REN nyhetsbrev nr. 10, 2005 - Site Display Name
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REN nyhetsbrev nr. 10, 2005

13. juli 2005
Innhold:
1:  Sommerhilsen fra REN
2:  Nyheter fra Clark
3:  Nytt og nyttig
4:  LoD Viewpoints June 2005:  Rapport fra LoD møtet i Helsinki
5:  På kalenderen

1:  Sommerhilsen

Sommeren er her, sola skinner og vannet er varmt. De fleste tenker vel mer på is enn e-læring, og det er vel sånn det skal være om sommeren. Men sommeren er også en fin tid å ta igjen det som skulle vært gjort før ferien, eller forberede det som kommer når sommeren dessverre tar slutt.

Vi i REN tar også litt velfortjent ferie, men vi kommer sterkt tilbake etter ferien. Vi holder vårt første medlemsmøte etter ferien i Trondheim 31. august og følger opp med studietur til San Francisco 9. til 13. oktober. Vi har allerede fått bra respons på våre forespørsler om besøk og foredragsholdere til studieturen, og ikke minst et meget godt program på medlemsmøte i Trondheim. Så ettersommeren blir en fin tid for å lære sammen med gode kollegaer i REN.


2:  Nyheter fra Clark

As a consequence of hearing an inspiring speech by Lance Secretan at the eLearning Guild’s Producer’s conference in March, I’ve been thinking about what is my calling. Lance’s message was to inspire, not just motivate, but also about finding out your destiny, your cause, and your calling (why you’re here, who you are, and what you do). It may sound a bit new age, but there’s value in that reflection from time to time. 
 
In my case, when I tried to abstract what it is I enjoy, am passionate about, and believe in doing, it’s in using technology to help people achieve their goals.  It’s not just about being smarter, but about trying to be wiser. This provides a framework within which I can incorporate what otherwise might seem disparate work in mobile learning, games for learning, workflow learning, meta-learning, etc.  And, importantly, I believe it’s not only worth attempting, but also feasible.  So for this column I’m going to talk about some instances and principles that are a step towards this goal, beyond traditional elearning.
 
Before I completely abandon elearning, however, I’d like to point you to a very nice essay by Stephen Downes. As part of a dialog on ITFORUM  (recommended), Stephen was reacting to a discussion about constructivism  and posted a long and thoughtful treatise about the philosophical underpinnings of instructional design (http://www.downes.ca/cgi-bin/website/view.cgi?dbs=Article&key=1120241890).  It’s a bit of a long and deep read (he’s got a broader grasp of philosophy than I), but it converges on a view that’s similar to my graduate education in cognitive science. His conclusion that there are two fundamental ways in which networked-based learning is different than just another media to conduct traditional learning is worth noting.
 
And you’ve heard me talk about games for learning (e.g. http://www.engaginglearning.com/, if it’s not too self-serving…).  Beyond the rationale that it’s more effective learning, I believe it’s more respectful of the learner to provide learning that’s an engaging experience. I’m increasingly recognizing that we need to address not only to the cognitive components of learning, but also the conative and affective components (cognitive science speak for motivation and individual differences; http://chiron.valdosta.edu/whuitt/col/regsys/conation.html).

I’ve also been very interested in helping learners become better learners (e.g. http://www.meta-learninglab.com/).  We know that self-directed learners are the ones that succeed despite our education system, er, succeeded in the early online learning approaches.  We can, and should, support our learners to acquire learning skills as the most valuable investment we can make (http://www-distance.syr.edu/sdlhome.html).  There is now considerable evidence that such efforts do make a difference. I’d like to suggest that there are systematic and valuable ways we can layer such information across our other technology support for learning and performance that we have yet to take advantage of.
 
And to point to some real world examples of other directions I think we can and should take, I’d like to point to several different systems that embody what I’m talking about. These cover ways to mentally and physically tune ours awareness, manage our time, and support our goals.  The idea is to find ways to approximate the role of a mentor. Ideally, we’d each have a personal mentor who knew us well, had our best interests at heart, and was available 24/7 to provide guidance.
 
Journey to the Wild Divine is a game that, with biofeedback, helps you achieve a demonstrably valuable state of mind.  It takes you through challenges in an immersive environment and requires using more relaxed approaches than one normally brings to bear.  HeartMath  is another approach with a similar bent, using physiological feedback to tune responses to everyday situations.
 
Allison Rossett who I mentioned last time, included a couple of sites about maintaining goals.  One is MyGoals.com, where you can choose your goals and get support for achieving them.  There’re canned ones for major goals, or you can create your own, and the system has some flexibility in how it supports you in achieving those goals. That’s beginning to sound like a mentor.
 
An extension of that is a personal system to support accomplishing tasks.  An extension to that is to add in our personal values about the balance between those goals. Empirically, that’s not usually the case. Llamagraphics, however, has an approach that sounds beneficial.  Their LifeBalance software allows you to align your ToDo’s with your long-term goals, your desired  time-allocation and then provides guidance about tasks.  I can’t say I’ve used it yet, as the initial overhead has been a (perceived) barrier, but the reviews make it quite intriguing.
 
