Moving at the Speed of Creativity

Moving at the Speed of Creativity by Wesley Fryer

The Future Isn’t What It Used To Be

The Future Isn’t What It Used To Be: Why The Next Generation of Online Learning Resets Everything to Zero!

eLearn2005 presentation by Jonathan Levy, Senior Learning Strategiest for The Monitor Group (jlevy@monitor.com)

http://www.jonathonlevy.com/

Jonathan authors numerous columns and is on the editorial board of Innovate magazine. If you want to ask, “what is happening?” Jonathan is the person to ask!

Next generation online learning, have made some online activities that provide choice for people’s corpus collossum to let them decide

Everything is changing, the sky is in fact falling
– this is part 1, we will come back at 2:30 with some demos when we’ll “walk the talk” after this session
– demos of next generation learning, just in time learner centered systems

Brief Bio
– 20 years at Cornell, 4 years at Harvard Business School
– been at Monitor group for 4 years
– had first use of multimedia in training in 1960
– first network TV program for NBC was in 1964
– first commercial media for corporate training was in 1965

Monitor Group has 900 professionals in 29 different countries
– link strategy with knowledge…

NO next-generation online products
– advisory services in the field of knowledge management…

What is this all about?
– for those of you in “the academy,” increasingly those in academe are being called on collaborating with corporate business

Abstract from the program:

There is an entirely new learning and knowledge model taking shape at the workplace, one that totally replaces the current paradigm. “Virtual expertise” is a critical asset, and companies are developing networks to identify, channel and integrate a companys virtual collective knowledge to those who need it, personalized bits at a time. The accent is on teasing the potential capability out of an enterprises knowledge workers and integrating that capability with vetted knowledge and information, making that virtual capability both manifest and indistinguishable from work activity. The end of the preceptor-driven learning model is at hand: corporate universitiesnever really were that, and they will soon realize that their real mission is the exact opposite of the academic model and its trappings. A completely new model is appearing with knowledge workers in the center and all content, networks and supportive technology orbiting around them and among them. Real-time change management systems are replacing current learning and knowledge management systems to provide optimal corporate agility and responsiveness. The end game is integrating collective corporate wisdom with new learner-centric technologies to provide virtual expertise in real time.

Virtual expertise is very different from what academics generally talks about: this is about what ONE USES rather than what ONE HAS
– virtual collective knowledge: we use this in the academy every day
– integrating that capability is key
– corporate “universities” never really were that
– real-time change management systems is what we really need now
– ultimately: how can people from the academy interface with the corporate world, I have done this in my career, it is a shaky place to be but an exciting place

How do we know that corporate “universities” never really were that
– idea of “jot down some notes”
– as people make reference to notes in the university, they are called cheaters
– in the corporate environment, this is not only accepted but expected (they are used to win the sale, win the client, etc– it results in promotion, rewards, etc)
– goals in academic world are measured by attendance, completion and test scores
– supplier definition of success
– learner is evaluated

In corporate world
– success measured by individual and organizational achievement
– learner definition of success
– supplier is evaluated
– very different world, very different metrics from educational environment

Showed security camera tape of corporation employee taking online DE course (movie of person in cubicle hitting computer monitor)

I just came from CISCO yesterday where they were talking about a new online training program that was developed
– people there had to complete modules on their own time in about 1.5 weeks
– people came in and were not ticked off, they could not say enough good things about that program that was developed
– they loved it

I am going to share with you the design principles which we used to develop those modules

Why are corporate universities called “universities?”
– using metaphor of first flight device developed in France
– humanity has always wanted to fly: as long as there have been people, we have wanted to fly
– from Smithsonian, drawing, early idea of flight
– notion was if this doesn’t work, we are going to keep the old metaphor and beat our wings harder and harder

Similar to what has happened as corporate environment has taken the university model and tried to translate it to the corporate world
– what happened when we found that the principles of manned flight are very different from the flight of birds
– resulted in much higher level of achievement

Don’t call corporate universities “universities,” call it anything else you want
– don’t model the university environment
– by the time it is rolled out, the stuff is old, there are new competencies
– Will Thalheimer has just written about this on their website
– Harvard Business School put a bonus beside each program that people have completed
— people were going through the program as fast as they could for the bonuses, they were not taking the courses and reading it: they wanted a solution to their problems

Alvin Toffler in Future Shock 1969

“The illiterate of teh 21st Century will be those….”

