The Challenges of Implementing Learning 2.0
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The challenges of implementing Learning 2.0 for designers, instructors and learners should not be underestimated! But the maturity of the technologies, the evolving business environment, and the embrace of the read/write/share mind-set by users everywhere creates a moment of acceptance for this new instructional model. This is a compelling look at the Learning 2.0 value proposition: pervasive learning, a shorter path to the content, utilizing the multiplier effect of technology, and low-profile support needs.
![Defining Web 2.0 “The best thing about web 2.0 is that -- nobody knows what the [heck] it means. Even the ones who coined the term are still struggling to find a compact definition. And this is the true beauty and power of Web 2.0 -- it makes people think.” Kathy Sierra, “The best thing about web 2.0,” October 11, 2005, Creating Passionate Users blog http://headrush.typepad.com/creating_passionate_users/2005/10/the_best_thing_.html 2 c 2009 Chris King](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The Challenges of Implementing Learning 2.0
- 1. Web 2.0: Big, Vague, Beautiful The Challenges of Implementing Learning 2.0 Chris King, PMP
- 2. Defining Web 2.0 “The best thing about web 2.0 is that -- nobody knows what the [heck] it means. Even the ones who coined the term are still struggling to find a compact definition. And this is the true beauty and power of Web 2.0 -- it makes people think.” Kathy Sierra, “The best thing about web 2.0,” October 11, 2005, Creating Passionate Users blog http://headrush.typepad.com/creating_passionate_users/2005/10/the_best_thing_.html 2 c 2009 Chris King
- 3. 3 c 2009 Chris King Processes needed for Learning (traditional classroom activates all of these for the most part…)
- 4. 4 c 2009 Chris King Processes activated by most WBT (WBT’s sweet spot is Simulation and (mostly) Practice…)
- 5. 5 c 2009 Chris King Processes activated by Learning 2.0 (the more active processes, the more effective and efficient the learning…)
- 6. Key Web 2.0 Concepts 6 c 2009 Chris King
- 7. Web 2.0 attitude 7 c 2009 Chris King
- 8. Why Now? 8 c 2009 Chris King
- 9. Technology is tested, proven, and accepted c 2009 Chris King 9
- 10. c 2009 Chris King 10 Physical dispersal creates a need for better collaboration and connectedness
- 11. c 2009 Chris King 11 The best thing that can be said about most e-learning is that gives you the sensation of a coma without the worry or inconvenience Slide courtesy of Anders Gronstadt, Gronstadt Consulting
- 12. c 2009 Chris King 12
- 13. But still, why now? c 2009 Chris King 13
- 14. Nearing the tipping point c 2009 Chris King 14 There is a growing acknowledgement from business leaders that learning must happen continuously
- 15. Nearing the tipping point c 2009 Chris King 15 There is a demand from a workforce increasingly familiar with Web 2.0 tools and concepts
- 16. Nearing the tipping point c 2009 Chris King 16 There is a business climate where speed is valued over complexity; flexibility over comprehen-siveness
- 17. This stuff really works 17 c 2009 Chris King It is well-suited for smaller, more frequently accessed instructional chunks
- 18. This stuff really works 18 c 2009 Chris King The path to content is shorter, satisfying shrinking attention-spans
- 19. This stuff really works 19 c 2009 Chris King Technology is a multiplier, extending learning beyond the classroom
- 20. This stuff really works c 2009 Chris King 20 Low-profile learning (often user-generated) has low overhead and low barriers to creation
- 21. The Bottom Line 21 c 2009 Chris King
- 22. c 2009 Chris King 22 “ To be persuasive, we must be believable. To be believable, we must be credible. To be credible, we must be truthful. Edward R. Murrow ”
- 23. SKY pie c 2009 Chris King 23
- 24. Bottom Line 24 This is hard. c 2009 Chris King
- 25. Bottom Line 25 c 2009 Chris King
- 26. Bottom Line c 2009 Chris King 26 The challenges of integrating Learning 2.0 for designers, instructors and learners should not be underestimated.
