Dynamic Learning


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This presentation provides an overview on Dynamic Learning philosophy, methodology and reference architecture.

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Dynamic Learning

  1. 2. Introduction <ul><li>This presentation is designed to introduce a revolutionary concept, architecture and practice model for providing the next generation of E-learning. </li></ul><ul><li>Dynamic Learning is both a technology and a methodology for Learning Delivery – it is focused towards enterprise level or global commercial (web) initiatives, but can apply at a personal level. </li></ul><ul><li>We will explore why Dynamic Learning is different than E-learning and will describe where it can be applied to add value for both new and existing capabilities. </li></ul>
  2. 3. A Paradigm Shift in Learning <ul><li>Dynamic Learning is a practice based upon the notion that all information in the enterprise represents learning resources and all exploitation of information represents a true, organizational learning process. This is known as “The Learning Enterprise” or “Learning 2.0.” </li></ul><ul><li>The primary focus of the shift is away from centrally managed learning delivery to dynamic delivery and management. This has both a technical and pedagogical implications. Dynamic Learning represents a Learner-Centric, Content-Centric & Discovery-Centric perspective. </li></ul>
  3. 4. Learning Complexity Limits Reach
  4. 5. Learning Starts Here, Now <ul><li>The concepts and solutions we’ll discuss here do not require any advances in technology to exploit – we are ready to adopt these approaches right now. </li></ul><ul><li>Educating oneself or obtaining an education are too often two separate things – Dynamic Learning is focused on relevant learning that matters. It is necessarily Active, Agile and tailored to exploit real-world motivations. </li></ul><ul><li>While initially targeted to corporate learning, continuous education or personal learning environments, Dynamic Learning will eventually impact more traditional learning models. </li></ul>
  5. 6. Section 1: The Principles of Dynamic Learning
  6. 7. What Learning Could Be <ul><li>In the real world, Learning is directly related to motivation . Those motivations include the need to find a job, the need to understand something or the need to solve a problem related to an important interest or work-related task. </li></ul><ul><li>Assessment in this context, is the ability to assimilate and apply that learned knowledge to the motivation. Were you satisfied with or rewarded for your answer . Assessment is thus subjective and dynamic, as it is the real world. </li></ul><ul><li>Learning can be more the need to fulfill some educational requirement – it can be empowerment. </li></ul>
  7. 8. Learning to Fly While studying key concepts related to aeronautics, the Wright Brothers realized that many issues had not yet been solved… Learning became symbiotic with problem-solving …
  8. 9. E-Learning <ul><li>E-Learning has been much less than it could have been. This IT domain emerged about 10 years ago and quickly became focused around a narrow set of products, the most important of which is the Learning Management System (LMS). </li></ul><ul><li>The choice of the industry to adopt a narrow focus was partly pragmatic, mainly because it was more difficult to develop business models focused on integration or web-based learning content. </li></ul><ul><li>Many aspects of what should be considered E-Learning have been adopted from “outside” the industry itself, much of it focused on Web 2.0. </li></ul>
  9. 10. Static Learning <ul><li>Static learning is the learning that we are all familiar with; it is essentially the same approach that has been taken since the first liberal arts curriculums were developed in ancient Rome nearly 2000 years ago. </li></ul><ul><li>Static learning is designed more for assessment than knowledge assimilation. </li></ul><ul><li>Static learning assumes fixed and limited discovery expectations based upon ‘expert’ determinations of what is or isn’t relevant to a particular learning context. </li></ul><ul><li>Static Learning is the opposite of Dynamic Learning, most E-learning solutions are based upon this Static Learning Model. </li></ul>
  10. 11. Dynamic Learning Defined Dynamic Learning is based upon the recognition that Learning Content does not need to be perfect in order to be relevant and valid. It also recognizes that Learners are equally qualified to make distinctions regarding learning quality or relevance based upon their own needs & motivations. Dynamic Learning represents an architectural or solutions approach that allows Learners or Groups to build their own curriculum, content and assessments and share them globally. It also supports open-ended Learning discovery and problem solving.
