10. Formal Learning
• Core definition
– Formal learning is planned learning that derives
from activities within a structured learning setting.
• Explanatory context
– Formal learning is enrolling on a programme of
study, attending lectures, preparing coursework,
engaging in seminar/tutorial discussions.
http://www.qualityresearchinternational.com/glossary/formallearning.htm
10
11. What is your definition of informal
learning?
11
17. Definition
• Informal learning is all the learning that takes
place away from the world of organized formal
training.
• It is:
– deep and pervasive (representing over 80% of
learning that occurs in organizations)
– uncontrolled (most is through colleagues and self
discovery – without the training department in sight)
– powerful (this is the driving force of the real learning
culture of the organization, influence this and you will
radically change the way your organization learns)
Harrison, 2006 17
18. The % of learning represented by informal learning
Type of informal
learning
% Type of formal
learning
%
Experiencing on the
job
45% Workshops 10%
Networking 30% Training programs 8%
Mentoring & coaching 3% Special assignments 2%
Manuals &
instructions
2%
Total 80% Total 20%
Source: Atos KPMG Consulting 18
20. The Learning Migration
Initial Continued Remedial Upgrade Transferred
Acquisition of Knowledge
Instructor Centric
Classroom Centric
Application of Knowledge
Mentor/Coach Centric
Real-World/ Solution Centric
Source: Bob Mosher, 2005 20
21. What’s really most effective?
formal
informal
Bron: Atos KPMG Consulting
30%
45%
3%
2%
2%8%
10%
Experience on the job
Networking
Workshops
Training Programs
Manuals & Instructions
Special Assignments
Mentoring & Coaching
Source: Bob Mosher, 2005 21
22. How Customers Describe the Experience
Novice User Expert
FamiliarTechnologyNew
“[We] prefer ILT . . . on new topics”
“For day-to-day technical issues, [we]
primarily use online resources”
“they can go right to where they want
when they want.”
“We can make the first level of training broader so that we get
more out of the first week of training than we did in the past.”
‘I need to make the application solve this business problem’,
more directed training.
“ILT has almost totally disappeared.”
“Everything we are doing is in place of ILT.”
“Give us 5 days worth of training in 2 – I’d rather
do that.”
“For reference, generally we only go to Microsoft.”
Questions:
Do you see your training
organization changing to meet
these needs?
HOW can the classroom be
effective as the learner moves
toward the bottom right of the
graph?
Questions:
Do you see your training
organization changing to meet
these needs?
HOW can the classroom be
effective as the learner moves
toward the bottom right of the
graph?
Source: Bob Mosher, 2005 22
25. Impact of Performance Mastery on Learning Strategies
Common Learning Needs Unique Learning NeedsCommon Learning Needs Unique Learning Needs
Common Curricula (Program Driven) Personalized Learning (Performer driven)Common Curricula (Program Driven) Personalized Learning (Performer driven)
Novice Competent Experienced Master/Expert
More Formal, Structured Training More informal, on-the-job
learning
More Formal, Structured Training More informal, on-the-job
learning
Classroom & Online learning KM, Collaboration & Performance SupportClassroom & Online learning KM, Collaboration & Performance Support
Training
Practice,
Coaching
Access to Knowledge
& performance
resources
Collaboration
and problem
solving
S
T
R
T
A
G
Y
25
30. Benefits of Social Media
• Share information across more channels and
provide better service delivery.
• Collaborate on a larger scale – build online
communities.
• View learners as partners and co-creators, not
just as recipients.
• Break down the walled gardens - make learning
more searchable
• Reach a new generation of Digital Natives.
From John Wooden’s presentation
30
31. Personal Learning Environment
LMS PLE
• Learner as consumer of
learning materials
• Learner as “prosumer”
active in the creation of
content
• Minimal personalization • Learning opportunities and
resources filtered by the
learner’s interests, pushed
thru RSS.
• Content comes from
domain experts, teachers,
etc
• Content comes from a
variety of sources
• Minimal collaboration or
exchange
• Many opportunities for
collaboration, exchange 31
32. Where new technology can help informal
learning
The traditional way The new technology way
Ask a neighbor Workflow learning
See the boss Search the internet or intranet
to find online knowledge
sources
Talk to an expert Email an individual
Look at a manual or a book Instant Message or Skype
someone
Listen to a podcast
Interact with others online via
discussion forum
Source: Harrison, 2006
32
34. IBM
•Academy of Technology Virtual World Conference 2008
•Over 200 members globally
•Initial investment of $80,000
•A saving of $250,000 in travel and venue
•Same virtual venue can be reused
34
39. Learning Trend and Technology
• Horizon Report 2010
• Qualitative research
project that identifies
and describes emerging
technologies that are
likely to have impact on
teaching, learning, and
training.
39
40. Learning Trend 1
• The abundance of
resources and
relationships made easily
accessible via the Internet
is increasingly challenging
us to revisit our roles as
educators in sense-
making, coaching, and
credentialing.
40
41. Learning Trend 2
• People expect to be
able to work, learn,
and study whenever
and wherever they
want to.
41
42. Learning Trends 3
• The technologies we use are increasingly
cloud-based, and our notions of IT support
are decentralized.
