In a world of unprecedented change and digital disruption, talent is the only resource you have with unlimited potential to improve. Cultivating a culture of learning by implementing an apprenticeship program will give your organization a significant competitive advantage. Discover the 6 key elements that the apprenticeship culture of learning values most.
Empowering self-directed learners: Practical strategies and tools for L&DBrightwave Group
In a recent webinar Brightwave's Caroline Freeman discussed a range of self-directed learning strategies, sharing concrete examples of what works. She explored the surprising and effective ways today's new generation learning tools put the learner firmly in control.
To hear the full recording of this lively and interactive webinar session, visit: http://ow.ly/oQbt30hyGQp
How to transform personal development for professional in a disruptive age.
This manifest is based on previous work which we created and shared earlier. This second edition is enhanced with more suggestions on how to apply such an approach in practice. In this second edition we are introducing the Personal Productivity Grid to support personal development for professionals.
Use this link to access the first edition of this manifest:
https://www.slideshare.net/JeroenSpierings/professional-development-for-teachers
You must learn to see the world a new. We learn from the emerging future and utilize the wisdom of crowds This needs to be the mindset for transformation.
In general the flow of knowledge will activate the continuous optimization process.
A circular process where we constantly seek for and access knowledge, from feeling, observation, demonstration and challenging we are able to apply the knowledge in practice. We create deeper understanding and new ideas for adoption will emerge. We reflect on the application and learn so that we can curate new knowledge and share this with a wider audience. We focus on empowering teachers to make a difference. Important element is the sharing of knowledge, expertise and experiences so that we collectively learn from the emerging future. Each teacher can use the flow of knowledge to build their personal productivity grid to drive personal growth.
You step into the future to shift your frame of reference.
Discover how project-based learning (PBL) is a powerful instructional strategy for creating a student-centric classroom and boosting achievement.
Learn more about education and eLearning: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
Empowering self-directed learners: Practical strategies and tools for L&DBrightwave Group
In a recent webinar Brightwave's Caroline Freeman discussed a range of self-directed learning strategies, sharing concrete examples of what works. She explored the surprising and effective ways today's new generation learning tools put the learner firmly in control.
To hear the full recording of this lively and interactive webinar session, visit: http://ow.ly/oQbt30hyGQp
How to transform personal development for professional in a disruptive age.
This manifest is based on previous work which we created and shared earlier. This second edition is enhanced with more suggestions on how to apply such an approach in practice. In this second edition we are introducing the Personal Productivity Grid to support personal development for professionals.
Use this link to access the first edition of this manifest:
https://www.slideshare.net/JeroenSpierings/professional-development-for-teachers
You must learn to see the world a new. We learn from the emerging future and utilize the wisdom of crowds This needs to be the mindset for transformation.
In general the flow of knowledge will activate the continuous optimization process.
A circular process where we constantly seek for and access knowledge, from feeling, observation, demonstration and challenging we are able to apply the knowledge in practice. We create deeper understanding and new ideas for adoption will emerge. We reflect on the application and learn so that we can curate new knowledge and share this with a wider audience. We focus on empowering teachers to make a difference. Important element is the sharing of knowledge, expertise and experiences so that we collectively learn from the emerging future. Each teacher can use the flow of knowledge to build their personal productivity grid to drive personal growth.
You step into the future to shift your frame of reference.
Discover how project-based learning (PBL) is a powerful instructional strategy for creating a student-centric classroom and boosting achievement.
Learn more about education and eLearning: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
The future of learning is global - a vision for leadershipJulie Lindsay
Schools want to go global, teachers want to connect their classrooms with the world, but what are the leadership skills needed to 'flatten' a school and launch it into the future. In fact, the future is now, the vision needs to be articulated now, and global learning should be planned across the curriculum now, not as an add on or as something too hard to access. This session will share ideas and resources for planning to move a learning community into a globally connected and collaborative future.
The future of learning is global - a vision for leadershipJulie Lindsay
Schools want to go global, teachers want to connect their classrooms with the world, but what are the leadership skills needed to 'flatten' a school and launch it into the future. In fact, the future is now, the vision needs to be articulated now, and global learning should be planned across the curriculum now, not as an add on or as something too hard to access. This session will share ideas and resources for planning to move a learning community into a globally connected and collaborative future.
