Remaining relevant in an increasingly social learning context presents great opportunities for instructional designers. The challenges lie in adapting sound design principals to new modes of learning and acquiring the additional skills to bring value to social learning environments.
The role of the professional ID is changing, but learners’ needs are not. On October 11, 2012, my partner, Tracy Bissette, and I spoke about this topic for the eLearning Guild in their eLearning Top Trends series, an Online Forum presentation. Our presentation is titled “Remaining Relevant in a Social Learning Environment,” and in it we look at emerging distributed training models, how a shift towards social learning will impact professional IDs, how to facilitate and support social learning, and how to carve your niche in a decentralized learning function.
Remaining Relevant in a Social Learning Environment
1.
2. LEARNING HAPPENS EVERYWHERE
THE DISTRIBUTED LEARNING MODEL
• Social Learning
• Project Tin Can
• Mobile Learning and HTML5
• Performance Support
• Gamification
• Flipped Curriculum
3. SOCIAL LEARNING
• Activities and experiences
• Building community
• Social media tools
• Measurement
6. SOCIAL LEARNING
REMAINING RELEVANT
• Mine for need—A in ADDIE
• Get to know your social learning
environments
• Capture the water cooler conversations
• Integrate formal with informal
• Strategies for community building
9. PROJECT TIN CAN
REMAINING RELEVANT
• Think of all of the ways someone could
learn about the topic
• Capture what’s happening informally
with statements
• Self-reporting
• No longer constrained by the LMS
• Learn more: TinCanAPI.com
11. MOBILE LEARNING AND HTML5
• Any time, anywhere
• Focuses on the mobility of the learner
and mobility of the instructor
• Collaborative
• Native apps and browser based
• iPad
• Open Standard
12. MOBILE LEARNING AND HTML5
REMAINING RELEVANT
• Learn tools (Storyline, Lectora)
• Think creatively about JavaScript
• Which browsers are your learners using?
• Consider multiple versions
• Mobile is great for performance support
15. PERFORMANCE SUPPORT
• Self-sufficient and self-reliant
• Before, during and after
• 10 seconds, 2 clicks
• Seamlessly embedded
• On demand, moment of need
• Gamification
18. GAMIFICATION
• Game mechanics
• Motivation techniques - rewards
• Increased engagement
• Encourage learners to engage in desired
behaviors
• Identify top contributors and experts
• A path to mastery
19. GAMIFICATION
REMAINING RELEVANT
• How can you create competition?
• Goals
• Frequent feedback
• Measure progress
• Rewards
• Peer motivation
• Hook
• Presentation
• ―The Gamification of Learning and
Instruction‖ – Karl M. Kapp
21. FLIPPED CURRICULUM
• Instruction moves out of the classroom
• Self-paced work moves into the
classroom
• Instructors can spend more 1:1 time with
each learner
• Learners can ―rewind‖ the lesson, work
through problems
• Greater teacher support, peer support
• Collaborative environment
23. FLIPPED CLASSROOM
REMAINING RELEVANT
• Microlearning
• Pull out lecture components
• Integrate videos into group discussion
• Individualize the group sessions
24. TIPS
GETTING STARTED
• Examples
• Baby steps
• Just do it
• Statistics
• Find a champion
25. SUMMARY
REMAIN RELEVANT
• Informal Environments
• Project Tin Can
• Mobile Learning and HTML5
• Performance Support
• Gamification
• Flipped Curriculum
Notes de l'éditeur
So what is Project Tin Can, anyway?Click all that apply.The new SCORMThe Experience APIA food driveA cross-domain learning technology specificationA noun-verb-object statement structure to record almost any activityA 1920s phone experimentA way to track learning activitiesNASA’s nickname for the USSR’s first manned space flight