Your SlideShare is downloading. ×
C-ing the Future
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

C-ing the Future

1,931
views

Published on

Slides from my invited presenation at the Association of Advanced Computing in Education (AACE) ELearning 2006 conference in Waikiki HI on Oct. 16, 2006. See the blog entry at …

Slides from my invited presenation at the Association of Advanced Computing in Education (AACE) ELearning 2006 conference in Waikiki HI on Oct. 16, 2006. See the blog entry at www.autodesk.com/waynehodgins for more details.

Published in: Technology, Business

0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,931
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
2
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Transcript

    • 1. C -ing the Future  the coming convergence of: C ontent, C ompetencies and C ontext Towards a more holistic perspective on learning and performance Wayne Hodgins
    • 2. [email_address] Strategic Futurist President & Co-Founder Learnativity.org Chair, IEEE Learning Technology Standards Committee Learning Object Metadata 0 Strategic Advisor
    • 3. www.creativecommons.org
    • 4. Grand Vision
      • In a word? PERSONALIZATION
        • (Or if you insist on a prefix call it..)
      • me Learning!
      • Personalized Learning Experiences for every person every day
        • all 6.4 billion of us -- every day!!
      • Just for me and just right:
        • Time, place, amount, device, medium, way…
        • On demand, adaptive
      • Markets of one: Billions of Markets
      • Learning in ALL forms:
        • Formal AND informal
        • not just online, on computer, on screen, etc, but every where, every time
      • “ When the learner is ready the ‘teacher’ will appear.”
    • 5. Maybe Goldilocks had it right all along? The ideal is “just right”….
      • Just the right CONTENT , to
      • Just the right PERSON , with
      • Just the right PARTNERS , at
      • Just the right TIME , on
      • Just the right DEVICE , in
      • Just the right CONTEXT , and
      • Just the right WAY ………
      UP
    • 6. “ C -ing the Future” C ontent, C ompetencies C ontext LEARNING & PERFORMANCE CONTENT CONTEXT COMPETENCE
    • 7. “ C-ing” the Future
      • C ontent
        • Evolving toward a supply chain model
        • Repositories, discovery, assembly
        • Dynamic assembly
      • C ompetencies
        • Are following similar exponential curve and revolution as content
        • Link to content objects
        • OBJECTIVES are the critical “connective tissue”!!
      • C ontext
        • Location based learning
        • Subjective metadata, pattern recognition, etc.
    • 8. “ C -ing the Future” C ontent, C ompetencies C ontext CONTENT CONTEXT COMPETENCE
    • 9. “ C-ing” the Future: C ontent
        • Get small!
        • Divide & Conquer:
          • Separating raw content, metadata, format, sequencing, etc.
        • Evolving supply chain model for content development
        • Repositories, GUIDs, discovery, resolution
          • CORDRA
        • Metadata:
          • tagging everything with everything
          • Automated metadata generation
        • Dynamic assembly AND delivery
        • Customized content strategy and a reference models
        • Content management absolute critical!
          • Could be limited to “learning content management”
          • Best as complete content management (all content)
        • Converting content from a “product” to a “service”
          • changing the business models to go along with this.
    • 10. “ C -ing the Future” C ontent C ompetencies C ontext CONTENT CONTEXT COMPETENCE
    • 11. “ C-ing” the Future: C ompetencies
        • Competencies are the next “content”? Déjà vu all over again
        • Following similar exponential curve and revolution as content
          • Severe granularity:
          • Skills, Knowledge, Abilities, Behaviors
        • Link to learning/performance objects
        • OBJECTIVES are the critical “connective tissue”!!
        • Performance basis for learning, training and education.
        • Contributions and involvement with others
          • new EU “TEN Competence” project
          • New IEEE LTSC Competencies group
          • human cognome project
          • GLOBE is a GREAT example! http://globe.edna.edu.au /
        • developing detailed competency taxonomies & databases
