This chart shows the types of learning that were valued most in 2014. Most interesting that Knowledge Shared with Team and Web Search for Resources are at one end of the spectrum (positively) while e-Learning is at the other. Thanks to Jane Hart for her annual research. “What does this mean for L&D departments? It suggests the focus of their work should be in the areas that are seen as high value, e.g.supporting knowledge, sharing across the enterprise, developing self-service resources, offering and guiding group learning opportunities, and building the personal and social learning skills that will ensure all employees can thrive in today’s workplace.”
Contrary to popular belief, instant gratification can be a good thing. Getting instantaneous feedback for our actions is good for us, especially in education. Newer educational environments are more engaging than slow environments of recent years. Social media, mobile gaming, and texting – while all addictive – give us immediate feedback and structuring learning activities in those ways is just what educational environments need in order to evolve. Via Big Think. “In most areas of life, feedback is either nonexistent or delayed. Throughout much of our education it takes days or even weeks for us to determine whether or not we did our homework assignments correctly. We’re at the mercy of our overburdened teachers, and receive feedback only when they’re able to grade our assignments. Tests are similar. It often takes two weeks for tests to be returned, at which point we can see what we didn’t quite understand. Each of these feedback gaps is an impediment to learning.AdvertisingThis is where technology can help. Much has been written about the digitization and gamification of learning. Technologists have painted a picture of the world in which students receive instantaneous feedback for their work inside of a digital whiteboard or classroom — allowing them to quickly correct their mistakes and improve. Others have written about education as a game, in which students gain points and move up levels depending on their performance.”
Establishing an online presence as an academician increases dissemination of research and improves impact. It also allows for discovery of others with similar interests, potential collaborations, and richer knowledge construction. This is how PLNs are born and expanded. The presentation below by Sidneyeve Matrix is full of excellent suggestions.
People often ask how to make their workplace learning more social. They set up space and make structure the environment, but it doesn’t happen. It’s like asking the question “how do I make a video go viral?” You just can’t force it. Jane Hart offer the advice below.
You can’t just “add on“ a discussion space to an online course and expect people to be social
You can’t just “design in” social interaction into online courses and expect people to be social
You can’t force people to be social
You can’t enforce social interaction
You can’t equate social interactivity with learning
This graphic from Hugh MacLeod is a great representation of how organizations can scale successfully. “It’s all about having more people solve more problems for you.” Thanks to Harold Jarche for sharing.
The education startup community has been focused on making the acquisition of credentials more open and democratic. The disrupters – Coursera, Udacity, and others offer alternative credentialing models – which operate on the premise that the same knowledge obtained from courses in a University can be replaced by their own credential. Perhaps we need more of a paradigm shift, where the focus is on creating good jobs. Interesting thoughts from TechCrunch. “With such a labor environment, credentials are becoming even more crucial in differentiating talent, the exact opposite goal we are striving towards today. While it is hardly desirable to reverse our efforts around productivity, if we hope to change the way credentials are used in our economy, Silicon Valley should emphasize more of its resources around rebalancing the labor market rather than merely changing the pieces of paper used.”
Big, personal data is being collected during the learning process. We know this. It is being collected by institutions like Purdue (discussed in this NPR article,) adaptive software companies, software platforms….we have leap frogged regulation and are in unchartered waters. FERPA cannot help us, and this data, while invaluable to educators and institutions if used properly, is also quite valuable when sold by companies who collect it. There is where Larry Lessig stepped in when digitization infringed on copyright. A new digital paradigm called for new digital creativity. Creative Commons was developed to address the gap between technology’s rapid evolution and established regulation that lagged behind. When will the Larry Lessig of Big Data appear? “When students use software as part of the learning process, whether in online or blended courses or doing their own research, they generate massive amounts of data. Scholars are running large-scale experiments using this data to improve teaching; to help students stay motivated and succeed in college; and even to learn more about the brain and the process of learning itself.But with all this potential comes serious concerns. Facebook caused a furor over the past couple of weeks when the company’s lead scientist published a research paper indicating that the social network had tinkered with the news feeds of hundreds of thousands of people in an experiment to see whether their emotions could be influenced.”