Web 2.0 for Learning Applications


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Web 2.0 doesn't change the way our brains work - but it does change the tools available for teaching people new things.

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  • At a physical level, learning is neural connections.At a cognitive level, learning is making connections between ideas.At a personal level, learning is making connections between knowledge and action.At an organizational level, learning is making connections between action and business outcomes.Web 2.0 is about making connectionsWeb 1.0 allowed publishing, Web 2.0 allows participationWeb 1.0 allowed directories or taxonomies, Web 2.0 allows tagging or folksonomiesWeb 1.0 allowed one to many relationships, Web 2.0 allows many to many relationships.
  • Web 2.0 doesn’t change the way our brains WORK any more than the wheel changed the way our feet WORK..Tools can change the way we USE our innate capabilities – but they cannot change the core capabilities. In other words – brain rules still apply.
  • This slide, by Harold Jarche in the recent article “The Future of the Training Department” tells us that we will be supporting three types of learning in the future1.) Collaborative work and learning2.) Emergent practices3.) Tools and ProcessesNow, the corporate training envirornment supports primarily #3 – Tools and processes.http://www.jarche.com/2009/10/the-future-of-the-training-department-2/
  • Caterpillar’s Knowledge Network3000 tightly focused communities of practice200% ROI for internal communities700% + ROI for external communitiesFull time staff of 6MarketingInformation ServicesTechnical SupportKnowledge-Sharing managerReports to Caterpillar UniversityIntangible assets make up 85% of Caterpiller’s valuation. What is that number for Eli Lilly and Company?5 componentsIndividual communities of practiceAbility to post knowledge entries Discussion boardsA formal template to capture lessons learnedMore than 9,500 identified experts.Tips for success:Assign community leaders. Self-nominated community managers are responsible for maintainign each distinct community. Identify a point of contact to avoid redundancy and hold community leaders accountable.Establish a sharing cultureRecognize expertise – being willing to host a community means being recognized as an expert, which is valuable to many employees.Communities have to be about the leaders day jobs – not “in addition to” them.Powers, Vicki "Virtual Communities At Caterpillar Foster Knowledge Sharing". Training & Development. FindArticles.com. 11 Dec, 2009. http://findarticles.com/p/articles/mi_m4467/is_200406/ai_n21350864/ http://www.managesmarter.com/msg/content_display/training/e3iff0e5ee8955eaff00d02da7d36a5b662
  • Pass around the pre
  • If the information is readily available via Google search, students don’t need it in the course.
  • Share Key PointsPie sizes are related to the amount of time you’ll spend on the different parts of the process.The process is iterative.
  • The answers may not all live within your group.The answers may not all come from the “experts”Subject matter expertsBecome subject matter networks.Careful of crowdsourcing – too many crazies in a crowd. Smartsourcing – focusing on people who
  • Mind-Blowing Web Stat #1: 40,000-fold increase in the number of websites in 15 short years. If the number of approximately 5000 websites in 1994 is correct and that we are now part of some 200 million plus websites today, then we've experienced a stunning 40,000-fold increase in number of websites. This is the chart copied from Netcraft:‘The blue line shows domain names. The redline shows active websites.
  • Jane Hart’s Social Learning DefinitionsIOL – Intra-Organisational Learning – how social media tools can be used to keep employees up to date and up to speed on strategic and other internal initiativesFSL – Formal Structured Learning - how educators (teachers, trainers, learning designers) as well as students can use social media within education and training – for courses, classes, workshops etcGDL – Group Directed Learning – how groups of individuals - teams, projects, study groups etc – can use social media to work and learn together (a “group” could just be two people, so coaching and mentoring falls into this category)PDL – Personal Directed Learning – how individuals can use social media for their own (self-directed) personal or professional learningASL – Accidental & Serendipitous Learning – how individuals, by using social media, can learn without consciously realising it (aka incidental or random learning)
  • Web 2.0 for Learning Applications

