The new learning architect at DevLearn 2011

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Slides from my featured session at the eLearning Guild's DevLearn 2011 conference in Las Vegas. Check out the notes for more details and references.

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  • Nice analysis of top down driven opportunities as well as bottom up driven ops.
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  • If I buy your book (kindle version) will you let me download this PPT file? I love the means, motive and opportunity for learning concept.
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  • This project goes back four years or so. I became increasingly frustrated by what I saw as increasingly confrontational stances to learning and development at work …
  • It is taking on the form of a religious war. We have the church of social learning, the church of instructional systems design, the church of 70:20:10.
  • Can architects get religion? You bet. These brutalist structures emerged around the UK in the 1960s. An architectural trend. Not that architects would live in these places themselves of course. They’re snug in their Victorian townhouses.
    Which is like the instructional designer who inflicts the worst sort of tell-and-test e-learning on their audience but wouldn’t dream of using e-learning themselves.
  • The different sides could be caricatured (rather unfairly perhaps) as rationalists and romantics. Time they got together.
  • I have watched over the last few years at conferences as l&d audiences pay good money to hear their efforts rubbished.
    They’re bemused how some of the stuff they’re hearing could ever work in their organisations.
    How do I tell my boss we need to be more agile, immersive, mobile, social and cloud-based all at the same time.
    We don’t work for Google. We fix drains.
  • As far as they’re concerned, it would be like trying to fit a square peg into a round hole.
    Every situation really is different.
  • Less sneer leading … more cheer leading perhaps?
  • A drawing from Jim Potts who attended one of these presentations on an earlier occasion.
  • End of rant. So how do we learn?
  • We learn just by doing, without any conscious effort on our part. It’s our dopamine neurons don’t you know!
  • But we can do a lot more by using our reflective capabilities and by drawing on all sorts of resources.
  • I set about trying to create a dashboard that would help me ensure all aspects of the learning architecture would be covered.
    For background on this framework, see http://onlignment.com/2011/05/a-contextual-model-for-learning/
  • See http://onlignment.com/2011/05/a-contextual-model-for-learning/
  • See http://onlignment.com/2011/05/a-contextual-model-for-learning/
  • The means: metacognitive skills, tools, skills to use the tools - http://onlignment.com/2011/09/first-they-need-the-means/
    The opportunity: culture, access to people and materials, discretionary time - http://onlignment.com/2011/09/then-they-need-the-opportunity/
    The motive: intrinsic, extrinsic - http://onlignment.com/2011/09/and-then-they-need-the-motive/
  • So many examples … each one of these is discussed in full in the book.
  • Let’s take four different cases and try and apply the model.
  • What absolutely must be learned in a formal context?
  • See http://onlignment.com/2011/01/architects-for-learning/
    Also http://onlignment.com/2011/02/the-learning-architect-is-a-professional/
    Also http://onlignment.com/2011/02/what-it-means-to-be-a-professional/
  • We need builders. They’re just not architects.
  • Information about the book and videos at http://onlignment.com/thenewlearningarchitect/
  • The new learning architect at DevLearn 2011

