Archives for big question

Learning Circuits Blog Big Question: E-Learning

Posted by  on Tuesday, October 14th 2008     

The Learning Circuits Blog Big Question for October is about E-Learning, specifically:

What advice would you give to someone new to the field (of E-Learning). Where do you start?

  • Particular tools you should explore?
  • Resources you should read? Videos/screencasts you should watch?
  • What would your To Learn List look like?

I’m a current grad student in the Instructional Systems program at Florida State University. I can’t bash my program, because it’s great. :)

I also create E-Learning as a technical course developer at EMC. My list will include the things I have learned on the job as well as in my studies:

  1. Learn and practice a systems-based approach to education (work and school)
    This involves needs analysis of your audience, determining the best method of delivery, knowing how to identify learning objectives, making instruction that enables the learner to “do” whatever it is you are teaching, having a feedback loop so instruction can be updated as needed.
    Where I work, the course developers are expected to be SMEs on the technology for which they write instruction. We have a pretty good system in place for creating very solid technical instruction that meets the needs of our audiences.
    I was so impressed when I started grad school at how “by the book” (literally!) our organization is about creating instruction. The course I am taking this semester is actually like a course we developed for new developers (I wish I could have tested out of this one!!). My classes also have me studying the learning theories in depth, so I am getting a very rounded view of the field.
  2. Understand how to use tools (work)
    We use Saba, Centra, Articulate, image capturing software, image creating software (and have someone who can create nice images, especially  for people like me who are challenged in the making of nice images!), etc.
    For my job, we also have to understand how our software and hardware works and how to make labs available to audiences all over the world. We are starting to use VMware ALOT!!
    I am taking a class next semester that focuses on using Flash for building courses – so hopefully I am going to pick up some awesome new skills!
  3. Learn collaborative online learning theories (school)
    I had a great class about Computer Supported Collaborative Learning last semester. As much as I hate to admit it, I learned a lot from that class. We used tools like Diigo, wikis, Google Docs, and concept maps to collaboratively construct a class. Although some of these tools wouldn’t work in a corporate environment, there are concepts from the class I am trying to incorporate into the courses for which I am responsible.
  4. Use Collaborative “Web 2.0″ tools (school, sort of)
    This is the place I am having the hardest time getting real experience. My school is starting to teach some of these concepts. At work, we’re starting to talk about how to use Learning 2.0 technologies to promote collaborative learning.
    My undergraduate degree is Information Studies, so I have a bit of training in thinking about how information flows, and how to use technology to enable information seeking behavior between groups.  I think this sort of background helps me understand how social media can be used to build and promote collaborative learning environments.
category: big question
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What’s a “To Learn” List

Posted by  on Wednesday, September 17th 2008     

This month’s Big Question over on the Learning Circuits Blog is about To-Learn lists. Here are the specific questions:

  • If you have a to-learn list and are willing to share, and willing to share how you work with that list, that would likely be helpful information.
  • As Knowledge Workers, work and learning are the same, so how does a to-learn list really differ from a to-do list? How are they different than undirected learning through work, blogging, conferences, etc.?
  • Are to-learn lists really important to have? Are they as important as what Jim Collins tells us?
  • Should they be captured? Is so how?
  • How does a to-learn list impact something like a Learning Management System in a Workplace or Educational setting?
  • What skills, practices, behaviors do modern knowledge workers need around to-learn lists?

I don’t have a specific to-learn list. What I do have is a skills-I-need-to-get list. It’s not written down. I have my eye on a career shift of sorts. To make it happen, I have been looking at job ads for this particular place I want to get to in my career. From the job ads, I take note of the common skills or accomplishments a person in that position would have. Those common skills go on my skills-I-need-to-get list.

Then I work on ways to get the skills:

  1. Is there a way to get attached to a project at work that will give me the skill
  2. Do I need to take a class to beef up my skillset? I felt a Master’s degree was something I needed, so I am in grad school
  3. Can I get the skill from volunteering? There are a couple of organizations where I volunteer my time, and they always appreciate the sort of work I do (techie stuff, training, web stuff)
  4. Can I get the skill by practicing it at home? I blog, I play with code, I set up websites…etc. Practice Practice Practice

Here’s something I think would be cool. This is actually part of my entry to EMC’s Innovation Conference. What if there was a way for me to traverse opportunities in my company, and compare the skill set needed for that position to my current skill set? Then I could make an action plan, at work, to advance my career and fill needs in the company. I wouldn’t feel I need to leave the company to advance, and the company wouldn’t loose their investment in  me.  We’re all happy, we all grow together.

I think knowledge workers need that sort of feedback – a snapshot that shows where they are right now with skills, and a road map of how to get to where they want to be at the next level.

If you had all of those sorts of skill sets attached to every open position, wouldn’t that lay bare all the training gaps in your organization? You could attach a way to learn to every skill set in your LMS.

category: big question
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The Big Question: Are there learning design differences for Digital Natives?

Posted by  on Thursday, May 15th 2008     

This month’s Big Question on the Learning Circuits Blog is Are there learning design differences for Digital Natives?

First of all, let’s get this “Digital Natives” definition out the way. A digital native, by definition, is someone who has grown up in the era of electronic communications. Supposedly, this exposure to all things digital has made this generation require new ways of learning, thinking, communicating, etc. In fact, this generation will supposedly demand all content be delivered in a more engaging format.

I for one do not think the title of digital native is accurate. Just because kids have grown up with the Internet does not mean that they are the ones who understand the ways to use it for communication and learning. My son is a great example. He is 19, and is very connected online. However, he has trouble with simple searches for academic information. And don’t get me started on what he puts out there for the entire world to see. He feels if he has to log into a site with a password that what he puts there is private. God help us if he ever decides to run for office.

On the other hand, some of the so-called “Digital Immigrants” have been using and studying the use digital formats for education for the past 30 years. We cannot afford to disenfranchise or discard the work of these old-timers just because there is a “sexy” new definition for electronic experts.

I think the question needs to be:

  • Are there learning design differences for different generations?
  • Are there learning design differences for different technology aptitudes?

As for this current generation that has been exposed to the Internet for most of their lives, I think they need to be taught to critically evaluate information sources. The need to understand how to search for, and find, relevant information. Maybe as designers, our role should be to include ways to search for (and find) credible information related to the instructional topic. I think facilitating the discovery of related information is an important thing to do.

category: big question, Learning Circuits Blog
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