Professional Development Y3 ssp 12 13 l14Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support.
We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development.
I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
This is the inaugural webcast in the Commission for Student Involvement E-Series. This webcast is about the key conversations from the 2012 National Leadership Symposium.
This past year, the focus of the Symposium was on the rigorous design, engaging experiences, and demonstrated results necessary for quality leadership education in our contemporary society. Participants and presenters engaged in a shared reading which served as a collective thread across each session: A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (Thomas & Brown, 2011). Focused on creating frameworks for quality education of students in today’s digital age, the book provided a springboard from which ideas were shared in translating the material to college leadership education.
Webinar participants will hear from the coordinators of this year’s Symposium: David Rosch, an Assistant Professor of Leadership Education at the University of Illinois at Urbana Champaign, and Marilyn Bugenhagen, an Associate Professor of Leadership at Marian University, as they review some of the highlights and key concepts discussed this past summer.
Many people appear to object to the approximation of a 'culture of learning.'
Every formal education institution has a culture of its own, which imitates a system of implicit and explicit beliefs about learning.
Learning also has a cultural dimension that is the manner we see and perceive education which may shift depending on situations and environment.
A culture of teaching and learning is collaboratively constructed by students and teachers. It is about their expectations of 'what should be known' and 'who should experience it.'
Deployed Learning - Tactical Ways to be Deliberate in OutreachAmy Hays
Presented to the Southeadt Region Total Faculty Meeting. Methodology used to think about increasing your outreach efforts. Goes through adult learner theories and practices, types of learning. Describes a method called Deployed Learning which focus on creating a pathway to help build more diverse programming.
Reflecting on what has happened to Higher Education in 2020 in Australia, in responding to the pandemic, may seem a bit premature to some. But on the other hand, we need to learn these lessons quickly as there are no guarantees moving forward. Thankfully many of us have had reasonably robust technology enhanced learning environments to fall back onto. But let’s face it, this hasn’t always been elegant as it could be. So, reflecting on some of the things we have learned in 2020, it is worth distilling some thoughts as we move in to 2021, particularly around TEL and the funding environment for HE. Let's do a SWOT and see what others think too.
Education in the Year 2025 -- from NSBA's 2014 ConferenceKatherine Prince
This presentation from my meet the expert session at the National School Board Association's 2014 Conference explores what the emergence of a vibrant and adaptive learning ecosystem might mean for the ways in which school boards operate schools, how teachers teach, and how school leaders interact with their communities
Similar to Cultivating a Culture of Learning: Apprenticeships for the new digital age (20)
2. IN A WORLD OF
UNPRECEDENTED CHANGE
AND DIGITAL DISRUPTION…
Talent is the only resource you have with
unlimited potential to improve.
3. “THE BIG SHIFT”
Moving from Scalable efficiency
To scalable learning
Deloitte Center for The Edge
Shift Index, Deloitte University
Press 2013
4. “The technology is the easy part. The hard part is,
what are the social practices around this?”
- John Seely Brown
5. WHERE DO I START TO CULTIVATE A CULTURE OF SCALABLE LEARNING?
Start with your new recruits Start with apprenticeship
6. APPRENTICESHIPS…
• Increase return on talent (ROT)
• Build loyalty in both apprentices and mentors
• Strengthen culture fit
• Develop relevant skills
• Most importantly…
• Cultivate a culture of learning
7. DEFINING APPRENTICESHIP
WORK
SKILLS
• “A collaborative way to trade knowledge
and skills for help with making.”
• “Learning by practical experience under
skilled workers a trade, art, or calling.”
8. ROLE OF THE APPRENTICE
Arranging life and work so that it is focused on your need to grow.
