The Pro-D Flip — from November Learning by David Truss
On 10/18/2011,
in 24x7x365 access, flipping -- inverted learning, informal learning, learning ecosystem, lifelong learning, professional development,
by Daniel Christian
On 10/07/2011,
in formal learning, informal learning, learning ecosystem, online learning, social learning / networks, streams of content,
by Daniel Christian
![Learnstreaming: Take control of your online informal learning experience [Callahan]](http://danielschristian.com/learning-ecosystems/wp-content/uploads/2011/10/Learnstreaming-DCallahan-Oct2011.jpg "Learnstreaming-DCallahan-Oct2011")
On 08/24/2011,
in 21st century, 24x7x365 access, adult learning, change, corporate / business world, corporate universities / corporate training, formal learning, higher education, informal learning, learning, learning ecosystem, online learning, personalized/customized learning, social learning / networks, social media, staying relevant, training / L&D, workplace,
by Daniel Christian
Social media and its impact on how we learn in the workplace — from C4PLT by Jane Hart
From DSC:
One reflection that jumped out at me from Jane’s excellent presentation…and that I believe is a universal truth:
If an organization doesn’t respond to changing conditions, needs, desires, preferences, best interests, and/or the requirements of its customers, that organization will diminish in usefulness and will most likely (albeit eventually) go out of business.
I know I’m not introducing a new thought here and the above statement seems very self-evident, but do we heed this advice in corporate L&D? Corporate IT? IT within higher education? In higher education as an industry?
On 07/24/2011,
in corporate / business world, corporate universities / corporate training, elearning, formal learning, future, informal learning, learning, learning ecosystem, social learning / networks, social media, traditional / tradition, training / L&D, trends, UK,
by Daniel Christian
Also see:
- E-learning Debate becomes less formal, more social — from epic.co.uk
- The future of L&D department debate continues — from Jane Hart
- Response to the Epic e-Learning Debate — from Nic Laycock
- Give Cruella a chance — from Clive Sheperd
On 06/07/2011,
in 24x7x365 access, content development, aggregation, repositories, corporate universities / corporate training, formal learning, informal learning, instructional design, social learning / networks, strategy, streams of content, training / L&D,
by Daniel Christian
Why we need less instruction — from Clive on Learning by Clive Sheperd
Excerpt:
Another reason you might back away from instruction as a strategy is because it is more efficient to provide how-to materials at the point-of-need – it isn’t learning that’s required, it’s performance support:
On 04/20/2011,
in 21st century, Canada, collaboration, corporate / business world, corporate universities / corporate training, formal learning, informal learning, social learning / networks, social media, web-based collaboration, workplace,
by Daniel Christian
On 04/09/2011,
in 21st century, 24x7x365 access, A/V -- audio/visual, change, colleges, convergence, dangers of the status quo, Daniel S. Christian, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-readers, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, future of higher education, game-changing environment, generational differences, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, immersion, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, IT in HE, K-12 related, learning agents, learning ecosystem, learning spaces, lifelong learning, marketplaces, mobile learning, mobile technologies, multi-touch, multimedia, New "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online media, online tutoring, pace of change, personalized/customized learning, platforms, play, podcasting, professional development, reinvent, RSS, simulations, smart classrooms, social learning / networks, social media, society, storytelling, strategy, student teaching/teacher education, student-related, surviving, tablets, teaching & learning, teaching online, technologies for your home, technology (general), telecommunications, telepresence, television, transmedia, trends, ubiquitous learning, universities, user experience (UX), using teams, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars,
by Daniel Christian
Daniel Christian:
A Vision of Our Future Learning Ecosystems
In the near future, as the computer, the television, the telephone (and more) continues to converge, we will most likely enjoy even more powerful capabilities to conveniently create and share our content as well as participate in a global learning ecosystem — whether that be from within our homes and/or from within our schools, colleges, universities and businesses throughout the world.
