Learning Design: Wikis

Wiki, also the Hawaiian term for rapid, is a website in which content can be edited by the user or consumer. They are open forums for the exchange of ideas among colleagues. Wikis have two basic modes: document and thread. In document mode, multiple authors can edit and update content until the document gradually becomes a representation of shared knowledge. In thread mode, users discuss items of interest by posting messages to a common theme or question.

The use of wikis in corporate training and knowledge management practices is becoming increasingly popular, especially since the content is searchable and the cost is cheap. Security should not pose any threats, as content can be password protected if necessary. A bigger threat to the success of a wiki is "a cultural change [in the workplace]whereby staff members adopt a habit of entering content regularly" (T+D, 2009). So, start slow; encourage employees to share meeting notes or customer inquiries and solutions.

Once learners are on board adding relevant content to the wiki, invest more effort in the wiki's design. In the least, add corporate logos and colors or consult a web design developer. Add features like the ability to let users share podcasts, videos, graphics, and other multimedia to enrich the experience of using the wiki as both a training and knowledge management tool.

Some of the many items your company can store within or glean from a wiki include: glossaries, study guides, presentations, virtual tours, portfolios, evaluations (through participant and project tracking), product reviews, FAQs, event calendars, and policies/ procedures. Wikis have the potential to be extremely effective content management systems(CMS)/ repositories.

Reference
T+D: Learning 2.0: The Best of Social and Informal Learning 2007-2009. Can be purchased here: http://bit.ly/fZL47g

Learning Development: ZPD and Gaming

DevLearn 2010 presentation on gaming




9 reasons to use games for learning:

1) Gives learners choice
2) Customize needs
3) Non-linear approach
4) Keeps learner in ZPD (Zone of Proximal Development)
5) Leverages failure in a positive way
6) Immerses learner in context/ role
7) Evolves learners into problem solvers
8) Makes data visually appealing
9) Games are fun!

I found #4 particularly interesting. Vygotsky’s ZPD (Zone of Proximal Development) is the distance between a learner’s actual developmental level and potential developmental level. He defined potential development as “determined through problem solving under adult guidance, or in collaboration with more capable peers.” So, in order for a learner to progress from actual to potential developmental levels, he/she needs to be provided with concepts in a supporting and collaborative environment. As the learning progresses within such an environment, the learner's reliance on scaffolding decreases over time as the learner develops their own autonomous learning strategies toward mastery. The combination of choice, customization, and context provided by games seems like a great way for learners to be provided the scaffolding necessary for learning. It is also possible to simulate real life situations and social interaction using games to help learners learn from mistakes and solve problems.

Reference:
http://www.innovativelearning.com/games/9-reasons.html

Learning Development: In the Cloud

Cloud computing refers to one of three models: Software as a Service (SaaS), Platform as a Service (PaaS), and/or Infrastructure as a Service (IaaS)

The idea is that businesses save time, money, and resources by outsourcing some or all of their internal applications, networks, platform integration, and server access to companies that provide these tools as a service. This allows for on demand virtual collaboration via social learning tools such as wikis and blogs that can replace costly travel and in house learning labs currently used for training. Cloud computing could potentially "reduce IT and related expenditures between 50 and 90 percent." (Gilmore)



The biggest concern surrounding cloud computing is a fear for the privacy and security of company information. The biggest challenge for users is integrating cloud computing experiences with established in-house IT and merging the two independent systems to communicate with eachother. Regardless of these concerns, cloud computing will change how people learn and will change how companies structure training and employee development. "It's not a matter of if learning executives should consider using cloud services, but when." (Gilmore)

Reference:
Gilmore, Agatha(2010)Learning in the Cloud. Retrieved from: http://clomedia.com/articles/view/learning_in_the_cloud

Learning Design: Activities

There are 3 types of activites ISDs need to incorporate in virtual learning programs: Absorb, Do, and Connect. Ask yourself, what knowledge does the learner need to absorb? What skills does the learner need to do/perform? What area of life does the learner need to connect the knowledge and skills to?

