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REN nyhetsbrev nr. 5, 2005

5. april 2005
Innhold:
1: REN Medlemsmøte 28. april
2: Using learning objects successfully in online learning. 
3: LoD Viewpoints March 2005: Learning Simulations: Current Issues and Future   
    Trends
4: Nytt og nyttig
5: På kalenderen
 


1:  Medlemsmøte 28. april

Vårt neste medlemsmøte blir 28. april 2005. Det er Abelia som er vertskap for møtet og temaet er “Arbeidsplassen som læringsarena”. Vi vil ha fokus på læring gjennom samhandling og uformell kunnskapsdeling. Det er flere rapporter som sier at opptil 80% av all kunnskap i bedriften er taus kunnskap, og at kun 20% av kunnskapen er tilgjengelig i dokumentert form. Hvis dette er sannheter er det i de fleste bedrifter et stort behov for å systematisere og legge til rette for kunnskapsdeling gjennom samhandling. Det er også viktig at slik ny og tilgjengelig kunnskap kan dokumenteres og distribueres effektivt til resten av organisasjonen. Dette er bakgrunnen og rammeverket på medlemsmøte.

Programmet er ikke helt klart, men en av foredragsholderne er Lance Dublin som vi har vært så heldig å få til å komme den lange veien fra San Francisco for å holde et foredrag for oss.  Lance arbeider som konsulent for en rekke store selskaper og er en mye brukt foredragshold på store konferanser rundt i hele USA. Vi har også brukt han som foredragsholder på våre studieturer til San Francisco. På dette møtet vil han holde et innlegg om med tittelen: ‘learning at the speed of work: new directions for learning’.

Programmet vil bli oppdatert fortløpende på våre medlemssider. Påmelding som vanlig til Veslemøy Barnes på veslemoy.barnes@invanor.no.


2: Using learning objects successfully in online learning 

Last time I talked about the standards bodies and their Learning Object approach, as well as some controversy.  Since then, an interesting article (http://www.xplanazine.com/archives/2005/03/the_problem_wit.php) has come out pointing out problems with Learning Objects in practical implementation.  The vast differences in style, implementation, quality, and accessibility means that the ‘pull off the shelf and use’ promise has not been kept. 

I think it takes some extra effort to be a designer capable of using learning objects successfully in online learning.  Some preparation can be considered reasonable to expect designers to be able to find and take advantage of learning objects.  Creating the objects to support the maximum reuse is also a separate area of skill (http://www.learningcircuits.org/2000/mar2000/Longmire.htm). In general, thinking of small bits, useful components of learning, is necessary, and similarly, skills in searching and incorporating those objects is also necessary.

Speaking of skills, it’s been a reliable outcome of exercises in learning that self-directed learners succeed, and others do not unless there is support.  It’s not a case of “if you build it, they will learn”.  So I’m pleased to see that someone’s focusing on developing self-learning skills.  Given the predictions of no slow-down in the amount of information coming, and the rate of chance, self-learning skills will be a critical component of an effective individual.

I also promised to talk more about collaboration, but I had had trouble finding a useful site. I’m happy to say that’s over, as Central Queensland University has a site dedicated to collaborative learning (http://clp.cqu.edu.au/) that looks quite good.  As I just posted to the Learning Circuits blog (http://learningcircuits.blogspot.com/), I am beginning to believe that the ability to collaborate around representations is going to be an important component of self-learning and the ability to cope in the increasing rate of change of knowledge.

Also, an important component in learning is the ability to parse the representations we use to communicate.  When working something out, I have a tendency to draw pictures (I’m a very visual learner), but representations are important regardless of modality. Collaboration around representations has been an IFETS topic recently, and while there may not be agreement on whether the tools are currently adequate, negotiating understanding is increasingly recognized as an important part of education.  Some thoughts on the characteristics of representations are captured by Denham Grey.

There are more dimensions to learning styles, of course, and Chris Dede elaborates about negotiating understanding in his discussion on new millennial learning styles.  In contrast to the somewhat extreme claims about fundamental new minds, I think that Dede’s take on the effects of new media on learners is more reasonable. Further, his conclusions from his premises are quite apt.

