Alexa - "Ask Gary Wise about the PDR Model"
LinkedIn: Gary Wise - Human Performance Outfitters, LLC
Training Magazine Network: Discussion Group - "PDR Model"
Email: gwise@mycagroup.com
Phone: (317) 437-2555
Website: www.mycagroup.com
Joao Jose Saraiva Da Fonseca A microformação vista como mecanismo de apoio à aprendizagem informal
Microtraining as a support mechanism for informal learning
Pieter de Vries, Delft University of Technology, Netherlands
Stefan Brall, RWTH Aachen University, Germany
This document discusses best practices for training and retaining online adjunct faculty. It provides an overview of 12 articles that offer strategies such as providing mentoring, developing faculty learning communities, conducting needs assessments of faculty, and creating faculty development workshops. The collection of articles aims to help institutions improve support for online adjunct instructors to help with retention and course quality.
Digital working = learning world ICE 2012 ASTDJos Arets
The document discusses the shift from an industrial economy to a knowledge economy and the impact on learning and work. It notes that learning is no longer separated from work but integrated within work. It proposes a prototype for a (digital) working = learning world where formal and informal learning are integrated and learning happens on demand through micro-learning and performance support. Metrics would measure the impact on competencies, feedback, and organizational results. Business cases show potential cost savings and returns on investment through this new approach to organizational learning.
1) An educational institution and software company are collaborating on a project where a video of a design discussion is shared with students and posted online.
2) Feedback is received from multiple stakeholders and incorporated into the project. Students analyze the information and provide conclusions to the software team.
3) The software team makes a final decision incorporating industry practices and feedback, and all contributors are acknowledged. Students and professionals gain valuable experience through this collaborative process.
This document provides information about an eLearning induction program for RTO staff. It discusses blended learning models including face-to-face, self-paced, and online facilitated learning. Examples are given for different assessment methods that can be used for each model. The document also discusses trends in eAssessment, including using mobile devices to capture evidence through video, audio, images and QR codes. Staff are encouraged to think about how they can apply blended learning approaches to their own courses and which model may work best for their RTO.
Eportfolios allow people to manage the evidence of their formal and informal learning experiences by enabling them to gather and present their information in one place. Through a flexible, student-centred approach, teachers/trainers can regularly provide ongoing feedback and advice to their students through their eportfolio. As part of a structured and scaffolded program, students are empowered to showcase themselves in a variety of ways, utilising the mobile devices which they carry around with them, and as they collect their evidence anytime, anywhere. The skills students develop in creating their eportfolio are those necessary to effectively present and manage themselves online, a key skill for the 21st century. Students then have the opportunity to use their eportfolio to apply for a job, get a promotion or gain recognition of prior learning. This session will demonstrate how eportfolios are being used as flexible, online learning and assessment spaces, and how teachers/trainers can get started in implementing eportfolios with their students.
The document discusses the development of five ICT-supported modules to adapt existing face-to-face training modules to e-learning. It outlines the methodology for designing e-learning models, including identifying learning units and objectives, designing absorbing, doing, and connecting learning activities, and estimating activity times. Sample e-learning scenarios like self-study with an online tutor or blended learning combining online and face-to-face elements are presented. Guidelines for writing e-learning materials in a clear, concise manner are also provided.
Joao Jose Saraiva Da Fonseca A microformação vista como mecanismo de apoio à aprendizagem informal
Microtraining as a support mechanism for informal learning
Pieter de Vries, Delft University of Technology, Netherlands
Stefan Brall, RWTH Aachen University, Germany
This document discusses best practices for training and retaining online adjunct faculty. It provides an overview of 12 articles that offer strategies such as providing mentoring, developing faculty learning communities, conducting needs assessments of faculty, and creating faculty development workshops. The collection of articles aims to help institutions improve support for online adjunct instructors to help with retention and course quality.
Digital working = learning world ICE 2012 ASTDJos Arets
The document discusses the shift from an industrial economy to a knowledge economy and the impact on learning and work. It notes that learning is no longer separated from work but integrated within work. It proposes a prototype for a (digital) working = learning world where formal and informal learning are integrated and learning happens on demand through micro-learning and performance support. Metrics would measure the impact on competencies, feedback, and organizational results. Business cases show potential cost savings and returns on investment through this new approach to organizational learning.
1) An educational institution and software company are collaborating on a project where a video of a design discussion is shared with students and posted online.
2) Feedback is received from multiple stakeholders and incorporated into the project. Students analyze the information and provide conclusions to the software team.
3) The software team makes a final decision incorporating industry practices and feedback, and all contributors are acknowledged. Students and professionals gain valuable experience through this collaborative process.
