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Archive for the ‘Presentations’ Category

Delivery Models for Learning

Marcel de Leeuwe, Ruud Smeulders and I hosted a Masterclass on Learning Business Models at the Dutch E-learning Event. TU Delft’s Pieter de Vries has written a solid report (in Dutch) about this session: De waarde van Online Learning gezien door de ogen van Board members.

You can find the Dutch slides from the session on SlideShare:

I particularly like how Ruud adjusted the ubiquitous Business Model Canvas to be suitable for learning business models specifically (see slide 17).

The biggest piece of work that I did for the session was to try and created a typology of learning delivery models. I wanted to stretch people’s minds and make them think creatively about all the different ways that you can implement a learning intervention.

I started by defining five dimensions in which one way of delivering learning can be different from another. Although I define these dimensions as polar states, I do realize that you often have situations that are in between the two poles. The dimensions are as follows (in no particular order):

Facilitated ↔ Self-directed
Many learners ↔ One learner
Integrated in work ↔ Outside of work
Continuous ↔ Beginning and end
Content focused (consume materials) ↔ Activity focused (produce materials)

These binary dimensions give us 32 (2 to the power of 5) different learning delivery possibilities. This frames a broad range of activities as learning: from a magazine subscription (facilitated, one learner, outside of work, continuous and content focused) to team work in a project (self-directed, many learners, integrated in work, beginning and end and activity focused).

Not all possibilities make immediate sense. But with a little bit of thought I came to the following archetypical learning delivery methods (ordered from high to low involvement from the learning and development department):

  • Buying external knowledge (high)
  • E-learning module of about an hour (high)
  • Electronic performance support (high)
  • Few days face to face course with a trainer (high)
  • Multiweek online facilitated course (high)
  • External coach (medium)
  • Newsletter (medium)
  • Online community of practice (medium)
  • “Lunch and learn” session (medium)
  • Open learning materials (e.g. a wiki) medium)
  • Asking an internal expert (low)
  • Master-apprentice relationship (low)
  • Stretch assignment (e.g. a trainee programme) (low)
  • Teamwork in a project (low)

So here is my assignment for you: First try and map each of these archetypes to the five different dimensions. Then try and think which of these you are already using and which ones you would like to use. Finally, it would be good to try and list your personal preference for these five dimensions. For example: I like (to create) events that are activity focused, have a beginning and an end, involve many learners, are as integrated into the work as possible and fall somewhere in between self-direction and facilitation. I would love to hear your thoughts and comments!

As this blog is licensed under Creative Commons license, I would more than welcome anybody who would visualize these dimensions and the resulting delivery models.

Written by Hans de Zwart

03-05-2013 at 10:19

Changing the Responsibility for Learning

Last week has been a busy week with both the E-learning Event and a webinar for En Nu Online. I’ll share some of the presentations that I did in this short post.


Based on my presentation at last year’s E-learning Event I was interviewed by the Tijdschrift voor Coaching about culture and the quantified self. You can read a PDF of the Dutch interview by clicking the image below:

Culture and the Quantified Self

Culture and the Quantified Self


Marcel de Leeuwe and I hosted a session at the E-learning Event on Do-It-Yourself learning (building on what we had done earlier at the Masie conference last year). The slides are available on SlideShare.

We copied one of Mitra’s Self Organized Learning Environment (SOLE) experiments and gave all the attendees a challenging assignment to be solved by themselves in groups of four while Marcel and I walked out of the room for 20 minutes. This gave us interesting results: the attendees had no problem engaging with the assignment and were hard to stop after 20 minutes of discussion, while Marcel at the same was struggling with letting go (“Can we please check whether they are doing ok? Shouldn’t we tell them they only have 10 minutes left?”). This taught us that it is often our own behaviour as educators that is an inhibitor for people making themselves responsible for their own learning.

Minimally invasive pedagogy (as Mitra calls it) could then be a way to battle the now pervasive learned helplessness.


During the boardroom session at the E-Learning event I worked with Marcel (again) and Ruud Smeulders to deliver a masterclass on Learning Business Models. I’ll publish a full post about that session a little bit later.


