THE NEW LEARNINGARCHITECT              Clive Shepherdwww.onlignment.com/devlearn2011
Courses   Resources
Instruction   Discovery              learning
Formal    Informallearning   learning
10:20:70   70:20:10
RATIONALISM                                     ROMANTICISMHard skills                                                    ...
We are learning machines
DOING
DOING                      LEARNING                       (reflecting,                  observing, exploring,             ...
Four contextsExperiential On-demand Non-formal                        FormalLearning from       Learning to       Learning...
Two perspectives                           Because organisations need                           employees to perform      ...
Two perspectivesExperiential On-demand Non-formal                           FormalLearning from       Learning to         ...
For bottom-up learning to thrive, employees need:                                      the means                          ...
Experiential On-demand Non-formal                                   FormalBenchmarking        Performance         Coaching...
Four casesTraffic wardens                Senior                              managers                  Software           ...
Case: Traffic wardens               The city has approximately 200 wardens.               Staff turnover is rapid, at arou...
Traffic wardensExperiential On-demand Non-formal                              FormalPerformance        Mobile           On...
Four casesTraffic wardens                Senior                              managers                  Software           ...
Case: Software engineers              The company has approximately 300 software              engineers.              Most...
Software engineersExperiential On-demand Non-formal                                FormalJob enrichment      Online books ...
Four casesTraffic wardens                Senior                              managers                  Software           ...
Case: Senior managers              The company has approximately 100 senior              managers.              These peop...
Case: Senior managers              … continued              All are provided with laptops and smart              phones, a...
Senior managersExperiential On-demand Non-formal                                    FormalBenchmarking        Corporate in...
Four casesTraffic wardens                Senior                              managers                  Software           ...
Case: Call center operators               The company has approximately 5000 call               center operators distribut...
Case: Call center operators               … continued               All use PCs with headsets and are comfortable         ...
Call center operatorsExperiential On-demand Non-formal                                   FormalFrequent             Online...
Using the modelConsider the organisational and individual goals for a given population.
Using the model    Experiential       On-demand          Non-formal         FormalConsider the organisational and individu...
Using the model    Experiential       On-demand          Non-formal         FormalConsider the organisational and individu...
Using the model    Experiential       On-demand          Non-formal         FormalConsider the organisational and individu...
Using the model    Experiential       On-demand          Non-formal         FormalConsider the organisational and individu...
Using the model    Experiential       On-demand          Non-formal         FormalConsider the organisational and individu...
Using the modelConsider the organisational and individual goals for a given population.Given these goals, assess the relat...
Q: So what is a learning architect?
A: Not a learning builder
THE NEW LEARNINGARCHITECT     Clive Shepherd   clive@onlignment.com         @cliveshepherd
The new learning architect at DevLearn 2011
The new learning architect at DevLearn 2011
The new learning architect at DevLearn 2011
The new learning architect at DevLearn 2011
The new learning architect at DevLearn 2011
The new learning architect at DevLearn 2011
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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 havewatched 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 LEARNINGARCHITECT Clive Shepherdwww.onlignment.com/devlearn2011
    2. 2. Courses Resources
    3. 3. Instruction Discovery learning
    4. 4. Formal Informallearning learning
    5. 5. 10:20:70 70:20:10
    6. 6. RATIONALISM ROMANTICISMHard skills Soft skillsInstruction DiscoverySystems NetworksSelf-study CollaborationControl Trust/empowermentLearning objectives Learner goalsBrain research Humanistic psychologyAnalysis paralysis? 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, Experts coaches Peers Info / content MODEL, INFORM, FACILITATE, SUPPORT
    10. 10. Four contextsExperiential On-demand Non-formal FormalLearning from Learning to Learning to Learning to (doing and (just-in-time and (just-in-case / (just-in-case / all reflecting) just enough) easy does it) the trimmings)
    11. 11. Two perspectives Because organisations need employees to perform Top-downExperiential On-demand Non-formal FormalLearning from Learning to Learning to Learning to (doing and (just-in-time / (just-in-case / (just-in-case / all reflecting) just enough) easy does it) the trimmings)
    12. 12. Two perspectivesExperiential On-demand Non-formal FormalLearning from Learning to Learning to Learning to (doing and (just-in-time / (just-in-case / (just-in-case / all reflecting) just enough) easy does it) the trimmings) Bottom-up 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 FormalBenchmarking Performance Coaching / OJT Classroom coursesJob rotation / support materials Mini-workshops Self-study e-learningenrichment Online books Rapid e-learning Outdoor learningProject reviews Help desks White papers CollaborativePerformance Mobile learning Podcasts distance learningappraisals Webinars Computer games &Action learning Internal conferences simulationsContinuous Online video Blended learningimprovementPersonal reflection Online search Open learning Professional andReflecting with Using forums Communities of postgraduateothers Using wikis practice qualificationsBlogging Continuing Formal adultGetting a life professional education development
    15. 15. Four casesTraffic wardens Senior managers Software Call center engineers operators
    16. 16. Case: Traffic wardens 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.