10. TRAINING PROGRAMS vs. APPRENTICESHIP
• Pre-planned
• Tightly scripted
• General
• Explicit
• Emergent
• Adaptive
• Directly relevant
• Tacit
11. THE APPRENTICESHIP
CULTURE OF LEARNING VALUES …
1 Tacit Knowledge/Making
4 Community of practice
2 Tinkering/Playing
5 Passionate Explorers
3 Coaching
6 Supportive Scaffolding System
12. 1 TACIT KNOWLEDGE
Traditional education focuses on explicit knowledge
• When information is stable, explicit knowledge is very
important
Tacit knowledge is understood or implied without being stated
• When information is rapidly changing, tacit knowledge is
most important
13. THE BEST WAY TO ACQUIRE TACIT
KNOWLEDGE: COGNITIVE
APPRENTICESHIP
• Cognitive Apprenticeship: Theory about the process used by a
master to teach a skill to an apprentice. Holds that a master of a
skill often fails to account for the implicit processes involved in
carrying out complex skills when they teach novices
• Cognitive apprenticeships are designed to bring these tacit
processes into the open, where students can observe and practice
them with help from their mentor
14. Increasingly we must learn by doing,
watching, and experiencing
It is not about taught knowledge, rather
it is about absorbing knowledge
15. TRADITIONAL MODEL
A Cartesian view of learning, “I think therefore I am.” Views
knowledge as substance to be transferred.
16. NEW MODEL
• A social view of learning – “we participate,
therefore we are.” Views understanding as
socially constructed
• It is the more adequate perspective on learning
in the age of digital innovations
20. 3 COACHING
Guiding the apprentice’s journey toward accomplishing
the desired learning goals.
Coordinator—Guide—
Mentor
Not a teacher
21. 4 COMMUNITIES OF PRACTICE
Shared interests relative to a
specific skill or trade
Members learn to see and
experience from many different
vantage points
Enculturation (into shared
practices)
Freedom to play and imagine
(tinkering)
22. 5 PASSIONATE EXPLORERS
“Explorers are defined by how they respond to
challenges.”
Passion at work: Cultivating worker passion as
a cornerstone of talent development, Deloitte
University Press 2014
23. WHO IS THE PASSIONATE EXPLORER?
• Commitment to Domain: Desire for impact in the chosen field or discipline
• Questing Disposition: Actively seeking out challenges that push the boundaries of
current capabilities
• Connecting Disposition: Finding peers and mentors within and without the
discipline who can accelerate the learning process
• Result: The resilience critical for increasing performance in a rapidly changing
world
24. RECRUITING YOUR EXPLORER
NO
• Existing skills and
• Credentials (history)
YES!
• Focus on disposition
• Potential (future)
25. 6 SUPPORTIVE SCAFFOLDING SYSTEM
A supportive environment is needed to reinforce the apprenticeship culture of learning while cultivating
passionate dispositions.
26. SUPPORTIVE SCAFFOLDING TO CULTIVATE PASSIONATE DISPOSITIONS
Commitment to
Domain
Passion
of the
explorer
Connecting Questing
• Create visibility around performance and the
impact of learning tasks
• Provide challenges in areas where apprentices
could make significant impact
• Foster craftsmanship identity by acknowledging
and celebrating what is made and how others
have built upon it
• Connect learning to projects that
incorporate real-world challenges:
Encourage experimentation
• Provide context specific feedback
• Build in reflection to capture and apply
lessons learned
• Establish a collaboration platform that
connects both internal and external
participants in the learning process
• Platform should enable cross-ecosystem
connection to diverse skills
and areas of practice
• Facilitate connecting relationships
through coaching
27. GREATEST BENEFITS OF
YOUR APPRENTICESHIP
PROGRAM
• Not the training of new skills.
• Cultivating a culture of learning
28. • ½ Life of a skill is 5 years
• But a culture of learning can sustain
success for the next 100 years
29. THIS IS POSSIBLE !
The Future Belongs to those who
create it. Lets talk about helping you
take the next step.
@ BradVoeller
bradv@DigitalCreativeInstitute.com
www.DigitalCreativeInstitute.com
30. PHOTO CREDITS
Slide 3a Chryslergroup
Slide 3b Luca Muscaro
Slide 4 Joi Ito
Slide 6 Yako Busan
Slide 8 HD Wallpapers
Slide 9 Itdan
Slide 11 K2 Space
Slide 12 Chris Preen
Slide 13 John and Bev Adams
Slide 14 Rory Murdock
Slide 15 Xomiele
Slide 16 Lucas Muscaro
Slide 18 Roger Johnson
Slide 20 Ars Electronica
Slide 21 IXDA Seattle
Slide 25 Juhan Sonin
Slide 28 K. Muncie
Slide 29 Gardening in a Minute