In the webinar for En Nu Online we also discussed self-organized (or self-directed) learning. I did a short presentation, explained my rules for a Socratic conversation and then we discussed on the basis of a few questions. One interesting topic we addressed was the balance between providing a safe learning environment while at the same luring the learner into a stretch or into a zone where they are less comfortabe. The webinar has been recorded (there were some technical issues during the start, heroically battled by Sibrenne Wagenaar and Joitske Hulsebosch). You can view the Dutch recording on YouTube:

Written by Hans de Zwart

19-04-2013 at 10:50

Self Organized Learning Environments: An Assignment

This post is an assignment for the participants of the “Sociale media voor Leren en Veranderen in Organisaties en Netwerken”-leergang by En Nu Online.
(Click here to get a Google Translated Dutch version of this post).

Last February Sugata Mitra was awarded the TED prize for 2013. The prize money will help him carry out his wish:

My wish is to help design the future of learning by supporting children all over the world to tap into their innate sense of wonder and work together. Help me build the School in the Cloud, a learning lab in India, where children can embark on intellectual adventures by engaging and connecting with information and mentoring online. I also invite you, wherever you are, to create your own miniature child-driven learning environments and share your discoveries.

Watch Mitra describe his plans here:

I can’t link to this video without also linking to some of the criticism of his work. Audrey Watters raises some questions about, among other things, the history of schooling as it is told in the video, about (neo-)colonialism and about the commercial interests. Donald Clark lists 7 reasons for doubting Mitra’s success story.

Self Organized Learning Environment (SOLE)

According to Mitra you can organize a Self Organized Learning Environment (SOLE) for children by putting multiple children in a group, adding some broadband Internet and some encouragement and then drop in what he calls “curiosity catalysts”: large, open, difficult and interesting questions for these groups of children to answer. Self-driven learning is also becoming a current topic in professional development. See this post by Jane Hart as one example. We will explore whether Mitra’s thinking can help us in the workplace.

Basic assignment

For this assignment please do the following:

  1. Please download the Mitra SOLE toolkit from the TED website
  2. Read the toolkit
  3. Answer the following three questions by posting a comment at the bottom of this blog post:
    • What might be the key differences between child-driven learning (self-organized, curious, engaged, social, collaborative, motivated by peer-interest, fueled by adult encouragement and admiration) and the way adults learn?
    • What are the skills of a self-learning professional? How can professionals be supported in their self-directed learning?
    • What curiosity catalysts can you think of that you could ask your direct colleagues (or customers)? Think of two good questions.
  4. Find a new web-resource about self-directed learning (or self-organized learning, do-it-yourself learning, new-fashioned learning etc.) and post it as a comment on this blog post. It is “new” when nobody has posted it here before (so be quick!). It would be interesting to know why you chose this resource in particular.

Bonus assignment

There is no better way to judge how something works then to try it out. Starting from page 9 of the Mitra SOLE toolkit there is a home assignment: create a SOLE for children in your own home.

It would be wonderful if some of you could try this out with a group of children. Of course you will then send your feedback to Mitra and his team, but a comment here on the blog and/or some thoughts during the seminar are well appreciated too.

Written by Hans de Zwart

09-04-2013 at 19:04

A Short Video-Interview About Self-Organized Learning

Marcel de Leeuwe and I will be hosting a workshop on do-it-yourself learning at this year’s Dutch e-learning event. Marcel did a short interview with me about the topic as a warming-up exercise. In the interview I explain (in Dutch) why self-organized learning is becoming relevant now and what this might mean for the Learning and Development organization.

Written by Hans de Zwart

28-03-2013 at 13:02

Learning. Who is responsible?

A hero: Ivan Illich

A hero: Ivan Illich

Just now I delivered a keynote at the 20th Annual Israeli Learning Conference. I was there at the kind invitation of HR Israel and Amir Elion.

