To learn how to navigate constant change, we must address problems with traditional learning and development approaches and overcome limiting views, recognizing how technology is changing learning. This involves moving from formal classroom models to informal learning through experience and others, focusing on competency within context rather than just content, shifting from set programs to customized experiences, and eliciting questions rather than just answers. New design rules are needed to build a deliberately developmental learning system that comes full circle.

1. What If?
Putting New Technologies to Work….
the Challenge and the Opportunity
Dr. Tony O’Driscoll
Duke CE

2. VUCA Vortex
Seven Scary Problems Limiting
Orthodoxies
Learning to Change New Design Rules
A Narrative in Five Acts

3. Technology and the
VUCA Vortex

4. Pop Quiz!
SHOUT OUT the ONE TECHNOLOGY you
believe has CHANGED THE WORLD more
than any other?

5. A Brief History of Economic Growth:
Two Technological Inflections
Growth
Time

6. A Brief History of Technology Adoption:
Four Key Patterns
Adoption
Time
2004

7. A Brief Primer of the Pace of Technologcical Change:
Three Successive Derivatives

8. A NEW-NORMAL of Constant Disequilibrium
New Normal

9. Learning Challenge = Navigate permanent WHITEWATER
Challenges
are
Less
Predictable
Knowledge
Is
Less
Reliable
VUCA
Vortex

10. Seven Scary
Problems

11. We’ve Painted Ourselves into a CORNER!
Learning
Formal Informal
Performance
0%
100%
1. Autonomous Learner
2. Timing
3. Packaging
4. Performance
6. Transfer
7. Value
5. Routinization

12. Breaking out of the Formal Classroom Learning BOX
Learning
Formal Informal
Performance
0%
100%
Learning
from
Experience
Learning
while
Doing
Learning
from
Others
Shift from bringing the worker
to the learning….
...to bringing the learning to
the work….

13. A Question from Peter Henschel
H
If more than two-thirds of learning in
organizations happens informally, can
we afford to leave it up to chance?

14. Overcoming Learning
Orthodoxies

15. Aidan’s Summer Field Trip to the Lost Colony
H
How did the people of the Lost
Colony disappear between 1585
and 1587?
1585

16. Slide 28
First Stop, the Blacksmith Shop….

17. Lost Colony Story
Slide 28
…Next Stop, the Clothes Maker….

18. Lost Colony Story
Slide 28
….and FINALLY….the Baker!

19. Aidan’s AHA Moment!
H
They must have all starved to death…
How could anyone live without sliced bread?

20. Slide 28
One LAST Stop Dad…Pleeeeaaaaassssseee?
H
OK Dad, lets go…
I know what this is…It’s a
CLASSROOM!

21. Two Quick Questions……
Why is this story
Humorous? What is the Wisdom in the
Humor?

22. Experiencing the Power of ORTHODOXY
• XXX
• XXX
• XXX
• XXX
• XXX
• XXX
• XXX
YELL out the colors of the
letters

23. Experiencing the Power of ORTHODOXY
YELL out the colors of the
letters LOUDER
• Green
• Red
• Blue
• Green
• Blue
• Yellow
• Red

24. Slide 28
A Strong Orthodoxy that lEARNING = TEACHING
Course
Curriculum
Teacher
Student
Program
Topic Test

25. An important insight from Peter Senge
H
In organization learning efforts the
confusion between training and
learning is fatal.

26. Learning to Change

27. PERFORMANCE Centered “From-To’s”
...to LEARNING CHALLENGE
From lesson plan...
...to DO IT TOGETHER
From do it yourself...
...to REAL-TIME
From classroom time...
...to PROBLEM SOLVING NETWORKS
From subject matter experts...

28. CONTEXT Centered “From-To’s”
...to TASK
From topic...
...to SITUATIONAL CONTEXT
From course content...
...to DOING THEN LEARNING
From learning then doing

29. LEARNING centered From-To’s
...to LEARNING PULL
From teaching push...
...to VIRTUAL EXPERIENCE
From physical classroom...
...to LEARNER AUTONOMY
From Teacher Authority…
...to CONTEXT CURATION
From Content Creation…

30. LEARNER Centered From-Tos’
From One Size Fits All…
…to One Size Fits ONE
..to LEARNER centered
From teacher centered...
…to Each at his/her OWN Path
From All Move Together...

31. A thought from Jay Cross…
H
Getting things done requires good connections of the human
and internet kind.
Schooling has confused us into thinking that learning is
equivalent to pouring knowledge into people’s heads.
It’s more practical to think of learning as optimizing our
networks.

32. New Design Rules
to build a Deliberately Developmental
System

33. REFRAMING 70-20-10 as a Deliberately Developmental System
Learning
through
Training
Learning
through
Experience
Learning
through
Others

34. POP QUIZ: The X Factor?
Content is King but Context is the Kingdom

35. The X-Factor: Putting Competence in CONTEXT
Competency Competency in
Context
Explicit
Knowledge
Tacit
Knowledge
Competencies
in Role
Performance
in Context

36. The Nature of Work: From “Find-it-Out” to “FIGURE-IT-OUT”
Role Based
Cohorts
Collectives
of Individuals
Transferring
Knowledge
Collective
Sensemaking

37. The Learning Environment: From Program to EXPERIENCE
Programs of
Study
Curated
Experiences
Faculty as
Teacher
Faculty as
Collaborator
Controlling
What is Learned
Designing the
Playing Field

38. The Learning Path: From Giving Answers to Eliciting QUESTIONS
Skill
Forward
Performance
Back
Start with
the Answer
Start with
the Question
Productive
Learning
Generative
Learning

39. To learn how to navigate
the permanent white
water created by the
VUCA Vortex…
…we must address the
scary problems that have
painted us into a formal
classroom learning
corner…
…by overcoming our own
limiting learning and
development
orthodoxies…
…to recognize how
technology is rapidly changing
the nature of learning on
multiple different
dimensions…
…that can enable new
design rules to
build a deliberately
developmental learning
system
Coming Full CIRCLE

40. Thanks!