informal learning and social media: upskiilling for 21st century training
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8/14/2012
1
UPSKILLING The 21st Century Trainer
Dr. Jane Bozarth
E-Learning Coordinator,
State of North Carolina
www.bozarthzone.com
8/14/2012
2
Social Learning
Ninja Camp
October 23
8/14/2012
3
Resources from today’s
session:
http://www.diigo.com/user/jbo27712/Upskilling
NOT NEW
Social & informal learning
have existed forever
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How we learn
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How we learn
How we learn
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What We’re Great at: This Is What We DO
Teach people how to do things Thoroughly research and carefully develop courses Provide polished speakers and stunning presentation support materials Find and disseminate the “one best way” to do something Create materials and courses, and the appetite for more training Do such a good job that people look to us as the source of knowledge and expertise Provide “edutainment”
Gayeski, D. (2005). Managing learning and communication systems as business assets. Upper Saddle River, NJ: Pearson/Prentice Hall.
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Case
studies
Role plays
Icebreakers
Group work
Games
Group
discussions
Video + Discuss
Read + Discuss
Book club Ask-an-Expert
Round Robin
What’s different now?
Why the interest in social and informal as if they were invented yesterday?
Why so hot in 2012?
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What IS new:
Social media help social and informal learning happen on a bigger scale.
Social media invite participation and interaction.
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Give people advice on how to learn, find, sift through, and evaluate their own information
Supply fast, current information bites with little or no development time needed Offer credible subject matter experts and on-the-job coaches Provide divergent ways of thinking about problems Reduce information overload and the need for externally provided training rather than individually motivated learning Improve performance
So what do we need to do?
Gayeski, D. (2005). Managing learning and communication systems as business assets. Upper Saddle River, NJ: Pearson/Prentice Hall.
Give people advice on how to learn, find, sift through, and evaluate their own information
Supply fast, current information bites with little or no development time needed Offer credible subject matter experts and on-the-job coaches Provide divergent ways of thinking about problems Reduce information overload and the need for externally provided training rather than individually motivated learning Improve performance
Gayeski, D. (2005). Managing learning and communication systems as business assets. Upper Saddle River, NJ: Pearson/Prentice Hall.
Teach people how to do things Thoroughly research and carefully develop courses Provide polished speakers and stunning presentation support materials Find and disseminate the “one best way” to do something Do such a good job that people look to us as the source of knowledge and expertise Provide “edutainment”
8/14/2012
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So for us to better support social/informal
We need to develop skills in:
Curating
Including
Participating
Supporting communities
CURATION
Museum curator = organize around topic/point of view Filter Feeding in new/relevant content & support tools May not always be you = community helps curate
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Overwhelming Abundance of Information That Begs To Be Organized A Growing Number of "Open" Teaching / Learning Content Hubs Constantly Changing Information Real-World Info Is Not Held Inside Silos Fast-Food Info Consumption in Decline Teachers Can Curate Their Textbooks
Link: http://www.masternewmedia.org/curation-for-education-and-learning/#ixzz2332Y7vf9
Curation: Skills
Content curation embodies research, investigative and sense-making skills Helping learners construct views and alternative views How do we curate?
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INCLUSION
Learn to include learners
Help learners contribute, question, and learn from each other
Have them help generate instructional materials
Cheesecake Factory
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“Narrating Our Work”
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PARTICIPATION
Learn to use new tools/approaches yourself Help others learn to contribute, question, generate, and redirect and enhance New group configurations and new power relationships Facilitators, trainers, supervisors, or whomever at the local level participates in choosing learning goals
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Participation…
Identify others in the organization who can support your success
Part of your development will be learning to help facilitators develop.
Who are your “lifelong learner” types? Who are your writer types? Who’s already participating in online or other groups talking about work or work topics?
Become a partner, not just broadcaster
SUPPORTING COMMUNITIES
Not just setting up a site
Not just ‘if you build it, they will come’
Inclusion (them) + Participation (you)
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• Nurturing, feeding, growing, and sometimes weeding a community is not the same as controlling or directing it, and it takes time and skill to get it right.
Nurturing, feeding, growing, and sometimes weeding a community is not the same as controlling or directing it, and it takes time and skill to get it right.
REALITY CHECK
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If employees aren’t talking to each other now, or operating in a culture of fairly open communication
…
Then setting up an online group won’t change that.
Top-down direction as often as not will result in some sort of organized work group, but it likely won’t be a
community of shared learning and practice.
You can’t create and force people to participate in communities.
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Finally...
it should have been part of our work all along to help learners be better learners.
then
Help people learn how to learn, find, sift through, and evaluate their own information
HOW?
Teach people how to do things.
NOW
HOW? HOW?
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then
Help people learn how to learn, find, sift through, and evaluate their own information
HOW?
Teach people how to do things.
NOW
HOW?
Inclusion, Curation, Community
HOW?
Inclusion, Curation, Community
Then Thoroughly research and carefully develop courses
Then Thoroughly research and carefully develop courses
Now
Supply fast, current information bites with little or no
development time needed
Now
Supply fast, current information bites with little or no
development time needed
HOW?
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Then Thoroughly research and carefully develop courses
Then Thoroughly research and carefully develop courses
Now
Supply fast, current information bites with little or no
development time needed
Now
Supply fast, current information bites with little or no
development time needed
HOW? Curation Community
then
Offer credible
subject matter
experts and on-the-job
coaches
HOW? Provide polished
materials and stunning
presenters.
NOW
HOW?
8/14/2012
22
then
Offer credible
subject matter
experts and on-the-job
coaches
HOW? Provide polished
materials and stunning
presenters.
NOW
HOW?
Community, Inclusion
Then
Find and disseminate the “one best way” to
do something
Now
Provide divergent ways of thinking about problems
Now
Provide divergent ways of thinking about problems
HOW?
8/14/2012
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Then
Find and disseminate the “one best way” to
do something
Now
Provide divergent ways of thinking about problems
Now
Provide divergent ways of thinking about problems
HOW? Curation
Community, Inclusion
then
Reduce information overload and the need for externally
provided training rather than individually motivated
learning
HOW? Do such a good job that people look to us as the source of
knowledge and expertise
NOW
HOW?
8/14/2012
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then
Reduce information overload and the need for externally
provided training rather than individually motivated
learning
HOW? Do such a good job that people look to us as the source of
knowledge and expertise
NOW
HOW? Curation
Participation Inclusion
Community
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BIG QUESTION:
Do you want people coming to you because they WANT to or because they HAVE to?
Attitudes
Explorer
Not ‘fraidy cat
View self as learner
Tolerate “messiness”
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Bottom Line?
LISTEN.
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Your Takeaways?
Resources from today’s session:
http://www.diigo.com/user/jbo27712/Upskilling
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Social Learning Ninja Camp
October 23
Dr. Jane Bozarth
E-Learning Coordinator,
State of North Carolina
www.bozarthzone.com
8/14/2012
29
Hang with Jane:
“Jane Bozarth Bozarthzone”
JaneBozarth
blogger
www.bozarthzone.com
(#lrnchat Thursdays 8:30 pm ET)
8/14/2012
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Value Creation
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