This document provides information about an eLearning induction program for RTO staff. It discusses blended learning models including face-to-face, self-paced, and online facilitated learning. Examples are given for different assessment methods that can be used for each model. The document also discusses trends in eAssessment, including using mobile devices to capture evidence through video, audio, images and QR codes. Staff are encouraged to think about how they can apply blended learning approaches to their own courses and which model may work best for their RTO.
Eportfolios allow people to manage the evidence of their formal and informal learning experiences by enabling them to gather and present their information in one place. Through a flexible, student-centred approach, teachers/trainers can regularly provide ongoing feedback and advice to their students through their eportfolio. As part of a structured and scaffolded program, students are empowered to showcase themselves in a variety of ways, utilising the mobile devices which they carry around with them, and as they collect their evidence anytime, anywhere. The skills students develop in creating their eportfolio are those necessary to effectively present and manage themselves online, a key skill for the 21st century. Students then have the opportunity to use their eportfolio to apply for a job, get a promotion or gain recognition of prior learning. This session will demonstrate how eportfolios are being used as flexible, online learning and assessment spaces, and how teachers/trainers can get started in implementing eportfolios with their students.
The document discusses the development of five ICT-supported modules to adapt existing face-to-face training modules to e-learning. It outlines the methodology for designing e-learning models, including identifying learning units and objectives, designing absorbing, doing, and connecting learning activities, and estimating activity times. Sample e-learning scenarios like self-study with an online tutor or blended learning combining online and face-to-face elements are presented. Guidelines for writing e-learning materials in a clear, concise manner are also provided.
The document provides an overview of ePortfolios, including attempting to define them, looking at their purposes, unpacking different types, and exploring the benefits. It discusses ePortfolios as containers for organizing artifacts and as a process for collecting, selecting, reflecting on, and presenting evidence of learning. The document also examines selecting an ePortfolio tool, related questions to consider, and shaping requirements. It outlines an ePortfolio management process and the role of ePortfolios in assessment and engaging learners.
This document summarizes a staff training session on using polleverywhere.com in the classroom. The session was held on December 18, 2009 in the library from 1:00-1:35 pm for grades 7-8 teachers. It was facilitated by Tammy Hayes and approved by Principal Dustin Blank. The session introduced polleverywhere.com and demonstrated how to create polls and accounts. Teachers then discussed benefits of using such technology in class. The document also included a technology action plan with goals of improving technology integration and teacher training from 2009-2010 through activities such as curriculum development and teacher collaboration.
The document discusses the process of developing e-learning courses through rapid e-learning models. It describes traditional e-learning development which takes a long time through extensive planning, design, production, and evaluation stages involving various roles. In contrast, rapid e-learning aims to reduce development time through simplified processes like scoping content quickly, using techniques like short modules and the 80/20 rule, and creating courses from outlines and interactive elements. The rapid development process involves template creation, quality assurance testing, and evaluation.
The document introduces the Office of Open Learning (OOL) at a university. It discusses the vision, mission, and strategic goals of promoting open and online learning. This includes developing systematic open learning, evaluating pedagogical models, and forming partnerships. The OOL will be governed by an advisory panel and committee. It then outlines workshops to discuss pedagogical models for open learning and adapting existing courses for open formats.
The document discusses eportfolios, including defining them, their purposes, types, benefits, process, tools, criteria for selection, and management. Eportfolios are defined as containers for collecting and organizing artifacts in different media types, and as a reflective process of interpreting learning. Their purposes can include supporting learning goals, showcasing achievement, and documenting standards attainment. Types include process, showcase, and accountability portfolios. Benefits comprise engaging learners through multimedia, facilitating extensive reflection, and enabling social networking and feedback. Effective management requires embedding eportfolios in teaching and allowing time for student reflection and feedback. Future directions may involve linking eportfolios to standards, mobile technologies, and using various web tools without a single container
1. A simulation game could allow assistant managers to order merchandise for their store based on a sales report and trends analysis. Receiving feedback on their decisions would help expand their skills.
2. A role-playing game could present customer service scenarios for assistant managers to handle independently. Receiving feedback on their responses would help them master handling situations 16 through 50.
3. Simulated shoplifting and fraud attempts could allow assistant managers to practice autonomously handling such situations, with feedback to reinforce best practices.
A highly efficient tool based on cognitive psychology principles, which serves as a multiplier of internal consultants and presents itself as a means of professional training and qualification with surprising, measurable outcomes.
Becoming a digital learning content designerClive Shepherd
This is an annotated, stand-alone version of the presentation I delivered at the CIPD's Learning and Development Show at Olympia in London, April 2014.
101123 Intelligent Innovative Educational by Giorgio Ponti (CISEM) ItalyFacil...giorgioponti
Presentation on powerpoint by Giorgio Ponti, Chiapas, Mexico for INIFED International Seminar.
