Hybrid professional learning networks - Presented at Alt-C 2010

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Bitter-Rijpkema, M., & Verjans, S. (2010). Hybrid professional learning networks for knowledge workers: educational theory inspiring new practices. Presented at the ALT-C 2010 Conference.
Full paper available in L. Creanor, D. Hawkridge, K. Ng, & F. Rennie (Eds.), ALT-C 2010 - Conference Proceedings: "Into something rich and strange" - making sense of the sea-change (pp. 166-174). September, 7-9, 2010, University of Nottingham, UK. (http://repository.alt.ac.uk/797/)

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Hybrid professional learning networks - Presented at Alt-C 2010

  1. 1. Hybrid professional learning networks for knowledge workers Steven Verjans & Marlies Bitter Centre for Learning Sciences & Technologies
  2. 2. A matter of perspective – My learning needs
  3. 3. A matter of perspective – Institutional learning needs
  4. 4. A matter of perspective – (Cross)sectoral learning needs
  5. 5. Aspects of (continuous) professional learning <ul><li>Individual vs. organisational perspective </li></ul><ul><li>Formal vs. informal / non-formal learning </li></ul><ul><li>Personal vs. professional? </li></ul><ul><li>Agency / locus of control </li></ul><ul><ul><li>Organised vs. self-organised </li></ul></ul><ul><li>Source of content / knowledge </li></ul><ul><li>Location and time of learning </li></ul>
  6. 6. Individual learning vs. organisational learning <ul><li>Partly overlapping </li></ul><ul><li>Individual: </li></ul><ul><ul><li>Continuous professional & personal development </li></ul></ul><ul><ul><li>Keeping up-to-date </li></ul></ul><ul><li>Organisational: </li></ul><ul><ul><li>Value creation </li></ul></ul><ul><ul><li>Knowledge creation & management </li></ul></ul><ul><ul><li>Innovation / creativity </li></ul></ul>
  7. 7. Formal / informal / non-formal <ul><li>Formal </li></ul><ul><ul><li>Intentional </li></ul></ul><ul><ul><li>(Initial) education / accredited / institutional </li></ul></ul><ul><li>Non-formal </li></ul><ul><ul><li>Intentional </li></ul></ul><ul><ul><li>In the workplace, on-the-job, with colleagues </li></ul></ul><ul><li>Informal </li></ul><ul><ul><li>Not intentional / accidental / implicit </li></ul></ul>
  8. 8. Personal vs. professional <ul><li>Professional </li></ul><ul><ul><li>Related to current or future work / job / profession </li></ul></ul><ul><li>Personal </li></ul><ul><ul><li>Hobby / personal interest / family </li></ul></ul><ul><li>Boundaries are sometimes blurry </li></ul>
  9. 9. Agency / locus of control <ul><li>Individual in control </li></ul><ul><ul><li>(Implicitly) determines own goals </li></ul></ul><ul><ul><li>Self-organising </li></ul></ul><ul><li>Group in control </li></ul><ul><ul><li>Grass roots </li></ul></ul><ul><ul><li>Self-organising </li></ul></ul><ul><li>Institution / organisation / company </li></ul><ul><ul><li>Managed </li></ul></ul><ul><ul><li>Organised / control / support / etc. </li></ul></ul>
  10. 10. Content / knowledge creation and delivery process <ul><li>Experts / specialists </li></ul><ul><ul><li>Mediated by publisher / editor </li></ul></ul><ul><ul><li>Often in a ‘delivery’ paradigm </li></ul></ul><ul><ul><li>Formal quality assurance (reviewers, etc.) </li></ul></ul><ul><li>Individuals </li></ul><ul><ul><li>Everyone can create and share content </li></ul></ul><ul><ul><li>Crowdsourcing / sharing </li></ul></ul><ul><ul><li>Quality assurance?! </li></ul></ul>
  11. 11. Location and time of learning <ul><li>Location </li></ul><ul><ul><li>Institution / school / university </li></ul></ul><ul><ul><li>Workplace </li></ul></ul><ul><ul><li>Community </li></ul></ul><ul><ul><li>Home </li></ul></ul><ul><li>Time </li></ul><ul><ul><li>Specific moments (course / workshop) </li></ul></ul><ul><ul><li>Continuous (ad hoc / all the time) </li></ul></ul><ul><ul><li>Just in time learning </li></ul></ul>
  12. 12. Supporting professional learning <ul><li>Integrated in daily work activities </li></ul><ul><li>Match with </li></ul><ul><ul><li>Individual learning style </li></ul></ul><ul><ul><li>Existing learning strategies </li></ul></ul><ul><ul><li>Technological preferences </li></ul></ul><ul><li>Blend of learning modes </li></ul><ul><ul><li>Individual / Social / Networked </li></ul></ul><ul><ul><li>Face-to-face / Online / Blended </li></ul></ul><ul><ul><li>Formal / Informal / Non-formal </li></ul></ul>
  13. 13. Networked learning / connectivism <ul><li>Increasing speed of information and knowledge creation </li></ul><ul><ul><li>Traditional courses, training sessions, etc. insufficient </li></ul></ul><ul><li>Increased specialisation across the board </li></ul><ul><ul><li>No single person is ‘the expert’ </li></ul></ul><ul><ul><li>Distributed expertise / cognition </li></ul></ul><ul><ul><li>Expert-to-peer & peer-to-peer learning </li></ul></ul><ul><li>Complementary ways of learning needed </li></ul>
