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

[email_address] Strategic Futurist President & Co-Founder Learnativity.org Chair, IEEE Learning Technology Standards Committee Learning Object Metadata 0 Strategic Advisor

www.creativecommons.org

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.”

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.”

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

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 ………

“ C -ing the Future” C ontent, C ompetencies C ontext LEARNING & PERFORMANCE CONTENT CONTEXT COMPETENCE

“ 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.

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.

“ C -ing the Future” C ontent, C ompetencies C ontext CONTENT CONTEXT COMPETENCE

“ 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.

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.

“ C -ing the Future” C ontent C ompetencies C ontext CONTENT CONTEXT COMPETENCE

“ 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

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

“ 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

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

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

Learning OBJECTIVE Statements: Connecting Competencies to Content for Performance

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

SkillObject ™ 0

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

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

COMPETENCIES PERSONALIIZED Contextual GENERAL Non Contextual CONTENT

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

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

Create My ELOs 1 EO = 1 ELO

“ C -ing the Future” C ontent C ompetencies C ontext CONTENT CONTEXT COMPETENCE

“ 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

“ 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

“ 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!

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!

Open feedback http://ariadne.cs.kuleuven.ac.be/empirical/ Attention metadata

User feedback

Contextual and Automated Metadata Generation (AMG) http://ariadne.cs.kuleuven.be/amg/

STANDARDS

“ 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

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

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

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

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.

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.

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.

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.

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

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

Web 2.0 Over Hyped; Under Estimated

Web 2.0

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)

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)

“ C -ing the Future” C onnected, C ollaborative C onversational  MASHUPS CONNECTED COLLABORATIVE CONVERSATION

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

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

ELF: eLearning Framework http://www.elframework.org/framework/

Pandora and the Music Genome Project

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!

Let’s stop “flapping”

and replicating past artifacts

It is NOT about

FLAPPING faster!!

Let’s start thinking

DIFFERENTLY !!

Thank You! For Questions & Comments please contact: [email_address] And as of next week: www.autodesk.com/waynehodgins