Posted tagged ‘pedagogy’

Something all learning pro’s should do

10 April 2012

Learn a language.

I don’t mean a programming language (although the theory probably still holds). I mean a bone fide foreign language like French, German, Japanese or Mandarin.

By going outside of your comfort zone, you stimulate your brain into new realms. But more importantly, you experience once again what it’s like to be a novice learner.

Now YOU are the one on a steep learning curve.

It’s daunting. It’s awkward. And it’s humbling.

Teacher assisting mature student in class

As a teenager I developed a fascination for the German language. I think it stemmed from my love of history and my desire to understand what the enemy soldiers were saying in the movies.

Over the years I dabbled by doing a class, listening to tapes, buying an English-German dictionary and reading a few language books.

However it wasn’t until recently when I planned to revisit Germany that I made a conscious effort to give it another red hot go. I didn’t want to be one of those tourists who’s first words are inevitably: “Do you speak English?”

No, I wanted to understand – and be understood – auf Deutsch. At least enough to get by.

And I did all right. But in no uncertain terms I reminded myself of what works and what doesn’t in the learning process.

All those fundamental pedagogical principles that had faded into the background came flooding back with avengeance…

Instructivism and formal learning

When you’re a novice in a domain, the guidance of an expert is golden.

For example, the teacher at the front of a language classroom already knows the grammar, vocabulary, phrases, habits and customs that you need to know. He or she is in a prime position to provide you with a programmed sequence of knowledge.

In my opinion, there is no other way of getting up to speed so quickly.

Constructivism, connectivism and informal learning

While instructivism and formal learning are valuable, they comprise only one piece of the puzzle. Anything else you can access is invaluable – whether it be a copy of Der Spiegel, an episode of Inspector Rex, or a Twitter buddy in Berlin.

The motivated learner who extends the learning process beyond the formal curriculum is destined for mastery.

Skills development

You can learn about a language until the Friesian cows come home, but to acquire the skill you have to actually do it. From simply saying new words aloud, through role plays, to full-blown conversation cafes, the objective is to practise.

Make mistakes, improve your pronunciation, get the vocab front of mind.

OTJ, PBL and job aids

Developing a skill is a waste of time if you never apply it in the real world. At some stage you need to immerse yourself in the environment (in my case, Germany) and actively participate (eg order food, buy train tickets, ask for directions). In doing so, you continue to learn.

When you are in the moment, job aids – especially mobile job aids – become indispensable. I gave Google Translate a beating!

Use it or lose it

Repetition is key. I’m not referring to rote learning, but rather to the continual application of the knowledge.

When I was overseas, I must have looked up the same words six or seven times each; they weren’t very common.

On the other hand, other words were everywhere. I only needed to look those up once; they were naturally reinforced thereafter.

Now that I’m back in Oz, I know that I’ll lose much of my German unless I find ways to keep up the reading, writing, listening and conversing.

World in the hand

Of course, I realise I’m not telling you – a fellow learning professional – anything you don’t already know. But honestly, when was the last time you consciously used the concepts and principles I have just mentioned to inform your work?

During the daily grind it’s easy to slip into production mode and put your brain into hibernation. As a profession, we need to shock ourselves out of that state.

It’s time to put some skin back in the game, so why not learn a language?

Wer wagt, gewinnt!

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Clash of the titans

26 December 2011

I have really enjoyed following the recent argy bargy between Larry Sanger and Steve Wheeler. From a learning practitioner’s point of view, it raises issues of pedagogy, instructional design, and perhaps even epistemology.

Having said that, I think it all boils down to the novice-expert principle. As a novice, you don’t know what you don’t know. Thankfully, an expert (the teacher) can transmit the necessary knowledge to you quickly and efficiently. In eduspeak, you benefit from “scaffolding”.

Then, after you have acquired (yes – “acquired”) a foundational cognitive framework, I suggest a constructivist approach would be appropriate to expand and deepen your knowledge. In other words, now you know what you don’t know, you can do something about it.

My sector of practice is corporate rather than K-12, but I would assume that because the learners are children, their level of experience and prior knowledge is limited. Hence, having the basic concepts explained up front is a perfectly reasonable teaching strategy.

