New Models by Mayra Soto

Google 2006 Training Summit

Learning in Synch with Life: New Models, New Processes

George Siemens Complexive Systems Inc.

April 28, 2006

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Google 2006 Training Summit: Learning in Synch with Life

Intentions of this Whitepaper

Evaluate diverse needs of learners today

Detail shortcomings of courses/content and LMS' in meeting those needs

Recast learning as a network formation process, occurring within the structure of organizational ecologies (connectivism)

Detail implementation concerns and challenges

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Google 2006 Training Summit: Learning in Synch with Life

What’s changing? Learning is a strategic tool which enables corporations to achieve their business goals. Complex environments provide challenges of rapid change and global competition, requiring organizations to align professional development with business realities. Models of learning that have served the industrial era are not capable of addressing the opportunities inherent in quickly changing environments. How do learners “accumulate” their learning and demonstrate competence and capability? How do learners filter and aggregate overwhelming information flows? How can learners craft learning networks as alternatives to static course and content-based views of learning? These questions present the key challenges facing organizational leaders. The structure of society has changed, yet learning structures remain as conceived several centuries ago. Learning is generally equated with formal activities such as courses - whether online (through an LMS) or in a classroom. Traditional courses, as hierarchical content presentation, lose effectiveness in rapidly developing climates where information changes daily. Courses also present a monochromatic view of needed skills and information; most learning happens outside of courses through communities, informal conversation, personal research, reflection, and other network-forming activities. Many companies continue to work against the natural structure of learning already occurring among employees. Instead of augmenting existing activities, learners are asked to step out of life processes and engage in learning isolated from implementation. A learning model is required that is reflective of the challenges and opportunities facing learners today. Personal learning networks and learning ecologies (diverse, multi-faceted learning spaces where specific tasks are aligned with the unique nature of different learning approaches) provide effective means for corporations to advance goals and objectives by integrating (synching) learning activities with ongoing work/life activities of employees.

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Google 2006 Training Summit: Learning in Synch with Life

The key changes facing learners and organizations today include: • Societal changes – learners are changing due to technology emersion (“millennials” according to Diana Oblinger) • Technology – continual advances and innovation create expectations of end users for continual improvement and additional functionality • Globalization – competition (and opportunities) are emerging in many markets not previously accessible by most corporations. Globalization requires awareness of the nuances of each market, while still achieving intended corporate goals and strategies • Rapid pace of information development – information growth means that learners are no longer able to handle and make sense of everything on their own – they need to rely on technology and networks to store information and knowledge. New skills are required. • Decentralization – The center cannot hold. Complexity requires a breakdown of central elements to create structures that are capable of rapid adaptation and growth.

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Google 2006 Training Summit: Learning in Synch with Life

I. Needs of learners today Learning, life, and knowledge The challenges of learning in complex environments are compounded by the learning approaches adopted by most corporations. Learning is created as a model where “life stops” and “learning starts”. Work activities are interrupted while the learner pursues needed knowledge. This is often required, but many learning activities can be embedded in work-related processes, enabling the employee to continue working, and the corporation to benefit from ongoing productivity. Not only does an embedded and integrated learning/life model result in more cost-effective approaches; the impact of the learning is more effective as it is presented at the point of need (and in the right format).

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Google 2006 Training Summit: Learning in Synch with Life

Perhaps the greatest challenge to learning is the diminishing life of knowledge. As recently as 1960, an individual could acquire a degree and spend a lifetime in a career. Today, knowledge has a diminishing half-life (the time that is required until half the knowledge acquired is obsolete). In this model, courses are unable to adjust quickly enough. The currency gap created by the inability of courses to stay current in a knowledge space translates directly into lost profits and lost opportunities. University of California at Berkley (2002, How Much Information?) reported a 75% increase in information over a two year period. When information - the basis of knowledge – changes, the knowledge of a field also changes. Functioning in this environment requires new skills on the part of learners, and new approaches on the part of corporations. Learning can no longer be seen as an activity separate from other information and knowledge-based activities. Learning, knowledge management, content management, information management, and other knowledge capital systems must function coherently as a whole.

If content consumption and transfer is viewed as the base of learning (as is inherent in courses), the learning experience is subject to boundaries – a beginning and an end. This contrasts with the needs of learners to have access to continual, cyclical learning – a stream, not reservoir.

