Tag Archives: Adult Learning

A Manifesto (with Poor Graphic Design)

26 Aug

(This post is anchored as the first post, at least for now. Latest posts appear below.)

If you have been following my blog over the last couple of years (thank you!), you may have noticed some changes to the banner and template recently. Other than the aesthetics, which I like better, I wanted to have a banner image in my own hand that represents what I’m working on in this space, and in my professional life.

That said, I know that the graphics are a bit opaque. Allow me to explain.

For fully realized learners* to function across an organization and find personal satisfaction through professional development, three foundational elements must stand firm:

3 pillarsAcculturation & Alignment: Individuals must feel that their efforts are adding value to the organization, and that those efforts are nurtured in turn by coworkers, organizational leaders and professional peers. Tasks have meaning, and individuals should feel a part of something larger within a set of cultural cues that enable growth and autonomy.

Competency & Assessment: Workers need a measure of their own competence and a way of assessing and measuring the growth of new competencies over time. As we move to an increasingly automated workplace and rote tasks are replaced by automation, workers’ sense of worth (competency) must grow, adapt and change over time, in internally and externally measurable ways. Stagnation is the enemy not only of the human spirit but of organizational livelihood.

Skills and Knowledge: This is the core. Learners’ sense of self and their value to others starts here. “I know what I know!” and “I know what I can do!” are the essence of professional identity. The practice that needs to develop is how learners can share what they know, and do so in a manner that cuts across the other realms of competency and acculturation. Continue reading

What We’re Missing When Discussing MOOCs: Unintended intentions

20 Aug

There is much talk about MOOCs already, so I needn’t rehash the pros, cons, exemplars and far-more-common horrors as MOOCs reach their fifth birthday. MOOCs for fun, for hobby, for education, for egalitarianism—even MOOCs for corporate purposes and MOOCs for profit. And yes, (Silly Rabbit!) MOOCs for kids!

MOOC completion rates, in the mid-single digits last I saw, get a lot of press. What an uninspired question! But what I have read very little of, and to me is the most interesting question, is why do people sign up for MOOCs in the first place?

Put another way: What are people’s intent when they sign up for a MOOC? If we can begin to capture that, those of us in the learning game might be on to something.

Joining a MOOC is a nearly perfect moment of good intentions. How can we harness that?

Joining a MOOC is a nearly perfect moment of good intentions. How can we harness that?

Millions have taken the time to peruse course offerings, register for a class and attend the first session or two—at least until they are asked to complete tasks and participate in online groups. That is no small act. Those millions are hungry for learning of one kind or another, demonstrated by the act of choosing and signing up.

Is it for hobby? Professional development? Work-related skills? Life skills? Intellectual curiosity? Social pressure (“You’ve never read Moby Dick!?”)? If MOOCs fail to fill most of those hungry minds, that’s a golden opportunity lost.

People want to learn. We yearn for new knowledge, desire (sometimes require) new skills. What if we could offer our people—that is, the folks for whom learning is our responsibility—a vast array of choice, but direct them to learn it in ways that they can actually be successful? When I (and many others) talk about self-directed learning, this is where my imagination runs.

Get our folks to understand that the content they need to learn just about anything and acquire many skills they may lack is there at their fingertips. What an age we live in! They just need the skill to see it, use it, learn it, share it, connect to others through it, incorporate it, grok it. The world is our MOOC, and we can all be our own instructor.

Our jobs need to shift to where we are the facilitators and coaches of self-directed learning, breaking down learning into systems and practices they’ll want to complete … eventually realizing that learning is an ongoing process of their own design that never is complete.

Completion rates? That’s the wrong question! Intention rates? That’s where we need to direct our efforts. Where there is intent to learn, there is shell waiting to be cracked. Where there may even be no intent, there is opportunity to introduce curiosity and growth.

Can you MOOC it, man?!

Working in the Age of (Digital) Exploration: Part II – Navigating the digital high seas

13 Aug
Set your course and head for the high seas. (yachtpals.com)

Set your course and head for the high seas.

There you are, navigator of your solo vessel, heading for discovery, terra incognita, riding a sea of digital waves. In my last post I argued that we all should head out in search of adventure, discovery and limitless exploration. While that may sound inviting, it is hard to know how to navigate through unknown territory, to keep going even when the next port is unknown. Indeed, it is unknowable!

In an earlier age, travelers learned to navigate by understanding the natural markers around them. At its most basic, the sun and moon provide cardinal direction. Gazing at the night sky compelled people across the globe to draw patterns, and from those patterns, to note how they could guide movement: The northern star, the southern cross, the big dipper, the tropics and the planetary ecliptic. Later, with the advent of the sexton and (eventually) accurate timekeeping, global circumnavigation became so commonplace that the age of exploration drew to a close. Arise the age of commerce, of global trade.