Teacher in front of K-12 class

I wonder, though, whether conversation (online or otherwise) would indeed be a useful technique after the basics have been bedded down? Perhaps the last third or so of the class could be devoted to discourse facilitated by the teacher? Or assigned to participation in a district-wide online discussion forum? (Moderated, of course, by teachers and class nerds.)

Or – more likely – I’m exposing my ignorance of the logistics of managing a classroom.

My point is that constructivism can complement, rather than substitute, instructivism. This is something that I have argued for previously.

My secondary point is that I am quite getting over the Twitterati’s tendency to devalue the role of the expert in education. Not only is the expert aware of the important facts, but they can also impart their meaning and context.

Googling ability does not a scholar make.

E-Learning Provocateur: Volume 1

22 November 2011

Well I have finally bitten the bullet and published a selection of my blog musings in paperback form.

The book is entitled E-Learning Provocateur: Volume 1 and my intent is to provoke deeper thinking across a range of themes in the modern workplace, including:

E-Learning Provocateur: Volume 1•   social media
•   learning theory
•   pedagogy
•   instructional design
•   learning styles
•   blended learning
•   informal learning
•   mobile learning
•   augmented reality
•   virtual worlds
•   cloud computing
•   self publishing
•   employee engagement
•   corporate social responsibility
•   religion
•   the future of e-learning

The book is available now at Amazon.com.

The A to Z of learning

5 April 2011

It all started with a tweet by Anne Bartlett-Bragg (@AnneBB) observing an instance of the term s-learning representing social learning.

Amused by our industry’s obsession with single letter prefixes, I replied facetiously that I preferred the term slearning – simply because it sounds so awful.

Then Anne suggested we play an alphabet learning game, and she proposed the first neologism: a-learning is awful learning? action learning? adaptive learning?

Well that was a red rag to this nerdy bull, so I replied with b-learning is book learning. In the blink of an eye we roped in Penny Wheeler (@pennyjw) and Claire Brooks (@clairebrooks) as we embarked on a
26-letter journey of frivolity.

Letters

All fun aside though, assigning 26 letters to learning is a lot harder than you might think.

Sure, you can make up anything (eg zebra learning), but if you adhere to the spirit of the game and confine your answers to terms that are pedagogically meaningful, the level of difficulty rises.

More than just a game, the exercise prompted me to critically reflect on the broad range of instructional approaches that are adopted in the digital age.

Businesswoman on laptop

So what did we come up with?

• a-learning is awful learning, action learning, adaptive learning
• b-learning is book learning
• c-learning is Confucian learning
• d-learning is distributed learning
• e-learning is enhanced learning
• f-learning is free learning
• g-learning is great learning, generative learning, granular learning
• h-learning is hidden learning, holistic learning
• i-learning is incidental learning, integrative learning
• j-learning is just-in-time learning
• k-learning is kinaesthetic learning
• l-learning is learning to learn
• m-learning is meta learning
• n-learning is new learning
• o-learning is objective learning, organisational learning
• p-learning is learning from other people
• q-learning is quantum learning, quick learning, quality learning
• r-learning is research oriented learning
• s-learning is social learning, socially networked learning
• t-learning is transformative learning
• u-learning is universal learning
• v-learning is video game learning, voracious learning
• w-learning is we learning
• x-learning is xenogamous learning
• y-learning is Gen Y targeted learning
• z-learning is Zen learning

No doubt you noticed that we tended to avoid the obvious (eg electronic learning, mobile learning).

In fact, I think we ended up with quite a thought-provoking list.

Wanna play?

Twitter birdAnyone can play the A to Z Learning Game.

Simply follow the #azlearninggame trend on Twitter and chip in the next answer.

Just remember to use the hashtag, and try to pick something unique.

If it’s abstract or obscure, justify it within the 140 character limit.

Go on, have a go!
 

Vive la evolution

15 February 2011

Last week, Laura Layton-James stumbled upon my post Online courses must die! and she left a wonderfully detailed comment.

I was so enamoured with what she wrote that I feel compelled to repeat it here…

An excellent post Ryan. When running courses on how to create engaging eLearning (concentrating on the self-study module) we concentrate on designing, as Cathy Moore puts it, experiences. To me it’s a total waste of time reposting the information that already exists somewhere on the intranet in a pdf. As you say, a waste of resources when L&D’s expertise as learning consultants (which is what we are) can be put to better use creating those skills based activities that will test application rather than regurgitate facts and figures.