42
43. Learning Trend 4
• The work of students
is increasingly seen
as collaborative by
nature, and there is
more cross-campus
collaboration
between
departments.
43
44. Technologies to Watch
• Mobile Computing
• Open Content
• Electronic Books
• Simple Augmented
Reality
• Gesture-based
computing
• Visual Data Analysis
44
45. Mobile Learning
45
•Smart phones, netbooks,
laptops, iPad, iPod touch, and
other mobile devices have
made it easy to access
knowledge and information.
•Ode to Mobile Performance
Support by Allison Rossett
52. MA in Technology for Learning,
Development, and Change
• This interdisciplinary program seeks
to enhance the ability to
conceptualize, apply, and
implement cutting edge
technology-based solutions for
professionals in a variety of roles,
including: knowledge, learning, and
performance consultants, higher
education faculty, K-12 technology
and curriculum leaders, and
developers of online training and
instruction.
52
53. E-learning Certificate
• Featuring the knowledge and skills required to
develop online and blended learning courses
and programs.
• Each course will include three day-long on-
campus meetings on Saturdays and online
work over a six-week period of time.
56. E-Learning Certificate
– HRDO 597: E-Learning and Knowledge
Management
– HRDO 600: Instructional Design for E-Learning
– LHDT 548: Online Teaching and Evaluation
– LHDT 550: E-Learning Tools for Online Course
Development
– LHDT571/HRDO571 Internship
56
57. Course Description
• HRDO 597: E-Learning and Knowledge Management
– The goal of this course is to familiarize students
with major issues involved in the design and
implementation of E-Learning and knowledge
management systems in various organizational
settings.
58. HRDO 600: Instructional Design for E-
Learning
– This course focuses on procedures for designing
and developing E-Learning instruction. Students
will become familiar with a variety of the theories
and models for instructional design. They will
apply the selected models in the development of
instructional units and the ancillary instructional
materials.
59. LHDT 548: Online Teaching and
Evaluation
– This course provides an overview on the
pedagogy, assessment, and evaluation of E-
Learning. The topics include instructional
strategies for synchronous and asynchronous
training, principles of good practice, motivation,
assessment tools, evaluation methods, and topics
related to emerging technologies.
60. LHDT 550: E-Learning Tools for Online
Course Development
– This course provides an overview of the tools for
creating E-Learning content. The topics include
emerging learning/course management systems,
web site authoring tools, media tools, content
converters, strategies for selecting technologies,
trends and issues, and E-Learning standards,
Students will develop projects using one of the
selected tools to implement an E-Learning unit.
61. LHDT 571 or HRDO 571 Internship
– This course provides onsite experience in online
teaching, development, or E-Learning
implementation at the participant's school or
organization
– Minimum 200 hours
62. Internship Partnership
• Blue Cross Blue Shield
• Medtronic
• Thrivent
• Hennepin County Human Services and Public
Health
• Securian
• WomenVenture (non-profit)
63. Employment Opportunities
• K-12 schools
• Non-profit organizations
• Higher Education (online universities, community
colleges, university instructional support, etc.)
• Corporations
– Minute Clinic
– Medtronic
– United Health
– Wells Fargo
– Small business
– Medical groups
– Financial sector
64. References
• The Horizon report 2010, http://wp.nmc.org/horizon2010/
• Harrison, M. (2006). 13 Ways of Managing Informal Learning. from
http://www.kineo.com/
• NTL Institute. (2000). Retention Rates from Different Ways of
Learning. Retrieved Nov. 9, 2009, from
http://www.cofc.edu/bellsandwhistles/research/retentionmodel.ht
ml
• Smith, M. K. (2002). Malcolm Knowles, informal adult education,
self-direction and andragogy from
http://www.infed.org/thinkers/et-knowl.htm
• Zielke, M. A., Roome, T. C., & Krueger, A. B. (April 2009). A
Composite Adult Learning Model for Virtual World Residents with
Disabilities: A Case Study of the Virtual Ability Second Life® Island
[Electronic Version]. Journal of Virtual Worlds Research, 2(1).
Retrieved April 17, 2009 from http://jvwresearch.org/.
64
Editor's Notes
Implications:
Opportunity exists to “meet” the market and establish the standard for eLearning
Value-based pricing structure will help communicate offering and up-take of eLearning, awareness is key
Viability of direct offering will increase the need for effective channel management and communication
Flexible partners will remain viable entities
While the capability to deliver augmented reality experiences has been around for decades, it is only very recently that those experiences have become easy and portable. Advances in mobile devices as well as in the different technologies that combine the real world with virtual information have led to augmented reality applications that are as near to hand as any other application on a laptop or a smart phone. New uses for augmented reality are being explored and new experiments undertaken now that it is easy to do so. Emerging augmented reality tools to date have been mainly designed for marketing, social purposes, amusement, or location-based information, but new ones continue to appear as the technology becomes more popular. Augmented reality has become simple, and is now poised to enter the mainstream in the consumer sector.
Visual data analysis blends highly advanced computational methods with sophisticated graphics engines to tap the extraordinary ability of humans to see patterns and structure in even the most complex visual presentations.