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5 stages of workplace learning — Jane Hart

On 05/07/2010, in blended learning, elearning, formal learning, hybrid learning, informal learning, training / L&D, by Daniel Christian

5 Stages of Workplace Learning — from Jane Hart

I interrupt my series of postings on Collaboration Platforms, to talk a little about the stages of Workplace Learnng

As I have read the comments on my recent postings as well as tweets and postings on other blogs,  I’ve identified what I think are 5 main stages of workplace learning.  I’ve tried to capture these,  in a very rough and ready way, in the diagram below.

5 Stages of Workplace Learning

…

But some of the key mindset changes that will move organisations into Stage 5 are:

  • recognising that working=learning; learning=working
  • understanding that informal learning needs to be enabled, supported and encouraged – but not designed or managed
  • “letting go”, so that there is a move from learner control to learner autonomy
  • realising that autonomous, independent and inter-dependent, self-directed learners are essential  in an agile organisation

More here…

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How incredibly sad…

On 04/27/2010, in blended learning, hybrid learning, K-12 related, online learning, online media, policy, by Daniel Christian

From DSC:
600 people of Grand Rapids came out to attack, *&^%$& and moan about the movement towards the use of online learning…great. Just great. The GRPS’ School Board was trying to take positive, courageous action and what did they get? An auditorium full of people feeding off each others’ words — words full of emotion but often times unfounded.

Man…do I feel sorry for the school boards of America. School boards — as well as the boards of colleges and universities — are under numerous pressures right now. I commend the school boards — such as that of the Grand Rapids Public Schools  — who are trying to take positive and courageous action, and who have to fight a system that is incredibly stuck in “tradition” (i.e. “the way it’s always been done around here” and “that’s how I learned, that’s how you should learn” ). The problem is, tradition just isn’t doing the trick anymore. The world has changed and is leaving behind those folks who are still stuck in tradition. And we haven’t seen anything yet. Just wait a couple of years for those folks who “got it” to pull far away from those still stuck in tradition.

Along these lines…

I’m tired of all the bad-mouthing of elearning / online learning from folks who have never tried it. Several of the folks in the video had tried it and felt it came up short. Fair enough — that’s very valid. But if the materials weren’t good, we need to use the iterative process inherent in instructional design to improve them! Take the feedback from the students and make improvements to the materials — don’t ditch the efforts before they even get off the ground for the rest of the folks. (I do wonder what materials these students were using…? Probably boring, page-turners. We can do much better than that!)

Using blended learning is an excellent and proven way to move forward. Let’s take the best of both worlds to create a world where learning is engaging, fun, and where students can pursue their passions. Let’s let their passions drive learning in other areas/disciplines.

Let's take the best of both worlds -- online learning and face-to-face learning

Blended learning is the #1 seed

Creating well-done, engaging, sophisticated, interactive, multimedia-based educational materials takes time and money — no doubt about it. That’s why it would be wise to pool resources and create professionally-done, highly-engaging, multimedia-based educational materials (and create supplementary avenues which let the students build materials themselves and/or contribute to the body of knowledge as well). The federal government’s plans to contribute millions of dollars to create these materials is a great idea. If these materials are done well — and create/relay the content via multiple ways — we can leverage these materials across numerous school districts, charter schools, home-schooling situations, etc.

Concluding thoughts:

  • Folks, if you want to survive and thrive in the future, ditch the Model T.  Start your new engines, and get your car on the race track.
  • Burying your heads in the sand and waiting for this perfect storm to just blow over won’t cut it.
  • Change is at your doorstep. What’s your plan/response? What would YOU do if you were on these school boards?

The pace has changed significantly and quickly

P.S. I don’t know enough about the historical decisions of the GRPS School Board to comment on other areas and how GRPS got to be in the situation that it is currently in (which is probably a multi-faceted, complex issue). But an auditorium full of people dogging the online learning world is a step in the wrong direction.

