Dynamic Learning Orchestration - DLO

Semantech Inc. 2008 - Lecture Series Dynamic Learning Orchestration (A new paradigm and practice methodology for Enterprise Learning Solutions) http://semantech.blogspot.com/ Presented by Stephen Lahanas Principal Consultant, Semantech Inc. Feb 22, 2008 Copyright 2008, Semantech Inc. – All Rights Reserved http://www.semantech-inc.com I

Introduction

This presentation is designed to provide a high level overview of a new paradigm for Enterprise Learning Solutions; Dynamic Learning Orchestration - DLO.

DLO 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.”

We will explore both the technical and philosophical implications of DLO…

Dynamic Learning Orchestration, defined…

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.

Static learning is designed more for assessment than knowledge assimilation.

Static learning assumes fixed and limited discovery expectations based upon ‘expert’ determinations of what is or isn’t relevant to a particular learning context.

Static learning doesn’t work well & never has.

Dynamic Learning Orchestration, defined (2)

Dynamic Learning begins with fewer assumptions, but chief among those is this – successful learning and knowledge assimilation are driven by learner motivation, not experts’ opinions.

DLO is based on the premise that the entire universe of information is fair game and that all real-life contexts are in fact learning contexts.

Dynamic Learning is in many ways similar to the latest thinking in IT solutions, that resources can be dynamically orchestrated based upon user-defined rules.

Dynamic Learning Orchestration, defined (3)

Dynamic Learning Orchestration is a philosophy, a methodology and a reference architecture.

The philosophy proposes that learners can & do have the ability to determine their own curriculums and that this learner-driven approach enhances motivation.

The DLO methodology states that an organization can unify many if not all disparate knowledge-focused processes within the context of an evolutionary, learning enterprise.

The architecture shows how to accomplish it.

DLO Philosophy, part 1

Dynamic Learning Orchestration 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.

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.

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…

One of the primary issues surrounding DLO is the nature of what constitutes learning content. DLO posits that any information resource can also become learning content. This is sometimes referred to as “Informal Learning.”

This informal learning occurs every day in every organization; however it is not supported and is inefficient. Studies estimate that 25% of every workday is spent gathering and managing information resources.

DLO 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.

Learning content design, sometimes referred to as Instructional Design (ISD) is the structure generally applied to formal or static learning content.

While there are contexts where this ISD is applicable, it is not required for all learning content. Making it a requirement adds to the cost and complexity of the content.

Many argue that information or informal learning content without ISD applied to it lacks quality. By this logic, people couldn’t learn from content in libraries or on the internet or by experience – yet we all know that people do learn from all these informal sources of learning content, every day.

DLO Methodology, part 1

One major objective of DLO as a methodology is to defeat complexity: Complexity in content production and complexity in content delivery.

Another major objective of DLO 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.

The DLO methodology doesn’t assume that there is a perfect way to achieve its goals, it’s flexible and agile.

DLO Methodology, part 2

Content creation and content aggregation are both equally valid methods of building curriculum. DLO methodology allows for two approaches (with unlimited tiers) for developing & deploying courses and curriculum:

Learner-Driven Management using a Personal Learning Environment. (PLE)

Organizational / Community-Driven Management using Collaborative Learning Environments (CLE).

The PLE and CLE can be related, i.e. a PLE can contribute learning content to a CLE and vice versa.

DLO Reference Architecture

DLO 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.

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.

A shared Semantic Layer can logically integrate all learning content (& potential content) with all other enterprise information.

DLO & Curriculum Mapping

Curriculum mapping is the visual metaphor for how a PLE or CLE 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.

Content is 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.

Anyone, everyone is qualified to perform this…

Conclusion

DLO not only represents a radical new way to view and manage pedagogy, it also offers us a concrete way improve organizational performance.

Dynamic Learning Orchestration is conceptual leap more than a technical one – we already have all the tools we need to implement it.

DLO is naturally aligned with technical trends such as SOA & Web 2.0 as well as with the common sense expectations of users / learners who have already found ways to successfully exploit those capabilities.