  11. 12. Why Dynamic Learning? <ul><li>And Why Now? </li></ul><ul><li>Why Not? Why can’t Learning become more relevant to our daily lives right now? Why can’t it redefine knowledge management for every major organization on the planet? Why can’t Learning become based on our needs rather than having our needs subjugated to arcane educational practices? </li></ul><ul><li>There’s absolutely, positively no reason whatsoever why not and why not now… </li></ul>
  12. 13. Principles of Dynamic Learning <ul><li>The following principles provide a basis for more specific solutions approaches, reference architectures and tool / software support for Dynamic Learning: </li></ul><ul><ul><li>Learning should empower the Learner. </li></ul></ul><ul><ul><li>Learning needs to solve individual questions and problems, not merely satisfy standardized educational requirements for the masses. </li></ul></ul><ul><ul><li>Learning must be bottom up, top down and side to side. Top down only approaches are outdated … </li></ul></ul><ul><ul><li>Context makes all of the difference in Learning. </li></ul></ul><ul><ul><li>Dynamic Learning is necessarily content-driven , but the content is and will remain dynamic… </li></ul></ul>
  13. 14. Principle 1: Empowerment <ul><li>To gain the maximum impact from any learning experience, a Learner must feel that their investment (in time, money and concentration) is providing them tangible benefits – they must feel empowered. </li></ul><ul><li>Empowerment means the ability to tailor one’s own learning program or curriculum. In this sense it assumes a necessary technical architecture. </li></ul><ul><li>Empowerment means that the criteria for success is best understood by those who are Learning to achieve real world goals. </li></ul>
  14. 15. Principle 2: Problem Solving <ul><li>Problem Solving represents real-world motivation for Learning. This applies to every potential subject – answering a question can be problem solving. </li></ul><ul><li>Problem Solving is dynamic or relativistic in that often one answer won’t fit all situations. The ability to find the right answer for the right perspective makes a big difference in the usability and value of learning. </li></ul><ul><li>Problem solving provides simple and easy to manage curriculum paths – linking problems builds communities of shared knowledge. </li></ul>
  15. 16. Principle 3: Learner-Centric <ul><li>Learner-Centric or User-Centric solutions are by nature bottom-up solutions. They can however include Top-Down guidance as well as side to side collaboration. </li></ul><ul><li>Learners can control their Learning environment, their curriculum, their goals, their competencies as well controlling collaboratively the building of shared knowledge frameworks and problem-solving exercises. </li></ul><ul><li>In this paradigm, anyone can contribute knowledge based on relevant experience skill or interests. </li></ul>
  16. 17. Principle 4: Context <ul><li>The same information presented in different contexts can yield new or different insights. This applies to both data and knowledge in general. </li></ul><ul><li>The Learner and the unique problems being solved or questions being asked provide unique contexts. </li></ul><ul><li>Learning solutions need to accommodate context rather than assuming the same context for everyone involved. Cookie-cutter education uses the same time and resources yet yields far less pertinent and usable knowledge or answers to the learner. There is no reason we can’t optimize education. </li></ul>
  17. 18. Principle 5: Content Rules <ul><li>In Learning 2.0 or Dynamic Learning, content is king. The entire universe of content and knowledge is available for inclusion into Learning materials or programs, right now. </li></ul><ul><li>The endless debates as to whether any particular content element is valid or exhibits the necessary quality will end as Learners will use their critical thinking skills to make such determinations on their own in the context of their Learning paths . </li></ul><ul><li>We will move from one person’s perspective on knowledge to a global one . </li></ul>
  18. 19. Section 2: The Semantics of Dynamic Learning