See also:

  • A Harlem middle school bets on technology
    Attendance, the bane of many schools that serve a community of mostly poor minority kids, is not a problem at Global Technology Preparatory, a new middle school in Harlem, reports the Gotham Gazette. “Tabitha used to hate to go to school, now she loves it,” said Maria Ortiz of her granddaughter Tabitha Colon, who transferred out of a Catholic school to attend Global Tech. As its name implies, this school relies on technology to capture the attention of its students and give them a sense of responsibility and empowerment, as well as to teach academic subjects, such as math and English language arts, in new and more engaging ways. With this approach, Global Tech is a poster child for one of New York City Schools Chancellor Joel Klein’s latest experiments, the so-called Innovation Zone, or iZone. This effort seeks to use new approaches to education, including more flexible class schedules that extend learning throughout the day and calendar year, and digital technology to improve student engagement and performance. This school year, Global Tech is one of 10 pilot schools in the iZone, which will be expanded to 81 public schools in the 2010-11 school year. The education department is hoping that Global Tech and other schools like it can finally do something to improve middle school achievement and solve one of the most intractable problems in the city’s education system…Click here for the full story
  • Florida House opens door for more technology in classrooms
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Make it Blended! — from Designed for Learning by Taruna Goel

On 04/26/2010, in blended learning, elearning, hybrid learning, online learning, by Daniel Christian

Make it Blended! — from Designed for Learning by Taruna Goel

Blended learning is not a new thing. It is not a radical concept. It is not a new-age way of thinking about learning. As Elliott Masie puts it: “We are, as a species, blended learners.” So, the blend existed much before we understood and (re)defined it.

What does blended learning mean?
There are many definitions of blended learning. Some focus on the technology (aka Internet) and others focus on the theories to be blended. For yet others, a blend is all about the media – combination of instructor-led and elearning. There are a few who only call it a blend when it’s a combination of different types of elearning:

…

…

There are many things to consider before designing a blended learning intervention for example:
• The learning outcomes or objectives
• The design and content of the course
• The learner analysis – motivation and comfort with multi-media
• Use of technology and new media elements
• The degree of collaboration/interaction
• The degree of feedback and level of instruction
• Assessment and evaluation of training
• The role of the instructor/facilitator

To make blended learning a success think why before you think how.

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Interview Podcast: Tanya Joosten with Online and Blended Learning 101 — Educause

On 04/20/2010, in blended learning, hybrid learning, online learning, by Daniel Christian

Interview Podcast: Tanya Joosten with Online and Blended Learning 101 — Educause

This podcast features and interview with Tanya Joosten, Interim Associate Director for the Learning Technology Center at the University of Wisconson-Milwaukee. In this conversation, she talks about what faculty should know about the benefits and strategies for online and blended learning.

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Your hybrid classroom: Will you change your paradigm? — from MPB Reflections

On 04/11/2010, in blended learning, hybrid learning, by Daniel Christian

Your hybrid classroom: Will you change your paradigm? — from MPB Reflections

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Online Learning in a Hybrid World — some slides from Susan Patrick

On 04/08/2010, in blended learning, hybrid learning, online learning, by Daniel Christian

Some slides from an Education Week webinar today:

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Grand Rapids schools receive $400,000 grant to shift some instruction online – Kym Reinstadler, The Grand Rapids Press

On 04/08/2010, in blended learning, game-changing environment, hybrid learning, K-12 related, online learning, online tutoring, by Daniel Christian

Grand Rapids schools receive $400,000 grant to shift some instruction online – Kym Reinstadler, The Grand Rapids Press — resource and quote below from Ray Schroeder

Grand Rapids Public Schools’ proposed shift to a blend of online and direct instruction for most high school students next fall is getting a boost from the W.K. Kellogg Foundation. The foundation is awarding the district a $400,000 one-year planning grant to help implement its new model of instruction for core academic classes. The model features a three-day rotation in which students receive direct instruction from a teacher highly qualified in that content area on the first day, a teacher-introduced online module the second day, and continuation of online learning with support from an instructional team of teachers and tutors on the third day.

