The Challenges of Implementing Learning 2.0

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The challenges of implementing Learning 2.0 for designers, instructors and learners should not be underestimated! But the maturity of the technologies, the evolving business environment, and the embrace of the read/write/share mind-set by users everywhere creates a moment of acceptance for this new instructional model.

This is a compelling look at the Learning 2.0 value proposition: pervasive learning, a shorter path to the content, utilizing the multiplier effect of technology, and low-profile support needs.

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  • Because now is the moment of acceptance!
  • Are you familiar with Gartner’s Hype Cycle? This tracks the progress of technologies towards acceptance by mainstream users. The stages are the Technology TriggerThe Peak of Inflated ExpectationsThe Trough of DisillusionmentThe Slope of Enlightenment and The Plateau of ProductivityCheck out where we are in the hype cycle for these emerging technologies. This is from 2008. Notice where some Learning 2.0 tools are on the curve. Microblogging (Twitter)Social Computing Platforms (blogs, wikis, tagging, RSS, social networking)Public Virtual Worlds (Second Life)Web 2.0 (of course)BloggingWikisAnd perhaps most importantly, Basic Web Services, which is the architectural backbone behind Web 2.0. And note that Web Services took less than 2 years to reach mainstream adoption. That’s a testament to its power!Now, all of this to say that we are at a moment of acceptance for web 2.0 tools. And that has important implications for those of us trying to figure out how to better train people!So, the technology is being accepted. And there are currently two important trends converging on this moment of acceptance….
  • Now let’s look at who is impacted by all of this hard stuff and how.
  • Another new design framework made possible by Learning 2.0 is the extension of learning beyond a single event. The technology allows an eight hour course to be delivered in eight one-hour blocks once a week over two months. Blogs and wikis allow for the discussion to continue in the time between class sessions. Podcasts and RSS deliver content to the learners in measured doses, keeping the information fresh in their minds. Although this requires more forethought from designers, the greater granularity allows for better retention rates and deeper learning.
  • The other part of the adult learner equation is management. As much as we need to communicate the new expectations of Learning 2.0 to our learners, we must spend equal time educating managers on the expectations and benefits of this new learning style. Managers are accustomed to losing a day or two of productivity when sending their people to training. As formal course time is shrinking, they need to expect the frequency of work interruptions to increase even though the duration is decreasing. We have to educateManagers on the advantages of learners staying engaged with the topic longer. Workers may be back at their desks, but the learning continues. It is up to us to communicate this value to managers.What’s the best way to accomplish this? Incorporate Learning 2.0 into your management development programs and let managers encounter the power of Learning 2.0 for themselves. The best way for managers to appreciate both the power of Learning 2.0 and the difference fromtraditioal learning is to experience it first-hand.END LEARNER SECTION
  • Now, what I want to do in this part is solicit some examples from you guys. I’ll give you an example of one of the things I’ve done, and then I’d like you to share some of your stories. Good or bad. Let’s end with a general discussion of Learning 2.0, both the perils and the successes.
  • The Challenges of Implementing Learning 2.0