American Society for Training and Development (ASTD) AND THE US NATIONAL Governor’s Association Joint Report “Into the Future:”
– we all have a skills gap, all of the time
– new knowledge is created at a rate faster than workers can learn it
– the skills gap is a ubiquitous characteristic of life in the future

Think about this: If people need to learn what they need to know
– do you think a university structure would solve this problem?
– No, that is why the university is not interested in this

Are we paying attention to this future (photo of pilots and aircraft on head on collision course)

Evolution of the learning experience
– content is not king
– context is king: context is the driver

this is about TIME
— information, knowlege
– simple, compelling
– coaching, mentoring, community
– on demand
– perosnalized
– in context
– heads up! (push me what I need to know)
– just enough
– now go away! this is a very important part
— in academe we put people through a labarith of processes

We turn the LEARNING over to the student, control of the learning
– not the knowlege, but hte control over learning
– people need a control mechanism, like a facuet flowing from the consciousness of the user

Essentials of learning
– for years the model did not involve the learner much in the process
– Content
— represented by teacher, knowledge, and epistemology
– Process
— teaching, technology, pedagogy

People didn’t ask me much in education about what I knew, what I understood, etc
– things were externally defined

In the workplace
– existing knowledge of the learner is very important
– we need to turn this model upside down
– to achieve an authentically learner centered model

When I was at Cornell, all professors put lectures online and students took those in on their own time
– so this freed up faculty to meet with small student groups and work with specific learning needs
– faculty said this was a much more profound experience for them
– they were freed to do what they do best: by and large anyone can go through a set of notes they have had for 20 years
– to sit with students and identify what their knowledge needs were for that point

In the commercial world, content used to be aggregated by a supplier and bought / rolled out for employees

Who owns the process: this is the key question to the evolving model
– context is y axis, going from product to solution
– content is x axis, going from aggregated by supplier, by enterprise, and finally by individual

Can’t just roll out courses and roll them into a business environment
– personalized learning is now the predominant and winning model for business
– who learns in a personalized way? EVERYONE
– there is no possible way that 2 people can learn in the exact, identical way
– pathways for gaining knowledge are inherently customized and unique

Guru sitting under a tree with disciples worked in the era of Socrates
– when scaling this up, however, we lost something essential about the learning experience
– now for the first time since then, we have technologies that for the first time that if properly used can help us recapture that educational experience

Actually achieving “level 5”
– 2 + 3 ? 5
– people not wanting to really tackle a level 5 rafting river, instead they decide to do a level 2 and then a level 3!

SME = “subject matter expert”
– the learner is now the SME
– that is the key to this new model
– how can this be? we are redefining what we mean by subject matter
— think of the corporate learner: hundreds of email and voice mail
— we are so time challenged
— we I need knowledge as a knowledge worker, what I am most knowledgeable about is not the knowledge, but MY CURRENT NEED
— I know more about that than anyone else

The expert is the learner if we redefine what content and curriculum is
– lets the learner not DRILL DOWN, but DRILL OUT
– from their they can drill out to get context
– this is an opposite model to what we are thinking about in higher education

Program they developed of 11 modules with 5 sections, you can go through it linearly, or like a case study, or using core concepts
– sections for each are…
– program is entirely learner centric