    1. 1. THE NEW LEARNING ARCHITECT Clive Shepherd clive@morethanblended.com
    2. 2. Courses Resources
    3. 3. Instruction Discovery learning
    4. 4. Formal learning Informal learning
    5. 5. 10:20:70 70:20:10
    6. 6. RATIONALISM Hard skills Instruction Systems Self-study Control Learning objectives Brain research Analysis paralysis? ROMANTICISM Soft skills Discovery Networks Collaboration Trust/empowerment Learner goals Humanistic psychology New age voodoo? It’s time for some whole brain thinking
    7. 7. We are learning machines
    8. 8. DOING
    9. 9. DOING LEARNING (reflecting, observing, exploring, experimenting, generalising) Teachers, coaches Peers Info / content Experts MODEL, INFORM, FACILITATE, SUPPORT
    10. 10. Experiential On-demand Non-formal Formal Learning from (doing and reflecting) Learning to (just-in-time and just enough) Learning to (just-in-case / easy does it) Learning to (just-in-case / all the trimmings) Four contexts
    11. 11. Experiential On-demand Non-formal Formal Learning from (doing and reflecting) Learning to (just-in-time / just enough) Learning to (just-in-case / easy does it) Learning to (just-in-case / all the trimmings) Top-down Two perspectives Because organisations need employees to perform
    12. 12. Experiential On-demand Non-formal Formal Learning from (doing and reflecting) Learning to (just-in-time / just enough) Learning to (just-in-case / easy does it) Learning to (just-in-case / all the trimmings) Bottom-up Two perspectives Because employees also want to perform
    13. 13. For bottom-up learning to thrive, employees need: the means the motive the opportunity
    14. 14. Experiential On-demand Non-formal Formal Benchmarking Job rotation / enrichment Project reviews Performance appraisals Action learning Continuous improvement Performance support materials Online books Help desks Mobile learning Coaching / OJT Mini-workshops Rapid e-learning White papers Podcasts Webinars Internal conferences Online video Classroom courses Self-study e-learning Outdoor learning Collaborative distance learning Computer games & simulations Blended learning Personal reflection Reflecting with others Blogging Getting a life Online search Using forums Using wikis Open learning Communities of practice Continuing professional development Professional and postgraduate qualifications Formal adult education
    15. 15. Four cases Traffic wardens Software engineers Senior managers Call center operators
    16. 16. The city has approximately 200 wardens. Staff turnover is rapid, at around 40%. The wardens are not typically used to learning independently in a work context. Motivation for career advancement is typically low. The wardens have little discretion over their time. As a recent innovation, all have been provided with smart phones. Policies and procedures tend to change infrequently. Case: Traffic wardens
    17. 17. Experiential On-demand Non-formal Formal Performance reviews Mobile performance support On-job training/coaching Mobile mini-courses and videos Basic training in the classroom Traffic wardens The opportunityThe means The motive
    18. 18. Four cases Traffic wardens Software engineers Senior managers Call center operators
    19. 19. The company has approximately 300 software engineers. Most work in the company’s head office, though around 50 operate in international teams. Engineers are allowed to work from home on occasions. Staff turnover is around 25%. Typically turnover is caused by engineers moving to competitors or initiating their own start-ups. The engineers are highly independent learners with a great deal of technical expertise. Motivation for improving expertise and keeping up-to-date with developments is very high. The engineers have a fair amount of discretion over their time. Case: Software engineers
    20. 20. Experiential On-demand Non-formal Formal Job enrichment Project reviews Online books Mini-workshops Mentoring External technical courses – delivered online Reflecting with others Perhaps blogging Search Wikis Forums Social networks External conferences Postgraduate qualifications? Software engineers The means The motive The opportunity
    21. 21. Four cases Traffic wardens Software engineers Senior managers Call center operators
    22. 22. The company has approximately 100 senior managers. These people have typically had at least ten years of work experience, of which at least five will have been in a senior or middle management position. The managers are accustomed to learning independently within the work context. Motivation for development and career advancement is high. The managers have a great deal of discretion over their time. continued … Case: Senior managers
    23. 23. … continued All are provided with laptops and smart phones, although their comfort with technology is variable. The company changes rapidly in response to economic, political, business and scientific opportunities and pressures. Case: Senior managers
    24. 24. Experiential On-demand Non-formal Formal Benchmarking Job rotation Job enrichment Action learning Corporate intranet Personal assistance Online coaching/mentoring Online briefings None, if you can get away with it Personal reflection Getting a life! Internet search LinkedIn? External conferences and webinars Electronic books, magazines and newspapers Blended business school programs Senior managers The means The motive The opportunity
    25. 25. Four cases Traffic wardens Software engineers Senior managers Call center operators
    26. 26. The company has approximately 5000 call center operators distributed among five centers, three in the UK and two in India. Staff turnover is rapid, at around 35%. The operators are not used to learning independently in a work context. Most are enthusiastic to do well and to get on. The operators have little discretionary time, although there are sometimes lulls in call volumes which provide opportunities for other activities. continued … Case: Call center operators
    27. 27. … continued All use PCs with headsets and are comfortable with technology. All operators are required to undertake some training to meet the needs of an external regulator. The company’s products and services change regularly. The company is looking to shift emphasis away from call efficiency towards providing a higher quality customer experience. Case: Call center operators
    28. 28. Experiential On-demand Non-formal Formal Frequent performance reviews Job rotation Online performance support Buddying/coaching Rapid e-learning Mini-workshops Blended initial training Reflecting with others Forums Online open learning library Call center operators The means The motive The opportunity
    29. 29. Using the model Consider the organisational and individual goals for a given population.
    30. 30. Using the model Consider the organisational and individual goals for a given population. Given these goals, assess the relative priorities that should be placed on each of the four learning contexts. Experiential On-demand Non-formal Formal
    31. 31. Using the model Consider the organisational and individual goals for a given population. Given these goals, assess the relative priorities that should be placed on each of the four learning contexts. Experiential On-demand Non-formal Formal • What absolutely must be learned in a formal context?
    32. 32. Using the model Consider the organisational and individual goals for a given population. Given these goals, assess the relative priorities that should be placed on each of the four learning contexts. Experiential On-demand Non-formal Formal • What other opportunities need to be provided for employees to develop their knowledge and skills?
    33. 33. Using the model Consider the organisational and individual goals for a given population. Given these goals, assess the relative priorities that should be placed on each of the four learning contexts. Experiential On-demand Non-formal Formal • What can we do to support employees in resolving their day-to-day problems?
    34. 34. Using the model Consider the organisational and individual goals for a given population. Given these goals, assess the relative priorities that should be placed on each of the four learning contexts. Experiential On-demand Non-formal Formal • What can we do to maximise the benefit these employees gain from their job experience?
    35. 35. Using the model Consider the organisational and individual goals for a given population. Given these goals, assess the relative priorities that should be placed on each of the four learning contexts. Where it is feasible to provide the means, the motive and the opportunity, exploit the amazing power of bottom-up learning.
    36. 36. Q: So what is a learning architect?
    37. 37. A: Not a learning builder
    38. 38. THE NEW LEARNING ARCHITECT Clive Shepherd clive@morethanblended.com

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