More on point for current needs are the research results of learning online for higher education.  While not a surprise in terms of representing known elements of organizational change and student support, it’s a nice checklist for moving forward.

I also attended (and presented) at the eLearning Guild’s eLearning Producer’s conference last week.  I have to say it was a nice conference, small enough to develop relationships with some attendees, long enough breaks to have conversations with people, big enough to have sufficient variety of presentations. The keynote by Secretan about not just motivating, but inspiring was just that.  His message was to find your destiny and your calling, and gave examples. Some of the hottest topics were the bridge from elearning to knowledge management, evaluation and the business value of elearning, and simulations (which I was of course pleased to hear).  I was also pleased to hear Allison Rossett, in the panel on the future of elearning, echoing messages about the importance of mobile learning, performance support, and other ideas you’ve heard here.

Hope your new year is going well. I’m seeing an upturn at least in the US in the elearning business, and I hope it’s a sign of good new things to come.  As always, please feel free to ask questions, provide comments, or suggest topics or directions you’d like to hear about.  -- clark@ottersurf.com 


3. LoD Viewpoints March 2005: Learning Simulations: Current Issues and Future Trends
 
Why is this topic significant?
Simulations create engaging learning experiences in which workers can practice business-critical skills and processes in safe environments - and they improve learning effectiveness by enabling learners to apply new information.  Unlike conventional eLearning content, simulations harness the full possibilities of learning technology, and move content beyond PowerPoint and textbook substitutes.  As learning simulations proliferate, various opportunities will exist for vendors and enterprise adopters.  Learning on Demant first covered the topic of simulations in its 2001 report Games and Simulations in eLearning and revisited the subject in the 2003 report Simulations for Businss Skills:  Best Practices anbd Market Outlook.  Various other reports and presentation have also included user case studies and technology ifnormation relating to learning simulations.  This Viewpoints provides an update on the topic as part of our continuing analyses.
Rapporten kan leses og lastes ned her.

 
4: Nytt og nyttig

Building an Intuitive Organization, April 2005 - Arupa Tesolin
The use of intuition in business has been steadily gaining respectability over the past few years. The trend is poised to escalate for good reason. Too many CEOs and executives have gotten it wrong and are now asking how to get it right.
Softer skills, like intuition, are highly capable of creating better results in productivity, performance, cycle time, responsiveness to the business environment, adaptability to change and innovation. Each of these directly impacts profit, success and survival in the business arena. Companies should think about ways to develop intuitive competencies and build collaborative intuition into business processes.
Les resten av artikkelen her:

 

5: På kalenderen

Seminar om digital tilstand i høyere utdanning
8. april  i Oslo

Fra det lokale til det globale, skandinavisk - indisk samarbeid om fleksibel høyere utdanning
25 - 26 april i Lillehammer

Den nasjonale læremiddelkonferansen 2005
21 - 22 april i Tønsberg

REN Medlemsmøte 28. april hos Abelia
Påmelding til Veslemøy Barnes, veslemoy.barnes@invanor.no 
 
En nøkkel til læring i framtidas skole? Nordisk storylinekonferanse
2 - 4 mai i Tønsberg

NKUL 2005 - Norsk konferanse om utdanning og læring
19 - 21 mai i Trondheim

Training Director’s Forum
May 22-25, 2005 Phoenix, AZ
Training Directors' Forum, the premier networking event for training, learning and knowledge executives, is your annual opportunity to rejuvenate, rethink and re-energize your work.

Det praktiske akademia - virksomheten som campus?
30 - 31 mai, Lillestrøm

ASTD International Conference & Exposition
June 2-8, Orlando, FL


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.

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.
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.

For mere informasjon ta kontakt med:
Veslemøy Barnes
Prosjekleder 
Research and Educational Network (REN)
Innovation Norway
20 California Street 6th Floor
San Francisco, CA 94111-4833
Tel: +1 415 364 2218
Fax: +1 415 986 7875
E-mail: veslemoy.barnes@invanor.no
www.invanor.no/ren