We will be teachers and students at the same time — even within the same hour — with online-based learning exchanges taking place all over the virtual and physical world. Subject Matter Experts (SME’s) — in the form of online-based tutors, instructors, teachers, and professors — will be available on demand. Even more powerful/accurate/helpful learning engines will be involved behind the scenes in delivering up personalized, customized learning — available 24x7x365. Cloud-based learner profiles may enter the equation as well.
The chances for creativity, innovation, and entrepreneurship that are coming will be mind-blowing! What employers will be looking for — and where they can look for it — may change as well.
What we know today as the “television” will most likely play a significant role in this learning ecosystem of the future. But it won’t be like the TV we’ve come to know. It will be much more interactive and will be aware of who is using it — and what that person is interested in learning about. Technologies/applications like Apple’s AirPlay will become more standard, allowing a person to move from device to device without missing a beat. Transmedia storytellers will thrive in this environment!
Much of the professionally done content will be created by teams of specialists, including the publishers of educational content, and the in-house teams of specialists within colleges, universities, and corporations around the globe. Perhaps consortiums of colleges/universities will each contribute some of the content — more readily accepting previous coursework that was delivered via their consortium’s membership.
An additional thought regarding higher education and K-12 and their Smart Classrooms/Spaces:
For input devices…
The “chalkboards” of the future may be transparent, or they may be on top of a drawing board-sized table or they may be tablet-based. But whatever form they take and whatever is displayed upon them, the ability to annotate will be there; with the resulting graphics saved and instantly distributed. (Eventually, we may get to voice-controlled Smart Classrooms, but we have a ways to go in that area…)
Below are some of the graphics that capture a bit of what I’m seeing in my mind…and in our futures.
Alternatively available as a PowerPoint Presentation (audio forthcoming in a future version)
— from Daniel S. Christian | April 2011
- Hunch brings predictions to Internet TV — from ReadWriteWeb.com by Mike Melanson
- Group video calling comes to iPhone & Android in Fring beta test – from Mashable.com by Jennifer Van Grove
- State of the Art Tutoring is Going Online — from chatam.patch.com by K.F. Rogers (originally saw at Ray Schroeder’s blog)
- Storytelling: Video games’ next killer app — from CNN.com by Scott Steinberg
- YouTube finally launches live streaming portal to select partners — from ReadWriteWeb.com by Marshall Kirkpatrick
- The art of immersion, digital storytelling and transmedia — from Six Pixels of Separation
- Reversing course, U. of California to borrow millions for online classes — from The Chronicle by Josh Keller
- Non-stop Learning Futures conference spans three time zones to mirror demands of 24/7 global society — from 24dash.com
- Call for presentations: Online learning, teaching, and research in the new media ecology — from Ray Schroeder and the Sloan Consortium
…It is clear that we are in the midst of rapid and ongoing changes in the way that we communicate and represent ideas and these changes have profound consequence for how we know, learn, think, and teach in higher education and beyond. The dizzying pace of change is highlighted by the fact that even the relatively new conventions of online education associated with asynchronous learning networks are being challenged by emerging means of access, such as mobile and cloud computing, new forms of communication, such as video streaming and instant messaging, as well as the innovative modes of participation represented in social media.
Addendum on 4-14-11:
- Surprise! Online TV is billion-dollar biz — from cnn.com
On 04/05/2011,
in blended learning, face-to-face, formal learning, hybrid learning, informal learning, instructional design, online learning,
by Daniel Christian
A question of balance — by Clive Sheperd
Excerpt:
The issue, as ever, is getting the balance right between taking advantage of new developments as they come available, while continuing to exploit the potential of long-standing approaches.
