Sat.Oct 05, 2019 - Fri.Oct 11, 2019

from training to learning

Harold Jarche

While social learning may be one the currently hot new trends in the education and training fields, we have known for a while “why tried-and-true training methods don’t work anymore”, as discussed by Brigitte Jordan (1937-2016) in the mid-1990’s while working at the Institute for Research on Learning. Here are the highlights — From Training to Learning in the New Economy. Based on the idea that training consists of the transfer of authoritative knowledge from expert instructor to novice learner, it capitalized on the notion that knowledge can be packaged into units, modules and lectures, and delivered in standardized fashion to “the work force” Conventional training departments are set up to “cascade” training modules throughout the company but are, by and large, not prepared to assist large numbers of employees with the highly individualized career preparation many forward-looking employees now desire. Whatever learning needs to happen for getting work done at the front line — on production floors, in sales, or in customer service — often is not generated, or even recognized as needed, by the training organizations. We need to shift from an emphasis on training and all that implies, to an emphasis on learning (and all that implies). Learning is inherent in human nature. Learning is fundamentally social. Learning shapes identity. Informal learning is crucial in the workplace. In a fundamental way, all work is about learning: it is about learning to fit in and to collaborate, about learning to take initiative when appropriate, it is about really understanding customers, about acquiring intimate knowledge of the products and services the company sells and how they can fit into customers’ lives. If it is true that we need to erase the distinction between learning and work, if it is true that learning is work and work is learning, then our most challenging question becomes: how can we construct and organize work environments in such a way that they support the kinds of learning that are useful and productive for employees, for work groups and for companies. We have found no easy recipe, no universal set of prescriptions for doing that. What we have collected is a motley set of insights, of pragmatic maxims and design recommendations that serve as reminders of what the important issues and pitfalls are in this kind of endeavor. View learning as work and work as learning. Foster a view of knowledge as socially constructed rather than “transferred”. Recognize and value informal communities of practice. Foster peer-to-peer learning and co-construction of knowledge. Consider where person-to-person modeling and peer-learning are more powerful. Identify and advertise local experts so help is more easily found when needed. Foster lateral communication between individuals and peer groups. I came across this paper many years ago and it continues to inform my own practice. Jordan’s insights have aged very well. SocialLearning

How We Learned to Prosper Using Fewer Resources

Irving Wladawsky-Berger

“We have finally learned how to tread more lightly on our planet. It’s about time,” writes Andrew McAfee in the Introduction to his new book, More from Less : The Surprising Story of How We Learned to Prosper Using Fewer Resources - and What Happens Next.

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Digital Learning 4.0: How to Guarantee Measurable Learner Impact Where Others Have Failed

Stephen Downes: Half an Hour

Summary of: Digital Learning 4.0: How to Guarantee Measurable Learner Impact Where Others Have Failed Paul Hunter Director Digital Learning, IMD Business School IMD is a business school based in Switzerland.

How To 211

3 Ideas for Including Gamification in Your Retail Training Program

TOPYX LMS

Game-based training is a fantastic motivator for employee learning. When incorporated into training, games improve learners’ self-confidence by 20 percent, increase knowledge retention by 90 percent, and boost the number of completed tasks by a whopping 300 percent.

connecting the curious

Harold Jarche

Why do students often ask — will this be on the test? It’s because they have figured out the game called education. They are told what to study, what is important, and for how long. Each school year they play the game anew.

Class 263

Four Tips To Boost Your Personal Resilience While Doing Nonprofit Work

Beth Kanter

Photo by Amanda/Flicker. I am thrilled to be presenting with my colleague, Ananda Leeke in Boston next week at the Resilience at Work Conference. We will be doing early morning sessions to engage participants in some mindful moment and movement exercises.

Tips 87

The Gen Z Learning Journey From Higher Education To The Workplace

Stephen Downes: Half an Hour

Summary of a presentation: The Gen Z Learning Journey From Higher Education To The Workplace Giselle Kovary, M.A., President n-gen People Performance Inc. I want to cover research on Gen Z, especially from a Canadian context. They're more 1996 than 2012.

More Trending

change takes time and effort

Harold Jarche

The idea that generalists and soft skills are needed in the modern workplace seems to be hitting the mainstream of HR, L&D, etc. I have written about these for the past decade or more, and I think it’s necessary to clarify some of the discussion. Wicked problems need neo-generalists.