Unfortunately, the blame (if we have to lay blame) lies with the increasing need to tick boxes. It seems that if we just point people in the right direction for the information we can’t be sure they’ve read it. So we think the solution is to type it all up again in shorter chunks and ask them a load of questions which only tests immediate recall.

Bored at the computer

If it’s eInformation / eReference that’s needed, that’s fine. We can make that more visually appealing and easier to read on screen. We can even make it more enjoyable to view in the form of videos or podcasts.

Where the real learning takes place is in the analysis of the material in relation to a specific work-based problem. A problem that the learner is likely to face in the workplace.

An example I use is the mandatory fire safety course. It tends to be boring when done in the classroom where facts upon facts about the fire triangle are poured into learners’ heads. If they’re listening carefully enough they might be able to answer some questions on the fire triangle and what constitutes fuel, heat and oxygen (I’m still not sure if I’ve got it right). Tell me, in a fire how many people will be standing there pondering on the fire triangle. Really what would do us more good is to either assess realistic risks, or evacuate safely in the event of a fire.

The fire drill

Encouraging more of a user-generated and peer-to-peer learning environment may not be to everyone’s taste so a VLE such as Moodle will give more control. But L&D’s real and untapped value will be in the nurturing of learners, working with SMEs to provide digestible chunks of information, designing bite-sized resources and providing study guides and recommended personal learning plans so learning becomes more individual and task based.

Definitely, why force individuals to go through the same mandatory content year after year when all they may need is a yearly, skills based assessment. If that assessment highlights skills gaps then a more flexible learning programme will make sure individuals learn only what they need not what they don’t.

It’s no longer about what we know but more about where to find the information and apply it to tasks.

I couldn’t agree more.

Thanks Laura!

Open Learning Network vs Informal Learning Environment

21 September 2010

In the comments section of my previous post, Mike Caulfield kindly pointed me to the article Envisioning the Post-LMS Era: The Open Learning Network by Jonathan Mott.

I was immediately interested because, like me, Mott is striving to bridge the gap between the organisation’s LMS and the learner’s PLE. He articulates his position as such:

“…a one-or-the-other choice between the two is a false choice between knowledge-dissemination technologies and community-building tools. We can have both.”

Amen to that.

But how do we bridge the gap?

Mott’s blueprint is the Open Learning Network (OLN). Mine is the Informal Learning Environment (ILE).

While both proposals have remarkable similarities, the pedagogical philosophies that underpin them are fundamentally different.

The ILE recapped

An ILE is a space that centralises tools and resources that the learner can use to drive their own development. In How to revamp your learning model, I propose three core components:

1. A comprehensive wiki,
2. An open discussion forum, and
3. A bank of personal profiles.

These components work in tandem with the LMS and system reports, which in turn comprise the core components of the Formal Learning Environment (FLE).

A revamped learning model, consisting of an ILE and an FLE

The organisation manages the ILE on behalf of the learners, who are free to search, explore, ask and share at their own pace and at their own discretion, and – ideally – integrate the system into their broader PLE.

The OLN compared

While the ILE is designed to bridge the gap between the LMS and the PLE, it purposefully keeps them apart. Not only do I believe in the right of the learner to keep their PLE strictly personal, but I also believe in the power of separating “learning” from its administration.

The OLN takes a different approach. Mott states:

“The OLN is not intended merely to allow the LMS and PLE paradigms to coexist in harmony, but rather to take the best of each approach and mash them up into something completely different.”

The OLN model connects private and secure applications on the organisation’s network (such as the student information system, content repository, assessments and transcripts) to open and flexible tools and applications in the cloud (such as blogs, social networks and non-proprietary content) via a services-oriented architecture.
The university network and the cloud under the OLN model. Source: Mott, J. (2010) Envisioning the Post-LMS Era: The Open Learning Network, Educause Quarterley Magazine, Volume 33, Number 1.

Both the OLN and ILE are modular because they comprise standalone resources or “learning objects”. This makes them flexible because the objects can be easily replaced by others that are more current, relevant or useful.