My talk was pitched as follows:

Over the next few years the role of the learning organization will shift, moving away from the current focus on course and curriculum design. Two new responsibilities will appear: 1. Supporting individuals with their self-directed learning and 2. Creating behavioral change interventions for smaller and larger teams. Hans de Zwart will take a fresh perspective on the underlying causes of this shift (like the increasing percentage of knowledge workers or the easy availability of global virtual collaboration tools), he wil give a wide and historical range of examples of existing “do-it-yourself” learning and he will share his thoughts on what this means for you as an HR professional.

I have come to believe that SlideShare is fundamentally broken, so while WordPress.com is hopefully working on providing the ability to show PDF files inline in my posts I’ve decided to just post a PDF version of my slides online.

The slides can be downloaded here (or here for a Dutch version)

The talk was divided into three parts:

Why is DIY Learning relevant?

Firstly I showed that the accelerating change of pace is not just a cliché, but that technology actually does progress exponentially. I showed some of Kurzweil’s graphs to back this up.

This means that we are increasingly living in a complex world. According to the Cynefin framework the sensible approach to problems in the complex domain is to first probe, then sense and finally respond. This aligns nicely with Peter Drucker’s definition of the knowledge worker who necessarily is solely responsible for their own productivity: they are the only ones who can understand their own job. For me a logical consequence of this is that you cannot create a learning curriculum for a knowledge worker. With the increasing mobility of labour, you could even argue that businesses will not want to invest in training a knowledge worker but that they will just assume competence.

Next I talked about Ivan Illich and his book Deschooling Society. We are institutionalizing students through the school system. We mistake teaching for learning and diplomas/certificates for competence. Illich’ solution is radical: to replace school with what he calls “learning webs”. He had some very practical ideas about this, that have become easier now that we have the web.

Another reason for DIY learning to come to the forefront is the ubiquity of free (mostly in beer, but also in speech) tools that enable us to connect with each other and organize ourselves. It is simple to set up your own website with something like WordPress.com and tools like Google+ (hangouts!), Facebook and Twitter are amazing in enabling people to take charge of their learning.

Examples of DIY Learning

I shared a set of examples of existing DIY learning efforts from a wide variety of fields.

The first example was from the European Juggling Convention in Lublin. People organized workshops there by using a simple central board and a set of activity templates.

Sugatra Mitra realizes that there aren’t enough good teachers to teach all the children in the world. He is therefore looking for a minimally invasive pedagogy. He has found a simple method: give groups of children a computer with access to the web, ask them an interesting question, leave them alone (maybe give them a bit of “granny pedagogy” support) and come back to find that the children have learned something. Do check out his wiki on Self Organising Learning Environments (SOLEs).

The original Massive Open Online Courses or MOOCs (as first run by Stephen Downes, George Siemens and others, now known as cMOOCs) are great examples of learning in a decentralized fashion.

Open Space technology (with its four principles and a law) is another example of how people can learn in a completely self-organized way.

Yammer groups are a great way for communities of practice to construct knowledge together. Anybody can start a group and these are often on topics that are relevant, but don’t get addressed top-down (an example I know of is a group of Apple users in a Microsoft-only company sharing knowledge with each other on how to use Apple products in that situation).

Dale Stephens has shown that there are alternatives to a formal college education with his Uncollege platform.

The reading group I organized in 2010 was the final example I used of a group of people getting together to learn something.

What should you (= HR) do?

All of this means the role of the HR Learning department will need to change. I see three imperatives:

  1. It is crucial to devolve the responsibility for learning to the learner. Stop accepting their “learned helplessness” and stimulate everybody to become truly reflective practitioners.
  2. Make sure to provide scaffolding. You should build things that will make it easier for the learners to build their own things. This only works if your approach is very open. Both for the learning materials (think Creative Commons and OER Commons) and for who can join. Efforts should be across organizations and across businesses. Don’t accept the naive (layman’s) idea which always seems to equate learning with content. Instead focus on designing learning experiences. Nurture any communities of practice and invest time in moderation.
  3. Finally, change the unit of intervention. You should never focus on the individual anymore. The unit of change is now the team (at minimum).

