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TRANSCRIPT
Clean -‐Tech Educa.on Innova.on for the 21st Century Workforce
Felix W. Or+z III Founder & Chairman Green University, Inc
• Serial entrepreneur – Visionary Trade & Export, Inc. – Global Trade Export, Inc. – The Or+z Group, Corp. – Green University
• US Army Veteran, 18th Airborne Corp, JAG Corps – Na+onal Leadership Hispanic Council (Finance) for then-‐candidate Barack Obama, Board Member of NY Entrepreneur Week, Educa+onal Chair for the Hispanic Heritage Founda+on, Summit Series, Co-‐ Chair of Gen 44
– Advisory Group for Interna+onal Trade & Economics for the Obama-‐Biden Transi+on Team.
Felix W. Or+z III
Abstract
1. Advantages of E-‐Learning 2. Disrup+ve Technologies 3. Lessons for Online Learning 4. E-‐Learning Value Chain 5. Successful Instruc+onal Design: DOE NTER 6. High-‐Demand Green Jobs
7. Need for E-‐Learning for Green Careers
• Extends benefits of distance educa+on (con+nuous enrollment, access to greater resources)
• Easy to monitor progress & achievement
• Cloud model (minimal or no so_ware on home computer) makes it easy to implement curricular or technological innova+on (e.g. increased collabora+on between students)
Advantages of e-‐Learning
Technologies Disrup+ng Online Learning
• Games • Social Networking • 3-‐D Simula+on/Virtual Learning Environment (VLE)
• Personal Tablets & Smartphones
Training Exercise by the Centers for Disease Control & Preven+on, published on hcp://www.astd.org/TD/TD_Jan11_VirtualClassroomImmersion.htm
Lessons for Online Learning
• Learning should be ac+ve: Keep learners doing meaningful ac+vi+es, which facilitates high-‐level processing
• Learners should construct their own knowledge rather than accep+ng the knowledge that is given.
• Collabora+ve & coopera+ve learning allows learners to draw upon a wider range of cogni+ve skills.
• Learners should control the learning process. • Learners should be given +me for reflec+on. • Learning should be interac+ve to create a sense of presence
& community.
(source: Anderson & Elloumi)
E-‐Learning Value Chain
instructional designers,
technology specialists,
academic
experts,exam
ination invigilators,
and technical
and other
administrative
personnel who support the educational process. A
s these actors work
in administratively distinct units of the organization, intra- and inter-
departmental linkages are critical to efficient and effective service in
71V
alue Chain A
nalysis: A Strategic A
pproach to Online L
earning
Figure 3-3.O
nline distanceteaching value systemand m
arket map.
Content
Suppliers and types of content:
· publishers· courseware· learning
objects· lessons· units· modules· courses· programs· off-the-shelf· customized· non credit/
credit· certification· diploma· degree
Authoring & development tools
· authoring tools· capture and edit· multimedia creation tools· design tools· html, xml, java . . .
Services
· consulting on strategy and deployment· instructional design· media design and development· custom content development· coaching, mentoring, instructing· assessment and testing· localization and globalization· technical support services
Learning specific hardware
· client/server· peer-to-peer
· wireless· PDA/cell phone
Enterprise systems
· Learning Management Systems (LMS)· Learning Content Management Systems (LCMS)· Knowledge Management (KM)
Delivery & collaboration tools
· live learning· virtual classroom· course delivery· meeting and collaboration tools· threaded discussion
Buyers of educational services
· K-12· Higher
education· Workplace· Consumer· Government· Professional
organization· International
constituencies· Special needs
Suppliers value chains/Organization value chains/Channel value chains
Source: Adapted from
Stacey (2001).
(Source: Anderson & Elloumi)
Designing e-‐Learning Programs
• Founda+ons of Online Instruc+on – Needs of the Intended Students – Learning Outcomes (Skills/Acributes that Students Acquire)
• Need for scale affects design – instructor-‐mediated vs. self-‐paced
• Balancing pedagogical standards (e.g. professional accredita+ons) & customer service orienta+on (recognizing that online students may have a choice between e-‐learning partners)
Student Experience
Source: United States Department of Energy
Mul+media and interac+ve content improve knowledge reten+on and student engagement.
High-‐Demand Green Jobs in a Wide Range of Industries
Boston Globe 1. Green Fashion Designer 2. Environmental Scien+st & Hydrologist 3. Protec+on Technician 4. HVAC & Refrigera+on Mechanic & Installer 5. Construc+on Manager 6. Organic Farm, Ranch, & Agricultural Manager 7. Socially Responsible Investment Analyst 8. Solar Installer 9. Green Interior Designer 10. Eco-‐Friendly Furniture Builder 11. Green Landscape Architect 12. Sustainable-‐Design Architect 13. Environmental Lawyer 14. Fuel-‐Cell Entrepreneur 15. Environmental Engineer
Forbes 1. Chief Sustainability Officer 2. Environmental Engineer 3. Environmental Lawyer 4. Climatologist 5. Renewable Energy Manager 6. Environmental Scien+st 7. Urban Planner 8. Commercial/Industrial Designer 9. Conserva+on Scien+st 10. Hydrologist
See also: “Green Jobs Meta-‐list: 56 Top Green Careers Recommended By 12 Authorita+ve Sources.” hcp://greeneconomypost.com/green-‐jobs-‐metalist-‐green-‐careers-‐1174.htm/5
What do these jobs have in common?
They require training!
• 14 states have established specific license classifica+ons for solar panel installers
• 28 states require a home inspector license to perform an energy audit
• Na+onal trade associa+ons working to establish standards for professional accredita+ons.
Why E-‐Learning Macers: Preven+ng a ‘Green Divide’
• Without focused ini+a+ves, historically underserved communi+es will not join the green economy – Non-‐na+ve-‐English speakers – High school dropouts – Non-‐violent offenders – Veterans – Small business owners
• E-‐learning becer able to complement exis+ng workforce programs through ‘train the trainer’ models – ‘Pathways out of Poverty’ – Department of Labor’s partnership with community development organiza+ons focused on green jobs.
Sources
• Ed. Anderson, Terry & Elloumi, Fathi. Theory & Prac.ce of Online Learning. Athabasca, Alberta: Athabasca University, 2004.
• Klomp, Richard W., Spitalnick, Josh S. & Reissman, Dori B. “Virtual Classroom Immersion Training: Safeguarding the Health, Safety, and Resiliency of Emergency Responders.” T&D. American Society for Training & Development, 2011. hcp://www.astd.org/TD/TD_Jan11_VirtualClassroomImmersion.htm
• “The Clean Energy Economy: Repowering Jobs, Businesses and Investments Across America.” Pew Charitable Trusts, 2009. hcp://www.pewcenteronthestates.org/uploadedFiles/Clean_Economy_Report_Web.pdf