Giorgio Ponti is the Co-ordinator of Architecture Educative Area of CISEM (Centre for Educational Innovation and Experimentation Milan, Italy)
The security mindset securing social media integrations and social learning...franco_bb
This document discusses security mindset and practices around social learning and the Blackboard Cloud. It defines security mindset as evaluating systems from an attacker's perspective to identify vulnerabilities and implement appropriate countermeasures. The document outlines security assessments including threat modeling, which identifies assets, actors, and threats. It provides examples of threat modeling APIs, social media, and cloud integration. It also explains enabling the Blackboard Cloud in stages and the data usage transparency of social media integrations.
How the TinCan API will revolutionize the learning worldPiotr Peszko
- Bring big data and learning together in ways that were never before possible.
- Get a clearer picture of training roi than ever before by tracking more than ever before
- Unchain the power of mobile devices
- Move learning games from fun trend to a practical necessity.
- Let employees justify their value by directly tuing learning they complete to job performance.
Program Administrator: Architect Of A Learning Organization (Slideshare Version)Silvia Laborde
The document outlines the key elements needed for an educational institution to succeed as a learning organization. It discusses how the roles of an administrator include promoting good communication, helping staff develop personal mastery and clarify mental models, aligning personal and institutional visions, and using team-based approaches to problem solving. The document also summarizes Peter Senge's five disciplines of a learning organization: systems thinking, personal mastery, mental models, shared vision, and team learning.
Use Case Development and CIM Profiling. This presentation walks the user through typical diagrams used to complement use case development in standard UML.
H2O World - H2O Deep Learning with Arno CandelSri Ambati
H2O World 2015
Tutorial scripts for R, Python are here:
https://github.com/h2oai/h2o-world-2015-training/tree/master/tutorials/deeplearning
- Powered by the open source machine learning software H2O.ai. Contributors welcome at: https://github.com/h2oai
- To view videos on H2O open source machine learning software, go to: https://www.youtube.com/user/0xdata
The document discusses current practices, trends, and emerging roles in learning and development (L&D). It begins by defining human resource development (HRD) and examining how the definitions have evolved over time from 1964 to the present. It then covers trends in the people, organization, and resources aspects of L&D. Specifically, it discusses trends in continuous professional development and roles for L&D professionals, as well as practices used for developing employees both in-house and externally. The document suggests that areas like coaching, in-house programs, and eLearning are growing in importance and usage within the L&D field.
With the pace of business as fast as it is, it’s easy to feel overwhelmed. Demands and deadlines stack up quickly and the way forward gets quickly obscured. It can be paralyzing.
In those moments, a new perspective can feel like a breath of fresh air, which is why we created this guidebook to help you envision clear business goals with an architected approach.
If you're interested in approaching your work with an architect mindset, reach out to us at connect@oxygenexp.com or oxygenexp.com/contact/
The document provides 40 tips over 5 sections to optimize a WordPress website for speed, SEO, maintenance, social media, and analytics. It recommends plugins and tools to improve performance, rankings, backups, uptime monitoring, social sharing, and traffic tracking. The author also promotes his own services for WordPress support and optimization.
Webinar: "Let's Get Mobile: Changing Your Concept of Mobile Content Design an...Xyleme
This document summarizes a presentation on mobile content design and delivery. It introduces the presenters from Brandon Hall Group and Xyleme and discusses how current mobile learning is not meeting needs. It also covers implications of social learning and consumer-driven markets for mobile design. Participants were polled on their mobile learning offerings and device availability in their organizations. Trends around tablets, smartphones and mobile markets were also reviewed.
Social and Collaborative Learning in the WorkplaceMarlo Gorelick
Jane Hart from the Centre for Learning & Performance Technologies gave a presentation on social and collaborative learning in the workplace. She discussed how social media can support learning, examples of different social learning approaches, and how learning can be embedded in work workflows. Hart outlined a continuum ranging from formal training to informal learning and highlighted five examples of social learning practices organizations can implement.
The document provides an overview of ePortfolios, including attempting to define them, looking at their purposes, unpacking different types, and exploring the benefits. It discusses ePortfolios as containers for organizing artifacts and as a process for collecting, selecting, reflecting on, and presenting evidence of learning. The document also examines selecting an ePortfolio tool, related questions to consider, and shaping requirements. It outlines an ePortfolio management process and the role of ePortfolios in assessment and engaging learners.