Change 211

Icebreakers for Online Meetings That Introverts Will Love

Beth Kanter

In my work as a trainer and facilitator, I make workshops and master classes as interactive as possible, incorporating peer discussion, movement, and creativity. I feel this makes a better learning experience. The same goes for in-person meetings.

The 2019 National Survey of Online Learning in Canadian Post-secondary Education: Preliminary Results and Implications

Stephen Downes: Half an Hour

Summary of the presentation The 2019 National Survey of Online Learning in Canadian Post-secondary Education: Preliminary Results and Implications. Moderated by Tony Bates. This is a follow-up from the first survey from 2017.

Survey 184

Hearables

Stephen Downes: Half an Hour

Summary of the talk "Hearables" by Rory McGreal Photo: Nobuko Fujita - What are they – Hunn 2014 – speaker-microphone in-ear with AI - Progressive development from earphones, hearing aids, etc - Can monitor: Blood pressure – stress, excitement Etc.

Price 179

Educating the Next Generation Workforce: Preparing Students to Meet Employers’ Expectations

Stephen Downes: Half an Hour

Summary of 'Educating the Next Generation Workforce: Preparing Students to Meet Employers’ Expectations' by Susan Aldridge, President (ret), Drexel University There are new types of jobs for students gradauating today, and new learning opportunities in igital labs, etc.

From Anxiety to Opportunity - The next 20 years of learning innovation

Stephen Downes: Half an Hour

Summary of 'From Anxiety to Opportunity - The next 20 years of learning innovation', John Baker, CEO, D2L. To look at the future it's helpful to understand the present and where we've been in the past. It's 20 years since D2L started - it has been a bit of a blur.