  19. 20. Empowered by Semantics <ul><li>All education by nature is dependent upon Semantics. Semantics is the science of applying meaning to representative knowledge structures. </li></ul><ul><li>Semantic Technology, which is often referred to as the Semantic Web, applies technology standards to the management of meaning and thus knowledge. </li></ul><ul><li>Dynamic Learning as a technical solution and reference architecture depends heavily upon Semantic Technology. This new combination solves problems surrounding Learning Objects. </li></ul>
  20. 21. Dynamic Learning Taxonomy <ul><li>There a number of key terms which help to describe the nature of Dynamic Learning. In the next set of slides we will examine these. </li></ul><ul><li>As with Dynamic Learning itself the use of Taxonomies is not meant to represent a static or permanent view of the elements that might constitute parts of a reference architecture or practice framework. </li></ul><ul><li>A taxonomy, an ontology or even a vocabulary can and necessarily should be dynamic allowing us to grow and adapt as our perceptions mature. </li></ul>
  21. 22. Learning Object <ul><li>A learning object in Dynamic Learning is a content element that constitutes conceptually concise or unique knowledge. </li></ul><ul><li>Learning Objects by nature should be small or granular to support composition of multiple objects into larger Learning Paths, Programs or Curriculums. </li></ul><ul><li>Learning Objects Do Not require sophisticated instructional design to produce and in most cases will not be produced at all but rather will be harvested from existing knowledge repositories or the Internet. </li></ul>
  22. 23. Learning Environment <ul><li>A Learning Environment can be a specific commercial environment or it can be a Wiki and Web 2.0 / 3.0 combination of tools that allows for individual or group management of learning content, paths and programs. </li></ul><ul><li>A Learning Environment can support Dynamic Learning by allowing for Dynamic Discovery, Dynamic Content Harvesting & Composition, Dynamic Assessment Definition and Real-time or Asynchronous Collaboration. All true Learning environment must support Semantic Web standards (Web 3.0). </li></ul>
  23. 24. Learning Ecosystem <ul><li>This represents the combination or connection between learning environments and the ability to create global collaboration and knowledge frameworks or communities. These too will evolve dynamically based upon the needs of the individuals and groups involved. </li></ul><ul><li>This is already how the web has developed on its own – we’re not inventing anything new, merely optimizing and better exploiting what’s already occurring. Dynamic Learning is possible because the web is already Dynamic. </li></ul>
  24. 25. Learning Ecosystems - 2 <ul><li>Content creation and content aggregation are both equally valid methods of building curriculum. Dynamic Learning methodology allows for two approaches (with unlimited tiers) for developing & deploying courses and curriculum: </li></ul><ul><ul><ul><li>Learner-Driven Management using a Personal Learning Environment. (PLE) </li></ul></ul></ul><ul><ul><ul><li>Organizational / Community-Driven Management using Collaborative Learning Environments (CLE). </li></ul></ul></ul><ul><li>The PLE and CLE can be related, i.e. a PLE can contribute learning content to a CLE and vice versa. </li></ul>
  25. 26. LMS / CMS <ul><li>A Learning Management System (LMS) is a highly structured learning delivery and assessment software environment. It’s principle role is to provide a virtual emulation of traditional Learning delivery capabilities. </li></ul><ul><li>A Content Management System (CMS) can be learning related or not. In cases where it is related to LMS functionality, it expands content reuse opportunities. </li></ul><ul><li>Both types of products have been moving (slowly) towards more comprehensive solutions. Both are inhibited somewhat by an extra emphasis on assessments. </li></ul>
  26. 27. Instructional Design ( ISD ) Instructional Design is a methodology that represents a purely Top Down perspective to learning content production and management as well as curriculum management. Originally developed by the USAF to support course production it was quickly adopted by the Aviation industry who in turn used ISD to help develop early standards for Computer Based Training (CBT). As the CBT industry evolved into E-learning, ISD approaches led to the formalization of learning objects and their technical standardization (SCORM).
