What is a learning ecosystem? And how does it support corporate strategy? [Eudy]

What is a learning ecosystem? And how does it support corporate strategy? — from ej4.com by Ryan Eudy

Excerpt:

learning ecosystem is a system of people, content, technology, culture, and strategy, existing both within and outside of an organization, all of which has an impact on both the formal and informal learning that goes on in that organization.

The word “ecosystem” is worth paying attention to here. It’s not just there to make the term sound fancy or scientific. A learning ecosystem is the L&D equivalent of an ecosystem out in the wild. Just as a living ecosystem has many interacting species, environments, and the complex relationships among them, a learning ecosystem has many people and pieces of content, in different roles and learning contexts, and complex relationships.

Just like a living ecosystem, a learning ecosystem can be healthy or sick, nurtured or threatened, self-sustaining or endangered. Achieving your development goals, then, requires an organization to be aware of its own ecosystem, including its parts and the internal and external forces that shape them.

 

From DSC:
Yes, to me, the concept/idea of a learning ecosystem IS important. Very important. So much so, I named this blog after it.

Each of us as individuals have a learning ecosystem, whether we officially recognize it or not. So do the organizations that we work for. And, like an ecosystem out in nature, a learning ecosystem is constantly morphing, constantly changing.

We each have people in our lives that help us learn and grow, and the people that were in our learning ecosystems 10 years ago may or may not still be in our current learning ecosystems. Many of us use technologies and tools to help us learn and grow. Then there are the spaces where we learn — both physical and virtual spaces. Then there are the processes and procedures we follow, formally and/or informally. Any content that helps us learn and grow is a part of that ecosystem. Where we get that content can change, but obtaining up-to-date content is a part of our learning ecosystems. I really appreciate streams of content in this regard — and tapping into blogs/websites, especially via RSS feeds and Feedly (an RSS aggregator that took off when Google Reader left the scene).

The article brings up a good point when it states that a learning ecosystem can be “healthy or sick, nurtured or threatened, self-sustaining or endangered.” That’s why I urge folks to be intentional about maintaining and, better yet, consistently enhancing their learning ecosystems. In this day and age where lifelong learning is now a requirement to remain in the workforce, each of us needs to be intentional in this regard.

 

 
 

How blockbuster MOOCs could shape the future of teaching — from edsurge.com by Jeff Young

Excerpt:

There isn’t a New York Times bestseller list for online courses, but perhaps there should be. After all, so-called MOOCs, or massive open online courses, were meant to open education to as many learners as possible, and in many ways they are more like books (digital ones, packed with videos and interactive quizzes) than courses.

The colleges and companies offering MOOCs can be pretty guarded these days about releasing specific numbers on how many people enroll or pay for a “verified certificate” or microcredential showing they took the course. But both Coursera and EdX, two of the largest providers, do release lists of their most popular courses. And those lists offer a telling snapshot of how MOOCs are evolving and what their impact is on the instructors and institutions offering them.

Here are the top 10 most popular courses for each provider:

 

Coursera Top 10 Most Popular Courses (over past 12 months)

 

edX Top 10 Most Popular Courses (all time)

 

 

So what are these blockbuster MOOCs, then? Experiential textbooks? Gateways to more rigorous college courses? A new kind of entertainment program?

Maybe the answer is: all of the above.

 

 

 

Reimagining the Higher Education Ecosystem — from edu2030.agorize.com
How might we empower people to design their own learning journeys so they can lead purposeful and economically stable lives?

Excerpts:

The problem
Technology is rapidly transforming the way we live, learn, and work. Entirely new jobs are emerging as others are lost to automation. People are living longer, yet switching jobs more often. These dramatic shifts call for a reimagining of the way we prepare for work and life—specifically, how we learn new skills and adapt to a changing economic landscape.

The changes ahead are likely to hurt most those who can least afford to manage them: low-income and first generation learners already ill-served by our existing postsecondary education system. Our current system stifles economic mobility and widens income and achievement gaps; we must act now to ensure that we have an educational ecosystem flexible and fair enough to help all people live purposeful and economically stable lives. And if we are to design solutions proportionate to this problem, new technologies must be called on to scale approaches that reach the millions of vulnerable people across the country.

 

The challenge
How might we empower people to design their own learning journeys so they can lead purposeful and economically stable lives?