See also:
GR Public Schools lands $400,000 W.K. Kellogg Foundation grant to pilot “blended” instruction model

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Talking hybrid learning models – Holly Tousignant, Queen’s University Journal — Ray Schroeder

On 04/06/2010, in blended learning, hybrid learning, by Daniel Christian

Talking hybrid learning models – Holly Tousignant, Queen’s University Journal — resource and quote below from Ray Schroeder

A pilot project from the Principal’s Taskforce on Virtualization put two different models of virtualization into practice this past year. Leger said students in POLS 110 and BIOL102 were polled throughout the process to gauge their approval. More than 80 per cent of students polled in both courses found it useful or extremely useful, he said, adding that none of the professors involved noticed a significant drop in attendance. “The students actually said they listened more in class. … They’re worried less about taking notes, they’re worried less about missing something,” he said. Leger said while the first model of virtualization used the lecture-capture system to supplement lectures, the second model used videos alone for some students in BIOL102, which is split into sections A, B and C. Students in sections A and B were given lecture periods and video access, while students in section C only had video access. He called this model “hybrid virtualization.”

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Hybrid learning: Instructional and institutional implementation — from Academic Impressions

On 03/24/2010, in blended learning, hybrid learning, by Daniel Christian

Hybrid learning: Instructional and institutional implementation — from Academic Impressions
Learn how to address critical components of hybrid learning.

In order to have a succesful hybrid learning initiative, institutions must have several components in place: a hybrid (re)design faculty development program, technical support of instructional technologies, and a sound institutional implementation plan. Join us online to learn how to address each of these critical components and others.

WHAT YOU WILL LEARN
— An overview of the hybrid model and the 21st century learner
— Guidelines and best practices for institutional implementation
— Marketing to students
— Student readiness
— Quality assurance
— A ready-to-use hybrid redesign program

Hybrid learning

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The benefits of blended learning — from Faculty Focus

On 03/24/2010, in blended learning, engagement / engaging students, face-to-face, hybrid learning, pedagogy, by Daniel Christian

The benefits of blended learning — from Faculty Focus

Blended learning, which combines face-to-face learning with a mixture of online activities, has been hailed as both a cost-effective way to relieve overcrowded classroom and a convenient alternative to the traditional classroom experience. But it has quickly become much more than that.

“There’s a growing body of evidence that suggests blended courses really are an effective way for students to learn,” says Ike Shibley, PhD, associate professor of chemistry at Penn State-Berks. “Blended courses can actually lead to increased student engagement, not less (emphasis DSC).”

But for blended learning to work well for you and, more importantly, your students, it requires a fair amount of upfront prep time in advance of the course and the discipline to stick to your course plan. More so than in traditional face-to-face courses, Shibley says.

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Wimba Connect 2010 — check out the applications of these tools

On 03/18/2010, in blended learning, colleges, community colleges, computer science, convergence, digital audio, digital learning, digital video, disruption, education technology, elearning, emerging technologies, engagement / engaging students, faculty/staff, future of higher education, game-changing environment, higher education, hybrid learning, innovation, internet, K-12 related, languages and translation, learning ecosystem, learning spaces, liberal arts, mathematics, mobile learning, multimedia, online learning, participation, pedagogy, smart classrooms, social learning / networks, staying relevant, student-related, teaching & learning, teaching online, telecommunications, telepresence, tools, universities, videoconferencing, virtual field trips, virtual K-12 schools, web-based collaboration, webinars, workplace, by Daniel Christian

Wimba Connect 2010

Wimba Connect 2010 — check out the applications of these tools

OPENING KEYNOTE
Carol Vallone, CEO, Wimba


Teaching Math & Sciences with Wimba (Panel)Andrew Byrne & Kurt Mederer, Convent of the Sacred Heart; David Tao, Santosh Madhavan & Dan Lim, Florida Hospital College of Health Sciences; Michele Barbeau & Kem Rogers, The University of Western Ontario

Using Wimba to Engage and Empower an Academic Community of Learners: The Case of the Global Citizen
Linda Ralston & Rebekah Grow, University of Utah