    • 12. “ Individualized” Career Development The Navy “5 Vector Model” Universal Quals Apprentice Journeyman Master Recruit EM Quals First line Leader Foundational Leader Primary Leader Advanced Leader Command Leader Executive Leader Platform Career Options EM Gas Turbine 5VM (DDG-51) Engineering Quals PROFESSIONAL DEVELOPMENT PERSONAL DEVELOPMENT LEADERSHIP CERTS | QUALS PERFORMANCE Industry Certs Personal Dev SO Personal Dev SO Personal Dev SO Lifelong Learning Lifelong Learning Lifelong Learning Master S/O Journeyman S/O Apprentice S/O E-1 E-2 E-3 E-4 E-5 E-6 E-7 E-8 E-9 Recruit S/O EM2 Sciulli Universal Quals Engineering Quals EM Quals Universal Quals Engineering Quals EM Quals Industry Certs Industry Certs Industry Certs Apprentice Positions Journeyman Positions Master Positions Selected Electricians All Electricians
    • 13. Learning Objectives: (ELO + TLO) Connecting Competencies & Content Content Human Competencies Performance Based Learning OBJECTIVES SkillObjects 0 Learner Context TLO’s + ELO’s My Learning Path Org. Performance
    • 14. Learning Objective Selection Intention determines Domain as well as Domain Category. Once Intention has been determined, the verb can be retrieved from repository (via Domain and Category) or could be done directly from repository itself. Verb Repository Intention Conditions Audience Domain Category
    • 15. Learning OBJECTIVE Statements: Connecting Competencies to Content for Performance
    • 16. Universal Object Model? Principle Fact Process Overview Procedure Text Audio Summary Concept ENABLING Objective E nabling L earning O bject T erminal L earning O bject Animation Simulation illustration TERMINAL Objective Common Content Application Specific Profiles Repurposed with Permission: W.Hodgins ©1992 Learnativity “ Raw” Data & Media Elements Information Blocks CONTENT ASSETS 0 SkillObject
    • 17. SkillObject ™ 0
    • 18. Universal Object Model? Principle Fact Process Overview Procedure Text Audio Summary Concept Principle Process Concept Procedure Fact Overview Summary Objective E nabling L earning O bject T erminal L earning O bject Collections ( Courses , Stories,) Animation Simulation illustration Objective Theme Enabling Objective Terminal Objective Common Content Application Specific Profiles Repurposed with Permission: W.Hodgins ©1992 Learnativity “ Raw” Data & Media Elements Information Blocks CONTENT ASSETS 0 SkillObject
    • 19. Universal Object Model? Principle Fact Process Overview Procedure Text Audio Summary Concept Principle Process Concept Procedure Fact Overview Summary Objective E nabling L earning O bject T erminal L earning O bject Collections ( Courses , Stories,) Animation Simulation illustration Objective Theme Enabling Objective Terminal Objective Common Content Application Specific Profiles Repurposed with Permission: W.Hodgins ©1992 Learnativity “ Raw” Data & Media Elements Information Blocks CONTENT ASSETS 0 SkillObject CONTEXT ReUSABILITY
    • 20. COMPETENCIES PERSONALIIZED Contextual GENERAL Non Contextual CONTENT
    • 21. End-to-End Conceptual Model: GENERALIZED Learning Design + Development Skill Objects Performance Statements Raw Asset Raw Asset Raw Asset Raw Asset EO EO EO EO EO content based METADATA Content RAW ASSETS Terminal + Enabling OBJECTIVE STATEMENTS Terminal + Enabling LEARNING OBJECT MANIFESTS Sequencing + Navigation RULES Content Storage & Management Federated repositories Disaggregate, Store & Manage in Content Management System EO EO EO EO EO EO EO Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset ENABLING OBJECTIVE Enabling Learning Objects Design & Develop Content Raw Assets + ELOs 1 EO = 1 ELO Create Learning Objectives Enabling + Terminal 1 PO = 1 TO 1 TO = n# EOs ENABLING OBJECTIVE EO TERMINAL OBJECTIVE EO EO EO EO EO EO Terminal + Enabling Objective Statements Skill & Knowledge acquisition requirements HCO-Requirements Work environment Req (TBD) PO PO PO PO PO SkillObject SkillObject(1) RAJM Performance Statement: Perf objective (PO): std, Method, req proficiency Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Job Level Tasks KSA’s Tools Resources Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Context 1 to Many SkillObject SkillObject(1) RAJM Performance Statement: Perf objective (PO): std, Method, req proficiency Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Job Level Tasks KSA’s Tools Resources Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Context 1 to Many SkillObject SkillObject(1) RAJM Performance Statement: Perf objective (PO): std, Method, req proficiency Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Job Level Tasks KSA’s Tools Resources Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Context 1 to Many SkillObject SkillObject(1) RAJM Performance Statement: Perf objective (PO): std, Method, req proficiency Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Job Level Tasks KSA’s Tools Resources Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Context 1 to Many PO PO PO PO
    • 22. Content (My Learning Object) Assembly
      • Create My ELOs 1 EO = 1 ELO