The Challenge—Reimagining the Higher Education Ecosystem—seeks bold ideas for how our postsecondary education system could be reimagined to foster equity and encourage learner agency and resilience. We seek specific pilots to move us toward a future in which all learners can achieve economic stability and lead purposeful lives. This Challenge invites participants to articulate a vision and then design pilot projects for a future ecosystem that has the following characteristics:

Expands access: The educational system must ensure that all people—including low-income learners who are disproportionately underserved by the current higher education system—can leverage education to live meaningful and economically stable lives.

Draws on a broad postsecondary ecosystem: While college and universities play a vital role in educating students, there is a much larger ecosystem in which students learn. This ecosystem includes non-traditional “classes” or alternative learning providers, such as MOOCs, bootcamps, and online courses as well as on-the-job training and informal learning. Our future learning system must value the learning that happens in many different environments and enable seamless transitions between learning, work, and life.

 

From DSC:
This is where I could see a vision similar to Learning from the Living [Class] Room come into play. It would provide a highly affordable, accessible platform, that would offer more choice, and more control to learners of all ages. It would be available 24×7 and would be a platform that supports lifelong learning. It would combine a variety of AI-enabled functionalities with human expertise, teaching, training, motivation, and creativity.

It could be that what comes out of this challenge will lay the groundwork for a future, massive new learning platform.

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

Also see:

 

From DSC:
I found the following graphic out at a posting entitled, Continuous Learning & Development; more than just continuous training (from modernworkplacelearning.com/magazine). I thought it was an excellent example of a learning ecosystem!

 

 

 

 

From DSC regarding Virtual Reality-based apps:
If one can remotely select/change their seat at a game or change seats/views at a concert…how soon before we can do this with learning-related spaces/scenes/lectures/seminars/Active Learning Classrooms (ALCs)/stage productions (drama) and more?

Talk about getting someone’s attention and engaging them!

 

 

Excerpt:

(MAY 2, 2018) MelodyVR, the world’s first dedicated virtual reality music platform that enables fans to experience music performances in a revolutionary new way, is now available.

The revolutionary MelodyVR app offers music fans an incredible selection of immersive performances from today’s biggest artists. Fans are transported all over the world to sold-out stadium shows, far-flung festivals and exclusive VIP sessions, and experience the music they love.

What MelodyVR delivers is a unique and world-class set of original experiences, created with multiple vantage points, to give fans complete control over what they see and where they stand at a performance. By selecting different Jump Spots, MelodyVR users can choose to be in the front row, deep in the crowd, or up-close-and-personal with the band on stage.

 

See their How it Works page.

 

 

With standalone VR headsets like the Oculus Go now available at an extremely accessible price point ($199), the already vibrant VR market is set to grow exponentially over the coming years. Current market forecasts suggest over 350 million users by 2021 and last year saw $3 billion invested in virtual and alternative reality.

 

 

 

 

From DSC:
As important as being able to effectively communicate with others is, I think we could do a better job throughout the entire learning continuum of proving more coaching in this regard. We should provide far more courses, and/or e-learning based modules, and/or examples where someone is being coached on how best to communicate in a variety of situations. 

Some examples/scenarios along the continuum (i.e, pre-K-12, higher ed and/or vocational work, and the workplace) might include:

  • For children communicating with each other
    • How to ask if someone wants to play (and how best to find an activity everyone wants to do; or how to handle getting a no each time)
    • How to handle a situation where one’s friend is really angry about something or is being extra quiet about something
    • How to listen
  • For children communicating with adults (and vice versa)
    • How to show respect
    • How to listen
    • Not being shy but feeling free to say what’s on their mind with a known/respected adult
  • For highschoolers
    • Wondering how best to interview for that new job
    • For communicating with parents
    • How to handle issues surrounding diversity and showing respect for differences
    • How to listen
  • For college students
    • Wondering how best to interview for that new job
    • Encouraging them to use their professors’ office hours — and to practice communication-related skills therein as well
    • For communicating with parents, and vice versa
    • How to listen
  • For those entering the workplace
    • How to communicate with co-workers
    • For dealing with customers who are irate about something that happened (or didn’t happen) to them
    • How to listen
  • For managers and their communications with their employees
    • How to encourage
    • How to handle disciplinary issues or change behaviors
    • How to listen
  • For leaders and their communications with their departments, staffs, companies, organizations
    • How to inspire, guide, lead
    • How to listen

I intentionally inserted the word listen many times in the above scenarios, as I don’t think we do enough about — or even think about — actively developing that skill.