This document summarizes a staff training session on using polleverywhere.com in the classroom. The session was held on December 18, 2009 in the library from 1:00-1:35 pm for grades 7-8 teachers. It was facilitated by Tammy Hayes and approved by Principal Dustin Blank. The session introduced polleverywhere.com and demonstrated how to create polls and accounts. Teachers then discussed benefits of using such technology in class. The document also included a technology action plan with goals of improving technology integration and teacher training from 2009-2010 through activities such as curriculum development and teacher collaboration.
The document discusses the process of developing e-learning courses through rapid e-learning models. It describes traditional e-learning development which takes a long time through extensive planning, design, production, and evaluation stages involving various roles. In contrast, rapid e-learning aims to reduce development time through simplified processes like scoping content quickly, using techniques like short modules and the 80/20 rule, and creating courses from outlines and interactive elements. The rapid development process involves template creation, quality assurance testing, and evaluation.
The document introduces the Office of Open Learning (OOL) at a university. It discusses the vision, mission, and strategic goals of promoting open and online learning. This includes developing systematic open learning, evaluating pedagogical models, and forming partnerships. The OOL will be governed by an advisory panel and committee. It then outlines workshops to discuss pedagogical models for open learning and adapting existing courses for open formats.
The document discusses eportfolios, including defining them, their purposes, types, benefits, process, tools, criteria for selection, and management. Eportfolios are defined as containers for collecting and organizing artifacts in different media types, and as a reflective process of interpreting learning. Their purposes can include supporting learning goals, showcasing achievement, and documenting standards attainment. Types include process, showcase, and accountability portfolios. Benefits comprise engaging learners through multimedia, facilitating extensive reflection, and enabling social networking and feedback. Effective management requires embedding eportfolios in teaching and allowing time for student reflection and feedback. Future directions may involve linking eportfolios to standards, mobile technologies, and using various web tools without a single container
1. A simulation game could allow assistant managers to order merchandise for their store based on a sales report and trends analysis. Receiving feedback on their decisions would help expand their skills.
2. A role-playing game could present customer service scenarios for assistant managers to handle independently. Receiving feedback on their responses would help them master handling situations 16 through 50.
3. Simulated shoplifting and fraud attempts could allow assistant managers to practice autonomously handling such situations, with feedback to reinforce best practices.
A highly efficient tool based on cognitive psychology principles, which serves as a multiplier of internal consultants and presents itself as a means of professional training and qualification with surprising, measurable outcomes.
Becoming a digital learning content designerClive Shepherd
This is an annotated, stand-alone version of the presentation I delivered at the CIPD's Learning and Development Show at Olympia in London, April 2014.
101123 Intelligent Innovative Educational by Giorgio Ponti (CISEM) ItalyFacil...giorgioponti
Presentation on powerpoint by Giorgio Ponti, Chiapas, Mexico for INIFED International Seminar.
Giorgio Ponti is the Co-ordinator of Architecture Educative Area of CISEM (Centre for Educational Innovation and Experimentation Milan, Italy)
The security mindset securing social media integrations and social learning...franco_bb
This document discusses security mindset and practices around social learning and the Blackboard Cloud. It defines security mindset as evaluating systems from an attacker's perspective to identify vulnerabilities and implement appropriate countermeasures. The document outlines security assessments including threat modeling, which identifies assets, actors, and threats. It provides examples of threat modeling APIs, social media, and cloud integration. It also explains enabling the Blackboard Cloud in stages and the data usage transparency of social media integrations.
How the TinCan API will revolutionize the learning worldPiotr Peszko
- Bring big data and learning together in ways that were never before possible.
- Get a clearer picture of training roi than ever before by tracking more than ever before
- Unchain the power of mobile devices
- Move learning games from fun trend to a practical necessity.
- Let employees justify their value by directly tuing learning they complete to job performance.
Program Administrator: Architect Of A Learning Organization (Slideshare Version)Silvia Laborde
The document outlines the key elements needed for an educational institution to succeed as a learning organization. It discusses how the roles of an administrator include promoting good communication, helping staff develop personal mastery and clarify mental models, aligning personal and institutional visions, and using team-based approaches to problem solving. The document also summarizes Peter Senge's five disciplines of a learning organization: systems thinking, personal mastery, mental models, shared vision, and team learning.
Use Case Development and CIM Profiling. This presentation walks the user through typical diagrams used to complement use case development in standard UML.
H2O World - H2O Deep Learning with Arno CandelSri Ambati
H2O World 2015
Tutorial scripts for R, Python are here:
https://github.com/h2oai/h2o-world-2015-training/tree/master/tutorials/deeplearning
- Powered by the open source machine learning software H2O.ai. Contributors welcome at: https://github.com/h2oai
- To view videos on H2O open source machine learning software, go to: https://www.youtube.com/user/0xdata
The document discusses current practices, trends, and emerging roles in learning and development (L&D). It begins by defining human resource development (HRD) and examining how the definitions have evolved over time from 1964 to the present. It then covers trends in the people, organization, and resources aspects of L&D. Specifically, it discusses trends in continuous professional development and roles for L&D professionals, as well as practices used for developing employees both in-house and externally. The document suggests that areas like coaching, in-house programs, and eLearning are growing in importance and usage within the L&D field.