  14. 14. Networked learning <ul><li>Alec Couros </li></ul><ul><li>(http://educationinnovation.typepad.com/) </li></ul>
  15. 15. Supporting professional learning <ul><li>Personal learning environment </li></ul><ul><ul><li>Individual as part of an open online network </li></ul></ul><ul><ul><ul><li>People </li></ul></ul></ul><ul><ul><ul><li>Artefacts </li></ul></ul></ul><ul><ul><li>Tailored to individual (learning) needs and preferences </li></ul></ul><ul><li>Organisational learning environment </li></ul><ul><ul><li>‘ Capturing’ / sharing / controlling organisational knowledge </li></ul></ul><ul><ul><li>Tailored to organisational needs </li></ul></ul>
  16. 16. Personal learning environment (PLE) Scott Leslie
  17. 17. Issues with PLEs <ul><li>Optimal fit with individual learning </li></ul><ul><ul><li>vs. organisational or cross-sectoral </li></ul></ul><ul><li>Openness of PLE components </li></ul><ul><ul><li>Often perceived as unsafe, too open </li></ul></ul><ul><ul><li>Perceived need for safety, trust, access control to allow sharing of immature ideas </li></ul></ul><ul><li>Transient through use of cloud </li></ul><ul><ul><li>vs. persistent (in-house storage) </li></ul></ul><ul><li>For technologically savvy individuals </li></ul><ul><ul><li>vs. novices </li></ul></ul>
  18. 18. Managed knowledge / learning environment (MLE) Tim Hand (2007)
  19. 19. Examples of MLEs for professional learning <ul><li>Collaborative projects </li></ul><ul><ul><li>Groupware systems </li></ul></ul><ul><ul><li>Shared webspaces </li></ul></ul><ul><li>Intra-organisational systems </li></ul><ul><ul><li>Document sharing </li></ul></ul><ul><ul><li>Intranet </li></ul></ul><ul><ul><li>CRM systems </li></ul></ul>
  20. 20. Issues with MLEs <ul><li>Controlled, persistent (in house storage) </li></ul><ul><ul><li>Inflexible, rigid </li></ul></ul><ul><li>Closedness of MLE systems </li></ul><ul><ul><li>Access control, privacy </li></ul></ul><ul><ul><li>Internally oriented </li></ul></ul><ul><ul><li>Not integrated in day-to-day toolbox </li></ul></ul><ul><li>Pre-structured (explicit) information </li></ul><ul><ul><li>Vs. freedom of learning / unpredictability </li></ul></ul><ul><li>Also for novices </li></ul><ul><ul><li>Not intuitive for technology savvy individuals </li></ul></ul>
  21. 21. Best of both worlds? Hybrid systems <ul><li>Examples: </li></ul><ul><ul><li>ALT-C Crowdvine </li></ul></ul><ul><ul><li>CCK course </li></ul></ul><ul><ul><li>USpace project </li></ul></ul><ul><ul><li>Biebkracht.nl (Public libraries – on Drupal) </li></ul></ul><ul><ul><li>OUNL e-learning course (on Ning) </li></ul></ul>
  22. 22. Crowdvine
  23. 23. Connectivism & connective knowledge
  24. 24. http://USpace.org.uk
  25. 25. Public libraries
  26. 26. OUNL e-learning course
  27. 27. Tim Hand (2007)
  28. 28. Aspects of hybrid networking systems <ul><li>Organisational control </li></ul><ul><ul><li>Local server (persistence) </li></ul></ul><ul><ul><li>Outside feeds are stored </li></ul></ul><ul><ul><li>Access control can be implemented </li></ul></ul><ul><li>Individual freedom / flexibility </li></ul><ul><ul><li>PLE users can ‘inject’ (selective) feeds from external tools, such as Twitter, blog, etc </li></ul></ul><ul><ul><li>MLE users can use ‘internal’ tools, but choose to ‘publish’ contributions </li></ul></ul>
  29. 29. Aspects of hybrid networking systems <ul><li>Offer maximum user control within organisational control boundaries </li></ul><ul><ul><li>Self-management: </li></ul></ul><ul><ul><ul><li>User profile, contacts, external feeds, etc. </li></ul></ul></ul><ul><ul><li>Self-organisation: </li></ul></ul><ul><ul><ul><li>Create subgroups / teams </li></ul></ul></ul><ul><ul><ul><li>Free tagging / structuring of contributions </li></ul></ul></ul><ul><ul><li>Access control: </li></ul></ul><ul><ul><ul><li>Private, limited, public </li></ul></ul></ul>
  30. 30. Aspects of hybrid networking systems <ul><li>Scaffolding </li></ul><ul><ul><li>Safe, low complexity environment for novices (only use internal MLE tools) </li></ul></ul><ul><ul><li>Medium complexity: e.g. use internal MLE blogging tool, but external social bookmarking, or export feed of public contributions </li></ul></ul><ul><ul><li>Full complexity: use your own PLE, but ‘inject’ your learning into the MLE </li></ul></ul>
  31. 31. Q&A <ul><li>http://www.netvibes.com/sverjans/ </li></ul><ul><li>http://twitter.com/sverjans </li></ul><ul><li>http://slideshare.net/sverjans/ </li></ul><ul><li>http:// celstec.org / </li></ul><ul><li>http://portal.ou.nl/ </li></ul>

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