Posted tagged ‘learning model’

A defence of the “Next” button

4 June 2012

The “Next” button doesn’t have many friends in the e-learning community. The humble yet shiny arrow is associated with boring page turners.

Next button

Hell-bent on avoiding the “Next” button, many instructional designers will delinearise the content by creating a course homepage with a raft of topics represented by funky icons. The learner is free to explore and discover the knowledge contained therein at their convenience and – more importantly – at their discretion.

While I broadly agree with the constructivist sentiment of this approach, I can’t help but think it’s a band-aid for a much deeper issue.

Let me explain by rewinding a little…

In my previous post Informal first, I articulated a mindset that prioritises informal learning over formal training. I argued in favour of providing all the necessary learning resources to the target audience in an open, structured format. I had in mind an Informal Learning Environment which would host the bulk of the content and enable peer-to-peer knowledge sharing.

This is constructivist design. It facilitates pull learning at the convenience and discretion of the learner, and moreover it supports on-the-job learning just in time. Its primary focus is not on training, but on performance support.

Having said that, I am the first to agree that sometimes training is necessary. This is where an online course can step in.

By design, an online course is meant to transmit knowledge to the learner. By design, it’s meant to be programmatic in nature. By design, it’s meant to be ruthlessly efficient.

In other words, it’s meant to be linear.

Don’t get me wrong: I’m not suggesting that an online course should be stripped of all constructivist principle. On the contrary, I highly recommend that the learner be empowered to explore and discover the contents of the course as they wish, free of the yoke of forced navigation. However, it is important to note that such freedom is not mutually exclusive with linearity.

What I am suggesting is that the instructional designer who rails against the “Next” button is valiantly (but futilely?) trying to backfill a void in their organisation’s learning architecture. Because open, searchable, browsable, accessible content does not exist, he or she feels compelled to create it. But the LMS is not the place for it!

Open, searchable, browsable, accessible content should be available to the learner all the time on an open, searchable, browsable, accessible platform.

In contrast, an online course should scaffold the learning experience to achieve a pre-defined objective. It should not be played with for hours on end, and it certainly should not be used for ongoing reference.

Next button

So whenever you are consumed by the burning desire to deride the “Next” button, ask yourself whether you are assigning guilt by association.

Perhaps the true guilt lay closer to home?

Next!

Informal first

21 May 2012

It is well documented that the vast majority of learning in the workplace is informal.

Business woman using computer

According to extensive research undertaken by the Center for Creative Leadership:

   • 70% of learning occurs “on the job”
   • 20% of learning occurs through feedback from others
   • 10% of learning occurs “off the job” (eg attending classes, reading)

This 70:20:10 breakdown has since been supported by subsequent research, though sometimes the ratio is represented as 80:20 to reflect informal learning and formal training respectively.

Yet despite knowing these statistics – and sprouting them at opportune moments – many L&D professionals spend their time, energy and dollars in inverse proportion:

   • 80% on formal training
   • 20% on informal learning

Jane Hart and Jay Cross visualise this scenario in terms of the workscape evolution: the earlier an organisation is on its learning journey, the more formal and pushed is its training. As its philosophy matures, the process of learning becomes increasingly informal, self-directed and collaborative.

5 Stages of Workscape Evolution

While the evolution of today’s workscape is currently underway, I contend that more must be done by L&D professionals to accelerate its progress.

And one way of doing that is by committing to “informal first”.

What is informal first?

Informal first is a mindset that prioritises informal learning over formal training in practice.

Whenever a development intervention is being considered, the primary objective of the L&D professional should be to provide all the necessary learning resources to the target audience in an open, structured format.

These resources will no doubt include text, but should also include images, audio, video, interactive scenarios, a discussion forum, downloadable job aids… you name it. Whatever is required to make the learning experience authentic and effective.

This pedagogical foundation facilitates pull learning at the convenience and discretion of the learner.

Moreover, it may stand alone to meet the organisation’s development need. In other words, there might be no reason for an employee to ever set foot in a classroom again!

Empty classroom

Having said that, in some cases more instructional support will be required.

While “not liking this form of learning” is not a valid excuse in the modern workplace, other drivers might include: the subject matter being complex and thus requiring hand-holding by an SME; or the development need being time sensitive and thus requiring an SME to expedite the upskill; not to mention the fact that some training is just better done instructor-led, for whatever reason.

So, after informal learning has been addressed, sure – supplementary formal training can be considered.

Vive la revolution!

The “informal first” principle revolutionises the corporate learning model.

No longer is formal training the central offering with informal learning relegated to a support role. On the contrary, when we adopt the informal first mindset, informal learning becomes the central offering.

Formal training becomes value add.

Mobile learning – Push or pull?

20 September 2011

The universal advice for m-learning is to keep it short.

The argument is that workers these days are busy professionals with the attention span of a juvenile gnat, so anything longer than a few minutes won’t be effective.

I don’t buy it, but I am in the minority.

Group of business people with smartphones

Nonetheless, I recognise the benefits of this approach. Shorter content is quicker to develop, and single files like MP4s are easy to produce.

Regular snippets are also useful for reinforcing key messages, assessment, post work, and bridging the knowing-doing gap.

However, I also think this approach is limited.

Although it leverages modern technology – namely, smartphones and tablets – this kind of m-learning remains traditional “push” training. Of course push training has its place in the broader learning model, but it’s just the tip of the iceberg. In a true learning organisation, the vast majority of learning is pulled.