The key difference between the two models is interoperability. In a nutshell, the objects in an OLN can talk to one another via web service protocols such as LTI. Mott elaborates:

“In the simplest terms, web services-enabled applications leverage the elegantly simple Hypertext Transfer Protocol (HTTP) that gave life to the World Wide Web. This means that applications use a common set of verbs (such as GET and POST) and nouns (standard definitions of ‘student,’ ‘course,’ ‘score,’ etc.) to share data (as XML) via HTML. A robust services architecture will also implement role-based security and authentication protocols to manage data and application access and permissions. Within such a framework, any tool can securely interact with any other tool, passing user IDs and course and role information. Activities are then logged in the second application so that data can be passed back to the originating application (via a secure HTTP POST in the browser).”

A full-featured OLN. Source: Mott, J. (2010) Envisioning the Post-LMS Era: The Open Learning Network, Educause Quarterley Magazine, Volume 33, Number 1.

The ILE model is not as technologically complex! It makes no demands for interoperability among the components of the PLE, ILE and LMS; in fact, it celebrates their independence. The common denominator is authentic assessment, which represents the sum of all learning regardless of its sources.

Digging deeper

So while the major difference between the OLN and ILE is apparently their respective technical framework, that is simply a manifestation of their true difference: pedagogical philosophy.

I see the OLN as a solution for monitoring the student’s progress during a program of study in the digital age. It formalises the informal. The underpinning pedagogical philosophy, therefore, is formal learning – which I recognise as entirely appropriate in the Higher Education environment.

In the workplace, however, the vast majority of learning is informal. I would even go so far as to suggest that we hinder the learning process by drowning it in bureaucracy.

I see the ILE as a solution for self-directed learning, peer-to-peer discourse and knowledge sharing. It informalises the formal. The underpinning pedagogical philosophy, therefore, is informal learning – which is crying out for support in the corporate sector.

Horses for courses

So yes, Mott and I propose two similar yet fundamentally different learning models – but we have our reasons.

Neither is necessarily right; neither is necessarily wrong.

It all depends on context.
 

How to revamp your learning model

7 September 2010

In my articles Online courses must die! and The ILE and the FLE in harmony, I advocate the development of a virtual Informal Learning Environment (ILE) to work in tandem with the Formal Learning Environment (FLE) to support both the learning process and its administration.

Heeding the advice of Bill Brandon, I will now flesh out that idea with an illustration of how it might be implemented in a real organisation.

Informal learning

I believe in the power of informal learning. In fact, I go so far as to say it should be the central philosophy of the organisation’s learning model.

In a practical sense, that means we need to provide our learners with tools and resources that they can use to drive their own development.

This is where the ILE fits in: It’s a space (like a website or intranet site) that centralises those tools and resources.

The ILE illustrated

There are a thousand and one possible combinations and permutations of an ILE.

However, if I were to consider (read “fantasise”) a greenfield opportunity (read “pipedream”), what would I design?

Essentially I would base my design on three core components, as illustrated in Figure 1.

Informal Learning Environment, consisting of a wiki, a discussion forum and personal profiles

Figure 1. Informal Learning Environment

Core component #1: Wiki

The primary component of my ILE is a comprehensive wiki.

In a big corporation like the one I work for, knowledge is distributed everywhere – on obscure intranet pages, in random folders, in people’s heads – which makes it really hard to find.

A wiki enables the organisation to centralise that collateral, whether directly (by inputting it) or indirectly (by linking to where it exists elsewhere), thereby functioning as the first port of call.

A wiki can contain – or point to – all manner of media, such as text, graphics, documents and multimedia. The learner can search and explore the content that’s relevant to them, just-in-time if need be.

The flexibility of a wiki also allows anyone to contribute content. This empowers the learner to share their knowledge with their colleagues, build on the knowledge that has already been contributed by others, and communally keep it up to date.

Core component #2: Discussion forum

The secondary component of my ILE is an open discussion forum. I say “secondary” because my rationale is that, if the learner can’t find the knowledge they need in the wiki, they can crowdsource it via the forum.

A discussion forum enables the learner to post a question to their peers, thereby leveraging the collective intelligence of the organisation. Of course the learner can also share their knowledge by answering someone else’s question, and they can learn incidentally by reading the questions and answers of others.