The manner in which we deliver and engage learners here could vary:

  • One possible way would be to use interactive videos that pause at critical points within conversations and ask the listeners how they would respond at these points in the scenarios. They might have 2-3 choices per decision point. When the video continues, based upon which selection they went with, the learner could see how things panned out when they pursued that route.
  • Or perhaps we could host some seminars or workshops with students on how to use web-based collaboration tools (videoconferencing and/or audio only based meetings) and/or social media related tools.
  • Or perhaps such training could occur in more face-to-face environments with 2 or more learners reading a scene-setting script, then pausing at critical points in the conversation for students to discuss the best possible responses
  • ….and I’m sure there are other methods that could be employed as well.

But for all the talk of the importance of communications, are we doing enough to provide effective examples/coaching here?

 


Some thoughts on this topic from scripture


James 1:19-20 (NIV)
Listening and Doing
19 My dear brothers and sisters, take note of this: Everyone should be quick to listen, slow to speak and slow to become angry, 20 because human anger does not produce the righteousness that God desires.

 

Proverbs 21:23 (NIV)
23 Those who guard their mouths and their tongues keep themselves from calamity.

 

Proverbs 18:20-21 (NIV)
20 From the fruit of their mouth a person’s stomach is filled; with the harvest of their lips they are satisfied. 21 The tongue has the power of life and death, and those who love it will eat its fruit.

 

Proverbs 12:18-19 (NIV)
18 The words of the reckless pierce like swords, but the tongue of the wise brings healing. 19 Truthful lips endure forever, but a lying tongue lasts only a moment.

 


 

 

 

What online teachers have learned from teaching online — from insidehighered.com by Mark Lieberman
Online instructors offer wisdom they’ve gathered — what to do and what not to do — from years of experience teaching in the modality.

Excerpts:

When I first began teaching online, I noticed a disconnect between students and the course content. While I worked to make it relevant to their lives, I often saw students doing the work simply for the grade. Clearly something was not translating. In the last year, I’ve become more focused on helping students connect their passions to the course content. My courses still have objectives. However, I ask students when the semester starts to identify one to three goals and create a short video about what they want to achieve in the course. They reflect on these goals and can modify them at the midpoint and the end. During the semester, I ask students to consider what they are doing during the week to help them meet their goals. They don’t always need to share this information, but having this as a thread in the course helps them stay connected to the content and each other. Students are aware of what their colleagues’ goals are and often reach out and share ideas and resources in support. [Hall]


I also began to see that teaching online could support learner variability better than teaching in a classroom. I observed one student with dyslexia express herself eloquently in video, while her written expressions were fragmented. These experiences illuminated the value of Universal Design for Learning, opening a new world of opportunities for teaching online. [Brock]

I’ve been teaching online since 2008 and entirely online since 2013. When I first started teaching online, I was afraid to create new content or change the course in any way once the course launched. I thought the course curriculum and online environment had to stay “frozen” and intact or I would risk confusing students. Now, I create additional tutorials as needed, using screen-casting tools, videos and podcasts to add additional content to assist students. I have also since learned that there is no one-size-fits-all approach to online teaching and learning. Some students prefer basic content and straightforward assignments. Other students like to interact with the instructor through instant messaging, email and discussion boards. I started doing optional webinars for students who wanted more interaction and personalized learning, but I don’t require them. I find that the same group of online students in each course (who enjoy interaction) usually attend the webinars. The webinars are recorded for students who couldn’t attend or prefer the recording format.

Over all, I’ve learned to be more laid-back, multimodal (e.g., webinars, podcasts, etc.), proactive and flexible for my students.

Semingson

 

 

There need to be more active learning activities in an online course.

Greenlaw

 


In a typical class, students talk only to the instructor and each other. Resources, questions and information that are created and shared rarely transition to the next course. In true community, all students and instructors within a program could regularly access information and ideas in a shared space regardless of the content they are currently learning. [Hall]

There are numerous tools and strategies for interacting with students, like web-conferencing platforms, course audio and video tools, and collaborative tools that allow for synchronous or asynchronous interaction. There are simply more ways to communicate, to collaborate and to create. [Hobgood]

Insert from DSC:
Re: this last quote from Hobgood, I love this idea of creating an online-based community of practice — or community of inquiry — that spans across classes and semesters. Great call!

