channel. We can only handle so many words, so many images. Assuming you’ve done some active processing with those factors, you can already see the implications. Learning is challenging enough; how we present information through words and images can help or hinder more than you might realize. Mayer and Moreno also identify five ways overload can happen, and they present strategies to overload. Overload From Too Much in a Single Channel Imagine that a section of your multimedia lesson has most of its information in a single channel, like a large block of text. And it’s all necessary information. If you add audio to reinforce the print, you may actually overload the verbal channel. For example, when explaining the difference between defined-contribution and defined-benefit pensions in both text and audio, you’re asking the learner to read and listen at the same time. The two streams of words compete with each other for working-memory resources. Assuming all the information is relevant, Mayer and Moreno suggest off-loading some content: move some of it from verbal to visual. Use images to anchor key concepts, reduce the printed text, and let the audio channel carry the message. “Students understand a multimedia explanation better when the words are presented as narration rather than as on screen text,” write Mayer and Moreno. Remember our interview candidate? She moves more smoothly through traffic with a GPS that combines narrated directions with a graphic map—far more so than if she had highly detailed, text-only directions. What happened in the researchers’ experiments? One way to express the strength of an outcome is through “effect size.” Using one common measure, Cohen’s d, an effect size of 0.1 – 0.3 would be small, 0.3 – 0.5 would be moderate, and greater than 0.5 would be significant. In six experiments involving offloading, Mayer and Moreno report an effect size of 1.17. Overload in Both Channels What if both the verbal and the image channels have too much essential information? No matter how much you need to cover or how elegant the presentation, too much is too much. When the learner can’t process everything, she can’t organize the input into a useful mental model, let alone integrate it with what she already knows. Again, our driver trying to make the interview can’t easily cope simultaneously with a nagging GPS, unfamiliar street signs, shifting traffic, and a message board displaying cryptic data about a detour—even though it’s all important. Mayer and Moreno offer two solutions. One is to segment content; break material into smaller pieces, and allow the learner to decide when to move on. An experiment broke a three-minute segment into 16 segments, linked by CONTINUE buttons. Compared with a control group, students who could choose when to continue, thus taking the time they wanted with the current segment, performed substantially better.When segmenting won’t work, a second solution is to offer pre-training, which means providing some information ahead of time, such as the names or functions of major parts. In order to build a mental model of what you’re learning, you need a component model (how each major part works), and a causal model (how the parts affect each other). Pre-training gets you to the component model faster so it’s easier to construct your causal model. Suppose our interview candidate has traveled to Washington, D.C. Before she gets her car, she might learn the different names for the most important freeway (I-495, I-95, the Beltway) and the meaning of “Inner Loop” and “Outer Loop.” That could help her negotiate the trip from Dulles airport to Bethesda. Overload from Extraneous Information (Spoiler Alert: “Nice to know” doesn’t mean “good to include.”) Mayer and Moreno point out that “interesting but extraneous material” takes up cognitive capacity. The learner has to pay some attention—for instance, it’s hard to not listen to background music. Effort goes into deciding whether anything deserves further attention. The more this happens, the less capacity remains for learning what actually does matter. You probably can guess what the researchers recommend: weeding. Remove the extraneous. What’s the bare minimum that people need to know in order to accomplish the skill or apply the knowledge? Force everything else to justify its inclusion. In an animated sales-call lesson, for example, I don’t need to see the customer driving in. I don’t need an animated phone, virtual pens, and virtual paper clips. I do need a customer statement to respond to. I need time to analyze it. I need clear examples of responses and how effective they are in a situation like the one I’m seeing. To me, the weeding of nonessential material is the difference between the rich but irrelevant detail of a war story and the crisp relevance of a pertinent example. Our interview candidate probably doesn’t need to know that there’s a library two blocks before she gets to Midcounty Highway; she does need to know when she gets there, the two right lanes are right-turn-only. Granted, sometimes you can’t edit details out. Suppose you’re explaining how to operate packaging machinery in a pharmaceutical plant. Your learner will confront lots of equipment and lots of steps, along with potentially overwhelming detail in the video close-ups.   When weeding is not an option, Mayer and Moreno recommend is **signaling—**providing cues to the learner about how to organize the material. So, the lesson might start by breaking packaging into four stages: product into plastic blisters, blisters into cardboard wallets, wallets into carton packs, cartons into cases. In subsequent lessons, arrows or similar highlighting emphasize key components of each stage. Overload from Poor Presentation Sometimes overload results from the confusing presentation of essential information. Imagine an animation in one part of a screen and related text in another. The learner has to shift focus between the two areas, as well as figure out which parts are related to which.Mayer and Moreno recommend closer alignment of words and pictures. Placing text inside a graphic, rather than alongside as a caption, aligns the explanation more closely with the visual for what’s being explained. In a related situation, information arrives as animation, onscreen text, and audio narration. The simultaneous presentation of text and narration, which the researchers call redundant presentation, requires the learner to work at reconciling the two verbal forms while also dealing with the visual form. It’s as if our interview candidate were watching an animation of the route to follow and reading directional text while the person next to her recited those directions. Mayer and Moreno cite studies with a significant shift as a result of reducing redundancy, such as dropping onscreen text and using only narration. An interesting twist they add is that if there’s no animation, students learn better from concurrent narration and on-screen text than from narration alone. The interpretation is that the on-screen text by itself doesn’t overload the visual channel the way it would with the animation there as well. Overload from “Hold that Thought” The final type of cognitive overload involves both essential processing and “representational holding,” which Mayer and Moreno explain as having to retain visual or verbal information in working memory. For example, if you read about the thermoforming process for drug packaging, and then watch a video showing the process, you have to keep elements of that text in memory during the video, which reduces your ability to select, organize, and integrate. One way to avoid this overload is to **synchronize—**interweave text or audio with the video. Words about the sealing step should arrive as the visual does; a description of the check-weigher should come while the learner sees that device in action.Researchers cite robust evidence that “students understand a multimedia presentation better when animation and narration are presented simultaneously rather than successively.” Meanwhile, Mayer and Moreno point out that if the non-synched elements are brief—a few seconds of narration followed by a few seconds of animation—there’s less overload, mostly likely because the learner has less representational holding to do: fewer things to keep in mind from the verbal information. But what if you can’t synchronize? Then, the recommendation is individualization, or ensuring that you have learners skilled at holding things in memory. If for your work you’re able to match “high-quality multimedia design with high-spatial learners,” you’re all set. Personally, I’m rarely able to manage that.Final Thought I started by comparing the multimedia learner to someone who has to drive through a strange city to make an interview. Mayer and Moreno highlight ways that your design decisions can make that trip far more difficult than necessary. Pick up some learning principles and lessons from this research—and take off a little cognitive load.

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