The questions posted to the forum may also serve to expose knowledge deficiencies in the organisation, which can be remedied by updating the wiki!

Core component #3: Personal profiles

The tertiary component of my ILE is a bank of personal profiles. I say “tertiary” because my rationale is that, if the learner can’t find the knowledge they need in the wiki nor via the discussion forum, they can target an SME directly.

For example, if the learner is struggling with a Java programming problem, they can look up a Java expert in the system and send them a direct message. The SME may be recognised as a “Java” SME because they have said so in their profile, or – if the technology is sophisticated enough – their contributions of Java-related content in the wiki and participation in Java-related conversations on the discussion forum flag them as such.

I’m in two minds as to whether a full-blown social network is useful for internal learning purposes. Apart from profiling, I’m not convinced that friending, status updating and other Facebook-like activities add much value – especially when a discussion forum that accommodates groups is already in place.

Formal learning

Self-directed, informal learning is great. However, there are some things your employer must know that you know.

The most obvious example is compliance, eg privacy, trade practices and OH&S. If you breach the regulations, the company will be in hot water, so they’re not just going to take your word for it.

There are plenty of other examples, such as a certain level of product knowledge, that may be critical to the role.

In a practical sense, this means we should map required competencies to each role and assess the employee’s proficiency against each one. That probably leads to a development plan, which in turn forms a subset of the performance agreement and is subject to regular appraisals.

Then there are formal training events like courses and workshops that are important and require documentation, and some people want their informal learning (eg reading a book) recorded too.

The FLE is a space (like a database or platform) in which all this administration is done.

The FLE illustrated

Again, there are a thousand and one possible combinations and permutations of an FLE.

However I base my design on two core components, as illustrated in Figure 2.

Formal Learning Environment, consisting of an LMS and reports

Figure 2. Formal Learning Environment

Core component #1: Learning Management System

The primary component of my FLE is a Learning Management System (LMS).

The LMS is an oft-derided yet invaluable educational technology. I suspect the typical organisation under appreciates it because it uses it illogically.

My advice is to use the LMS for what it’s designed for: managing learning. Competency maps, auto-marked assessments, registrations, completion statuses, grades, transcripts, performance agreements and performance appraisals are what the LMS does well. Some even extend into talent management and other HR domains.

Conversely, my advice is to avoid using the LMS for what it is not really designed for: managing content. Leave that to the ILE, which is a much more open and flexible environment, and is purpose built to support “learning”.

Core component #2: Reports

The complementary component of my FLE is the range of reports that can be generated from various systems to provide useful data. Such data may include productivity statistics, quality scores, complaint volumes, engagement indices… whatever can be analysed to identify training needs and/or evaluate learning outcomes.

At the end of the day, learning must support performance.

Putting it all together

My revamped learning model, then, comprises two discrete but related virtual environments:

1. An ILE, and
2. An FLE.

The former supports the process of learning; the latter supports its management.

A revamped learning model, consisting of an ILE and an FLE

Figure 3. A revamped learning model

Separating the two environments like this aids in segregating them in the human mind.

Why bother?

Because learning should be a joy.

By definition, an ILE should be unforced, unscored, unthreatening.
It should be a safe, open space where people are excited to go because they want to learn, without the burden of forced navigation and pass marks.

Simultaneously, an FLE should focus on what really matters. Too often when formal and informal learning are mixed, goals blur and we run the risk of formalising for formalising’s sake. We don’t need to monitor our colleagues like Big Brother; we just need to assess them when necessary.

How long is a piece of string?

Of course, many more components may be reasonably argued for inclusion in the learning model.

An onsite classroom, for example, is obviously a part of the formal learning environment. So too is a university campus on the other side of town.

In terms of informal learning, the water cooler, a cabinet of books – and even the pages in a book – may be considered components of the ILE.

How about a library of online courses? That might be considered a component of the ILE if the learner is free to explore it at their convenience, but it will suddenly revert to the FLE if the learner is instructed to complete a particular course.

Clearly then, the ILE and the FLE are elastic concepts, highly dependent on perspective and context. That’s why I have focused on the core components that I think can provide a universal framework for a revamped learning model.

The two virtual environments are constant; everything else around them is variable.