Absorbing information can be done through presentations, storytelling, reading,and/or real or virtual field trips. Multimedia is often a great way to engage students in order to be sure they process given information. Use PPt, videos, podcasts, live lecture and discussion, or a live demonstration.

Do activities transform absorbed information into knowledge and skills through practice, hands on tasks, and teamwork. Learners can discover trends and principles through case study and role playing. Simulated environments can help learners make decisions and take action.

Connect newly found skills to real life by thinking deeply, researching, and referencing the application of knowledge. Learners are encouraged to openly consider the impact, context, and concept involved in their studies. They summarize and evaluate information, consult various resources, and create original work and ideas of their own.

Recommeded Activity Allocation
Absorb (extract and comprehend knowledge) - 40%
Do (excersize/automate/explore acquired abilites)- 50%
Connect (trigger conceptual breakthroughs/ relate to prior learning)- 10%

Reference
Currently reading: E-learning by Design By William Horton
Online @ http://www.horton.com/portfolioactivities.aspx

Learning Design: Culture

“E-Learning courses are cultural artifacts, embedded within the cultural values, preferences, characteristics, and nuances of the culture that designed them”, and they “inherently create challenges for learners from other cultures” (Uzuner). Culture can be defined as the acquired behaviors, perspectives, and value characteristics of a particular group or community. In that, instructors/trainers often teach using the dominant cultural attitudes and values of the group, neglecting those of the minority. So, what are the some of the effects of culture in asynchronous/ synchronous learning environments?

First lets compare the learner differences between Western (United States) and non-Western cultures. Western learners tend to honor individual interests and are extremely independent. Western education also tends to reproduce the ideologies of its society through educational credentials that maintain individual privileges of class, perhaps neglecting the surrounding community. In contrast, non-Western, indigenous cultures feel that learning is collective, in which the Self is interdependent on the community, society, and the universe. The purpose of learning is not self advancement, but empowerment to be active in the community, and be in balance and harmony with one’s surroundings.

Instructional considerations toward being sensitive to culture in eLearning environments include:**Providing a safe environment so users have a high comfort level for participation and use of personal opinion and emotion in online discussion. **Have set rules, expectations, and requirements for personal involvement, and forewarn learners of the cultural impact of material. **Encourage learners to expand their social presence, and depend on both teacher and peers for learning.

References
Uzuner, S. (2009). Questions of Culture in Distance Learning: A Research Review. International Review of Research in Open and Distance Learning, 10:3, 1-19.

Learning Development: Accessible Technology for the Deaf and HOH

Hearing loss not only affects childhood development of cognitive and linguistic skills, but it also affects cognitive, social cognitive, social constructivist, and embodied learning skills in adults. The sensory effect of audio on individuals in traditional learning environments needs to be compensated for in deaf learning environments. It is imperative that deaf individuals have equal access to all the same information as their hearing peers.

According to the National Association of the Deaf (NAD), there are approximately 28 million people in the United States with some degree of hearing loss. This number includes persons who were born physically deaf, became deaf at a given point in their lives, or are HOH (hard of hearing). No social or political class in the U.S. is void of deaf culture, and the goals and motivations of adult deaf learners can be equated with those of androgogy in that they are based on the individual. Deaf learners are present in our colleges, universities, and workplaces and they deserve equal learning opportunities.

CART stands for Communication Access Real-Time translation. Former court reporters access the audio of educational classes or business conferences through a phone line or over the internet. While listening to what’s being said, CART providers simultaneously translate the audio word for word with just a two second delay. They are able to translate so quickly by using a form of shorthand on a stenograph machine and special software.



The end product is a full screen of text delivered over the internet displaying word for word translation of the spoken word into text. It is much faster to say what you have to say than write it, so “in real-time interactions, at the speed of thought, we prefer to talk rather than write." (Dror, Harnad, 20) CART is the only service that can offer deaf learners a word for word, 99% accurate representation of spoken audio in real time.