Teaching and Learning in the Digital Age for Indigenous Learners

Stephen Downes: Half an Hour

Summary of Teaching and Learning in the Digital Age for Indigenous Learners With Robert Andrews, Executive Director, Aboriginal Financial Officers Association of Alberta Deborah Hurst, Dean of Business, Athabasca University DeAnne Lightning, AU-FB BComm Student Robert Andrews Video Talking about the program they have with Athabasca University, to increase the managerial capacity of First Nations communities. We worked with the CPA, which provided some funding. There are challenges which aren't typical for students in a more traditional academic environment. A lot of the PSE had policies very inflexible to the needs of indigenous learners. The policies tended to create barriers for these learners. Also, around web-based learning, a lot of the learners weren't successful, so we needed to combine the flexibility of the program, with an in-person shared experience. This was important for the learners and helped contextualize the learning for them. We crafted such a model with Athabasca University, and layered on the structure of the program on top of the online learning offered by AU. It allowed them to be able to navigate their life experiences that might take them away from the course. Deborah Hurst We did a systematic review to address barriers to success. 2018 report. We noted that there was poor quality instruction in K12 system, and many of the graduates weren't prepared. There were also barriers around racism. We felt that working online might help address this some. There were also lower expectations attributed to indigenous students, which became a self-fulfilling prophecy. And there were emotional factors associated with being away from home and family. These occurred with more frequency with this demographic. And then at university there's the need to find colleagues. And then cost and associated factors were barriers. We put all of our majors under one umbrella 'BComm'. And we assembled an instructional team including the professor and the indigenous mentor (Robert in this case). And we created a psychologically safe environment, away from the 'norm', an off-site locaton where the mentor and professor could come together with the students so they could create a learning community. We believe it's working. The new BComm program design combines the typical online individualized study model (with online materials and tutors) and overlayed it with onsite paced sessions at the beginning, middle and end of the course. This allowed us a structured way to present how to learn at AU, present student services and all the supports they needed, etc. This contrasts with a previous group that failed because we didn't understand the level of comfort with the tech and the support needs. So we brought them together, we worked through all the little problems. We had faculty go through sensitivity, so they learn eg., about words that trigger, say, memories of residential school. We set it up this way because of th culture and because we wanted a safe environment, but also because we wanted to create a safe environment for students. We walk them through gently and carefully. In the process of doing that we were able to discover and address learning gaps, for example, numeracy skills were often a challenge. This allowed us to select additional courses or tools that will help them master the skills (eg. a math tutor softwrae app). Why do we think it's working? We did create a culturally safe environment. People were working together to succeed. We saw people back away from math - they didn't want to take the risk - but we created an environment where that would be possible. They were able to bring their own cultural knowledge into the learning situation. The mentor was able to help advise the faculty member learn how to interact with the students. And we focused on improved teacher-student interaction. We also employed prior learning recognition, especially eg. credentials from AFOA. But also even mothers and grandmothers came in with lots of prior experience and learning. We also had student advisors come out of the office and come on site and talk with students face-to-face and learn their stories. "We were giving them back a dream they didn't think they could have." We were up against factors designed to make the university efficient. We have 40K students, 18K is business, we have to be efficient. DeAnne Lightning That was a good day when we got our university-branded bags. My father is a residential school survivor, was released, took several job, took a bus to Toronto, and then back in 1967 came back to the reserve. He was a nation leader for 11 years. In his mid-60s decided to attend university for the first time. I am a single mother, I work full time, I run the Nation's food ban, and in programs that help people enter the workforce. I help alleviate the obstacles and barriers that keep so many of our people down. The legacy of the residential schools has created many of the problems of today, as anger and dysfunction are passed down from generation to generation. We still live with gang activity, violence, drug abuse, rampant racism, and a high suicide rate. Plus high unemployment and lack of services. It's a struggle for survival. This program has taken steps to help people achieve their education, but also to achieve resiliency, and support our community needs. We meet once a month on weekends. Otherwise, we work online. We also have access to university supports, and of course to each other. The students are mostly able to leave their stress at the door. We laugh a lot. It's not a competition; we all want to see each other succeed. If you had told me six years ago when I had no job security that I'd be half way to my BComm, I wouldn't have believed you. And I've had kids say to me "Your my inspiration." That's what assures me I'm on the right track. And if this has the ripple effects through our communty, this can be a turning point for our people. Deborah Hurst What is the core take-away: - it's a collaborative approach involving both orgaizations - we revealed systematic barriers for a new kind of safe learning environment - we had to add extra time for numeracy skills and other challenges - we needed manual processes for registration and credit transfer and advisory suppprt - faculty and staff took on extra work - they said "We're not set up for this" but they do it because it's the right thing to do - and the courses are not dumbed down. We don't reduce the quality, but we add extra support. Next steps - we're continuing the program - we're looking at adding honorable exit points with additional certificates - when they drop out for lie reasons, we still have the opportunity for individualized studies, so they don't have to repeat the course - we're looking at lanching a new cohort - and we're looking at plans to develop graduate programming in 2020 Questions Exploring some of the tensions between the western view of business education and indigenous culture. We're still looking to qualify for the certificates, etc., but we're looking at the broader view. We have a long way to go. And as we take each course to the group, the instructor is in situ trying to make adjustments. Has technology been an issue? Yes. It took us 1-2 hours just to get online and navigate the whole online thing (I was thinking, our poor teacher). We don't have good internet access; sometimes I go into town 10 km away. Question: what are the extra barriers for men. The course was all women. Even in the band office, it seems to be mostly women. It's really hard to say. Also, we've had people who graduated from other programs who have agreed to come and advise us, and these people have been invaluable. We're looking at a new course, 'Building an Indigenous business.' Comment: need for the in-person get-together. Student crisis is the biggest challenge for First Nations. What are the males doing, they're waiting in the parking lot for the women to get out of class. There's a trust issue. Student crisis issues are ongoing. Suicide. People getting kicked out of the house. How do you address that online-onl? How do you address elder support? We don't provide counseling ourselves, but there is the mentor to act as a go-between. We provide deferrals, extensions, etc. and we can transfer them to individual study to give them a chance to complete their course.

Course 151

Shaping (As Opposed to Stumbling Into It!) – The Future of Online Learning and Training

Stephen Downes: Half an Hour

Shaping (As Opposed to Stumbling Into It!) – The Future of Online Learning and Training Stephen Murgatroyd, PhD, Chief Innovation Officer Contact North | Contact Nord These are summary notes of the talk, taken by me, “I’m here because I’m old….

The impacts of Data Science, Machine Learning and Artificial Intelligence on Learning and Development

Stephen Downes: Half an Hour

Summary of a talk by Alan Bostakian, Senior Analyst, TD Bank - Future Ready project Why? The field is moving extremely fast and very soon all professionals will need to have some level of understanding about them. These areas help is in upskilling, instructional design, instructon, coaching, more.

Data 141