Thursday, August 11, 2011

Designing Organic Learning

I have always had a problem with the 'learning system'. This stems from one main source - our learning theories always address the learning need at an individual level, how 'a' person learns. However, our learning solutions try to address learning groups - we simply apply the precepts (from the learning theory) of one individual to the whole group. 

This, I feel, is wrong at so many levels - the (learning) dynamics of the group will usually not apply (usually) to an individual. On the other hand, taking a generic 'group' dynamics approach (which we usually do) - we reduce the overall efficacy of learning.

This stuff has been discussed/debated/rued at length by many an ID – and so let us not go there for now.

In essence when we sell eLearning solutions as ‘custom learning solutions’ – we deduce a commonality for the group/organization, take a favored ID theory/methodology/model and customize it for the group. This is believe, causes a very weak, rigid and unusable learning system. I have yet to see/hear of a learning system that really works as it is meant to do. The ‘losses in transmission’ have become too much of a dead weight – and I think we need to look at other means of creating a learning system.

A Learning System

Before I go ahead – let me put in my definition of a learning system. A learning system is a manifestation of a learning solution and will include infrastructure, courseware, curriculum, architecture and a delivery (of learning) mechanism.

To put in ‘English’ – this is where one would ‘go’ to fulfill a learning need.

Customization of Learning

We have been selling the concept of customization of learning (especially in eLearning) for quite some time now. However, what we are offering is only the customization of the delivery mechanism – or at the very best, customization in the interactivity levels of a course. I firmly believe that this is not true customization. As ‘Learning Designers’ we need to think of the learner – how do we customize a learning experience? How to we allow for choice in choosing how one wants to learn.

To put this in more layman terms – what we are doing right now is akin to a fashion designer offering a dress in five different sizes. I am suggesting that we think of the learner and offer the learner 5 different dresses! Now – would that not be more useful?

The field of learning design (and development) essentially borrowed a LOT from the field of software design (and development) – we see a whole lot of similar terms which have been tweaked to suit our specific requirements; ADDIE, FRC, Waterfall Development, Alpha–Beta–Gold et al. This was fantastic even ten years ago. However, the field of software development itself has left much of these methodologies behind – and has adopted newer techniques. I think we need to take a look at how we offer learning solutions. It is not a matter of playing ‘keep up’ with the erstwhile field – but to finally come into our own as an industry.

Innovation in Learning

 One of the things that I have noticed is that somehow, we tend to be very innovative in adopting a technology – we adopted mobiles, second life, virtual/augmented reality, apple devices, et al. We have a need to be the ‘cutting edge’ in learning design. However, my point is that these are delivery mechanisms – yes, they do influence the users experience, but they do not particularly influence the learning itself. We are still using learning methodologies framed from a different era.

Studies have shown that in the digital age, we have evolved the way we process and store information (and hence learn) – technically, this means that most of our learning theories by themselves don’t hold much water now. However, they are based on common sense – and hence still continue to work.

In recent times, we have heard of ‘Connectivism’ – but even that has not yet become main stream. I am not sure how many professionals have heard of it, are planning to implement it – or even have an idea of how to take it from a theory and evolve it into a methodology and then into a model.

I think it is time to accelerate our paradigms of learning systems... We need to go beyond what we have... We need to go beyond offering customizable delivery options... and verily offer custom learning options.

I believe it is now the time to think about organic learning systems... Allow me to explain...

The Organic Learning System 

I define an Organic Learning System as a system which should be able to tune a unique learning experience for the learner – allowing them to choose their pace, learning style and delivery preference. It should allow a list of configurable items that will help the learner learn - not just in terms of content... but in terms of learning experiences.

So what does this mean?

Multiple Modes of Delivery

The system should allow for multiple modes of delivery. This is the first level of customization - web, mobile, touch-based, system independent learning. Identify multiple means of delivery; the learner should be able to access content truly on demand: from within an ERP system at work, at home just before bed, or while travelling to work.

Delivery of ‘Parts’ of Courses

They should be able choose to learn one part of the course online, learn about the nuances of  the system as a podcast, and have small stick-it notes on their desk that give them critical tips and tricks. They should be able to take a print out of a part of the course – and keep another part in their mails (for access on the move: one source of content that modulates to ‘output’ (in real time) to multiple delivery mechanisms.

Customizable Curriculum

The learner should be able to choose content based on requirement. Place content into discrete chunks - allocate what is ‘critical’ to be learnt by the learner. However, But allow them to grow beyond 'allocation'. Allow them to decide how and when they want to learn. This means that we would need to define the objectives at the entrance of the learning system, allocate a ‘bare minimum’ learning requirement, and let the learner into the system. Testing will be done at the exit of the curriculum – or better still, at the entrance into a performance system and not at the end of a courseware. Enforce a curriculum not by means of testing, but by creating a pull towards curriculum completion.

Organic Curriculum

The curriculum (and the learning system) should evolve regularly. It should not be a ‘go-live’ system, but one that grows with the requirements of the learner base. Do not 'freeze' the curriculum (or the design) – instead develop a phase-wise implementation to start with. Develop a good chunk of content up front, but be prepared to grow the curriculum. As an experience, the learner should see the 'newness' of the learning space – much like new mo

vies releasing every Friday.

Feedback in to the System

One of the things, I believe, makes for good learning is when the learner feels a sense of ownership and oneness with the learning system. To this end, the learner should be able to feedback into the system; this means they should be able to generate new content, discuss older content with other learners (and course owners, make notes, ask questions, extract bits of content, manipulate it to suit their requirements and more.

Non-centralized Content Development

Though I am a strong advocate of there being a centralized source of content development ‘official content’, I also believe that there should be alternative content that is developed from the fringes of the learning network. In this day and age, the people ‘at the ground’ have a better handle of tacit knowledge of the performance system – they should be allowed to push this into the learning system. The learning system on the other hand should welcome such content – and incentivize such content development. Imagine if you will; the kind of information that an upstream system administrator in the O&G domain will have to share with the learning network.

Respect for the Learner

This is the most important aspect of any learning design – respect the learners, their requirements, their abilities and more. They are intelligent adults, who should be given choices – and the freedom to learn. The learning system should respect this freedom and should be designed to allow the learner to exercise their freedom at any cost. Technology should be an enabler and not a hindrance to such systems.

This is definitely not an exhaustive list – this is the result of a frenetic session in a very boring flight. Please do let me know your thoughts, and also, if this should/can be taken to the next level. I am always game for something interesting!

Love,

-A 

Posted via email from Learning Design

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