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The Role of Learning Technology in Adult Learning and Organization Development

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  • Implications:
    Opportunity exists to “meet” the market and establish the standard for eLearning
    Value-based pricing structure will help communicate offering and up-take of eLearning, awareness is key
    Viability of direct offering will increase the need for effective channel management and communication
    Flexible partners will remain viable entities
  • Marc Rosenberg (2006) Beyond E-Learning, p. 94
  • http://www.theconversationprism.com/media/images/size1920.jpg
  • Graphics: http://itunes.apple.com/us/app/ibooks/id364709193?mt=8
  • While the capability to deliver augmented reality experiences has been around for decades, it is only very recently that those experiences have become easy and portable. Advances in mobile devices as well as in the different technologies that combine the real world with virtual information have led to augmented reality applications that are as near to hand as any other application on a laptop or a smart phone. New uses for augmented reality are being explored and new experiments undertaken now that it is easy to do so. Emerging augmented reality tools to date have been mainly designed for marketing, social purposes, amusement, or location-based information, but new ones continue to appear as the technology becomes more popular. Augmented reality has become simple, and is now poised to enter the mainstream in the consumer sector.
  • Visual data analysis blends highly advanced computational methods with sophisticated graphics engines to tap the extraordinary ability of humans to see patterns and structure in even the most complex visual presentations.
  • Transcript

    • 1. The Role of Technology in Adult Learning and Development in Organization Candace Chou University of St. Thomas ccchou@stthomas.edu
    • 2. Outline • Framework • Formal vs. informal learning • Examples • Trends 2
    • 3. Formal Learning 3
    • 4. Informal Learning 4
    • 5. What is your definition of formal learning? 5
    • 6. University of Bologna, 14th century, Italy http://en.wikipedia.org/wiki/File:Laurentius_de_Voltolina_001.jpg 6
    • 7. A kindergarten classroom in Afghanistan. 7
    • 8. A college classroom in New York City. 8
    • 9. 9
    • 10. Formal Learning • Core definition – Formal learning is planned learning that derives from activities within a structured learning setting. • Explanatory context – Formal learning is enrolling on a programme of study, attending lectures, preparing coursework, engaging in seminar/tutorial discussions. http://www.qualityresearchinternational.com/glossary/formallearning.htm 10
    • 11. What is your definition of informal learning? 11
    • 12. Herman Miller, 2005 12
    • 13. Herman Miller, 2005 13
    • 14. Source: flickr 14
    • 15. Herman Miller, 2005 15
    • 16. 16
    • 17. Definition • Informal learning is all the learning that takes place away from the world of organized formal training. • It is: – deep and pervasive (representing over 80% of learning that occurs in organizations) – uncontrolled (most is through colleagues and self discovery – without the training department in sight) – powerful (this is the driving force of the real learning culture of the organization, influence this and you will radically change the way your organization learns) Harrison, 2006 17
    • 18. The % of learning represented by informal learning Type of informal learning % Type of formal learning % Experiencing on the job 45% Workshops 10% Networking 30% Training programs 8% Mentoring & coaching 3% Special assignments 2% Manuals & instructions 2% Total 80% Total 20% Source: Atos KPMG Consulting 18
    • 19. Photo credit: Jay Cross 19
    • 20. The Learning Migration Initial Continued Remedial Upgrade Transferred Acquisition of Knowledge Instructor Centric Classroom Centric Application of Knowledge Mentor/Coach Centric Real-World/ Solution Centric Source: Bob Mosher, 2005 20
    • 21. What’s really most effective? formal informal Bron: Atos KPMG Consulting 30% 45% 3% 2% 2%8% 10% Experience on the job Networking Workshops Training Programs Manuals & Instructions Special Assignments Mentoring & Coaching Source: Bob Mosher, 2005 21
    • 22. How Customers Describe the Experience Novice User Expert FamiliarTechnologyNew “[We] prefer ILT . . . on new topics” “For day-to-day technical issues, [we] primarily use online resources” “they can go right to where they want when they want.” “We can make the first level of training broader so that we get more out of the first week of training than we did in the past.” ‘I need to make the application solve this business problem’, more directed training. “ILT has almost totally disappeared.” “Everything we are doing is in place of ILT.” “Give us 5 days worth of training in 2 – I’d rather do that.” “For reference, generally we only go to Microsoft.” Questions: Do you see your training organization changing to meet these needs? HOW can the classroom be effective as the learner moves toward the bottom right of the graph? Questions: Do you see your training organization changing to meet these needs? HOW can the classroom be effective as the learner moves toward the bottom right of the graph? Source: Bob Mosher, 2005 22