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Google 2006 Training Summit: Learning in Synch with Life

Do we need an information filter? In traditional models of instructional design, content is filtered in advance of the learning process. Instructional designers define knowledge needed and deselect other elements. End result: potentially relevant knowledge is eliminated in advance by a course designer who may not be aware of the context in which the knowledge will be needed by the learner. In a dynamic learning model, the needed knowledge is filtered by the network itself. The needed information is selected, weighted, and authenticated in the process of learning and functioning. This model, while disturbing to managers who are used to structured approaches, is in synch with the manner in which learners function in their personal areas of interest. Learning is a nebulous, chaotic, continual and sometimes confusing process. Organizations which adopt this understanding can create approaches which foster innovation and provide a stream of current, relevant knowledge for decision makers.

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Google 2006 Training Summit: Learning in Synch with Life

II. Where are learning models failing? Structures and Spaces: Rethinking Learning Learning is generally conceived as content acquisition. As mentioned previously, this model is challenged when content and information develop at a pace that exceeds the capacity of individuals to filter and interpret. Learning can best be seen as a process of network formation – where the knowledge needed is kept within the network created by employees.

Capacity is increased not solely when a learner learns something. Capacity is increased when one specialized node comes in contact with another specialized node. The connection of specialized entities creates a robust, rich learning opportunity – exponentially amplified by their specialization and connections. Karen Stephenson states: “I store my knowledge in my friends’”. Networks permit learners to extend their capacity and competence through connection-forming.

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Google 2006 Training Summit: Learning in Synch with Life

We need to rethink our structures and our spaces If learning is a function of conversations and connections, rather than content, tools for learning are out of synch with learner’s needs. Most courses and LMS’ are designed as static, sequential tools and processes. An approach is required that is nurtured and fostered, rather than static and contrived.

Little pieces, everywhere – how do we make it whole? Contrary to emerging research on the nature of learning (neurology (Restak, Ratey), systems thinking (Senge), chaos theory (Gleick), and network theory (Barabási)), corporate learning is generally structured and hierarchical. Most technology tools perpetuate the ineffective attributes of classroom-based learning, assuming that structure translates into achievement of learning outcomes. The educational models that have served previous generations must be replaced for greater relevance to today's needs. Society has become decentralized and distributed; our learning models need a similar adjustment. The adoption of elearning affords organizations an opportunity to rethink the role and process of learning within their unique environments. In this model, learning is held not in the mind of a single learner (things simply move too fast for that), but rather in a network of distributed elements. Complex tasks and understandings are in the aggregate of the team, department or company.

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Google 2006 Training Summit: Learning in Synch with Life

Learning is rich, multi-faceted experience, where the whole picture of a discipline or space is held in the connected elements of individuals. Each individual in a network holds a part of the entire piece (contrast this with the model where learning is designed by one individual in advance of needed learning). Edwin Hutchins (http://hci.ucsd.edu/lab/) promotes views of learning as distributed across an environment consisting of individuals and technology.

What is needed? Different tools and processes are required to meet the challenges and opportunities inherent in global, distributed corporations. A process and tool is required that: - Enables conversation - Captures knowledge - Permits co-content creation - Is decentralized - Permits diverse (and divergent) opinions, cultures, experiences - Aggregates distributed elements - Captures elements of culture and context - Filters and adapts to information needs and climate (yet remains anchored to clear targets established by organizational strategy) - Builds learner competence to function in this environment - A space for gurus and beginners to connect - A space for self-expression - A space for dialogue, debate, brainstorming - A space to learn in a structured manner - Personalized and learner-controlled - Just in time learning and knowledge provision

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Google 2006 Training Summit: Learning in Synch with Life

III. Learning as network formation A Solution: Learning Networks and Ecologies Our tools are linear â&#x20AC;&#x201C; intended to transmit knowledge and information. Distributed tools and processes enable learners to experience learning as they experience life. Instead of static content presentation views of learning, a learning ecology attends to the high-pace of information, the ongoing challenge of contextualization, and the multiple elements of the learning process (sometimes knowledge transfer is needed, other times collaboration is required). Ecologies are complex, systemic, and adaptive â&#x20AC;&#x201C; capable of reacting and adjusting to external pressures and internal developments. The ecology itself is a distributed entity. The ecology houses the learning that occurs through learning networks. Not all learning challenges and opportunities can be served by a static model, and not all learning can be served by dynamic models. The required learning needs to be appropriately matched by the most effective tool, approach, and process.

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Google 2006 Training Summit: Learning in Synch with Life

A learning ecology provides for integration of numerous approaches and models of learning. In an ecology, intended learning is aligned with best approach (for example, social learning with a community, or knowledge development with an LMS) and the best medium. The unique needs of each learning experience drive the selection of the learning approach and method.