Notes

I’ve used the fabulous Pinpoint to create this presentation. This allows me to just get a set of image files and write the presentation in a very simple text based format. The PDF output doesn’t quite look like I’d want it to. Does anybody know whether it is possible to set the width/height ratio of the PDF export (4:3 rather than 16:9)?

I started collecting the licenses for each of the images in the slidepack so that I could attribute them correctly (find my incomplete list here). At some point I just couldn’t be bothered anymore. My blog is just too insignificant and I really do believe I can have more positive impact on this world by doing something (anything!) different with my time. If your picture is used and you are very disgruntled then I would be more than happy to make amends.

Will it Blend? Blended Learning and Quality

A few days ago I presented at a teacher’s conference at the Hogeschool Utrecht (HU) on the topic of Blended Learning and Quality. Naturally I started the talk with one of the Will it blend? videos:

I then referenced the seven problems that are written up by Kapp and O’Driscoll in Learning in 3D. Blended learning could be seen as a way to fix some of these problems. You do this through sound instructional design in which you blend working and learning (rather than face-to-face and online). I then highlighted the first principles of instruction that M. David Merrill wrote up and work that Betty Collis and Anoush Margaryan have done to expand this work into Merrill Plus.

Below my slides (in Dutch):

(download them here if the embedding doesn’t work for you)

Written by Hans de Zwart

28-09-2012 at 10:57

Werken = Leren & Leren ≠ Werken

Today I keynoted the Dutch Moodlemoot (mootnl12). I talked about how current times force us to let go of curricula, why it is more important than anything else to teach students how to learn, what it means to work in a knowledge society (work becomes synonymous with learning) and what this might mean for a virtual learning environment like Moodle. Unfortunately this talk was in Dutch and so will be the accompanying blogpost.

De slides van het praatje staan op Slideshare, maar zijn ook als PDF te downloaden.

Hieronder, ongeveer op volgorde van de presentatie, links naar achtergrond informatie:

De organisaties waar ik als vrijwilliger voor werk zijn Bits of Freedom, helden en strijders voor digitale burgerrechten en de Nederlandse chapter van de Internet Society.

Mijn leesgedrag is te volgen via Goodreads en Daytum.

Al mijn blogposts die met Moodle te maken hebben zijn via deze link te bekijken. Eerdere presentaties staan allemaal online bij Slideshare.

Het fantastische boek Teaching as a Subversive Activity staat in zijn geheel online.

De Open Schoolgemeenschap Bijlmer is een school waar een aantal van de jaren zeventig onderwijs-idealen nog hoog in het vaandel staan.

Het Peter Drucker Institure is een goed beginpunt om wat meer over de grote business denker te weten te komen. Probeer ook zijn Wikipedia pagina. Alle quotes in de presentatie komen uit het boek Management.

De Wikipedia pagina over het Cynefin framework legt goed uit wat het is. Harold Jarche heeft een ijzersterke blogpost geschreven waarin hij dat framework toepast op leren en daar vergaande conclusies voor organisaties uit trekt. Lees ook zijn drie principes voor “net work”.

Ben Goertzel is de “transhumanist” die in A Cosmist Manifesto erg ver vooruitblikt (naar een post-singularity wereld).

Meer informatie over de pedagogiek van Moodle staat in de Moodle Docs.

Het artikel over Massive Open Online Courses (MOOCs) is een goede inleiding. Zelf heb ik actief meegedaan aan de Learning Analytics MOOC. De Moodle discussie over corporate use-cases van analytics vind je hier.

Twee voorbeelden van mijn eigen leer-experimenten zijn de grassroot leesgroep over het Learning in 3D boek en de workshop op de Online Educa over Learning Scenarios. Allebei deze sites zijn gemaakt met WordPress.

Scott Jenson had jaren zijn eigen design consultancy and werkt nu als Lead UI Designer for Mobile bij Google. Hij weet dus waar hij het over heeft. Zijn boek The Simplicity Shift staat integraal als PDF online.

Drupal kent al een tijdje het concept van distributions. Moodle heeft misschien met de Flavours plugin al een beetje hetzelfde in huis.

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