    • 23. Learning and Retention NTL Institute “Retention Rates from Different Ways of Learning” (2000) 23
    • 24. Learning and Retention NTL Institute. (2000). Retention Rates from Different Ways of Learning. 24
    • 25. Impact of Performance Mastery on Learning Strategies Common Learning Needs Unique Learning NeedsCommon Learning Needs Unique Learning Needs Common Curricula (Program Driven) Personalized Learning (Performer driven)Common Curricula (Program Driven) Personalized Learning (Performer driven) Novice Competent Experienced Master/Expert More Formal, Structured Training More informal, on-the-job learning More Formal, Structured Training More informal, on-the-job learning Classroom & Online learning KM, Collaboration & Performance SupportClassroom & Online learning KM, Collaboration & Performance Support Training Practice, Coaching Access to Knowledge & performance resources Collaboration and problem solving S T R T A G Y 25
    • 26. 26 What Social Media Do You Use
    • 27. Social Media for Organization Learning The “Conversation Prism” (Brian Solis, 2008) 27
    • 28. Social Media Prism, 2010 28 http://www.theconversationprism.com/media/images/size1920.jpg
    • 29. Social Media Count 29
    • 30. Benefits of Social Media • Share information across more channels and provide better service delivery. • Collaborate on a larger scale – build online communities. • View learners as partners and co-creators, not just as recipients. • Break down the walled gardens - make learning more searchable • Reach a new generation of Digital Natives. From John Wooden’s presentation 30
    • 31. Personal Learning Environment LMS PLE • Learner as consumer of learning materials • Learner as “prosumer” active in the creation of content • Minimal personalization • Learning opportunities and resources filtered by the learner’s interests, pushed thru RSS. • Content comes from domain experts, teachers, etc • Content comes from a variety of sources • Minimal collaboration or exchange • Many opportunities for collaboration, exchange 31
    • 32. Where new technology can help informal learning The traditional way The new technology way Ask a neighbor Workflow learning See the boss Search the internet or intranet to find online knowledge sources Talk to an expert Email an individual Look at a manual or a book Instant Message or Skype someone Listen to a podcast Interact with others online via discussion forum Source: Harrison, 2006 32
    • 33. Networked Knowledge 33
    • 34. IBM •Academy of Technology Virtual World Conference 2008 •Over 200 members globally •Initial investment of $80,000 •A saving of $250,000 in travel and venue •Same virtual venue can be reused 34
    • 35. Twitter 35
    • 36. Tweet My Jobs 36
    • 37. Video-Conferencing 37
    • 38. Google Docs 38
    • 39. Learning Trend and Technology • Horizon Report 2010 • Qualitative research project that identifies and describes emerging technologies that are likely to have impact on teaching, learning, and training. 39
    • 40. Learning Trend 1 • The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense- making, coaching, and credentialing. 40
    • 41. Learning Trend 2 • People expect to be able to work, learn, and study whenever and wherever they want to. 41
    • 42. Learning Trends 3 • The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized. 42
    • 43. Learning Trend 4 • The work of students is increasingly seen as collaborative by nature, and there is more cross-campus collaboration between departments. 43
    • 44. Technologies to Watch • Mobile Computing • Open Content • Electronic Books • Simple Augmented Reality • Gesture-based computing • Visual Data Analysis 44
    • 45. Mobile Learning 45 •Smart phones, netbooks, laptops, iPad, iPod touch, and other mobile devices have made it easy to access knowledge and information. •Ode to Mobile Performance Support by Allison Rossett
    • 46. Open Content Graphic: http://ocw.mit.edu/ 46
    • 47. Electronic Books 47 Graphics: http://itunes.apple.com/us/app/ibooks/id364709193?mt=8
    • 48. Simple Augmented Reality 48 • Mobile Augumented Reality Browser • Shopping and other applications
    • 49. Gesture-based computing 49Graphic: http://www.pranavmistry.com/projects/sixthsense/#PICTURES
    • 50. Visual Data Analysis 50
    • 51. Other Trends? 51
    • 52. MA in Technology for Learning, Development, and Change • This interdisciplinary program seeks to enhance the ability to conceptualize, apply, and implement cutting edge technology-based solutions for professionals in a variety of roles, including: knowledge, learning, and performance consultants, higher education faculty, K-12 technology and curriculum leaders, and developers of online training and instruction. 52
    • 53. E-learning Certificate • Featuring the knowledge and skills required to develop online and blended learning courses and programs. • Each course will include three day-long on- campus meetings on Saturdays and online work over a six-week period of time.