    1. 1. Web 2.0: Big, Vague, Beautiful<br />The Challenges of Implementing Learning 2.0<br />Chris King, PMP<br />
    2. 2. Defining Web 2.0<br />“The best thing about web 2.0 is that -- nobody knows what the [heck] it means. Even the ones who coined the term are still struggling to find a compact definition. And this is the true beauty and power of Web 2.0 -- it makes people think.” <br />Kathy Sierra, “The best thing about web 2.0,” October 11, 2005, Creating Passionate Users blog<br />http://headrush.typepad.com/creating_passionate_users/2005/10/the_best_thing_.html<br />2<br />c 2009 Chris King<br />
    3. 3. 3<br />c 2009 Chris King<br />Processes needed for Learning (traditional classroom activates all of these for the most part…)<br />
    4. 4. 4<br />c 2009 Chris King<br />Processes activated by most WBT (WBT’s sweet spot is Simulation and (mostly) Practice…)<br />
    5. 5. 5<br />c 2009 Chris King<br />Processes activated by Learning 2.0 (the more active processes, the more effective and efficient the learning…)<br />
    6. 6. Key Web 2.0 Concepts<br />6<br />c 2009 Chris King<br />
    7. 7. Web 2.0 attitude<br />7<br />c 2009 Chris King<br />
    8. 8. Why Now?<br />8<br />c 2009 Chris King<br />
    9. 9. Technology is tested, proven, and accepted<br />c 2009 Chris King<br />9<br />
    10. 10. c 2009 Chris King<br />10<br />Physical dispersal creates a need for better collaboration and connectedness<br />
    11. 11. c 2009 Chris King<br />11<br />The best thing that can be said about most e-learning is that gives you the sensation of a coma without the worry or inconvenience<br />Slide courtesy of Anders Gronstadt, Gronstadt Consulting<br />
    12. 12. c 2009 Chris King<br />12<br />
    13. 13. But still, why now?<br />c 2009 Chris King<br />13<br />
    14. 14. Nearing the tipping point<br />c 2009 Chris King<br />14<br />There is a growing acknowledgement from business leaders that learning must happen continuously<br />
    15. 15. Nearing the tipping point<br />c 2009 Chris King<br />15<br />There is a demand from a workforce increasingly familiar with Web 2.0 tools and concepts<br />
    16. 16. Nearing the tipping point<br />c 2009 Chris King<br />16<br />There is a business climate where speed is valued over complexity; flexibility over comprehen-siveness<br />
    17. 17. This stuff really works<br />17<br />c 2009 Chris King<br />It is well-suited for smaller, more frequently accessed instructional chunks<br />
    18. 18. This stuff really works<br />18<br />c 2009 Chris King<br />The path to content is shorter, satisfying shrinking attention-spans<br />
    19. 19. This stuff really works<br />19<br />c 2009 Chris King<br />Technology is a multiplier, extending learning beyond the classroom<br />
    20. 20. This stuff really works<br />c 2009 Chris King<br />20<br />Low-profile learning (often user-generated) has low overhead and low barriers to creation<br />
    21. 21. The Bottom Line<br />21<br />c 2009 Chris King<br />
    22. 22. c 2009 Chris King<br />22<br />“<br />To be persuasive, we must be believable. To be believable, we must be credible. To be credible, we must be truthful. <br />Edward R. Murrow<br />”<br />
    23. 23. SKY<br />pie<br />c 2009 Chris King<br />23<br />
    24. 24. Bottom Line<br />24<br />This is hard.<br />c 2009 Chris King<br />
    25. 25. Bottom Line<br />25<br />c 2009 Chris King<br />
    26. 26. Bottom Line<br />c 2009 Chris King<br />26<br />The challenges of integrating Learning 2.0 for designers, instructors and learners should not be underestimated.<br />
    27. 27. Ch-ch-ch-changes<br />(with apologies to David Bowie)<br />c 2009 Chris King<br />27<br />
    28. 28. c 2009 Chris King<br />28<br />
    29. 29. Instructional Designers<br />Must design for a variety of motivational levels<br />Extend learning beyond the event<br />Number of interactions increases as classroom time decreases<br />29<br />c 2009 Chris King<br />
    30. 30. c 2009 Chris King<br />30<br />D3<br />D4<br />D2<br />D1<br />Competence<br />Commitment<br />Hersey Blanchard Motivational Archetypes<br />