With the pace of business as fast as it is, it’s easy to feel overwhelmed. Demands and deadlines stack up quickly and the way forward gets quickly obscured. It can be paralyzing.
In those moments, a new perspective can feel like a breath of fresh air, which is why we created this guidebook to help you envision clear business goals with an architected approach.
If you're interested in approaching your work with an architect mindset, reach out to us at connect@oxygenexp.com or oxygenexp.com/contact/
The document provides 40 tips over 5 sections to optimize a WordPress website for speed, SEO, maintenance, social media, and analytics. It recommends plugins and tools to improve performance, rankings, backups, uptime monitoring, social sharing, and traffic tracking. The author also promotes his own services for WordPress support and optimization.
Webinar: "Let's Get Mobile: Changing Your Concept of Mobile Content Design an...Xyleme
This document summarizes a presentation on mobile content design and delivery. It introduces the presenters from Brandon Hall Group and Xyleme and discusses how current mobile learning is not meeting needs. It also covers implications of social learning and consumer-driven markets for mobile design. Participants were polled on their mobile learning offerings and device availability in their organizations. Trends around tablets, smartphones and mobile markets were also reviewed.
Social and Collaborative Learning in the WorkplaceMarlo Gorelick
Jane Hart from the Centre for Learning & Performance Technologies gave a presentation on social and collaborative learning in the workplace. She discussed how social media can support learning, examples of different social learning approaches, and how learning can be embedded in work workflows. Hart outlined a continuum ranging from formal training to informal learning and highlighted five examples of social learning practices organizations can implement.
Managing ROI Through Hig-Impact LearningGus Prestera
The document discusses how to maximize training ROI through high-impact learning. It describes how one company shifted from a "spray and pray" training approach to a blended, high-impact approach focused on ownership, accountability, prioritizing learners and needs, and skills transfer. This resulted in higher certification and retention rates, more people becoming fully licensed and generating revenue sooner.
Microtraining as a support mechanism for informal learningeLearning Papers
Authors: Pieter De Vries, Lecturer, Stefan Brall.
Most companies are confronted with fast changing learning demands and the need of new concepts. Companies very much overestimate and overinvest in formal training programs, while missing out the opportunities to foster more natural and informal learning processes. For informal learning to flourish it is crucial to develop flexible mechanisms which support this kind of learning, while avoiding the drawbacks that coincide with informality.
The document discusses moving learning and development efforts beyond eLearning towards performance support. It emphasizes the importance of supporting all five moments of need and embedding just-in-time help into workflows to maximize job performance and business impact. Key principles for effective performance support include aligning with business goals, providing contextual access from any job or circumstance, and delivering only essential information.
Students perception of a blended learning program of teacher education in an ...Yves Blieck
Blended learning is defined as a combination of face-to-face instruction and online learning activities (Bonk & Graham, 2006; Graham, 2006; Marsh, Pountney & Prigg, 2008). According to So and Brush (2008), blended learning combines the advantages of both face-to-face learning and online technologies to deliver learning. Online learning can be complimentary to face-to-face learning by providing students with access to learning resources, facilitating communication, and collaborative working with peers and teachers (Garrison & Kanuka, 2004). In our changing society, with a growing demand for lifelong learning, learners especially lifelong learners can benefit from blended Education. More and more educational institutions provide blended learning environments to meet students’ educational and economical needs. Blended learning can increase adult learners’ access to education and facilitate the challenging combination of work and study. In addition, the use of authentic learning tasks and online collaboration in blended learning facilitates student centered and active learning (Ginns & Ellis, 2007). However, blended learning also faces a number of challenges, such as dropout, sustainability, copyright issues, and social presence (Andresen, 2009; Hara & Kling, 2002; Persell, 2004; Stracke, 2007).
The purpose of this study is to evaluate part of a competence based blended learning program for teacher education in a center for adult education in Flanders, Belgium. During one year, student teachers are trained in a blended learning environment, combining an online theoretical component - off-campus (30 ECTS), and practical training - on-campus (15 ECTS). They are expected to acquire teacher competences as outlined in the amended decree (2007) describing the professional profiles and basic competences for teachers by the Flemish government (1998). The blended learning program was designed for the purpose of coaching and assessing student teachers during this process.