    • 54. Interdisciplinary Approaches
    • 55. Program Highlights
    • 56. E-Learning Certificate – HRDO 597: E-Learning and Knowledge Management – HRDO 600: Instructional Design for E-Learning – LHDT 548: Online Teaching and Evaluation – LHDT 550: E-Learning Tools for Online Course Development – LHDT571/HRDO571 Internship 56
    • 57. Course Description • HRDO 597: E-Learning and Knowledge Management – The goal of this course is to familiarize students with major issues involved in the design and implementation of E-Learning and knowledge management systems in various organizational settings.
    • 58. HRDO 600: Instructional Design for E- Learning – This course focuses on procedures for designing and developing E-Learning instruction. Students will become familiar with a variety of the theories and models for instructional design. They will apply the selected models in the development of instructional units and the ancillary instructional materials.
    • 59. LHDT 548: Online Teaching and Evaluation – This course provides an overview on the pedagogy, assessment, and evaluation of E- Learning. The topics include instructional strategies for synchronous and asynchronous training, principles of good practice, motivation, assessment tools, evaluation methods, and topics related to emerging technologies.
    • 60. LHDT 550: E-Learning Tools for Online Course Development – This course provides an overview of the tools for creating E-Learning content. The topics include emerging learning/course management systems, web site authoring tools, media tools, content converters, strategies for selecting technologies, trends and issues, and E-Learning standards, Students will develop projects using one of the selected tools to implement an E-Learning unit.
    • 61. LHDT 571 or HRDO 571 Internship – This course provides onsite experience in online teaching, development, or E-Learning implementation at the participant's school or organization – Minimum 200 hours
    • 62. Internship Partnership • Blue Cross Blue Shield • Medtronic • Thrivent • Hennepin County Human Services and Public Health • Securian • WomenVenture (non-profit)
    • 63. Employment Opportunities • K-12 schools • Non-profit organizations • Higher Education (online universities, community colleges, university instructional support, etc.) • Corporations – Minute Clinic – Medtronic – United Health – Wells Fargo – Small business – Medical groups – Financial sector
    • 64. References • The Horizon report 2010, http://wp.nmc.org/horizon2010/ • Harrison, M. (2006). 13 Ways of Managing Informal Learning. from http://www.kineo.com/ • NTL Institute. (2000). Retention Rates from Different Ways of Learning. Retrieved Nov. 9, 2009, from http://www.cofc.edu/bellsandwhistles/research/retentionmodel.ht ml • Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy from http://www.infed.org/thinkers/et-knowl.htm • Zielke, M. A., Roome, T. C., & Krueger, A. B. (April 2009). A Composite Adult Learning Model for Virtual World Residents with Disabilities: A Case Study of the Virtual Ability Second Life® Island [Electronic Version]. Journal of Virtual Worlds Research, 2(1). Retrieved April 17, 2009 from http://jvwresearch.org/. 64