Um livro diferente sobre Modelos de negócio

Alex Osterwalder escreveu um livro diferente sobre modelos de negócio, um livro como eu gosto (vidé o nosso exemplo), e como explicou John Medina e Richard Mayer, cheio de imagens, de esquemas, de gráficos.
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Alex revela uma parte do livro, que encomendei logo em Junho,(saída prevista para Outubro) aqui.
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Não percam, enjoy the power of visualização.

Á atenção de professores, formadores e não só (parte II)

Terminei a leitura de Multimedia Learning de Richard Mayer. Recomendo a sua leitura a todos aqueles que tentam transmitir mensagens em ambiente de aprendizagem, professores e sobretudo formadores (já que estes têm um público-alvo que vota com os pés e com a carteira).
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Neste artigo, disponível na internet, "A Cognitive Theory of Multimedia Learning: Implications for Design Principles" encontro alguns dos princípios que Mayer apresenta, sustenta com resultados experimentais e explica:
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Primeiro o mecanismo geral "In multimedia learning the learner engages in three important cognitive processes. The first cognitive progress, selecting, is applied to incoming verbal information to yield a text base and is applied to incoming visual information to yield an image base. The second cognitive process, organizing, is applied to the word base to create a verbally-based model of the to-beexplained system and is applied to the image base to create a visually-based model of the tobe- explained system. Finally, the third process, integrating, occurs when the learner builds connections between corresponding events (or states or parts) in the verbally-based model and the visually-based model."
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Princípios:
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"Multiple Representation Principle: Its is better to present an explanation in words and pictures than solely in words."
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"Contiguity Principle: When giving a multimedia explanation, present corresponding
words and pictures contiguously rather than separately."
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"Split-Attention Principle: When giving a multimedia explanation, present words as
auditory narration rather than as visual on-screen text." (Meu Deus, como este princípio é violado quando as apresentações em powerpoint só têm texto e mais texto e mais texto. Ainda na sexta à noite num noticiário da RTP-N apareceram imagens de uma apresentação, feita por um governante regional açoriano, sobre pescas e... os acetatos violavam tudo o que se possa imaginar... letras pequeninas, texto, texto e mais texto e nenhuma imagem, nem um gráfico, apesar de ter muitos números no ecrã)
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Olhem bem para o vosso público-alvo e lembrem-se "Individual Differences Principle: The foregoing principles are more important for lowknowledge than high-knowledge learners, and for high-spatial rather than low-spatial learners.
The fourth principle is that multimedia effects, contiguity effects, and split-attention effects depend on individual differences in the learner. For example, students who lack prior knowledge tended to show stronger multimedia effects and contiguity effects than students who possessed high levels of prior knowledge"
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"Coherence Principle: When giving a multimedia explanation, use few rather than many
extraneous words and pictures. The fifth principle is that students learn better from a coherent summary which highlights the relevant words and pictures than from a longer version of the summary." (Este princípio é o primeiro a ser apresentado no livro e marca logo quem o lê... os alunos/formandos aprendem mais com resumos do que com o texto todo. E quando se acrescentam pormenores e motivos para tornar a aprendizagem mais atraente... os alunos/formandos aprendem e retêm os pormenores e motivos atraentes e esquecem o essencial da mensagem.)
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No livro são apresentados doze princípios, alguns (muitos) violam o senso-comum, alguns (muitos) violam o que aprendi nas formações de formadores.
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ADENDA: Acerca do mecanismo geral de Mayer recordei, entretanto, estas palavras de John Maeda no seu livro The Laws of Simplicity:
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"The first step in conveying the basics is to assume the position of the first-time learner. ... Observing what fails to make sense to the non-expert, and then following that trail successively to the very end of the knowledge chain is the critical path to success."

Á atenção de professores, formadores e não só

"Meaningful learning is distinguished by good transfer performance as well good retention performance.
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What's the best way to promote meaningful learning outcomes? The answer rests in active learning - because meaningful learning outcomes occur as a result of the learner's activity during learning.
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... meaningful learning depends on the learner's cognitive activity during learning rather than on the learner's behavioral activity during learning. You might suppose that the best way to promote meaningful learning is throrough hands-on activity ... However, behavioral activity per se does not garantee cognitively active learning; it is possible to engage in hands-on activities that do not promote active cognitive processing - such as in the case of people playing some highly interactive computer games.
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... well-designed multimedia instructional messages can promote active cognitive processing in learners even when they seem to be behaviorally inactive."
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Estou a visualizar aquelas pessoas que estando presentes numa reunião, durante a mesma, elaboram rabiscos e desenhos parecendo estar distantes, and yet...
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Trechos retirados de "Multimedia Learning" de Richard Mayer.

Á atenção de professores, formadores e não só

Neste postal escrevi sobre o livro de John Medina "Brain Rules". Encontrei uma versão do livro em pdf que rapidamente devorei no ecrã do meu computador.
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Encomendei o livro em papel para agora o poder ler e sublinhar com calma. Entretanto, enquanto aguardo a sua chegada, comecei a leitura de um outro livro que me parece muito interessante para professores e, sobretudo, para formadores (os alunos não podem votar com os pés, os formandos podem, daí que o mercado da formação não financiada seja muito mais exigente).
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Quem procura melhorar o seu desempenho como formador pode encontrar boas pistas em "Multimedia Learning" (segunda edição de 2009) de Richard Mayer.
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Um extracto:
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"... the knowledge-construction view is that multimedia learning is a sense-making activity in which the learner seeks to build a coherent mental representation from the presented material. Unlike information - which is an objective commodity that can be moved from one mind to another - knowledge is personally constructed by the learner and cannot be delivered in exactly the same form from one mind to another. This is why two learners can be presented with the same multimedia message and come away with different learning outcomes. Second, according to the knowledge-construction view, the learner's job is to make sense of the presented material; thus, the learner is an active sense-maker who experiences a multimedia presentation and tries to organize and integrate the presented material into a coherent mental representation.
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Third, the teacher's job is to assist the learner in this sense-making process; thus, the teacher is a cognitive guide who provides needed guidance to support the learner's cognitive processing. Fourth, the goal of multimedia presentations is not only to present information, but also to provide guidance for how to process the presented information - that is, for determining what to pay attention to, how to mentally organize it, and how to relate it to prior knowledge. Finally, the underlying metaphor is that of multimedia as a helpful communicator; according to this metaphor, multimedia is a sense-making guide, that is, an aid to knowledge construction."
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Espero voltar a este livro mais vezes.