The interesting point about this latter is that it integrates values into goals, and that’s at the core of what I think distinguishes wisdom from being smart.  Wise decisions are decisions that are in coherence with our values, the planet, and the long term success of both, not just the immediate problem.  And, increasingly, we’re recognizing that it’s important not just personally and professionally, but organizationally .  Along those lines, I recommend David Batstone (http://www.rightreality.com/). 
 
I think we can go further, in terms of providing support for personal goals, but I’ve run out of space.  I’ll leave you with this thought: the limits are no longer technological. Arthur C. Clarke’s once said that any truly advanced technology is indistinguishable from magic. We’re there in principle if not quite in practice.  We have the capability, now the limits are between our ears. What do we want to do?


3:  Nytt og nyttig

Making Rapid E- Learning Work

Denne artikkelen er skrevet for Chief Larning Officer av Josh Bersin.  Josh Bersin vil vi stifte bekjentskap med på vår studietur, som en av våre foredragsholdere.

Rapid e-learning is emerging as the fastest-growing category of online training. It is generally defined as Web-based training that can be created in weeks and is typically authored by subject-matter experts (SMEs). Bersin & Associates research indicates that the category has grown 80 percent in just the past year and will likely reach a market value of $410 million by 2006. Rapid e-learning projects account for more than one-third of all current training-related projects and likely will comprise half of all e-learning initiatives within the next three years.

Two primary factors are driving this boom. The first is the demand for rapidly created learning resources to address business events, competitive developments, product updates or other business needs. A survey of training and HR managers conducted in spring 2005 showed that 72 percent of their projects had to be completed in fewer than 90 days in order to be timely.

The second driver is the need to maximize the time and talent of SMEs, who often are primary resources for such ad-hoc training projects. Too often, these valuable individuals lose days or weeks of work time delivering the same training over and over again. In addition, because they are not professional trainers, presentation development can be painful and less than engaging. How many times have you sat through a presentation that was obviously prepared the night before by a brilliant but sleep-deprived, stressed-out product expert?

Les hele artikklen her:


Virtual Collaboration Tools: Communication Without Boundaries

Communication is one of the linchpins of modern learning organizations, and Web-based virtual collaboration tools have earned significant credibility as communication aids. Instant messaging (IM), chat, and Web and video conferencing help enable widespread deployment of timely content to aid employee education on new product releases, corporate strategies and critical job function skills. Collaborative learning solutions reduce learning costs, increase productivity and generally surpass communication boundaries for the enterprise.
Les hele artikkelen som er skrevet av Kellye Whitney og klippet fra Chief Learning Officer her:


4:  LoD Viewpoints June 2005:  Rapport fra LoD møtet i Helsinki

SRI Consulting Business Intelligence's (SRIC-BI's) Learning-on-Demand (LoD) program's meetings provide sponsors with an opportunity to hear from experts, discuss important issues, and network with the learning-technology community. Most sponsors find the meetings a very valuable part of the program, and we strongly encourage participation. This Viewpoints summarizes the latest European meeting.

Rapporten kan leses og lastes ned fra våre hjemmesider


5: På kalenderen

REN medlemsmøte i samarbeid med NTNU holdes i Trondheim 31. august
Program
Påmelding til Veslemøy Barnes på veslemoy.barnes@invanor.no

Chief Learning Officer Symposium Fall 2005
The Speed to Competency: Developing People, Building Capabilities
September 28-30 2005 at the Hyatt Regency Huntington Beach, California
Workforce productivity has never been more critical. Join us in at the Hyatt Regency, Huntington Beach, CA to explore the most creative and compelling solutions for rapidly increasing employee potential.

Digital Storytelling Festival, 7. til 9. oktober i San Francisco
http://www.dstory.com/dsfsedona_04/info.html

REN Studietur, 9. til 13. oktober i San Francisco
Påmelding til Veslemøy Barnes på veslemoy.barnes@invanor.no innen 8. september

Training Fall Conference and Expo, October 17-19, 2005, Long Beach, CA
At Training Fall Conference and Expo, you'll find more resources, more expertise and more opportunities for you to accelerate your professional development and online learning curve.
http://www.vnulearning.com/learninggroup/3400/index.jsp

Chief Learning Officer Symposium EMEA 2005
November 2-4 2005 at the Hotel Arts Barcelona, Spain
Join us in Barcelona as Chief Learning Officer magazine extends its highly regarded Symposium series to the EMEA markets. CLO Symposium EMEA is the perfect forum for senior international learning executives to share their experiences and best practices with an ever-expanding Global community.

NFF-konferanse, 6. og 7. desember 2005
Sted: Handelshøyskolen BIs nye kunnskapsbygg i Nydalen, Oslo
Samarbeidspartnere: Norsk forbund for fjernundervisning og fleksibel utdanning, Nettverksuniversitetet, TISIP, Universitetet i Oslo, BI og NOKUT.
Tema: KVALITET - i undervisning, læringsmiljø, veiledning, teknologi, studentadministrasjon, osv.


For mere informasjon ta kontakt med:
  
Veslemøy Barnes
Prosjektleder
Research and Educational Network (REN)
Innovation Norway
20 California Street 6th Floor
San Francisco, CA 94111-4833
Tel: +1 415 986 0770
Fax: +1 415 986 7875
E-mail: veslemoy.barnes@invanor.no  
www.invanor.no/ren