During two consecutive years the student teachers enrolled in the blended program were invited to fill in a questionnaire to evaluate the blended learning programme. In total 18 students participated in the study. The questionnaire consisted of a set of propositions to be rated on a 4 point Likert-scale and two open questions. Collected data were analyzed quantitatively using descriptive statistics. Answers on the open questions were coded qualitatively. The age range of the student teachers was from 20-49. All student teachers had previously completed at least bachelor education.
The results show that the student teachers evaluated positively the structure of the on-line sessions (M=3.50, SD=0.62) and offered technical support (M=3.33, SD=0.69). The amount of face-to-face sessions was regarded as sufficient (M=3.71, SD=0.59) and its content was seen as relevant (M=3.28, SD=0.75). The combination of
[Challenge:Future] Microjobs.org: to fight youth unemploymentChallenge:Future
The document proposes an online platform called Microjobs.org to help bridge the experience gap faced by unemployed youth. The platform would allow employers to post microjobs and case studies that youth can complete for experience. Youth would gain practical skills, while employers have a pool of potential candidates. Mentorship and training resources would also be provided. The goal is to register 500 youth and recruit 50 companies willing to outsource microjobs within a year of launching active Macedonian and Polish versions of the site. A team of 10 young people from Poland and Macedonia would work approximately 3,000 hours to achieve this goal.
This document outlines a 6-week career exploration and employment preparation course for undergraduate students. The course aims to help students understand the difference between jobs and careers, explore career options using online resources, identify necessary skills and knowledge for their career choices, and prepare job application materials like resumes. Students will learn through lectures, independent study, online activities, and hands-on exercises like creating a resume and practicing interviews. Their understanding and skills will be assessed through activities, worksheets, and a culminating portfolio project. The course uses technology like websites, presentations, and online discussion forums to support student learning.
This document discusses how to integrate technology in teaching under low-resourced environments. It defines integration as using technology as an inherent part of the curriculum, and distinguishes it from merely using technology as an additional tool. The document also outlines several principles that should guide technology integration, such as enhancing learning through tools that allow retrieval, reversal of concepts, and avoiding obsolescence.
The document discusses different learning theories and how they relate to learning technologies. It describes Oliver's framework, which categorizes learning along five dimensions: individual, social, reflection, non-reflection, information, and experience. The document then provides examples of how different learning technologies align with these theories. Drill programs are analyzed in terms of their individual/social, reflective/non-reflective, and information/experiential aspects. Behavioral elements in computer games and their links to conditioning are also discussed. Various constructivist learning systems are presented, including concept mapping tools and collaborative environments. Possibilities for ubiquitous learning are outlined as well.
The document discusses the CAPDM model for developing learning materials. It recommends investing in standards to ensure long-term usability and reusability. Developing materials through a single source publisher can reduce costs by 40-60%. Working with an experienced partner can help share best practices. The document also discusses flexible learning approaches, components of online courses, integrating learning objectives with feedback, and how a managed learning environment can improve quality and efficiency.
Soft skills methods of teaching and assessmentDwin Cancino
This document outlines a workshop on teaching and assessing soft skills. The objective is to help faculty choose teaching strategies and assessment methods for soft skills. The content will cover linking soft skills to learning outcomes, instructional approaches, collecting data on soft skills, and workshops. Participants will be asked to develop learning outcomes, instruction, and assessments for 2 soft skills in a course. Challenges discussed include assessing soft skills objectively and getting support for additional work. Effective instructional strategies include active learning theories like learning from others, discovery, and experience. A curricular debrief strategy is also recommended.
The document discusses using technology and learning design to gather quality assessment evidence. It covers various topics related to online and blended learning assessments including virtual classrooms, decision making trees, case studies, peer review, and using industry knowledge. Tools that can be used to create online assessments and scenarios are also presented.
Age-old question...many answers. Can the question itself be improved? Is there more to 'good course' than design? Can we pull it all together somehow?
Background slides to the 2011 Australian MoodleMoot presentation
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
This document provides an overview and definitions of online learning, blended learning, and open educational resources. It discusses how online learning allows students and instructors to be in different places but connected through the internet. Blended learning combines both online and in-person learning. Open educational resources are freely available educational materials that can be reused, modified, and shared under open licenses.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...
PDR Learning Continuum
1. Using the
PDR Learning Continuum
to Support Work Context
Gary Wise
Chief Learning Architect
MYCA Multimedia & Learning Solutions
Founder/Principal
Human Performance Outfitters, LLC
gwise@mycagroup.com
(317) 437-2555
1
2. My Background and…
30+ years in Learning Industry
12 years @ Director and above
Training – Sales, Client Ed., HR/L&D, Mfg., & Healthcare
Learning Strategy Consultant & Performance Consultant
4-LMSs…3-Virtual Classrooms…Web 2.0 & Learning 2.0
Design of Learning Technology Road Maps
Obsessed by the concept of Learning Ecosystems
PDR/Work Context Matrix Worksheet et
2
3. What Are We Really Selling?
Knowledge &
Skills Transfer
Or…
Building Capacity &
Sustaining Capability
3
4. Days of Our Lives
How many hours do you think average knowledge
workers spend in formal Learning/Training
each year?