When organizations understand how learning occurs, they can foster connections, and make existing connections explicit. The intended task of learning must be matched with the right approach and the right medium. Individual training activities need to occur in light of the whole: • Where do LMS fail? Where do they succeed? • What more is needed? • Social interactions…connections for currency…linked to life, linked to learning. • Value informal learning. • Promote principles of diversity of perspective…shared understanding, headspace – promotion/marketing.

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Google 2006 Training Summit: Learning in Synch with Life

• • • • •

Emotional aspects. It’s not about learning – it’s about finding ways to do what is known. Most people know more than what they do. Doing is key. Getting to do (motivation) the right thing (guidance) in the right manner (wisdom) at the right time creates the foundation for relevant, needed action. Activity must be performed in the context of the larger space of work/life – i.e. align with strategy. Which media best fosters required learning? Careful consideration of task and available resources ensures the organization achieves the learning desired. Rapid, reflective, mentored, just in time, formal, informal, or community-based learning all have an appropriate context of use.

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Google 2006 Training Summit: Learning in Synch with Life

IV. Challenges and opportunities What are the challenges of connectivism adoption? - Knowing what’s important (filtering information …or relying on trusted filters) - Balancing work, life, and valuing the learning and knowledge of each domain - Learners need to seek out and repurpose learning and knowledge and apply to new spaces. This is a function of the new skills needed. - Learners cannot be expected to function in new spaces and structures without developing required skills - Organizations need to see and value the power and effectiveness of informal learning - Learning needs to be created in line with the needs of the learner – contextualized, task-focused, and at the point of need How to achieve intentional aims through decentralized means? This question, perhaps more than any other, summarizes the key challenge facing organizations. As people are distributed - geographically and culturally – organizations must create learning structures that create a common understanding of the key values and principles that drive behavior. The shared understanding that has previously been created through centralized means (courses, newsletters, and other hierarchical, content-based structures) must now be communicated through decentralized means. The pieces complete the whole. The future success of corporations will be linked to their ability to harness the distributed workforce toward achievement of clear, intentional targets. Implementation Implementing decentralized learning models can reduce costs and improve learning quality (which in turn improves business results). Implementation, however, does not occur without challenges. The following suggestions provide a framework for moving toward change: • Analysis before implementation can prevent costly errors. Consider which elements are critical and how they relate and potentially impact learning design • Develop a systems view. See how the elements influence each other • Develop the skills of learners. In decentralized environments, learners need to be given needed skills – teach them how to learn

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Google 2006 Training Summit: Learning in Synch with Life

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Provide information filtering and aggregation to reduce the flow of information. Encourage learners to develop and rely on their own personal learning network (both internal and external to the organization) Develop an iterative model – continually solicit concerns, frustrations with the ecology, missing elements, lack of skills on the part of learners, or ineffective design. Constant testing, tweaking, and nurturing will provide learners with the support needed in the learning ecology Think two-way. Freedom, while disruptive to centralized and controlled structures, can assist a company in innovating by bringing in voices from the fringe elements. Don’t create the learning. Create the space in which learning occurs. Connect the organizational analysis, social networks, knowledge, information, and other elements in a way that enables learners to spend their time completing their work tasks (instead of soliciting resources and expertise)

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Google 2006 Training Summit: Learning in Synch with Life

About Complexive Systems Inc. Complexive Systems assists corporations in addressing complex learning and organizational challenges. Complexive Systems Inc. is a consulting and research firm founded and directed by George Siemens. George has been active in promoting alternative views of learning in the elearning field for over a decade. His work on connectivism has gained international attention as a model of learning able to meet the needs of today’s corporations and learners. He is founder of the popular www.elearnspace.org and www.connectivism.ca websites. Complexive partners with clients to provide deep analysis and effective learning models for corporations experiencing radical growth and a distributed work force. Complexive clients include universities, NGOs, services and consulting firms, medical startups, and technology firms. Creating effective learning ecologies requires focused directions within the context of organizational culture and challenges. The image below details the Complexive process for analyzing and planning learning spaces and structures customized to the unique needs of organizations. Complexive Systems helps companies move beyond training. Complexive focuses on corporate culture, business challenges, strategic needs, and capacity growth to enable corporations to transform to the distributed space of today’s business market.

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Google 2006 Training Summit: Learning in Synch with Life

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Google 2006 Training Summit: Learning in Synch with Life