    17. 17. Traffic wardensExperiential On-demand Non-formal FormalPerformance Mobile On-job Basic training in thereviews performance training/coaching classroom support Mobile mini-courses and videos The means The motive The opportunity
    18. 18. Four casesTraffic wardens Senior managers Software Call center engineers operators
    19. 19. Case: Software engineers 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.
    20. 20. Software engineersExperiential On-demand Non-formal FormalJob enrichment Online books Mini-workshops External technicalProject reviews Mentoring courses – delivered onlineReflecting with Search Social networks Postgraduateothers Wikis External conferences qualifications?Perhaps blogging Forums The means The motive The opportunity
    21. 21. Four casesTraffic wardens Senior managers Software Call center engineers operators
    22. 22. Case: Senior managers 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 …
    23. 23. Case: Senior managers … 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.
    24. 24. Senior managersExperiential On-demand Non-formal FormalBenchmarking Corporate intranet Online None, if you can getJob rotation Personal coaching/mentoring away with itJob enrichment assistance Online briefingsAction learningPersonal reflection Internet search External conferences Blended businessGetting a life! LinkedIn? and webinars school programs Electronic books, magazines and newspapers The means The motive The opportunity
    25. 25. Four casesTraffic wardens Senior managers Software Call center engineers operators
    26. 26. Case: Call center operators 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 …
    27. 27. Case: Call center operators … 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.
    28. 28. Call center operatorsExperiential On-demand Non-formal FormalFrequent Online Buddying/coaching Blended initialperformance performance Rapid e-learning trainingreviews support Mini-workshopsJob rotationReflecting with Forums Online open learningothers library The means The motive The opportunity
    29. 29. Using the modelConsider the organisational and individual goals for a given population.
    30. 30. Using the model Experiential On-demand Non-formal FormalConsider the organisational and individual goals for a given population.Given these goals, assess the relative priorities that should be placedon each of the four learning contexts.
    31. 31. Using the model Experiential On-demand Non-formal FormalConsider the organisational and individual goals for a given population.Given these goals, assess the relative priorities that should be placedon each of the four learning contexts. • What absolutely must be learned in a formal context?
    32. 32. Using the model Experiential On-demand Non-formal FormalConsider the organisational and individual goals for a given population.Given these goals, assess the relative priorities that should be placedon each of the four learning contexts. • What other opportunities need to be provided for employees to develop their knowledge and skills?
    33. 33. Using the model Experiential On-demand Non-formal FormalConsider the organisational and individual goals for a given population.Given these goals, assess the relative priorities that should be placedon each of the four learning contexts. • What can we do to support employees in resolving their day-to-day problems?
    34. 34. Using the model Experiential On-demand Non-formal FormalConsider the organisational and individual goals for a given population.Given these goals, assess the relative priorities that should be placedon each of the four learning contexts. • What can we do to maximise the benefit these employees gain from their job experience?
    35. 35. Using the modelConsider the organisational and individual goals for a given population.Given these goals, assess the relative priorities that should be placedon 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 LEARNINGARCHITECT Clive Shepherd clive@onlignment.com @cliveshepherd

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