19 – 12 – 2005athens symposiumslide 1. 19 – 12 – 2005athens symposiumslide 2 the six session...
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19 – 12 – 2005 Athens Symposium Slide 1
19 – 12 – 2005 Athens Symposium Slide 2
The Six Session Themes
Industry challenges in Professional LearningRichard Straub (IBM, eLIG)
Trends that are shaping the E&T in EuropeClaudio Dondi (Scienter)
Learners perspectiveMervyn Jones (Imperial College, IACEE)
Technology trends and their impact on learning, training, processes and organizations. Dimitris Sampson (University of Piraeus) and Wayne Hodgins (Autodesk, IEEE)
New forms of organizationWayne Hodgins (Autodesk, IEEE)
Prolearn perspective: Future directions of Technology Enhanced Professional Learning - Learning ManifestoErik Duval (Ariadne) andVana Kamtsiou (NCSR Demokritos)
19 – 12 – 2005 Athens Symposium Slide 3
Learning Café
The Café is built on the assumption that people already have within them the wisdom and creativity to confront the most difficult challenges.
Methodology for collaborative knowledge creation by The World Café Community
Our Challenge Today is… Future and Emerging Issues in Technology
Enhanced Professional Learning
19 – 12 – 2005 Athens Symposium Slide 4
19 – 12 – 2005 Athens Symposium Slide 5
Ba as a shared context
©2000 Elsevier Science Ltd - Ikujiro Nonaka, Ryoko Toyama and Noboro Konno
19 – 12 – 2005 Athens Symposium Slide 6
Four types of Ba
©2000 Elsevier Science Ltd - Ikujiro Nonaka, Ryoko Toyama and Noboro Konno
19 – 12 – 2005 Athens Symposium Slide 7
Four types of Ba
©2000 Elsevier Science Ltd - Ikujiro Nonaka, Ryoko Toyama and Noboro Konno
Right mix of people and knowledge !
Care, love, trust, commitment !
Mailing lists, group-ware, databanks !
Learning support, Performance support
19 – 12 – 2005 Athens Symposium Slide 8
Session Structure…
Introduction by an expert: a short approximately 20 minute provocative presentation of key concepts and questions.
Interaction: structured, facilitated discussion in small groups. Participants are seated around tables 6 – 9 persons per table. The tables are covered with large sheets of paper for participants to draw or write their ideas. The discussion is divided into 2 – 3 intervals. After each discussion the participants change to another table.
Reporting of the group discussions. After one or two sessions there will be a reporting session. The table facilitators will then briefly present the core findings of the discussions in their table. Others may add comments.
19 – 12 – 2005 Athens Symposium Slide 9
Today
The line between…
Work and Leisure Learning and Work Formal, informal and non-formal learning …
…is diminishing
19 – 12 – 2005 Athens Symposium Slide 10
4 © 2005 Nokia V1-Filename.ppt / yyyy-mm-dd / Initials
Company Confidential
Disclaimer: The opinions expressed in this study are those of the authors and do not necessarily reflect the views of the European Commission
Blurred work and lifeWork and life are a unity of different activities performed in continuous flow.
Blurred work and lifeWork and life are a unity of different activities performed in continuous flow.
driven by quality of lifeAdapted from: Prof. Jarmo Suominen, MIT and Helsinki University of Art and Design
Separateworkday and leisure timeWork and leisure time are kept separate.
Separateworkday and leisure timeWork and leisure time are kept separate.
caused by industrial revolution
Source: Veli-Pekka Niitamo - CIO Nokia
19 – 12 – 2005 Athens Symposium Slide 11
Working and Learning
Job is a 19th century social innovation…
“a better learning experience”“learning-from-working”“working-to-learn”
Larry Leifer - Stanford Learning Lab
19 – 12 – 2005 Athens Symposium Slide 12
Mervyn JonesCentre for Professional Development © Imperial College London 2005 38
Education Career
Years
Daily Activity
Family, leisure etc
Family, leisure etc
Years
Daily Activity
Education
Family, leisure etc
A Changing Educational Structure
after Lee & Messerschmitt, Proc IEEE (1999)
19 – 12 – 2005 Athens Symposium Slide 13Dietmar Albrecht - VW Coaching, Germany
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Need for change
time-to-proficiency becomes increasingly important people and organizations have
a typical learning speed (limit) learning culture, methods, processes, and
infrastructures influence that limit we must improve the conditions for individual and
organizational learning significantly and systematically integrated working and learning processes
Dietmar Albrecht - VW Coaching
19 – 12 – 2005 Athens Symposium Slide 15Dietmar Albrecht - VW Coaching, Germany
19 – 12 – 2005 Athens Symposium Slide 165 [email protected]
Mind the G……………A………….P!!
TAG: Technology Assimilation Gap
LAG: Learning Assimilation Gap
19 – 12 – 2005 Athens Symposium Slide 176 [email protected]
Technology & TechniqueRate of introduction
Capability Rate at which individuals assimilate new
TAG - Situation Analysis: Opportunity
Original Source: Dataquest
Time
Com
ple
xit
y,
Cap
ab
ilit
y
Time
Com
ple
xit
y,
Cap
ab
ilit
y Increased demands = Increased demands = increased opportunityincreased opportunity
Technology & TechniqueAssimilation
Gap
Legend:Legend:
Worldwide Services Group
19 – 12 – 2005 Athens Symposium Slide 187 [email protected]
LearningDemand
Education & Training Supply
LAG - Situation Analysis: Challenge
Source: DataquestTime
Perf
orm
an
ce I
mp
rovem
en
t
Time
Perf
orm
an
ce I
mp
rovem
en
t
Mind the GAP!Mind the GAP!
