Still Pondering….

From further readings I have picked up a couple of points worth remembering. Again they are in no order and will feed into the over design process.  Interesting to note I am very much in the “Analyse”,”Information Gathering” or “Brainstorming Phase” (depending on which framework or methodology you subscribe to) of the Design process:

1.  Prefer a design where Instructions need to be customised rather than standardised

2. Model will not be a static model but a dynamic flow of activities - can be circular/spiral not linear. The learning activities can be organised in a spiral manner so that the learner continually builds  upon what they have learner already (Machowski N.D).

3. Interested in the concept of What? How? and Why?

3. Instructional design begins with the learner and the learner’s expeirence (Siemens 2002)

4. Designers need to understand the needs, desire and methods of potential users (Merholz cited in Nichani 2002).

5. Model is appearing to have a strong foundation in social constructivist theory. Adapted from  (Machowski N.D) the following applies.

This includes:

- emphasis placed on the learner rather than the teacher

- teacher or instructors role will be in scaffolding - but could play a dual role of peer/mentor?

- the learner interacts with learning objects and activities, gains an understanding of these and then comes to their own conceptualisation and solution to the problem. They will actively construct their own understanding 

- autonomy and inititave will be encourage and accepted   

- Learners willl be able to fit new information with what they already know about the problem/situation. They will be given the opportunity to build on prior knowledge

- Learners will be encouraged to come up with their own solutions, test ideas and hypothesise.

- Social negotiation, feedback and discussion will be encouraged as part of the process

- Learners will be able to test what they know about something with other learners in a safe environment

- Collaboration will also be encouraged which provides opportunities for negotiation, testing of knowledge and provide opportunities to improve work systems so it has real world application

Clarifying My Design Model

I haven’t got around to mind mapping this yet - just some topline ideas to see if I am on the right track and an opportunity to clarify my thinking ……..

Background:

Call Centre staff are required to gain and retain knowledge on multiple organisation wide services, department, policies and procedures. This knowledge is dynamic and can change on a daily basis. There is currently no one stop online training solution or knowledge management resource in place to train new staff or offer an opportunity to maintain and update the knowledge of existing staff. This information currently resides in various sources such as databases, corporate web site, hard copy documents and various frequently used external websites. As staff spend 100% of their working day online and answering calls an online solution would provide a flexible opportunity for staff to access information quickly and efficiently. In addition when staff have down time they can access training information, access self-paced learning modules and resources to help them learn and do their job more effectively. To clarify it simply there are two main learning needs:

1. An online one stop shop for knowledge/information with live feeds

2. A collaborative based e-learning training solution

The question is though how would I construct a rigorous process to ensure all stakeholders are captured in the design process and that learner needs are paramount in the design process as opposed to being an afterthought. So I have taken my thoughts and focus from Customer Service principles. As we are a customer centric organisation I would also like to think we could also be a learner centric organisation. My staff are my internal customers and therefore I should provide a design which meets their needs and creates a positive and exceptional learning experience. Other internal customers like management and other relevant stakeholders will also be included in this process.

Some key topline requirements which I would like to see included in the design are (they are currently not in any order):

1) Scaffolding - the use of mentors or supervisors to assist learning

2) Collaboration - opportunities for learners to learn from each other and share resources and information

3) Consultation:

An understanding of learner needs - taking into account diverse age groups, gender, socio cultural issues, cognitive styles and technology uptake

An understanding of other stakeholder needs - taking into account budget/resources/IT Capabilities

4) Reuse of information and learning materials which may already exist - don’t’ reinvent the wheel if necessary.

5) Learning Theory - learning theory which underpin design meets the needs of learners and management/organisation outcomes

6) Learning Framework chosen is based on sound principles of instructional design and is suited to the learning environment - this will be supported by literature review, an understanding of learners and workplace context.

7) Evaluation and Feedback Mechanism - learners will be involved in the planning and evaluation of their learning

Real world and specific organisation problem solving application - the design will have an immediate application and benefit to their work and hopefully stimulate a personal learning journey

Some more current views on learning, technology and teaching

a) Current views on learning

 Learning is essentially a social activity which comes about through the relationships which are created between people and the connections individual’s makes between the knowledge, activity and the communications which are delivered in a situated context. The factors which are important for learning include a desire or motivation to learn and the ability to apply oneself to the task or area of study. To learn you need to have clear goals about what you want to achieve from learning and they should be matched with what is on offer. Effective role models which may include mentors, teachers or peers provide opportunities for learners to observe and model behaviours which can support and enhance the learning process. The opportunity to practice the skill or activity being learned is another important factor to help learners retain knowledge and demonstrate the new skill or knowledge is being retained. For meaningful learning there has to be a change or increase in knowledge base, meaningful personal connections with the knowledge and a profound awaking which is sometimes described as the ‘ah ha’ moment. Meaningful learning is also evident when intellectual curiosity is further stimulated beyond the original learning goals and thus takes you on tangents or fosters a desire to further expand your knowledge base.   

 b) Technology Mediated Learning 

The role of technology mediated learning is to provide systems and tools that support and enhance the learning process. The technology platform must be engaging, motivational and support the learner’s goals and needs. As learning is primarily a social activity, technology mediated learning has to provide opportunities for humans to interact in a social context beyond the face to face environment. To do this technology has to have relevant instructional content, be easy to use, easy to install, easy to navigate and understand. It should allow both asynchronous and synchronous interactions where learners can choose when they want to participate and choose their level of active involvement. In addition, there needs to be a strong role model to mediate and frame the learning conversations and to foster an understanding of the implicit and external rules that govern the learning environment.