Typical online branching case or simulation (linear design)
– people make a choice, and are compelled to continue on with the choice they have made
– considered by instructional designers to be a better way to present information, because it involves the learner
– what we found, however, was that it wasn’t specific enough, it did not allow the learner to be the subject matter expert
– you turn it into a system where the learner can go through any scenario or pathway as many times as they want, have to do certain things in order to advance, the clock keeps ticking
– you can navigate anyway you want
– user sees a very friendly interface

– quantitative analysis
– team room
-evaluate behavioral objectives

This is a new way of thinking about making knowledge and concepts available to the learner
– at no time is the learner lost, they can choose their paths at any time
– some people learn better right hemisphere, some with left
– each module has elements of both
– have a cartoon leading off each section

you can learn by exploring, by watching,

This is “World-Class Marketing Strategy: Insights and Choices” for CISCO

Core concept section is about 50% interaction, 50% watching and learning
Practicer case is 100% interactive

With the team, you find that some answers are more right than others, you have to put together your own solution, not black and white right and wrong

MY THOUGHT: THIS IS THE REAL WORLD! THIS IS A BIG PART OF WHAT IS MISSING FROM OUR CURRENT OUTCOMES BASED MULTIPLE-CHOICE ASSESSMENT SYSTEM

The single most valuable untapped resource of the enterprise is the inherent knowledge that resides with the consciousness of its knowledge workers.”
– need to capture that
– redeploy it within the organization internally
– so it all comes in one door, around one need
– that system exists, the Monitor Group has created it

Is an oil company in Caracas doing this, capturing inherent knowledge and putting them out as knowledge products

Key ideas
– THE LEARNER IS IN CHARGE
– IDEA OF COHERENCE

experiment:
– coherence = laser (“inherent orderliness”)
– acquired and metabolized from within
– all elements of the enterprise function in harmony around a common vision and strategy
– stimulates inspired teamwork
– in sync, powerful
– internalized and and personalized

macroscopic wave function
– waves are working with each other in a laser pointer, they are working with each other
– and so can the knowledge workers in an organization / corporation
– I need a way to know what you know and how I can use what you know

Supporting the knowledge warrior (a ratchet up from a knowledge worker): a coherent, integrated omnipresent real-time infrastructure
– real-time change management, the unpredictable waves of change
– why don’t most cruise ships tilt around
– today’s cruise ships have stabilizers connected to gyroscopes
– this produces minimal motion even though different sized and directional waves are hitting the ship at all time
– you can’t prepare perfectedly for every change
– waves of change are washing over every enterprise all the time
– we need a way to stabilize the organization and prepare it for the next unpredictable wave of change

Courses can just prepare people for WHAT YOU KNOW is going to happen
– how do you prepare people for the unknown
– you need systems that prepare people for shared needs

Think of creating suits of knowledge
– this is called A “Strategic Knowledge Ecosystem”
– context-driven personalized eLearning
– knowledge management
– human and digital networks…

In Summary
– virtual expertise: exists in the field, individuals access what they need through supportive programs
– virtual collective knowledge
– integrating that capability
– corporate universities” never really were that
– real-time change management systems
– virtual expertise in real time

this change taking place is TRANSFORMATIONAL, not marginal
– this is really being driven by the corporations
– it will be rolled out in the university in due course, the universities don’t really have drivers for this process beyond what corporations are pushing universities to do

This will be a change on the scale of the industrial revolution
– 5000x increase in productivity
– we are standing (or sitting) in a Guttenberg moment

Showing graphic of a Guttenberg Bible, the creation as a result of the printing press
– those Bibles that Guttenberg printed were few in number
– the monks continued to illustrate those by hand
– Guttenberg printed about 20 of those per week
– 1 day someone said, “We can print the pictures”
– what happened? Social transformation
– from 20 per week, to 1000s per week, to literacy, to the explosion of knowledge

what new technology was developed in order for that to happen? Nothing. It was the same press. Just a different way of thinking about it.

“I implore you, think differently.”

http://www.jonathonlevy.com/

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