Faculty Development Wimba Style
Janet Welch & Stacey Mateika, Red Deer College

Using Wimba Voice, Pronto, and Create in Synchronously in Wimba Classroom and Asynchronously in an Online Environment
Brooke Eberwine, Steven Frecka & Jamie Westyn, OHDELA

Small Scale Implementation of Wimba Classroom – The Possibilities Are Endless
Regina Bobak & Julie Wolfe, Bloomsburg University of PA

Language Learning with Wimba (Panel)
Teresa MacKinnon, University of Warwick Language Centre; Ana Garcia Allen, The University of Western Ontario; Barbara Cohen, Berkeley College

Wikis, Wimbas, Whatevers! What Teachers Weave!
Jane Overmoe, Dakota Prairie HS

Taking the Troy Colloquium Online + Wimba: The Solution to Quality Online Learning
Gayle Nelson & Peter Paige, Troy University

Wimba Product Presentation
Annie Chechitelli, Wimba

Presentations Live or On-the-Go with Wimba Classroom MP4 Archives
Jason Rhode, Northern Illinois University & Larry Holland, University of Arkansas at Little Rock

NCVPS Cultural Cafe
Thomas Moncrief, North Carolina Virtual Public School

Our Journey: From Face 2 Face 2 Online Masters Degree
Gary Shouppe & Tom McCormack, Columbus State University

So Many Choices, So Little Time: Effective Voice Tools Training
Stacey Powell & Kathy McClelland, Auburn University

Features, Technical Problems and Technical Support in Higher Education Wimba Classrooms
Mary Nell McNeese, Amy Thornton & Jalynn Roberts, University of Southern Mississippi

ALAKAZAM!!! Instantly Transform your Physical Classrooms into Lecture Capture Spaces Using Wimba!
Scott Smith & Brian Reed, Wimba; Mark Burris, Michael Merritt & Linda Stauffer, University of Arkansas at Little Rock

Using Wimba to Prepare for H1N1 and other Potential Disasters (Panel)
Phil O’Hara & Tim Fedak, Dalhousie University; David Tao & Dan Lim, Florida Hospital College of Health Sciences

Diminishing the Distance in Distance Ed – Wimba’s Live Tools: People Reaching People
Crystal Havely Stratton & Patricia Landy, Laramie County Community College

“Keep It Live” – What the Students Say!
Mike Scheuermann, Drexel University

Wimba Pronto 4 All: Pronto Invitations and Universal Integration
Marlen Rattiner & Chris Dixon, Wimba

Online Learning is all about Collaboration!
Mark Gensimore, Jed Friedrichsen & blendedschools.net

Bringing In Local and Global Guest Speakers through Wimba Classroom
Chunyan Song , Ann Steckel & Laura Sederberg, California State University, Chico

Envelop, Develop: Building a Statewide and College-Level Professional Development System with Wimba and your LMS
Terry Pollard & Christian Pruett, Mississippi SBCJC; Rebecca Butler, Northwest Mississippi Community College; Jennifer Nowotny, Wimba

Where Did My Wimba Go and Do Users Know It’s Missing?
Michael Rogers & Jim Wolfgang, University System of Georgia; Sean Hessenthaler, Wimba

The Professor is In: Lessons Learned in Delivery of Online Student Support
Michelle Escudier & Sharon Davis, Central Texas College

Pet Kangaroos and Other Tall Tails – Live and MP4 Examples, Best Practices and Case Studies on Using Wimba Down Under
Steve Watt & Thalia Cosmidis, NetSpot Pty Ltd

Reaching Over Wall: Linking Kindred Spirits via Live Web Conferencing
Phil O’Hara & Corinne Tobin, Dalhousie Unversity; Paul Lowe, University of the Arts London

Collaborating With Students – A Glimpse of the Future With Blackboard
Brian DeKemper, Solutions Engineer, Blackboard

The Blended Language Learning Consortium (presented remotely)
Paul Snookes & Judy Barker, University of Worcester

Bringing Wimba out of the Web and into the Classroom
Bryan Vandiviere, Kansas State University