      Performance Assessment Demonstrated Capability, Qualifications, Portability Learning Intervention Deliver TLOs to learner “right” way Eg: PS, OJT, ILT, ICW or blend KSA Acquisition End-to-End Conceptual Model: PERSONALIZED Content Assembly + Delivery 1. Create My Learning Objectives 1PO = 1TO My Learning Event (Delivery) 4. Assemble MyTLOs (n# ELOs + S&N ) = TLO 1 TO = 1 TLO Deliver TLOs to Learner 3. Create My Learning Event plan using Sequencing & Navigation rules (eLearning, ILT, OJT, PS, etc. based on context) Store Results Feedback ENABLING OBJECTIVE EO TERMINAL OBJECTIVE EO EO EO EO EO EO Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset ENABLING OBJECTIVE Enabling Learning Object TERMINAL OBJECTIVE Performance gap Assessment PO (req) [HCO-Requirements] – [HCO-Individual] = Fit Gap Analysis TERMINAL OBJECTIVE ELO ELO ELO ELO ELO ELO ELO ELO Terminal Learning Objects Fleet, DoD, NMETS Demand Signal HCO-Individual Training/education/certification records; learning event transaction records, quals, Mapper capacity scores, HCI scores, competency levels, language rating, testing history Work Records: Supervisor eval, OJT events, Experience, other…. Personnel records: job family, job, position assignment, AJM, career targets/options, Industry (O*NET) career equivalency Fleet OJT HCO-Requirements Work environment Req (TBD) PO PO PO PO SkillObject SkillObject(1) RAJM Performance Statement: Perf objective (PO): std, Method, req proficiency Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Job Level Tasks KSA’s Tools Resources Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Context 1 to Many SkillObject SkillObject(1) RAJM Performance Statement: Perf objective (PO): std, Method, req proficiency Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Job Level Tasks KSA’s Tools Resources Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Context 1 to Many SkillObject SkillObject(1) RAJM Performance Statement: Perf objective (PO): std, Method, req proficiency Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Job Level Tasks KSA’s Tools Resources Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Context 1 to Many SkillObject SkillObject(1) RAJM Performance Statement: Perf objective (PO): std, Method, req proficiency Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Job Level Tasks KSA’s Tools Resources Context Work Elements Performance Statement: Perf objective (PO): std, Method, req proficiency Context 1 to Many PO PO PO PO PO
    • 23. “ C -ing the Future” C ontent C ompetencies C ontext CONTENT CONTEXT COMPETENCE
    • 24. “ C-ing” the Future: C ontext
        • “ Context aware” learning & content assembly
        • Context REMOVED from content
          • so it can be dealt with, manipulated, reused and developed by itself
        • Exploiting context opportunities based on “environments“
          • dedicated LMS and LCMS such as Blackboard, WebCT, SumTotal, OutStart
          • more generic environments such as Office and Exchange,
          • opportunities within operating systems such as Windows, Mac, Linux, etc.
        • Focus on the “learning environment”
          • within which the learning (and working) takes place.
      • Subjective metadata, pattern recognition, etc.
        • Attention metadata
        • Location based learning
    • 25. “ C-ing” the Future FASTER: M etadata
        • Automated metadata!
          • Tagging and leveraging what's already there!
            • especially that from within learning environments
            • using “properties” metadata (eg all Office files)
            • see MS announcement re SCORM in Office 2007
        • Attention metadata
        • Making metadata transparent or invisible to users
        • Federated AND Standards based
          • Standards based but agnostic!
    • 26. Open feedback http://ariadne.cs.kuleuven.ac.be/empirical/ Attention metadata
    • 27. User feedback
    • 28. Contextual and Automated Metadata Generation (AMG) http://ariadne.cs.kuleuven.be/amg/
    • 29. STANDARDS
    • 30. “ C-ing” the Future FASTER: S tandards
        • Open, accredited standards are a defacto requirement for this future!
        • Leveraging current standards
          • Maximizing and learning by doing
          • SCORM 2004 SS&N
          • Global, Local and national implementations
        • Contributing to and acting as a catalyst for NEW standard development
          • Needed: standards for competencies and context
          • leveraging work of groups such as ISO, IEEE,
          • Abstract metadata model
            • Joint working group, DCMI + IEEE LTSC LOM
        • Transforming SCORM 2004, CORDRA, etc. to fully global
          • Proposals coming from ADL & IEEE LTSC
    • 31. Competency Study Groups Initiative
      • Initiated by IEEE LTSC
      • “ competencies” includes:
        • Human performance, abilities, competencies, knowledge, skills