    31. 31. c 2009 Chris King<br />31<br />D3<br />D4<br />Low competence, high commitment<br />D2<br />D1<br />Competence<br />Commitment<br />Hersey Blanchard Motivational Archetypes<br />
    32. 32. c 2009 Chris King<br />32<br />D3<br />D4<br />Some competence, low commitment<br />D2<br />D1<br />Competence<br />Commitment<br />Hersey Blanchard Motivational Archetypes<br />
    33. 33. c 2009 Chris King<br />33<br />D3<br />D4<br />High competence, variable commitment<br />D2<br />D1<br />Competence<br />Commitment<br />Hersey Blanchard Motivational Archetypes<br />
    34. 34. c 2009 Chris King<br />34<br />D3<br />D4<br />High competence, high commitment<br />D2<br />D1<br />Competence<br />Commitment<br />Hersey Blanchard Motivational Archetypes<br />
    35. 35. Beyond the classroom<br />c 2009 Chris King<br />35<br />
    36. 36. Changing ID priorities<br />Classroom Time<br />Interactions with Content<br />36<br />c 2009 Chris King<br />
    37. 37. Instructors<br />Familiar rituals<br />Subtle and not-so-subtle changes<br />Pre- and post-course workload increasing<br />37<br />c 2009 Chris King<br />
    38. 38. Instructors still…<br />c 2009 Chris King<br />38<br />
    39. 39. But now…<br />39<br />c 2009 Chris King<br />
    40. 40. Learners<br />Violated Adult Learning principles<br />Technology inhibits before it enhances<br />Don’t assume tool competency<br />Management as a barrier<br />40<br />c 2009 Chris King<br />
    41. 41. “I’m scared…hold me”<br />41<br />c 2009 Chris King<br />Adults learn best in a safe, inclusive, comfortable environment where their opinions are respected, their learning has practical applications, there are opportunities to share experiences, and which accommodates different levels of self-direction.<br />Learning 2.0 violates some of these principles!<br />
    42. 42. Generational divide overstated<br />They are more used to:<br />OMG! BOOMS! C/W 2 EZ, JMO. But U R a KIA. JK! SRSLY, RTFM.<br />42<br />c 2009 Chris King<br />Younger workers are no smarter about using Web 2.0 for learning!<br />
    43. 43. The final obstacle<br />c 2009 Chris King<br />43<br />You must convince Managers to trust this new style of learning by incorporating Learning 2.0 into Management Training<br />
    44. 44. Putting it into practice<br />44<br />c 2009 Chris King<br />
    45. 45. Putting it into practice<br />45<br />c 2009 Chris King<br /><ul><li>Nine week program, meet once a week for an hour via teleconference
    46. 46. Students responsible for exploring the topics in between class sessions
    47. 47. Session focused on discussing application and answering questions
    48. 48. A Blog is the backbone of student participation</li></li></ul><li>23 Things in action<br />46<br />c 2009 Chris King<br />Active use of each tool provides students with:<br /><ul><li>Information (content)
    49. 49. Context with Content
    50. 50. Practice</li></ul>Each week, there is <br /><ul><li>Remediation to correct misinformation
    51. 51. Simulation of a classroom application of the tool
    52. 52. Checking for Understanding, through the active use of the tool – info not just digested, but used</li></li></ul><li>Putting it into practice<br />47<br />c 2009 Chris King<br />Blog posts allow:<br /><ul><li>Instructor to check for confusion
    53. 53. Targeted Coaching
    54. 54. Students to get a chance at Cognitive Rehearsal</li></li></ul><li>Wrapping up<br />c 2009 Chris King<br />48<br />
    55. 55. Bottom Line<br />49<br />This is hard.<br />c 2009 Chris King<br />Reminder:<br />
    56. 56. A brave new world…<br />The challenges of integrating Learning 2.0 for designers, instructors and learners should not be underestimated.<br />This stuff requires more, not less, people to make it work<br />This isn’t threatening your employment – your current job, maybe, but not your paycheck!<br />50<br />c 2009 Chris King<br />
    57. 57. Thank you!<br />Chris King, PMP<br />cking@sevatec.com, 571.228.0253<br />c 2009 Chris King<br />51<br />

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