  27. 28. The Quality Myth
  28. 29. SCORM <ul><li>The Shareable Content Object Reference Model (SCORM) is an industry and DoD technical standard for producing learning objects and sharing them across applications. </li></ul><ul><li>Unfortunately, widespread adoption of this standard had the opposite desired effect as it led to more expensive content production and more complex systems integration in attempts to achieve large scale learning solutions. </li></ul><ul><li>A focus on SCORM and LMS deployments has ignored 95% of the potential for Learning Technology and priced solutions out of reach. </li></ul>
  29. 30. SCORM - Visualization SCORM created a highly specialized architecture which required strict adherence to exploit
  30. 31. Learning Service <ul><li>This could be a specific web service or part of larger Cloud Computing service offering (multiple capabilities) consisting of IaaS, PaaS and Saas capabilities. </li></ul><ul><li>The Learning Service approach bypasses costly internal LMS deployments and cost-prohibitive content production. Learning Services can be tailored by both individuals and groups and managed within the context of (one or more) Learning Environments and Ecosystems. </li></ul><ul><li>Learning services are dynamic. </li></ul>
  31. 32. Curriculum Mapping – Concept <ul><li>Curriculum Mapping is the process whereby individual Learners or groups build personalized / custom curriculum from existing learning programs or objects. This process also includes the ability to assimilate non-educational content, transform it into reusable (indexed) learning objects and then incorporate into any number of curriculum options. </li></ul><ul><li>Curriculum mapping requires visualization tools to represent the placement of content items within curriculum paths. This capability allows for an infinite number of compositions or mapping alternatives to combine content. </li></ul>
  32. 33. Section 3: A Dynamic Learning Reference Architecture
  33. 34. Overview <ul><li>The value of any Reference Architecture or Model (RM) is to help illustrate what is possible and allow a community of like-minded solution providers to converge on similar solution sets and thus be able to build upon one another’s capabilities. </li></ul><ul><li>An RM however is not meant to set solutions in stone. These are frames of reference from which more specific solutions architectures will evolve. The following Reference Model is meant to stimulate the creative adoption of Dynamic Learning principles. </li></ul>
  34. 35. Dynamic Learning RM
  35. 36. Reference Model <ul><li>The Dynamic Learning reference model can be viewed in the context of a single system multi-tiered architecture, a system of systems architecture or even a Cloud architecture construct. It is a logical representation. </li></ul><ul><li>The key enabling constructs are the ability to locate and build and / or compose content and the ability to manage functionality through user-driven rules. The entire architecture depends upon federated data exchange and management using Semantic standards such as RDF to build informal learning objects. </li></ul>
  36. 37. Capability -Based
  37. 38. Capability & Learning <ul><li>Dynamic Learning is a capability-focused solution. In other words, it is less concerned with testing short term recollection than assuring that knowledge is assimilated, interpreted and applied by the learner. </li></ul><ul><li>The Learning Uncertainty Principle is just as valid as the one which applies to quantum physics – assessment or measurement does not predict accurate results, and in fact it influences them. </li></ul><ul><li>Teaching to the test isn’t a method used much in the real world (after leaving school), why? Because our real challenges all involve demonstrating capability… </li></ul>
  38. 39. Focused on Agile Content
  39. 40. What is Agile Content ? <ul><li>Content can be anything (any format), anything that can be digitized and placed on the web or within an internal network. </li></ul><ul><li>Informal content is by nature unstructured data. Unstructured data can belong to semantic groupings and can support metadata tagging. </li></ul><ul><li>Informal content can be text, HTML, graphics, video, audio, presentations, Flash, captured collaborations or webinars, simulations or games and any sort of quiz or assessment. The metadata structure does not need to be complex. </li></ul>
  40. 41. Discovery -Based
  41. 42. Discovery is Learning <ul><li>Dynamic Learning is highly dependent on a shared discovery user interface. This can be a portal or a web-based application, but what is important is that it represents a way to reach both structured & unstructured data / content. </li></ul><ul><li>Learning & access to real data should be provided through the same interface – answers from analytics can be applied to learning content and can become personal and corporate knowledge bases. </li></ul><ul><li>A shared Semantic Layer can logically integrate all learning content (& potential content) with all other enterprise information. </li></ul>
  42. 43. Dynamic Context
  43. 44. It’s All Relative <ul><li>Dynamic Context is the recognition that unique perspectives will drive the structure of Learning solutions in an ongoing evolution that occurs both at the individual or group level. </li></ul><ul><li>For example, my desire to apply Flex technology to a business problem may be totally different than someone else’s, thus the way I view Flex-related information will be unique even though it will exploit common learning objects that are in some way related to the concepts or practice of Flex programming or design. </li></ul>