On 03/18/2011,
in 21st century, 24x7x365 access, active learning, adult learning, career development, change, collaboration, content development, aggregation, repositories, corporate / business world, dangers of the status quo, Daniel S. Christian, digital textbooks, distance education, informal learning, instructional design, learning ecosystem, learning theories, lifelong learning, microlearning, online learning, online media, pace of change, professional development, publishing, RSS, social learning / networks, social media, staying relevant, strategy, student-related, surviving, teaching & learning, textbooks, training / L&D, ubiquitous learning, workplace,
by Daniel Christian
From DSC:
After looking at some items concerning Connectivism*, I’ve been reflecting upon the following questions:
- What’s the best way for us to dip our feet into the constantly moving streams of content?
(No matter the topic or discipline, the streams continue to flow.) - What’s the optimal setup for K-12 based “courses”?
- What’s the optimal setup for “courses” within higher education?
- How should L&D departments deal with this phenomenon?
- How do publishers and textbook authors want to address this situation?
Thinking of Gonzalez (2004; as cited in Siemens (2005)) description of the challenges of rapidly diminishing knowledge life:
“One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
Stephen Downes addresses this and points to a possible solution to this phenomenon in his presentation from 3/15/11 entitled “Educational Projection: Supporting Distributed Learning Online.”
Excerpt/slides:
.
I need to put more thought into this, but wanted to throw this question out there…more later…
* From DSC: Some of the items I looked at regarding Connectivism — some directly related, others indirectly-related — were:
Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm.
Downes, S. (2005). An introduction to connective knowledge. Retrieved from http://www. downes. ca/post/33034. Downes noted that this was published in Hug, Theo (ed. ) (2007): Media, knowledge & education – exploring new spaces, relations and dynamics in digital media ecologies. Proceedings of the International Conference held on June 25-26, 2007. November 27, 2007.
Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, v9 n3 p1-13 Oct 2008.
Tracey, R. (2009). Instructivism, constructivism or connectivism? Training & Development in Australia, December, 2009. p08-09, 2p. Retrieved from EBSCOhost. ISSN 0310-4664.
Kerr, B. (2007). A challenge to connectivism. Retrieved at http://learningevolves. wikispaces. com/kerr.
Sims, R. (2008). Rethinking (e)learning: A manifesto for connected generations. Distance Education Vol. 29, No. 2, August 2008, 153–164. ISSN 0158-7919 print/ISSN 1475-0198 online. DOI: 10. 1080/01587910802154954
Lisa Dawley. (2009). Social network knowledge construction: emerging virtual world pedagogy. On the Horizon, 17(2), 109-121. Retrieved from ProQuest Education Journals. (Document ID: 1880656431).
Hargadon, S. (2011). Ugh. Classic politics now extends to social networking in education. Retrieved from http://www. stevehargadon. com/2011/03/ugh-classic-politics-now-extends-to. html.
Cross, J. (2001). Crowd-inspired innovation. Retrieved from http://www.internettime.com/2011/03/crowd-inspired-innovation.
Rogers-Estable, M.. (2009). Web 2.0 and distance education: Tools and techniques. Distance Learning, 6(4), 55-60. Retrieved from ProQuest Education Journals. (Document ID: 2017059921).
Marrotte-Newman, S.. (2009). Why virtual schools exist and understanding their culture. Distance Learning, 6(4), 31-35. Retrieved from ProQuest Education Journals. (Document ID: 2017059881).
Hilton, J., Graham, C., Rich, P., & Wiley, D. (2010). Using online technologies to extend a classroom to learners at a distance. Distance Education, 31(1), 77-92. Retrieved from ProQuest Education Journals. (Document ID: 2074810921).
Attwell, G. (2010). Personal learning environments and Vygotsky. Retrieved from http://www.pontydysgu.org/2010/04/personal-learning-environments-and-vygotsky.
On 03/18/2011,
in corporate / business world, corporate universities / corporate training, informal learning, lifelong learning, productivity / tips and tricks, professional development, social learning / networks, social media, training / L&D, UK,
by Daniel Christian
10 Steps for Working Smarter with Social Media — from the Centre for Learning & Performance Technologies by Jane Hart
Webinar for Learning & Skills Group, 17 March 2010
Excerpt below:
10 Steps for Working Smarter with Social Media
Webinar for Learning & Skills Group, 17 March 2010
Workplace Learning is changing!