    1. 1. Training 2.0<br />Web 2.0 Applications for Learning Solutions<br />
    2. 2.
    3. 3. Or is Thishow you feel???<br />Training 2.0<br />
    4. 4. I think new technology is:<br />Really cool. I try out as much as I can, and love every minute of it.<br />Sometimes useful for learning, but I wait to try it until it’s proven. <br />A real pain. I try to avoid wasting my time with it as much as possible.<br />
    5. 5. “Newtechnology” means…<br />Blog readers, Wikis, Social Bookmarking<br />Twitter, Social Networks, Mobile apps<br />Waves, Simulations, Augmented Reality<br />
    6. 6. Web 2.0 is not a new type of technology, it’s just a marketing term.<br />
    7. 7. Web 1.0 allowed information to be Publishedin new ways.<br />
    8. 8. Web 2.0 allowed information to be Sharedin new ways. <br />
    9. 9. Learning is about making connections. <br />Web 2.0 is about making connections. <br />
    10. 10. Web 2.0 doesn’t change the way we learn-but it can change the way we teach.<br />
    11. 11. How has Web 2.0 changed your work or your life?<br />
    12. 12. The Future of the Training Department<br />Harold Jarche<br />
    13. 13. Collaborative Learning<br /> “…for people who can’t walk by my desk and buy me a cup of coffee.” <br />Jim Coffey, Caterpillar<br />
    14. 14. Emergent practices allow organizations to develop and capture new ways of doing things.<br />Solution<br />Solution<br />Problem<br />
    15. 15. Tool and process training is evolving to new formats.<br />
    16. 16. How has your increasingly complex environment changed the work you do?<br />
    17. 17. Twitter<br />Delicious<br />YouTube<br />Google Reader<br />Google Docs<br />Wordpress<br />Slideshare<br />Google Search<br />Audacity<br />Firefox<br />1<br />Jane Hart’s top learning tools for 2009.<br />2<br />3<br />4<br />5<br />6<br />7<br />8<br />9<br />10<br />
    18. 18. Web 2.0 tools give us new ways to achieve the same end results.<br />
    19. 19. Start by figuring out where you want your learners to end up.<br />Create<br />Evaluate<br />Analyze<br />Apply<br />Understand<br />Remember<br />
    20. 20. Tools for remembering and understanding.<br />
    21. 21. If your learners can find it, do they really need to remember it?<br />
    22. 22. Tools for analyzing and evaluating.<br />
    23. 23. Tools for creating.<br />
    24. 24. Tools for connecting.<br />
    25. 25. You need a process for evaluatingtechnology tools.<br />Define / verify your strategic focus<br />Scan for tools to meet needs<br />Focus and Scan / Scan and Focus<br />Decide<br /><ul><li>Risks
    26. 26. Costs
    27. 27. Competition
    28. 28. Functionality
    29. 29. Usefulness /usability
    30. 30. Ignore
    31. 31. Monitor
    32. 32. Implement</li></ul>Evaluate<br />
    33. 33. What other tools are you using?<br />
    34. 34. 1<br />Twitter<br />Social Media / Learning / Networks<br />Google Wave<br />SharePoint<br />Video<br />Mobile<br />Changing Role of Instructional Designers<br />Webinars<br />Tony Karrer’s hot topics in learning.<br />2<br />3<br />4<br />5<br />6<br />7<br />8<br />
    35. 35. Once upon a time…<br /> Experts created<br />Core Knowledge<br />Which was Taught in hopes of achieving<br />Business Results<br />
    36. 36. Now…<br />Expertise is more widely distributed.<br />
    37. 37. Now…<br />Domain Names<br />Active Pages<br />The amount of information available is increasing. <br />Exponentially.<br />
    38. 38. Now…<br />The role of the trainer is changing to coach /archeologist / leader.<br />
    39. 39. How has your role changed?<br />
    40. 40.
    41. 41. Jane Hart’s Social Learning Definitions shows social learning primarily in cases of individual and self-directed learning.<br />
    42. 42. MY top 5 tools for social learning:<br />
    43. 43. Reality check – the way social learning helps me is not easily built into a course.<br />Organization<br />Group<br />Individual<br />Self-Directed<br />Directed<br />Undirected<br />
    44. 44. What types of learning are you supporting now? How will that change?<br />
    45. 45. Social Networking<br />Tagging content<br />Social bookmarking<br />File Sharing<br />Communicating with others<br />Collaborating with others<br />Blogging<br />Podcasting<br />RSS Feeds<br />Microblogging<br />1<br />2<br />3<br />4<br />Social Learning Environment<br />5<br />6<br />7<br />8<br />9<br />10<br />
    46. 46. What sort of social learning environment already exists at Lilly?<br />
    47. 47. Social learning environments need to be seeded and weeded .<br />
    48. 48. Geeks will spend their free time building quality content. Not all of your users will be geeks.<br />
    49. 49. The right information is still hard to find.<br />Results 1-10 of about 2,320,000 (0.10 seconds) <br />Search<br />Performance Appraisal<br />
    50. 50. “I’m never joining your little birdie cult.”<br />
    51. 51. Social Media Adoption Curve<br />
    52. 52. How can you tap into that network to help your customers?<br />
    53. 53. Thank You<br />Lisa Meece<br />lisa@bottomlineperformance.com<br />www.bottomlineperformance.com/lolblog<br />www.twitter.com/lisameece108<br />