      • Great similarities to conditions of in the 1990’s:
        • lack of generally available, effective tools & technology for the emerging new models and applications.
        • No broadly accepted common reference models, conceptual models and overarching architectures or frameworks;
        • Problems with interoperability, sharing, reuse and repurposing of competency data.
        • Few (if any) accredited standards that could be adopted globally and across diverse applications domains
        • http://groups.yahoo.com/group/StudyGroup-Competencies
    • 32. IEEE Competency Study Groups: Purpose
      • series of Study Groups to bring together any and all interested parties.
      • start a collective and comprehensive discussion
      • independent though complimentary to the existing IEEE LTSC Working Group for Reusable Competency Definitions (RCD)
      • determine what common problems or barriers need to be resolved to dramatically improve learning and performance.
      • Assess any role for standards to contribute significantly to solving the identified problems at this time.
    • 33. IEEE Competency Study Groups: 3 proposed Candidates (to show diversity & scope)
      • Candidate A: Competency Framework
        • A standard for a structured Competency framework or architecture would be used to identify and classify the data, metadata, data models, data mappings, applications, and services that are needed to manage and apply competencies in learning and learning technology.
      • Candidate B: Objective Statements
        • A standard for objective statements would provide a common data model to capture, store, maintain, share, and reuse objectives. Objective statements enable objectives to be stored in repositories and can be used to determine how content assets are assembled to form learning objects. They can also be used as part of the process of initiating learning to meet a particular objective.
      • Candidate C: Standardized Competency Definitions
        • A competency definition is a description of a competency and an indication of how it can be measured. Such definitions can potentially be represented using the IEEE 1484.20.1 RCD structure. The candidate standard would standardize a specific set of such definitions, i.e. standardize some basic taxonomies (e.g. for leadership skills) that would promote interoperability across application domains.
    • 34. How to get involved:
        • Sign up for online forum at http://groups.yahoo.com/group/StudyGroup-Competencies
        • Submit comments, concerns and relevant documents
        • Learn more by attending:
        • EC TEL 2006 (Technology Enabled Learning)
        • http://www.ec-tel06.org/ Crete, Greece Oct.1-4, 2006
        • ePortfolio 2006, Ontology Outreach Meeting http://www.eife-l.org/news/ep2006 Oxford, England Oct. 11, 2006
        • Learning 2006
        • http://www.learning2006.com/ Orlando, Florida, USA Nov.5-8, 2006
        • I 2 LOR 2006
        • http://www.lornet.org/ Montreal, Quebec, Canada Nov.9-10 10, 2006
        • OnLine Educa Berlin
        • http://www.online-educa.com/ Berlin, DE Nov. 29-Dec.1, 2006
      • Summative meeting (virtual) expected beginning of Dec.2006
    • 35. Web 2.0 Over Hyped; Under Estimated
    • 36. Web 2.0
    • 37. Web 2.0
      • Defining characteristic is active participation and involvement of the user.
        • Always was the vision, finally getting to it now
      • 3 main components:
        • RIA: Rich Internet Applications
          • Eg Flash, Ajax
          • Bringing the desktop to the browser
        • SOA: Service Oriented Architectures
          • Feeds, RSS, web services
        • Social Web
          • Mass contribution (metadata, content, feedback)
    • 38. “ C -ing the Future” C onnected, C ollaborative C onversational  MASHUPS CONNECTED COLLABORATIVE CONVERSATION
    • 39.
      • Wayne’s 3 C’s for Web 2.0:
      • C ONNECTIONS:
        • With people
        • With things
        • With code
      • C OLLABORATION:
        • With others
        • With content
        • With code
      • C ONVERSATIONS:
        • More than “just” communication
        • Unexpected consequences and emergent behaviors
       MASHUPS
    • 40. ELF: eLearning Framework http://www.elframework.org/framework/
    • 41. Pandora and the Music Genome Project
    • 42. Innovation not replication!
      • Let’s stop “flapping”
      • and replicating past artifacts
      • It is NOT about
      • FLAPPING faster!!
      • Let’s start thinking
      • DIFFERENTLY !!
      How does this apply to YOU? Practice Leadership by EXAMPLE!
    • 43. Thank You! For Questions & Comments please contact: [email_address] And as of next week: www.autodesk.com/waynehodgins

    ×