A number of people, my Internet Time Alliance (ITA) colleague Charles Jennings in particular, have highlighted the fact that training that simply involves filling people’s heads with knowledge, is ineffective and inefficient – as most people forget what they have learnt very quickly. And that online courses, which do pretty much the same, take time, effort and money to develop.
Many are also “over-engineered” solutions – and this often leads to resentment by those who have to spend time to work through courses – when the material could have been provided in a much simpler way. But in fact this whole approach to workplace learning is not sustainable in a world that is moving very fast and where there is need for access to constantly changing information.
On the other hand, although we have now realized – due largely to the work of (my ITA colleague) Jay Cross – that most of an individual’s “real” learning takes place outside formal learning .. continuously … in the workflow … by reading or listening to things, or more significantly in conversations and interactions with other people, L&D have struggled to understand how to harness informal learning, and perhaps understandably often try to force it into the formal model they feel comfortable with it.
But it is in fact, the emergence of social media, that has really begun to make us think
differently about the way work and learning is happening. For an increasing number of individuals and groups are using these new technologies in the workplace to connect with colleagues both inside and outside the organisation in order to share ideas, resources and experiences – often under the radar of IT and L&D. This use of social media has become a revolution in the sense that these tools are now in the hands of the employees. So the question is what role does L&D play in all this?
One key thing to remember is Learning is not the end goal; but is a means to an end. It’s about PERFORMANCE; people doing their jobs (better). In fact it’s all about working smarter. So what is working smarter?
.
Also related:
On 02/26/2011,
in informal learning, learning theories, lifelong learning, social learning / networks,
by Daniel Christian
On 02/23/2011,
in CMS/LMS, corporate / business world, corporate universities / corporate training, informal learning, training / L&D, trends,
by Daniel Christian
Five trends in learning delivery in 2011 — from the Chief Learning Officer by Caroline Avey
- Increased Fidelity of Experience
- Kiosk Learning
- Crowdsourcing for Learning Assignments
- Data Mining
- The LMS Adds Informal Learning
On 01/29/2011,
in adjunct faculty, faculty, formal learning, informal learning, instructional design, learning ecosystem, learning theories, pedagogy, teachers, teaching & learning,
by Daniel Christian
From DSC:
I’d like to thank:
- Doug Lynch, Dr. Stanton Wortham, and Elliott Masie for recording these videos and for sharing their insights/expertise
- The University of Pennsylvania for making these items available
- Capella University for including the above resource in a course that I’m currently taking from Dr. Katherine Emmons entitled, “Learning Theory and the Educational Process.”
2/8/11:
Note/correction from my original posting:
Doug Lynch and Stanton Wortham are not at Penn State, but rather they are at the University of Pennsylvania; Elliot Masie is an Adjunct Faculty Member at the University of Pennsylvania.
On 01/17/2011,
in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, Apple, Daniel S. Christian, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-readers, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, flipping -- inverted learning, future, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), informal learning, innovation, interaction design, interactivity, interface design, internet, IT in HE, K-12 related, learner profiles, learning, learning ecosystem, learning spaces, lifelong learning, media/film, mobile learning, mobile technologies, multimedia, New "Amazon.com" of Higher Education, new media literacies, online learning, online media, online tutoring, play, simulations, social learning / networks, teaching & learning, technologies for your home, technology (general), telepresence, training / L&D, transmedia, ubiquitous learning, user experience (UX), user interface design, videoconferencing, Virtual Reality (VR) / worlds / learning, web-based collaboration, webinars,
by Daniel Christian
.
Addendum on 1-20-11:
The future of the TV is online — from telegraph.co.uk
Your television’s going to get connected, says Matt Warman