LearningAssimilation
Gap
Legend:Legend:
19 – 12 – 2005 Athens Symposium Slide 19European Experts’ Symposium – Issues in Technology Enhanced Professional Learning10
IBM Learning
© Copyright IBM Corporation 2005
The Knowledge Worker in the Centre – Supportive Culture ?
19 – 12 – 2005 Athens Symposium Slide 20European Experts’ Symposium – Issues in Technology Enhanced Professional Learning14
IBM Learning
© Copyright IBM Corporation 2005
What does competencies mean?
Easy to see and measure
Values
Self-image
Traits
Motives
Values
Self-image
Traits
Motives
Skill
Knowledge
Harder to see, but makes
the mostdifference
Outstanding performers demonstrate competencies more often, in more situations, and with better results.
Any demonstrated characteristic or behavior of a person that differentiates outstanding from more typical performance in a given job, role, organization or culture
Planning for IBM Career Growth
19 – 12 – 2005 Athens Symposium Slide 21
Mervyn JonesCentre for Professional Development © Imperial College London 2005 23
Knowledge – academic, a pre-requisite, assessed by examination
Skill - ability to undertake a task, requires relevant knowledge,assessed practically
Attitude – approach to activityassessed by interaction/observation
Competence – the skilled deployment of knowledge with appropriate attitude
An Understanding of Competence
Competence is sought by employers, hired from employees, developed by diverse routes and upheld by professional institutions
19 – 12 – 2005 Athens Symposium Slide 22
Mervyn JonesCentre for Professional Development © Imperial College London 2005 24
The Evolution of CPD
Recognise the diversity of CPD activities and note the time spent on activities
Maintain a record of what, why and outcome of all CPD activities
CPD activity has to underpin or develop a competence – useful for work situation where learning has specific outcome – e.g. surgeon or airline pilot
Still no measure of effectiveness
No measure of motivation, planning, or quality
Needs to be developed for many professions
19 – 12 – 2005 Athens Symposium Slide 2318 [email protected]
We have our own Purple Crayon now!
The question is, what are we going to create with it???!!
19 – 12 – 2005 Athens Symposium Slide 24
Mervyn JonesCentre for Professional Development © Imperial College London 2005 28
Disruption in Education
• The tools that assist in the delivery of face-to-face education progressively evolve. The evolution from radio, > TV, > PCs, > www highlights changing support vehicles
• In parallel there has always been distance education, via correspondence courses, > the Open University, > TV, > VHS, > the WWW……..
• There are horses and there are courses,Selecting the horse for the course is the key
• We need to evaluate carefully the disruptive influences in education
19 – 12 – 2005 Athens Symposium Slide 25European Experts’ Symposium – Issues in Technology Enhanced Professional Learning7
IBM Learning
© Copyright IBM Corporation 2005
Is eLearning the right Terminology ?
A Learning programme is more than just training – 80 % of lerning
happens outside the Classroom
Enterprise Tools
EmbeddedLearning
Targeted Content
Collaborative Learning
Expertise Access
Pervasive Learning
Learner-FocusedLearner-DrivenPersonalized
What most people think it is What it actually is
19 – 12 – 2005 Athens Symposium Slide 264 [email protected]
Strategic Partnerships:
“ProSumers “•Models of “mass contribution”•Customers/consumers as producers, employees and part of supply chain Metadata content
•Strategic partnerships: Producer / consumer Learners / teacher facilitator coach Content developer / publisher
19 – 12 – 2005 Athens Symposium Slide 273 [email protected]
•End of the “org chart”? Democratization and deformalization of organization? Performance based
•The “non organisation” Transformation from static to dynamic End of “the job”? on demand “just right” EMERGENT organizational structures
“hubs & authoriteis” networks
•Context & competency based grouping How to quantify & capture context? Role of competencies?
•The human/social factor Assembling & disassembling project teams the role of the individual in groups
Personalization within organizations?
New Forms of OrganizationProject based organization
19 – 12 – 2005 Athens Symposium Slide 28
8
Results of the LEONIE researchResults of the LEONIE researchLearning systems are becoming: more and more plural more attentive to individual needs, and
therefore reflecting the diversification of learning and living patterns in Europe
evolving in accordance with economic macro-trends such as the rise of the knowledge economy, the internationalisation of exchanges and flexibility of companies and individuals
more open cross-cultural/national initiatives Based on just in time, but also just enough
learning
19 – 12 – 2005 Athens Symposium Slide 29
The 6 Vision statements:
Everyone should be able to learn anything at anytime at anyplace
Information society
challenge
Industry challenges
Learner perspective
Market take up
Social inclusion
Learning as a means to support and enhance work performance
Promote innovation and creativity (entrepreneurship) versus task and business process oriented learning
Learning as a means to increase employability (flexibility and survivability of employees)
Professional e-learning will be a commodity market in 2015
Democratize the provision and use of knowledge in order to provide equal opportunities for high quality learning to all
Prolearn
1
2
3
4
5
6
19 – 12 – 2005 Athens Symposium Slide 30
Univocal optimism: We believe in learning & technology … no one solution for all
ICT is driver of change the change itself is much more … resistance to change
Flexibility … stress ... Job security Context … Learning Patrimony … no one solution for all ICT in learning considered to reduce the quality of the learning
experience Users look for the quality of the learning experience Sustainable solutions must sucessfully address
Policy level Organization level Individual level
Some remarks