0 – 25 hours
26 – 50
51 – 75
76 – 100
101+
5. Learning Resource Imbalance?
Are we spending the right amount of resources
… on the wrong learner context?
Knowledge Worker’s time spent in Formal Learning
Average 100 hrs/yr out of 2,080 working hours
+/- 5%
If learner’s are not in training,
they must be at work… in their
Formal WORK CONTEXT
Learning
Informal
Learning Knowledge Worker’s time NOT spent in Formal Learning
+/- 95%
Source: Josh Bersin comment on “Future of Business of Learning” – July 23, 2009
6. Just Throw Money
What percentage of training budgets/resources
does your organization allocate annually to formal
Learning/Training? (Not sure?...Guess)
0 – 20 %
21 – 40%
41 – 60%
61 – 80 %
81 – 100 %
7. Learning Resource Imbalance?
Are we spending the right amount of resources
… on the wrong learner context?
Current resource
allocations up to
Knowledge Worker’s time spent in Formal Learning
80% on average Average 100 hrs/yr out of 2,080 working hours
goes to formal learning
+/- 5%
If learner’s are not in training,
they must be at work… in their
Formal WORK CONTEXT
Learning
Informal
Learning Knowledge Worker’s time NOT spent in Formal Learning
+/- 95%
Source: Josh Bersin comment on “Future of Business of Learning – July 23, 2009
8. Learning Ecosystem
Expanded “Design-Think”
FORMAL INFORMAL
LEARNING Plus LEARNING
Environment Environment
LEARNING
MOMENTS
of NEED !!!
Discovery focus… Discovery includes…
KNOWLEDGE & SKILL Plus ATTRIBUTES of
WORK CONTEXT
WORK CONTEXT
Desired Outcome… Desired Outcome…
SUCCESSFUL Plus FLAWLESS
TRANSFER PERFORMANCE
9. Learning Moments of Need (5)
…confronted by every learner
FORMAL LEARNING
1. Learning something for 1st time • Classroom / Virtual ILT
• On-line Training
• Webinar / Virtual Workshop
2. Learning more of something
• Blends of any or all…
INFORMAL LEARNING
WORK CONTEXT
3. Trying to remember/apply • Performer Support
• Job Aids (PSOs) Quick Ref. Guides
• Coaching / Mentoring Guides
• Knowledge Bases
4. When things change • Best Practice Repositories
• FAQs
• Collaboration
• Communities of Practice
5. When something goes wrong – • Social Media – Blogs/Wikis/Messaging
• Access to SMEs – Help Desk
“break/fix” Conduit TecKnowledgy 2007
Copyright
Used with Permission from Bob Mosher
& Dr. Conrad Gottfredson
10. You Wanna Know What ???
What percent of knowledge is retained one month
following a formal Learning/Training event?
0 – 20 %
21 – 40%
41 – 60%
61 – 80 %
81 – 100 %
11. Learning Retention
…critical to performance in WORK CONTEXT
WORK CONTEXT
100%
80% INFORMAL LEARNING
Performer Support Impact
60% 58%
40% 33%
Classroom Learning Retention
20% 15%
0%
30 48 Time after course completion 3
Min Hrs. Weeks
Used with Permission from Bob Mosher
Source: Research Institute of America
Copyright Conduit TecKnowledgy 2007
12. ECOSYSTEM Attributes
Specific to “Learning Moments of Need”
• Physical location of learner/stakeholder(s)
• Proximity to (& within) the workflow
SPACE • Urgency related to flawless performance
• Business Risk related to flawless execution
• Most compelling mix of medium, mode, &
transport venue
MEDIA • Work Context-friendly amount
• Readily consumable format
Influenced by SPACE
• Most effective & efficient application of
learning “systems” & business technology
SYSTEMS
• Search, accessible, connectivity, security
Influenced by SPACE & MEDIA
13. PDR Learning Continuum
PREPARE 5% DEPLOY
(Theory - Fact - Concept ) (Hands-On Application)
Create Learner Readiness Transfer Knowledge & Skills
Pre-requisite Assignments Experiential Learning – ILT & online
Intro Flow/Tools & Support Objects Scenario-based Simulations - Labs
Preparatory Activity Utilize Tools in Safe Environment
REINFORCE
(Implementation - Routinization) 95%
Shift Emphasis to Performer Support
“Just-in-Time” Learning – Job Aids, Quick Reference, Support Objects
Coaching / Mentoring – Help Desk & SME Support, REALITY BYTES TM
Collaboration – Communities of Practice – Social Learning – Blogs/Wikis
Harvest – Best Practice – User-Generated Content – ID Top Guns
Build Knowledge – FAQs – Best Practices – Blogs/Wikis
Seek Feedback – Relevance/Usability Rating & Ranking – Track Usage
Learning Spans the Entire
ECOSYSTEM
SPACE – MEDIA – SYSTEMS
14. Scope of Ecosystem
Vendors
Resellers
5% MKTG
SALES
Suppliers
DIST Colleges
SERVICE
MFG
Clients
IT Customers
HR
FIN
15. Ain’t Tellin’…
What’s your opinion of the ADDIE design model?