So I propose we turn the prevailing notion of m-learning on its head…

Let’s think less in terms of “training” and more in terms of “performance support”. Create the content once in a central repository (such as a wiki or an intranet) where it can be searched, explored and discovered on-the-job, and just-in-time if need be.

This approach accommodates multiple devices (mobile or otherwise), without the need for multiple authoring tools or the production of multiple content packages.

It also facilitates a more constructivist mode of learning, which one may argue is the pedagogical foundation of the 70 in 70:20:10.

Businessman using mobile device

Of course the pull approach to m-learning relies heavily on standardisation. Wikis, intranets, VLEs, LMSs etc must be mobile friendly for the paradigm to work.

In other words, these repositories must be compliant with international mobile standards so that we can accommodate the myriad of devices, browsers and operating systems that m-learning entails.

And we can turn this on its head too. If we all build content on standards-compliant platforms, suddenly the onus is on all those devices, browsers and operating systems to accommodate us.

Social media extremism

7 February 2011

Since I wrote my article last week about critical theory, I have been more attuned to the messages being propagated by my peers.

For example, some of them have been blogging and tweeting about the role of social media in driving the pro-democracy protests in Egypt.

I see I’m not alone (here and here) in being a little less inclined.

The truth, I suspect, is that the protests in Egypt have been catalysed by the amassing of the population for prayer.

Good centuries-old social networking.

Christians protecting Muslims during their prayers in Egypt during the 2001 protests

Bloggers and the Twitterati are self-evident social media fans, so it’s to be expected that some of them will adopt an evangelical view of the role of Web 2.0 in world affairs.

Don’t get me wrong; I’m not trying to underplay the role of social media in connecting people with each other and with the outside world. It certainly played its part in Tunisia and Iran, for example. Besides, if it wasn’t useful, oppressive governments wouldn’t try to shut it down.

No, my point is that while social media is a significant component of the Egyptian pro-democracy movement, it is one among equally or even more significant components.

Put it this way: the protests would still have happened if the Internet did not exist.

The fact that it does exist means the people have a universal communications tool at their disposal.

Closer to home

Drawing all this down to the less heady world of e-learning, I can certainly see a parallel.

It’s important to recognise the role of social media in facilitating social learning in the workplace. However it’s not a panacea.

Relying on truisms such as “all learning is social” and on altruistic notions such as “collaborative learning” is a cop out.

Your learning architecture needs to include much more, such as on-demand self-paced learning resources (eg wikis, simulations, e-books) and – dare I say it – formal training (eg virtual classes, online courses, assessments).

My point here is that while social media is a significant component of the corporate learning model, it is one among equally or even more significant components.

Put it this way: learning would still happen in the workplace if social media did not exist.

The fact that it does exist means we have an effective learning environment we can leverage.
 

Square pegs and round holes

28 September 2010

What’s your role in the workplace?

How does that compare to what you do on a day-to-day basis?

I ask you this because what we think we should be doing and what we actually find ourselves doing are often two very different things.

That concerns me because I’ve been blogging a lot about a revamped learning model which relies heavily on Web 2.0 technologies to support informal learning.

In the back of my mind, I realise that revolutionising the learning model in this way would shock some organisations.

To work effectively in those environments, the model would demand significant shifts in roles and responsibilities away from the status quo, towards what I suggest the employees should be doing instead.

Allow me to elaborate…

Various pegs in their right holes

The role of the learner

In my view, every employee has the obligation to drive their own development.

An Informal Learning Environment (ILE) empowers them to do just that. It’s a space where they can explore content, ask questions, and seek help from their peers.

This relieves the L&D professional from alternately spoonfeeding and coercing grown adults into doing what they should be doing for and among themselves.

In short: the role of learning should be assigned to the learner.

The role of the subject matter expert

Taking the logic one step further, every employee also has the obligation to share their knowledge with their colleagues.

Web 2.0 empowers them to do just that. With tools like blogs, wikis and discussion forums, they can contribute content, participate in the conversation, and keep everyone up to speed in their domain.

This relieves the L&D professional from developing and managing content over which they have no authority.

In short: the role of knowledge sharing should be assigned to the SME.

The role of the manager

Must it be said that every manager has the obligation to manage the development of their own staff..?

With the help of their subject matter experts, managers should identify required competencies, assess proficiencies, assign development goals, fund and approve training, and hold regular development discussions.

This relieves the L&D professional from getting bogged down in technical matters over which – again – they have no authority.

In short: the role of managing the team should be assigned to the manager.

The role of the L&D professional

So if the L&D professional is no longer responsible for babysitting and strong-arming employees, conjuring content, and doing the managers’ jobs for them, what on Earth are they responsible for?

The answer is plenty, including consulting, training needs analysis, instructional design, developing content for which they are the expert (eg development plan templates, development discussion workshops), facilitation, community management, training evaluation, research and governance.

In short: the L&D professional supports the learners, subject matter experts and managers in playing their parts to improve the capability and performance of the organisation.

Change management

In the 99% of organisations in which a greenfield opportunity does not exist, my revamped learning model represents a paradigm revolution.

Given legacy systems, entrenched practices and perhaps a less-than-booming corporate culture, successful implementation would require skillful change management to say the least, not to mention a lengthy, multi-phased rollout period.

Dare I suggest the new paradigm may also prompt a review of the organisation’s recruitment criteria?
 


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