The best example of technology mediated learning I have experienced was my recent participation in the web based social networking application, Ning as part of e-Learning Experiences one. The Ning fostered social behaviours such as observation, modeling and participation in a wide range of social practices such as conversation, discussion and feedback. These primarily social activities offered opportunities for meaningful interaction, responding to each other socially, encouraging debate, evolving ideas and problem solving. My personal participation, both through lurking and active participation in the Ning definitely contributed to a more meaningful learning experience as the views, support and knowledge of other participants expanded my knowledge beyond my original learning goals.   

c) Teaching  

Teachers provide an important support structure and can reinforce a leaner’s motivational process by articulating the goals and the reasons for coming together in the first place to begin the learning process (often evident in tools such as a learning contract). Teachers play an important role in ensuring that the technology mediated learning environment has its origins in an educationally sound theoretical basis such as social constructivism and providing engaging and relevant content which supports the learning goals and outcomes.  Teachers also play an important role in modeling a range of behaviours where students can learn by observation and importantly provide support, links to resources and feedback during the learning process. In addition conscious facilitation by teachers within the technology mediated learning environment will help students understand a predictable rhythm about how and when they should participate and help participants learn the norms, roles and expectations of the learning environment.

what does learning mean to you?

Another semester is underway and firstly we have to clarify our views on learning. More often than not we come up with complex paradigms and explanations of the world. I came across this simple proverb which for me just about sums up the learning and teaching dynamic and something to keep in mind when designing  e-learning environments.

Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.” Chinese proverb

I also love the above pic which I am sure is happening in many classrooms around the world -the combination of technologies - the old and the new.  If you asks the students here - which is the most engaging? I wonder what they would say….they do seem pretty immersed in what they are doing.

So how do we incorprate sound pedagogy into e-learning design to develop engaging and authentic learning experiences and outcomes…..don’t have the answers yet but I am sure to find out during the semester. 

Happy for anyone to comment and provide a few pearls of wisdom to inspire me for the semester…..

When it’s over will you switch off

Came across an interesting SMH article by Jill Serjeant titled “Why the switched on are switching off” which I could totally relate to and it could sum up my experience with ELMT1. Although I have loved every moment of this course I have spent a huge amount of my waking existance on line. 

So as the subject draws to a close I am wondering how much I will scale back my online time.

Saying that I have finally joined Facebook….and have found another new reason to spend more time on line

Soloman Asch and a classic You Tube

 ”Soloman Asch (1952 p.261) expressed the complexity of team composition using a chemical analogy:

A substance like water is made up of the elements hydrogen and oxygen and yet has different properties from either constituent. Furthermore, these same molecular constituents when differently organized or structured produces substances with quite different characteristics such as ice, water or steam. Thus in the real sense the compound H20 is not the simple aggregate of its constituents but is crucially affected by their arrangement. So too with human compounds, or groups”  

  (Rutkowski,Saunder,Vogel and Genuchten 2007, p 20)

 So it got me thinking and wanting to know more about Soloman Asch.  I stumbled across a classic YouTube on his experiments on group conformity and how people bow to the pressure of the group. Apart from the fashion, side burns and lack of women it is an interesting study on group think.

Having problems uploading today the rain still playing havoc with very slow internet ….but you can check it out on…

Final Assignment Task - Mendingjuju

Click on the JU JU to take you to the wonderful world of Mendingjuju……

Group Work - Online Collaboration

On reflection of yesterday’s group session I was amazed at how quick and painless the process of group work can be if using the principles of collaboration and utlising a “wiki” to its full advantage. Much of our pre-work had been done on the wiki so our F2F get together was really a matter of editing and resolving some issues relating to content choices. 

The above image shows the elements of the group process which when working in harmony can produce some great work and lesson the perceived negatives of university group work. 

Thanks to fellow Ju Jus … Michelle, Prue, Nicole, Mal, Heather and John for a productive  day yesterday and hope to see you on Bling soon  :)  

Evolution of humans within a community

In Amy Jo Kim’s book “Community Building on the Web” she talks about the various roles  which community participants assume in their journey within the community.  The above picture shows the stepping stones as visitors become novices who in turn become regulars and then can become leaders, experts and then finally elders.

“Shy visitors evolve into confident contributors; eager students become knowledgeable teachers; and novice game players become tournament champions. It’s your job as a community-builder to create an environment that fosters these basic social roles, while meeting the changing needs of your members as they become progressively more involved in community life” (Amy Jo Kim)   

In designing our learning communities we are looking at the roles that people play withing the community and in community building…we havn’t got the answers yet but so far I agree with Wenger (1999) who states that you can define the roles but you cannot design the identities that will be constructed through these roles.  

Building Communities - ROI Continued

As we begin to design our learning communities I search for evidence of “experts” who are building and advising on community design. As I am a visual learner I like these two graphs from Passionate - Creating Passionate Users which have relevance for community building.  Previously I have looked at ROI and found this interesting graph on Community ROI which explains that there still needs to be investment but the community will provide pretty sound ROI with additional activities which are usually beyond the original investment. 

“Think about all the things a strong user community can do for you: tech support, user training, marketing (evangelism, word of mouth), third-party add-ons, even new product ideas”……”Yes, there’s still a budget… but we’ve all seen third-party fan/user groups that got no support at all from “the mother ship” and yet thrived and gave users a level of support and training the company didn’t provide” (Creating Passionate Users).

The second image relates to user needs and I notice at the top of the hierachy is flow and engagement. From my readings and experience I would support flow and engagement being at the top of my list - we have all experienced the concept of “internet time”…..and we often wonder where has the time gone as we sit online day after day……mmm I must have been engaged or in Csikszentmihalyi moment of flow.

Csikszentmihalyi defines flow as ‘the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it.’