The Learning Age, a new kind of age of discovery, requires a similar sort of basic navigational tools in order to keep going and to judge the value of what you find: To sort out gold and spices from flotsam and jetsam. Instead of gazing skyward, we need to work from within outward, and back again, in order to make sense of our known world.

And that requires a system, a method by which to navigate and then to make sense of discoveries.

  1. Know your cardinal directions. While there is no limit to what you’ll discover, you need to always have a general sense of your course. Rather the compass direction, the cardinal orientation here is purpose. What assets or artifacts do you feel lacking? What areas could help you intentionally improve your profession or craft? What people or knowledge would be of most help to you (and you to them!)? For every next shiny object you come across, measure it against your purpose. That will tell you if you’re headed in the right direction.
  2. Be in practice; navigation is your profession. By practice, I mean be in process. Once you have a general sense of your cardinals — where you want to go, and why – the key is to know how to move in that direction with consistency and deliberate action. The process through which you encounter potential treasure, measure its worth, and then keep or discard it is the way to move through the digital world. The more you practice, the more intuitive and natural it becomes.
  3. Patronize the trading posts. Our networks and the Internet as whole are essentially a marketplace of ideas and connections. Share freely: blog, tweet, post, react, write, question, discuss. Sometimes others will pick up what you share, other times not. Have no expectations for reciprocation or immediate return. It’s a process, right? Also understand that there is no way to attend to everything that you encounter – there’s too much information and far too little time. The important thing is picking things up to see if you
    The market is open, 24/7. Make your own discoveries, measure their worth, assemble your inventory as you like.

    The market is open, 24/7. Make your own discoveries, measure their worth, assemble your inventory as you like.

    can use it, and not to sweat about the vast majority of wares you’ll never see. You build what you can out of what you find valuable; don’t fret about the rest.

  4. Attend to your cargo. Is what you carry in your SS Learning worth the effort of transport? Knowledge, adaptations, applications and members of your networks will come and go. Take the time for useful, purposeful pruning. In all likelihood you’ll carry a few ideas, partnerships, and methods to the ends of the digital seas and back. However, the majority of what you put into your hold will at some point become outdated, no longer useful or even dead weight holding you back from the learning velocity you need to maintain. Only you can determine value, but be prepared to reassess and let go on a regular basis.
  5. Move on. If you find a great port, a trove of useful knowledge and ideas, consider yourself lucky. Glean what you can, and return to it as you need to, but keep moving on. What’s precious today may not be tomorrow, depending on changing conditions in what you find useful. The Learning Age is about ongoing learning, adaptation, exposure and network maintenance. Don’t let a beautiful moment in port lead you to settling for a stale life of safe harbor! Gold today may be straw tomorrow.

Choose the life of exploration and set your course, always on the lookout for what is yet to be discovered as you push into the horizon.

From Auckland, a charge to curate

24 Jul

Nigel Young, a professional colleague via my Twitter PLN, pointed me to a live broadcast from eLearnz 2015, a New Zealand eLearning conference that I could watch while at my desk in Portland, Oregon. Randomly, and quite fortunately, I saw some of Nigel Paine’s remarks. (A classic case of serendipity, but that’s a topic for another time!)

Wait! I was watching a live broadcast of a conference happening in as far away place as could possibly be! That, in itself, should highlight how very different our world has become. But, that’s not what I want to discuss in this current post — just a rather amazing set up.

A comment he made, among many important comments on MOOCs, neuroscience and some serious debunking of “rubbish,” that really made me sit up and pay attention was his discussion of the wastefulness of content creation for almost all learning programs.

L & D, training providers and their kin serve their clients’ needs, whether they’re internal or external. As a service provider, I think we do our clients a disservice if our first thought is to

Create your own learning boutique from the abundance around us. Or better yet, let your learners put together the collection themselves!

Create your own learning boutique from the abundance around us. Or better yet, let your learners put together the collection themselves!

create something new for the learning need (real or imagined). For the vast majority of topics, there is nothing we could create that does not already exist. Like a good librarian or boutique shopkeeper, the value is in the careful curation of artifacts that take the customer (learner) on a journey of discovery. If I ask a librarian to help me learn to fix my bicycle, I certainly would not expect him to write me a guidebook! He will find the best existing materials to recommend.

As Nigel Paine said, people will yawn their way through a corporate training event, and, later that evening, happily turn to YouTube to repair their dishwasher. Can’t we learn from this new reality? The feeling among some of our colleagues is that our learning problems are so complex, so unique that no video or website could adequately address them. That may be, but in aggregate of sources, via a collection of various bits and parts? I’m guessing we could get just about all the way there. Our own sense of importance becomes our blinders.

The key is to make sense of the overabundance that exists in our digital, connected world. The skills adults need to find, connect, synthesize and share content are not instinctive. It’s not a matter of some “having the knack” and others out of luck. It’s a learned skillset.