View a streaming text demonstration from leading CART provider Caption First here:
http://www.streamtext.net/text.aspx?event=NetcaptionDemonstration

CART technology is internet based, and therefore portable; it can be used in conjunction with conference calling, game networking, live web casts, online radio shows, and even You Tube videos. Text is streamed to televisions, video screens, projectors, PCs, laptops, and even handheld devices like smart phones. Live CART can actually be merged with most synchronous learning platforms already in place in corporate and university environments. For example, a caption pod can be integrated to stream live real time text from remote locations over the internet within Wimba, Elluminate, Blackboard, Adobe Connect, and Second Life, as well as conferencing systems like WebEx, WebCT, and IDEAL conferencing to name a few.

Reference
Dror, I. E., & Harnad, S. (2008). Offloading cognition onto cognitive technology. In I. Dror & S. Harnad (Eds.), Cognition distributed: How cognitive technology extends our minds (pp. 1-23). Amsterdam, Netherlands: John Benjamins Publishing.

Learning Theory: Connectivism?

The 21st century is upon us and with it comes an “explosion of information and the changing nature of knowledge creation, access, and use” (Strong & Hutchins, 2009). Connectivism is an idea (not yet considered a theory) that learning occurs between and among technologically and socially enhanced networks of diverse people. As compared to some of the more traditional theories, connectivism approaches learning as complex, chaotic, and rapidly changing with an emphasis on a learning style that can easily find connections and patterns among networks (nodes) of information.

Use of connectivist ideas in learning means content is produced by students, not provided by a teacher, and is “more likely to resemble a conversation than a book” (Strong & Hutchins, 2009). The teacher will simply facilitate connections between and among influential people who can provide networked information to help students “cultivate trust through interdependencies” (Strong & Hutchins, 2009).



Criticism of connectivism asserts that the learning involved depends completely on the use of Web 2.0 technologies, and requires more skill in filtering information than in actual cognitive ability. “Memory [essentially] resides in the collective network”, and you attain knowledge “through collecting people” (Strong & Hutchins, 2009).

Reference
Strong, K., & Hutchins, H. (2009). Connectivism: A theory for learning in a world of growing complexity. Impact. Journal of Applied Research in Workplace E-learning, 1(1), 53-67. doi: 10.5043/impact.18

Learning Design: Cognitive load theory (CLT)

Cognitive load theory is designed to increase learner performance and decrease learner mental effort. “E=P-ML: Efficiency= Performance– Mental Load” (Clark, Nguyen, & Sweller, 2005). If mental load ever exceeds learner performance than the resulting learning efficiency is negative.

How it all works: Working memory (WM) actively forms knowledge structures called schemas that are then stored in long term memory (LTM). However, WM has very little storage capacity, and is easily overloaded. WM can only process “7 +/- 2” schemas of memory at a given time. The complexity of the schemas a person is able to process in WM varies with that person’s expertise and experience level. The more knowledge and skills stored in LTM, the greater the WM capacity of complex schemas.



Processes of learning: Attention, Activation of prior knowledge, Elaboration and rehearsal, and Encoding and retrieval (Clark, Nguyen, & Sweller, 2005)

Learning can be deeper when participants have multiple sensory opportunities to encode information into LTM schemas. Incorporate text and visuals in the most cognitively efficient manner possible. In addition, efficient use of both visual and auditory modalities extends WM capacity. Evidence is found that dual encoding with either two visual or two auditory components overdrives WM capacity, but one auditory and one visual component maximizes the capacity of each processor in WM.

Applying cognitive load theory to PowerPoint: Using PowerPoint simply as a “convenience for the speaker can be punishing to both content and audience” (Tufte, 2003). Slide presentation software like PowerPoint often stacks so much textual information in such little time frames as to hinder the cognitive processing capabilities of the audience.

Lesson: Be cognizant of your audience, choose media that help extend the WM capacity of your learners with the hope that they are able to retrieve, maintain, and incorporate knowledge into their LTM schemas.

