Transformative and Reflective Life-long Learning (Part 2 of 3)

January 27, 2010

Bamboo Project blogger Michele Martin’s recent lament about how little time we provide for reflection in the learning process was far from the entire story for her. In talking with Maurice Coleman in the T is for Training interview he did with her, she also returned to a theme she has often written about: the need for learners to take personal responsibility for their own continuing education and creating their own personal learning environments—or, as Stephanie Zimmerman writes in an ALA Learning post, engaging in “feral learning.”

Those who rely on their employers to direct their training-learning opportunities are, Martin maintains, missing one of the most important lessons of all: “We need to take control of our own learning…When the company is in charge of your learning, then you are always learning what they want you to learn…We need to say, ‘What is it that I want to learn? How do I want to develop?’…The people who left it up to companies: at the end of the day, they were obsolete.”

This is far from a theoretical proposal, as Rena Palloff and Keith Pratt suggest in Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom: “The traditional educational model, based primarily on the concept of the school and the teacher in a classroom as islands, standing alone and not interconnected with society or other educational institutions, will not generate competence in a knowledge society” (p. 166).

Workplace learning and performance professionals who serve as leaders within their organizations assure me that they are as eager to provide and facilitate learning experiences as they are to encourage the development of the sort of communities of learning which grow when we direct our own continuing education.

Martin as well as Palloff and Pratt see tremendous opportunities through effective online learning and the use of Web 2.0 (online social networking) tools: “Not only are we helping to shape the creation of empowered, lifelong learners, our participation as equal members of a group of learners supports us in our own quest for lifelong learning,” Palloff and Pratt write (p. 168).

Another element of this process, they note, is that we don’t frequently enough ask whether learners are adequately prepared for or ready to engage in online learning and take advantage of the opportunities which exist for transformative and reflective life-long learning. That doesn’t mean we can’t help them along on their individual paths toward this level of creating personal learning environments and exploring feral learning; De Anza College Distance Learning Center staff actually provide a great example for all of us through the “Distance Learning Questionnaire” they adopted many years ago from the PBS-Adult Learning Service (p. 154) before it ceased operating in 2005.

It’s clear that none of this is particularly new. It’s also clear that it’s an important element of training-teaching-learning which is far from universal. If we embrace the opportunities provided through creating personal learning environments and exploring feral learning, we move one step closer to teaching by example and producing the sort of results which all too rarely are documented within the organizations we serve.

Next: Reflective Preparation—The De Anza College Questionnaire


E-learning, Google Chat, and Innovation

January 13, 2010

E-learning, as I wrote in an article for the eLearning Guild’s Learning Solutions Magazine, is growing rapidly both in innovativeness and through its unique contributions to the entire field of training-teaching-learning. And it is becoming easy to try even for those with the fewest possible resources and only the most limited knowledge of how Web 2.0 (online social networking) tools work.

An experiment with University of Nevada, Las Vegas Learning Technologies Specialist Michael Wilder and his “Interactive Media Design” course for aspiring journalists in October 2009 offers just one example of how we can more effectively use Web 2.0 tools which are right in front of us. I had, throughout the year, been experimenting with colleagues and interviewees to use Google Chat as a way of conducting interviews for articles and academic research papers I was writing. What was most appealing to me was that the typed chat format produced usable transcripts of the interviews—a tremendous time-saver and a wonderful way to assure that quotes were accurate. Wilder, who had been impressed by the results after completing one of those interviews with me, later contacted me about the possibility of interviewing me via Google Chat for his onsite students so they could see and incorporate the technique into their journalism toolkits.

A brief chat about the project led us to carry it one huge step forward: we decided to treat the session as a formal e-learning lesson for the university students while demonstrating the ease and efficacy of online chat in reporting and other forms of writing. With a copy of the course syllabus in hand and with access to online postings made by students and some of the other guest lecturers Wilder had attracted, I worked with him to create a brief, prepared written introduction to the topic.

On the day of the class, I sat at my desk in San Francisco and arrived, via chat, in the Las Vegas campus classroom a few minutes before the session began. Wilder let me know when he had finished his face-to-face introduction, and that’s when I began transferring the prepared text, paragraph by paragraph, into the live chat window and sending it in a way that gave students a chance to read the words, piece by piece, on a screen in their classroom. That part of the process took less than five minutes, and we then opened it up to a live question-and-answer session during which Wilder typed in the students’ questions and they saw my responses as quickly as I could type and send them back. What was meant to be a 20-minute experiment lasted nearly an hour.

What followed was even better: Wilder posted the transcript of the chat and encouraged the students to post reactions on the class blog. Our online synchronous learning session continued asynchronously for several days, and one of the most encouraging responses came from a student who said she had already used what she had learned to complete an online interview via Skype.

It’s clear that we are moving far beyond the days when e-learning was comprised of little more than the posting of face-to-face lessons and learning resources onto a static website. With a little creativity and a lot of planning, we can easily use resources including online typed chat, Skype’s conferencing (and typed chat) capabilities, and even a LinkedIn discussion group created especially as an asynchronous online meeting place for learners in a particular course or workshop—an idea explored by my colleague Pat Wagner—to deliver learning that is creative, engaging, effective, and memorable.


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