Taking this to its logical conclusion: For your next learning activity, direct your cohort to curate their own resources. I had discussed this once before, in a much earlier post. While my thinking and practice have evolved quite a bit in the two years since then, I think that the idea remains valid. By learners curating their own learning, then sharing it back with a cohort, it allows for learning skills, reflection, demonstration, defense, social interaction. That’s how people learn!

You’ll not only have a great collection of learning resources, but you’ll help your learners learn the skills of the digital age at the same time. Oh, and you save your client a lot of time and money, too.

WOL concerns, blow-by-(glass)blow counters

2 Jul

I had the pleasure of being able to share some ideas and practices about Working Out Loud/Showing Your Work (WOL) the other day with a group of Pacific Northwest educators. I wanted to share my main idea with which I framed my talk, and a few really good questions that the teachers had about what I was pitching.

We’re all professionals and craftspeople (of a sort)

We began our discussion by considering this photo of a glassblower.glassblower_studio

This is not a blower among peers in a workshop. Clearly, this is a demonstration of how he forms hot liquid glass into shape. I have watched blowers perform their craft on numerous occasions and it is always fascinating. I posed the question: What’s in it for him?

The conjecture was that he adds value to his finished products by allowing interested parties to watch him work. He is a craftsperson, and he knows that people who see his work will more highly value his craft.

Similarly, there are people we call “professionals,” who are in practice: doctors, lawyers, accountants, veterinarians, etc. They “practice” because we expect that part of being a professional means staying current on latest trends, new discoveries, technological advances and best practices. I don’t expect my accountant to use 2006 tax law, or my dentist to practice the same way she did 15 years ago. Professionals are in practice—they stay informed, learn new methods, and constantly share across their fields of expertise.

I pressed the roomful of educators to think of themselves as professionals (as we all should, no matter our position) in their own education practice. They too should stay current, constantly learn, and share new ideas and methods. Working Out Loud is a great way to do that.

What about others “stealing” ideas and/or not assigning credit?

On the flipside of feeling like you’re a bit of a braggart (see below), concern about someone stealing your idea comes up a lot. If you’ve spent most of your life in a hierarchy (real or imagined), where advancement comes from recognition from superiors, this feels genuinely worrisome. The short answer is that your personal satisfaction from helping peers by sharing your ideas (and problems, successes, questions, and processes) should provide more gratification than praise from on high.

The longer answer suggests that we are all working in a new paradigm, one in which the power of the connections and the professional learning networks (PLNs) we create are chipping away at the very foundations of traditional workplace hierarchy. Once you realize that you don’t need your supervisor, director, or principal’s direction or approval to solve your problems and advance your practice, your need for recognition and approval will dissipate. At the same time, if your job is to supervise or direct, you are coming to the realization (some more quickly than others) that by empowering your people to connect and share freely you’ll advance your goals and achieve better outcomes.

How do we reconcile sharing with copyright and IP?

For this, too, there is a short answer and a long answer.

Short answer: Give credit where credit is due, lead with generosity, and publicly thank those whose ideas you advance in practice or synthesize with others. I have personally seen how an ethos of open sharing leads to an economy of ideas that seeks to neither “steal” the work of others nor hide the easily traceable digital paths back to their source.

Longer answer: The very notion of intellectual property and copyright is being shaken at its foundations. From music to books to art, I’m not sure what IP means anymore. In our networked digitized age, it is a very tricky

that's me, pointing out that email and files folders are where god ideas go to die.

That’s me, pointing out that email and files folders are where good ideas go to die.

undertaking to establish and maintain ownership over ideas. This is an especially important issue in academia, where people earn their reputations and living from their original ideas. Where the world of IP and copyright is headed, I have no idea. Bottom line: While WOL, be generous, give credit, and when in doubt ask permission.

How to overcome feelings of bragging?

True humility is not thinking less of yourself; it is thinking of yourself less.” — C.S. Lewis

It ain’t bragging if it’s true.” — Mohammed Ali (or perhaps Dizzy Dean, or Bear Bryant)

If you think you share great ideas all the time, check yourself! You are either a very accomplished, talented person or you have an overinflated sense of yourself. Our approach should be that WOL practice is a place to ask questions, gather a diversity of opinions and methods, and test our ideas by their usefulness to others. There is nothing selfish or attention-seeking about that. And, if you think you have stumbled upon something original or particularly useful, sharing it is not bragging, it’s generosity. Why keep it to yourself?

Of course, you won’t really know until your network has had time to weigh your idea for themselves. In that case, they’ll be the ones to credit your breakthrough or expertise. Again, it comes back to the spirit of sharing freely and communicating transparently. Your many mistakes and false starts ought to sweep away any sense of bragging. It’s not about any individual, it’s about (mostly half-baked) ideas and people networked together and sharing experiences as they happen.

My new puppy

My new puppy “Chester.” Added for no reason at all (other than to make me smile).

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