References:
Clark, R.C., Nguyen, F, & Sweller, J. (2005, December) “Efficiency in eLearning: evidence based guidelines to manage cognitive load”. Pfeiffer.

Tufte, E. (2003, September). PowerPoint Is Evil. Power Corrupts. PowerPoint Corrupts Absolutely. Wired.

Learning development: Mobile and social technology

Yes, the mobile device is projected to be the world’s primary connection tool to the internet in 2020. As a member of the learning and development field and Generation Y, I can't help but realize that the future of my field lies with these handheld devices. Let's all start jumping on the mobile learning train. While we are at it, let's keep creating ways that social technology, the premiere media of today, can be used as a learning tool.

eLearning Design: self directed or social?

Two types of e-learning, self directed and collaborative, are the means of both workforce training and education, with self directed e-learning often applying more to workforce solutions and collaborative e-learning often applying more to higher education. Using only self directed learning for eLearning workforce solutions is outdated, and we need to rethink our approach due to current emerging skill sets, the fundamental differences between training and learning, and learner preferences. Learners actually prefer social learning to self directed learning, and current important skill sets are often “learnt by practice, including learning from peers and colleagues and through tailored feedback” (Sloman, 2009).

Workforce solutions in conjunction with Web 2.0 technologies will take us “towards using the Web as a platform for sharing and collaboration among peers, both within and between organizations”. These Web 2.0 technologies include wikis, asynchronous and synchronous discussion forums, social networking sites, and blogs. However, with all the hype of Web 2.0, some critics argue that we are putting too much emphasis on technology and losing our focus on learning itself. “The application of technology to learning is far more complex and multifaceted than the current debate would lead us to believe” (Sloman, 2009).

So, with e-learning modules now consuming up to 1/3 of all workforce training in the U.S, we need to alter our approach to accommodate emerging skill sets and learner preferences along with organizational goals. We need to evaluate our e-learning modules based on organizational value, learner satisfaction, and time and cost efficiency. Lastly, including the following Web 2.0 tools will help strike a good balance of learning and training: content repositories, webinars, discussion threads, expert opinions, virtual world based activities, online pre-assessments, and online performance support.

Reference:
Sloman, M. (2009). Learning and technology – what have we learnt? Impact: Journal of Applied Research in Workplace E-learning, 1(1), 12-26.

Learning Theory: Constructivism

A case for the use of constructivism in distance learning:

Aligning constructivist and adult learning theories within online technologies can help gauge how they are used successfully for learning at a distance. Constructivists view knowledge as constructed by learners through social interaction with others, and place great importance on the “socio-cultural context in which learning takes place and how the context has an impact on what is learned” (Huang, 2002). Learners learn actively and construct new knowledge based on their prior knowledge, and with the support of cognitive tools, learners can discover rich resources to solve problems and construct knowledge. For example, “synchronous and asynchronous discussions focus the development of knowledge-building communities where participants share information in the pursuit of a meaning, and reflect on the knowledge that they have constructed” (Huang, 2002).

To address concerns that “distance learning loses some humanity or it forms social isolation”, or “collaborative learning is in conflict with individual differences” (Huang, 2002), successful constructivist and social constructivist models provide a safe environment conducive to interaction, social negotiation, and individual experience. Students are able to express themselves freely, share ideas, and ask questions that promote reflective responses. Through asynchronous and synchronous discussion, students are given freedom to select and arrange their learning processes with other learners. By being distant from instructors and peers, the student takes ownership of his/her learning process through autonomy, self direction, and motivation.

Another concern of distance learning environments is authenticity of learning. Critics argue that only real-world, case-based environments can provide for meaningful and authentic knowledge. However, learners “must learn how to manage, analyze, critique, cross-reference, and transform the information presented to them into valuable knowledge” (Huang, 2002). When given a safe environment to interact with teachers and peers, the learner constructs knowledge in a way that is authentic to them. Using a constructivist approach to distance learning provides students the social interaction necessary to elicit reflective responses where the learner is able to build his her own authentic knowledge based on individual experience.

Reference:
Huang, H.-M. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37.