Wimba Classroom Beyond Classes
Cory Stokes, Univeristy of Utah & Edwin Perez, Wimba

The Power of Wimba 6.0 Archives: Developing and Editing the Archive Library
Jun Yang, University of Maryland

From the Lands Down Under – Wimba Firing Up Staff and Students in Australia and New Zealand
Lisa Ransom & Oriel Kelly, Manukau Institute of Technology; Kerry Trabinger, Canberra Institute of Technology

A Triple Threat to Student Attrition: Three Disciplines, Three Perspectives, and Three Uses of Wimba Classroom to Improve Student Retention
Monica Brooks, Tracy Christofero, Karen Mitchell, & Marty Laubach, Marshall University

High Impact Pedagogy: Bringing Online and Blended Courses to ‘Life’ through Learning Simulation and Wimba
Kristen Betts, Drexel University

Video, Vodcasts, and YouTube – Oh My!
Sarah Bryans Bongey & Chery Takkunen, The College of St. Scholastica

Online Education and the Power of Web 2.0 for Student Retention
Felice Nudelman, The New York Times / Epsilen

The Ways Wimba Classroom Can Revolutionize the Offering of Online Degree Programs
Daniel Powell, University of Alabama School of Law

Using Breakout Rooms to Foster Faculty Development
Ann Morgan, Kelly Kist & Heather Zink, Rasmussen College

Computer Science “eXperience:” Using Wimba Tools to Enhance Computer Science Education
Adel Abunawass, Alexandra Young & Edwin Rudolph, University of West Georgia

The Virtual Student Experience: Addressing Emotional & Multiple Intelligences & Soliciting Student Feedback
Dawn Muhammad, Calumet College of St. Joseph & H. Jean Bryan, Ed.D., DePaul University

CLOSING KEYNOTE BY JEFF NOEL, THE DISNEY INSTITUTE
Jeff Noel, The Disney Institute

Poster Presentations

  • Online Office Hours: How I Get Them To Attend
    Lyndasu Crowe, Darton College
  • Enhancing Student/Instructor Interaction in the Online Environment through Podcasting
    Heather Zink, Rasmussen College
  • Mastering the Point: Using Wimba Live Classroom with Effective PowerPoint Presentations to Enhance Online Learning
    Sue Burris, National Park Community College
  • Unleashing Wimba: Letting Students Take Control. A case study in providing webinar technology for students to facilitate group work.
    Laurie Grosik, Indiana University of Pennsylvania & Cori Dunagan, Edinboro University
  • Building Tech Capacity in a Non-Profit Collaborative Using Wimba Classroom
    Bruce Roxburgh, Green Communities Canada
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A vision of the future Smart Classroom — Daniel S. Christian

On 03/12/2010, in 21st century, 3D, Apple, Augmented Reality (AR), blended learning, change, colleges, computer science, convergence, creativity, dangers of the status quo, digital audio, digital learning, digital storytelling, digital video, disruption, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, face-to-face, faculty/staff, future, future of higher education, game-changing environment, generational differences, geography / geology, global / globalization, higher education, hybrid learning, innovation, internet, learning, learning ecosystem, learning spaces, liberal arts, online learning, online media, pace of change, participation, passions, pedagogy, smart classrooms, strategy, teaching & learning, teaching online, training / L&D, videoconferencing, virtual field trips, Virtual Reality (VR) / worlds / learning, visualizing information, web-based collaboration, webinars, by Daniel Christian

Daniel S. Christian -- Vision of the Smart Classroom of the Future

      

      

Daniel S. Christian -- Vision of the Future Smart Classroom

      

      

Daniel S. Christian -- Vision of a Smart Classroom

      

      

DSC

      

      

A vision of the future Smart Classroom — Daniel S. Christian

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The Teaching & Learning Digital Studio at Calvin College