 

Efforts to improve student access to online courses are key, but we also know that equity gaps get worse when minority students learn online. We must not throw the baby out with the bathwater. Relationships are at the core of meaningful college experiences and they’re particularly important to underserved students who are more likely to doubt their academic abilities. Underserved online students need the presence of an engaged instructor. If you teach online, your human presence matters. This has been my greatest takeaway from 15 years of teaching online and, perhaps, more striking is that this point still seems revolutionary to so many.

Pacansky-Brock

 

 

 

Addendum:
7 Steps to Better Online Teaching — from chronicle.com by Esther C. Kim

Excerpt:

Provide suggestions for a strong classroom climate. At the start of the semester, I offer ways for students to stay engaged in an online classroom environment, and I explain the importance of remaining on camera and on audio. Without a proper explanation, students mistakenly think that they can multitask during live class sessions. Among the tips I offer them:

  • Refrain from opening email, texting, or browsing the web.
  • Choose a space where you don’t encounter distractions, which could include family members, laundry, dirty dishes, or a busy street outside your window.
  • Avoid sitting on a comfortable couch or bed.
  • Pay close attention to peers’ comments and ask yourself if you agree or disagree, and why. Add to the dialogue by sharing your thoughts.
  • Avoid taking class from coffee shops or other public spaces. The background noise can create a distraction both for you and for the entire class. Also, internet connections may be inconsistent in public spaces.

Don’t use the chat box when you can speak instead. On my university’s platform, there’s a chat box in which students can type messages in real time. This could be a useful tool if used properly. But I often find it difficult to simultaneously read the chat box while listening to a student who’s speaking. The same goes for when I am speaking and someone is typing comments or questions in the chat box. If there’s a robust dialogue happening among a few of the students and others want to interject, they can place their comments in the chat box. Otherwise, I ask that they take advantage of the face-to-face online time by verbalizing their questions or comments.

From DSC:
Esther’s point on how difficult it is to both read/respond to the chat area while also trying to listen to someone else speaking is a great example of cognitive load — and it being overwhelmed with too much information to process at one time.

 

 

A Microlearning Framework — from jvsp.io and Pablo Navarro
This infographic is based on the experience of different clients from different industries in different training programs.

 

From DSC:
I thought this was a solid infographic and should prove to be useful for Instructional Designers, Faculty Members, and/or for Corporate Trainers as well. 

I might also consider adding a “Gotcha!” piece first — even before the welcome piece — in order to get the learner’s attention and to immediately answer the WHY question. WHY is this topic important and relevant to me? When topics are relevant to people, they care and engage a whole lot more with the content that’s about to be presented to them. Ideally, such a piece would stir some curiosity as well.

 

 

 

 

Embracing Digital Tools of the Millennial Trade. — from virtuallyinspired.org

Excerpt:

Thus, millennials are well-acquainted with – if not highly dependent on – the digital tools they use in their personal and professional lives. Tools that empower them to connect and collaborate in a way that is immediate and efficient, interactive and self-directed. Which is why they expect technology-enhanced education to replicate this user experience in the virtual classroom. And when their expectations fall short or go unmet altogether, millennials are more likely to go in search of other alternatives.

 

 

From DSC:
There are several solid tools mentioned in this article, and I always appreciate the high-level of innovation arising from Susan Aldridge, Marci Powell, and the folks at virtuallyinspired.org.

After reading the article, the key considerations that come to my mind involve the topics of usability and advocating for the students’ perspective. That is, we need to approach things from the student’s/learner’s standpoint — from a usability and user experience standpoint. For example, a seamless/single sign-on for each of these tools would be a requirement for implementing them. Otherwise, learners would have to be constantly logging into a variety of systems and services. Not only is that process time consuming, but a learner would need to keep track of additional passwords — and who doesn’t have enough of those to keep track of these days (I realize there are tools for that, but even those tools require additional time to investigate, setup, and maintain).

So plug-ins for the various CMSs/LMSs are needed that allow for a nice plug-and-play situation here.

 

 

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