- 27. Ch-ch-ch-changes (with apologies to David Bowie) c 2009 Chris King 27
- 28. c 2009 Chris King 28
- 29. Instructional Designers Must design for a variety of motivational levels Extend learning beyond the event Number of interactions increases as classroom time decreases 29 c 2009 Chris King
- 30. c 2009 Chris King 30 D3 D4 D2 D1 Competence Commitment Hersey Blanchard Motivational Archetypes
- 31. c 2009 Chris King 31 D3 D4 Low competence, high commitment D2 D1 Competence Commitment Hersey Blanchard Motivational Archetypes
- 32. c 2009 Chris King 32 D3 D4 Some competence, low commitment D2 D1 Competence Commitment Hersey Blanchard Motivational Archetypes
- 33. c 2009 Chris King 33 D3 D4 High competence, variable commitment D2 D1 Competence Commitment Hersey Blanchard Motivational Archetypes
- 34. c 2009 Chris King 34 D3 D4 High competence, high commitment D2 D1 Competence Commitment Hersey Blanchard Motivational Archetypes
- 35. Beyond the classroom c 2009 Chris King 35
- 36. Changing ID priorities Classroom Time Interactions with Content 36 c 2009 Chris King
- 37. Instructors Familiar rituals Subtle and not-so-subtle changes Pre- and post-course workload increasing 37 c 2009 Chris King
- 38. Instructors still… c 2009 Chris King 38
- 39. But now… 39 c 2009 Chris King
- 40. Learners Violated Adult Learning principles Technology inhibits before it enhances Don’t assume tool competency Management as a barrier 40 c 2009 Chris King
- 41. “I’m scared…hold me” 41 c 2009 Chris King Adults learn best in a safe, inclusive, comfortable environment where their opinions are respected, their learning has practical applications, there are opportunities to share experiences, and which accommodates different levels of self-direction. Learning 2.0 violates some of these principles!
- 42. Generational divide overstated They are more used to: OMG! BOOMS! C/W 2 EZ, JMO. But U R a KIA. JK! SRSLY, RTFM. 42 c 2009 Chris King Younger workers are no smarter about using Web 2.0 for learning!
- 43. The final obstacle c 2009 Chris King 43 You must convince Managers to trust this new style of learning by incorporating Learning 2.0 into Management Training
- 44. Putting it into practice 44 c 2009 Chris King
- 46. Students responsible for exploring the topics in between class sessions
- 47. Session focused on discussing application and answering questions
- 51. Simulation of a classroom application of the tool
- 55. Bottom Line 49 This is hard. c 2009 Chris King Reminder:
- 56. A brave new world… The challenges of integrating Learning 2.0 for designers, instructors and learners should not be underestimated. This stuff requires more, not less, people to make it work This isn’t threatening your employment – your current job, maybe, but not your paycheck! 50 c 2009 Chris King
- 57. Thank you! Chris King, PMP cking@sevatec.com, 571.228.0253 c 2009 Chris King 51
Hinweis der Redaktion
- Because now is the moment of acceptance!
- Are you familiar with Gartner’s Hype Cycle? This tracks the progress of technologies towards acceptance by mainstream users. The stages are the Technology TriggerThe Peak of Inflated ExpectationsThe Trough of DisillusionmentThe Slope of Enlightenment and The Plateau of ProductivityCheck out where we are in the hype cycle for these emerging technologies. This is from 2008. Notice where some Learning 2.0 tools are on the curve. Microblogging (Twitter)Social Computing Platforms (blogs, wikis, tagging, RSS, social networking)Public Virtual Worlds (Second Life)Web 2.0 (of course)BloggingWikisAnd perhaps most importantly, Basic Web Services, which is the architectural backbone behind Web 2.0. And note that Web Services took less than 2 years to reach mainstream adoption. That’s a testament to its power!Now, all of this to say that we are at a moment of acceptance for web 2.0 tools. And that has important implications for those of us trying to figure out how to better train people!So, the technology is being accepted. And there are currently two important trends converging on this moment of acceptance….
- Now let’s look at who is impacted by all of this hard stuff and how.
- Another new design framework made possible by Learning 2.0 is the extension of learning beyond a single event. The technology allows an eight hour course to be delivered in eight one-hour blocks once a week over two months. Blogs and wikis allow for the discussion to continue in the time between class sessions. Podcasts and RSS deliver content to the learners in measured doses, keeping the information fresh in their minds. Although this requires more forethought from designers, the greater granularity allows for better retention rates and deeper learning.
- The other part of the adult learner equation is management. As much as we need to communicate the new expectations of Learning 2.0 to our learners, we must spend equal time educating managers on the expectations and benefits of this new learning style. Managers are accustomed to losing a day or two of productivity when sending their people to training. As formal course time is shrinking, they need to expect the frequency of work interruptions to increase even though the duration is decreasing. We have to educateManagers on the advantages of learners staying engaged with the topic longer. Workers may be back at their desks, but the learning continues. It is up to us to communicate this value to managers.What’s the best way to accomplish this? Incorporate Learning 2.0 into your management development programs and let managers encounter the power of Learning 2.0 for themselves. The best way for managers to appreciate both the power of Learning 2.0 and the difference fromtraditioal learning is to experience it first-hand.END LEARNER SECTION
- Now, what I want to do in this part is solicit some examples from you guys. I’ll give you an example of one of the things I’ve done, and then I’d like you to share some of your stories. Good or bad. Let’s end with a general discussion of Learning 2.0, both the perils and the successes.