On 03/08/2010, in 21st century, Apple, art, Augmented Reality (AR), blended learning, blogs / blogging / vlogging, CMS/LMS, colleges, computer science, creativity, digital audio, digital learning, digital storytelling, digital video, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, engineering, geography / geology, Google, graphics, higher education, history, hybrid learning, innovation, K-12 related, languages and translation, learning, learning ecosystem, liberal arts, mathematics, multimedia, music, online learning, online media, pedagogy, physics, podcasting, psychology, RSS, science, social learning / networks, sociology, STEAM-related, story, storytelling, teachers, teaching & learning, technologies for your home, telecommunications, web design and production, writing, by Daniel Christian
Student-provided sites from The Teaching & Learning Digital Studio at Calvin College

Student-provided sites from The Teaching & Learning Digital Studio at Calvin College

Digital Studio Sites is a blog with a large collection links from the Teaching & Learning Digital Studio Staff at Calvin College (Grand Rapids, MI) that covers a wide range of academic topics and more. The staff scours the Web for the best, most interesting, and useful Web sites for the classroom (and maybe beyond) on the Internet and continually updates the list of links. Professors can quickly find sites related to their field of study by keyword, search, or by subscribing via RSS feed.

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Carnegie Mellon’s Open Learning Initiative — from learningonlineinfo.org

On 03/07/2010, in blended learning, hybrid learning, intelligent tutoring, open courseware and systems, by Daniel Christian

Carnegie Mellon’s Open Learning Initiative — learningonlineinfo.org — March 7, 2010

“What a wonderful initiative! Carnegie Mellon’s Open Learning Initiative: Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, the Open Learning Initiative (OLI) builds courses that are intended to enact instruction – or, more precisely, to enact the kind of dynamic, flexible, and responsive instruction that fosters learning.”

And from:
http://oli.web.cmu.edu/openlearning/

Hybrid Education 2.0

[…] the researchers seem more excited by a hybrid application of the open-learning program that, instead of replacing professors, tries to use them more effectively. By combining the open-learning software with two weekly 50-minute class sessions in an intro-level statistics course, they found that they could get students to learn the same amount of material in half the time (emphasis DSC).

“If they’re all getting that baseline information, [faculty] can spend that class time going deeper and doing something much more interesting, so they can really leverage that you’re an expert,” says Candace Thille, director of the Open Learning Initiative, “because right now, oftentimes the faculty expertise is wasted.” (emphasis DSC).

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Enabling worldwide learning — The “Multi-versity” — Ray Schroeder via Jim Vanides

On 03/06/2010, in disruption, future, future of higher education, game-changing environment, global / globalization, higher education, hybrid learning, by Daniel Christian

ENABLING WORLDWIDE LEARNING – THE “MULTI-VERSITY” — from Changing the Education Equation (part 3) – My Reflections on the 2010 HP Innovation in Education Worldwide Summit

This hybrid and distributed approach we used in our summit has wonderful (and challenging!) implications for how we think about “the learning institution” (universities, colleges, school systems), and there are many institutions already seeing the “disruption” at the end of the tunnel.

Ray Schroeder, one of our presenters on the panel, “Learning without Limits…” sent me a post-summit email in which he shared one example of the changing education institution, which he calls the “Multi-versity”:

“…following on Michael Horn’s predictions that community colleges and online universities are the delivery platforms in higher education today and tomorrow, [I believe] that the “day-after-tomorrow” will be the advent of the multi-versity. That is, colleges and universities collaborating in offering a vast range of interconnected classes from which students will select to fulfill degree requirements that allow for nearly unlimited emphases and specializations. The motivation for these multi-versity collaborations will be both push and pull – the economy is pushing higher education to become more efficient through sharing resources and the students are pulling universities to be more responsive to their individual needs for access to a wide range of classes.  This, I believe is the true potential of [Google] Wave as a Web 2.0 platform, to enable and facilitate inter-institutional class collaborations that provide a diversity of perspectives and a rich breadth of information sharing.” (emphasis DSC)

From DSC:
I don’t mention this to support or plug Google Wave. Rather, I mention it because the idea of a multi-versity is a model that could easily happen (and, in fact, is already occurring to some degree).


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