  44. 45. Informal Content
  45. 46. The Learning Enterprise <ul><li>Dynamic Learning posits that any information resource can also become learning content. This is sometimes referred to as “Informal Learning.” </li></ul><ul><li>This informal learning occurs every day in every organization; however it is not generally supported and as such is inefficient. Studies estimate that 25% of every workday is spent gathering and managing information resources. </li></ul><ul><li>Dynamic Learning allows the learner to combine this content within their own learning contexts or needs. These contexts then become reference points for ensuring knowledge isn’t lost, either for the learner or the enterprise. </li></ul>
  46. 47. Curriculum Mapping
  47. 48. Curriculum Mapping <ul><li>Curriculum mapping is the visual metaphor for how a Learning Environment can be managed. Once we have freed ourselves of the largely unnecessary content assessment requirement, we can reorder and reuse content in any combination – this is Curriculum Mapping. </li></ul><ul><li>Content is dynamically wrapped (although this is external & abstracted so that it can be done in unlimited combinations) based upon topic, course or curriculum assignments or paths. These paths can be tracked and most importantly can easily mirror the need to support real-world capability. </li></ul><ul><li>Anyone, everyone is qualified to perform this… </li></ul>
  48. 49. Problem-Focused Learning
  49. 50. It’s about Problem Resolution <ul><li>How better to understand the Theory of Special Relativity than to examine the current mysteries of Dark Matter, Black Holes or Galactic Rotation? </li></ul><ul><li>Use today’s problems to relate to yesterdays problems – the ones whose resolutions led to our current knowledge. And today’s problems will likely lead to tomorrow’s innovations. </li></ul><ul><li>Using problem solving scenarios as the framework for learning paths or curriculum will promote critical thinking skills and creative innovation. </li></ul>
  50. 51. Section 4: Dynamic Learning Solutions
  51. 52. About Semantech Inc. <ul><li>Semantech Inc. provides a wide spectrum of Dynamic Learning Solutions. </li></ul><ul><li>These solutions include the full lifecycle of IT capabilities beginning with strategy moving through architecture and extending through to solution design and deployment. </li></ul><ul><li>Semantech Inc. is not a product company – we are solution integrators and consultants. Our goal is to help your organization determine and realize the most cost effective and relevant learning solutions possible. </li></ul>
  52. 53. Content Production <ul><li>Semantech Inc. Dynamic Learning Services include: </li></ul><ul><ul><li>Enterprise Learning Strategy </li></ul></ul><ul><ul><li>Enterprise or Product Architecture </li></ul></ul><ul><ul><li>Solution Engineering </li></ul></ul><ul><ul><li>Content Management Solutions </li></ul></ul><ul><ul><li>Virtual Classroom Solutions </li></ul></ul><ul><ul><li>Enterprise Learning & Knowledge Management </li></ul></ul><ul><ul><li>Enterprise Semantic Engineering </li></ul></ul><ul><ul><li>Learning Content Production </li></ul></ul><ul><ul><li>Learning, Collaboration & Center of Excellence Environments </li></ul></ul>
  53. 54. Follow-on Presentations <ul><li>We will provide more detailed presentations on Dynamic Learning topics in the following months; those will topics will include: </li></ul><ul><ul><li>Learning Environment Design, Deployment & Management </li></ul></ul><ul><ul><li>Learning Object Harvesting & Composition </li></ul></ul><ul><ul><li>Dynamic Learning & the Virtual Classroom </li></ul></ul><ul><ul><li>Dynamic Learning & Semantic Technology </li></ul></ul><ul><ul><li>Problem Solving & Pedagogy </li></ul></ul><ul><ul><li>Dynamic Learning & Knowledge Management Integration </li></ul></ul><ul><ul><li>Learning Services & the Cloud </li></ul></ul>
  54. 55. Defeating Complexity <ul><li>One major objective of Dynamic Learning as a methodology is to defeat complexity: Complexity in content production and complexity in content delivery. </li></ul><ul><li>Another major objective of Dynamic Learning is to view learning and information in the same holistic context, providing a bridge between information exploitation and knowledge assimilation. This when executed would lead a new organizational culture or “ The Learning Enterprise ,” which will be more productive by design from its foundations. </li></ul><ul><li>Our methodology doesn’t assume that there is a perfect way to achieve its goals, it’s flexible and agile. </li></ul>
  55. 56. Conclusion <ul><li>Dynamic Learning not only represents a radical new way to view and manage pedagogy, it also offers us a concrete way improve organizational performance. </li></ul><ul><li>Dynamic Learning is conceptual leap more than a technical one – we already have all the tools we need to implement it. </li></ul><ul><li>Dynamic Learning is naturally aligned with technical trends such as the Cloud & Web 2.0 as well as with the common sense expectations of users / learners who have already found ways to successfully exploit those capabilities. </li></ul>
  56. 57. Contact Information Thank You… For more information, contact: Stephen Lahanas [email_address] (937) 554-4673 http://www.semantech-inc.com