- Great! A solid structure to support linear design
- I’d rather have my teeth cleaned than use ADDIE
- ADDIE died in the 2000’s, maybe earlier…
- It depends, sometimes it is useful
- Who is ADDIE?
16. Impact to Instructional Design
…expanded DISCOVERY leads to ITERATION
D ..... A D D I E
Discovery Analysis Design Develop Implement Evaluate
DISCOVERY
S Y S T E M S
E
A
P R E P A R E
(Theory – Fact – Concept)
C
I
5%
D E P L O Y
D
A
(Hands-On Application)
E
P
R E I N F O R C E 95%
(Implementation – Routinization)
M
S
17. Work Context = “New Classroom”
Work Context L E A R N I N G C O N T I N U U M
Attributes Prepare Deploy Reinforce
Space Space Space Space
Stakeholders Learner Learner & Instructor Learner-Boss-Help Desk
Physical Location Mobile – In their car Hotel – Corp office Mobile – Both @ Corp ofc
Where in Workflow Between client visits Scheduled ILT event During sales activity
Urgency & Risk Low/Minimal Low/Minimal High/Potential revenue risk
Media Media Media Media
Medium/Mode/Venue Podcast - Workflow Synchronous - Virtual Synch Feedback & Asynch
Authoring Tool(s) Audacity - Visio PowerPoint SnagIt/Word (PDF)
Re-Use/Re-Purpose Streaming archive Embedded PSOs Download PSO (Mobile)
Object Granularity 15-minute podcast Process-step chunks PSO-level w/ push & pull
Systems Systems Systems Systems
End-User Devices MP3 capable device Laptops Smart Phone, Laptops, & VC
Delivery Systems Streaming server Virtual Classroom VC LMS (pull)-EPSS (push/pull)
Network Access Broadband cellular Broadband/Wireless Broadband cellular/Wi-Fi
Access to Content Direct email link LMS ID & Password Network ID & password
Utilization Tracking Return-receipt LMS & Test Tool Relevance & Feedback
Learning ECOSYSTEM Using a Learning Continuum
18. You Want Me To Do WHAT???
In your opinion, which of the following stakeholder groups:
- Are the FIRST 2 GROUPS to accept the PDR Model?
- Are the LAST 2 GROUPS to accept the PDR Model?
- Learners – Knowledge Workers
FIRST
- Client Managers/Departmental Leadership
- Organizational Leadership (Senior Level)
- Training Managers/Training Leadership
LAST
- Instructional Designers & Developers
- Vendors/Contractors
19. CHANGE - Put on your “Sales Hat”
Fortress Training Client Picnic
VS.
• Minimize Threats/Leverage Opportunities • Stipulate training role – “Yes, and…”
• Sell & lead increments of CHANGE • Define tangible performance outcomes
• Start with expanded discovery • Emphasize performance in work context
• Prepare to move outside of training comfort zone • Sell “sustained capability”
and go downstream with informal learning
• “Localize” alignment to their mission
• Build performance consulting competencies,
• Be prepared to prove sustainability
Learn 2.0 methods & Web 2.0 technology
• Get a testimonial
20. Related Blog Posts
Living in Learning – http://gdogwise.wordpress.com/
• EPSS: When Change Overruns Competency
• Velocity of Business Changing the Training Game
• Selling Change to Training – Please! Hurry!
• Work Context is Ground Zero for Expanded Role of Training
• PDR Design Model Supports Shift to Learning Design in the
Work Context
• The Learning Continuum – Using the PDR Design Model
• Harvesting Learning’s Fruit: A Downstream Training Investment
• Work Context: The New Classroom TrainingMagNetwork.com
Discussion Group
21. Contact Options
Gary Wise
gwise@mycagroup.com
(317) 437-2555
Twitter: gdogwise
Blog: Living in Learning - http://gdogwise.wordpress.com/