Many countries do not have policies or standards in place for assessment and introduction of new WASH technologies. This results in arbitrary (or politically motivated) adoption of technologies that are not fit for purpose, too expensive for users, not viable at scale and inadequately supported at the local level*.
• Structured Socialization<br />We see from this example that people, even very smart people, are unable to anticipate the benefits of in-depth interaction with colleagues until they have experienced it for themselves. Before Researcher’s Square, the researchers at NIWL daily saw their colleagues coming in and out of the building, passed them on the staircase, or nodded to them in the hall, but they learned very little from one another. Moreover, when I asked them to anticipate how they might use Researcher’s Square, they could not envision a benefit beyond coffee and food. But when NIWL created a place for structured socialization* they not only learned from each other, the whole organization became more aligned and collaborative - in a word, more effective. Structured socialization named by my colleague, Robert Dalton, is the intentional design of processes and space that bring people together in conversational formats to create and share knowledge.<br />• Connection before Content<br />Before people can learn from each other or collaborate on issues, they need to build connections – that is, gain some understanding of who the other person is, including their skills, depth of knowledge, experience, and attitude toward others. People are unlikely to ask each other questions or ask for assistance, until they have built a connection that allows them to learn that the other person is knowledgeable enough and respectful enough to engage. In Researcher’s Square, the coffee, food, and small tables for chats, all provided an atmosphere in which the researchers were able to build the connections that then allowed content to flow.<br />• Cognitive Diversity<br />The researchers proved to be more interested in others’ projects than they thought they would be. They assumed that what others were doing would be of little interest to them and likewise that others would have little interest in what they are doing, after all the projects they were engaged in were greatly varied and appeared to have little in common with each other. However, in Researcher’s Square these differences also brought with them an attribute that boosts creativity and innovation within a group, cognitive diversity. When people are cognitively diverse they bring to any problem, a larger set of tools derived from multiple perspectives, problem solving tactics, heuristics and interpretations.<br />• Conversation Rather Than Presentation<br />The learning that occurred in Researcher’s Square did not come from presentations, rather the knowledge gained was through conversation. When we think about learning from others our first thought is to have someone make a presentation. But as ubiquitous as presentations are, they are a poor way to learn from peers. Typically, a presenter offers what happened in his or her own situation, but that is not what learners need to hear. Learners are interested in knowing how to adapt the lessons to their situation and for that they need to have a conversation so that the other person can understand their context, and they also can understand the context of the other.
The rise of Free Software created opportunities for collaboration between individuals and organisations. Millions of individuals were seduced by the Free Software philosophy and the largest corporations made it part of their strategy. But the full potential created by this revolution is yet to be realized: Upstream University offers a training program aimed at helping professional developers contribute successfully and more efficiently to Free Software projects.
"Approaching workplace learning in this way – by supporting the extraction of learning from work rather than the injection of learning activities into work – presents a whole new set of challenges for HR, Talent and L&D professionals.
the challenges include the facts that:
It can’t be built into a course or programme.
It can’t be ‘delivered’.
Managers need to be enabled and supported if it is to work.
It can’t be managed and controlled in the way discrete training and learning injections into the workflow can be.
most of the learning processes are opaque to HR and L&D and can only be made explicit through observation and other field survey and data collection approaches.
"Instructional games should be embedded in instructional programs that include debriefing
and feedback so the learners understand what happened in the game and how these events
support the instructional objectives."
AnatomyZone was started in 2011 after I stumbled across Google Body and thought it would be a very useful tool to learn anatomy with. There are not that many user friendly resources on the internet for students trying to learn anatomy, so I thought I would try and create one to help others to learn anatomy. This website is aimed at many different levels and at a wide range of different users, from nurses, to physiotherapists, to osteopaths, to medical students.
"He called the second stage the Zone of Proximal Development (ZPD) which had, as said, two limits: the lower limit, which was set by the maximum level of independent performance, and the upper limit, the maximum level of additional responsibility the student can accept with the assistance of an able instructor. But Vygotsky believed that learning shouldn’t follow development, but rather should lead it. A student should constantly be reaching slightly beyond their capabilities rather than working within them (Jo Turner-Attwell, 2009)."
Do you know how to learn? Many people don’t. Specifically, they don’t know how to look inward to examine how they learn and to judge what is effective.
That’s where metacognitive strategies come in. They are techniques that help people become more successful learners. Shouldn’t this be a crucial goal of instructional design?
Improved metacognition can facilitate both formal and informal learning. It can improve the performance of new tasks on the job and help teams problem solve more effectively.
The principles of the Vittra School revolve around the breakdown of physical and metaphorical class divisions as a fundamental step to promoting intellectual curiosity, self-confidence, and communally responsible behavior. Therefore, in Vittra’s custom-built Stockholm location, spaces are only loosely defined by permeable borders and large, abstract landmarks. As the architects explained, “instead of classical divisions with chairs and tables, a giant iceberg for example serves as cinema, platform, and room for relaxation, and sets the frame for many different types of learning,” while “flexible laboratories make it possible to work hands-on with themes and projects.”
I’m really convinced that this moves us on. We have to bounce teachers and learners out of that mindset that sees teaching as one to many and adopt the wisdom of the network. Pamela Katona at the University of Utrecht showed that students are less than satisfied with the teaching and feedback they receive. So many learners wait too long for feedback, receive cursory feedback, don’t have access to the marking scheme and often don’t see the final marked paper.
Arum, in Academically Adrift, has presented good research to show that critical thinking, complex reasoning and communications skills are all too lacking in our universities. So here’s a technique that moves us on, combing the best of teaching with the best of learning. All it takes is just that first step towards student interactivity and participation. And, to repeat, it’s SCALABLE, indeed, the more the merrier.
Nearly all of the studies that purport to provide evidence for learning styles fail to satisfy key criteria for scientific validity. Any experiment designed to test the learning-styles hypothesis would need to classify learners into categories and then randomly assign the learners to use one of several different learning methods, and the participants would need to take the same test at the end of the experiment. If there is truth to the idea that learning styles and teaching styles should mesh, then learners with a given style, say visual-spatial, should learn better with instruction that meshes with that style. The authors found that of the very large number of studies claiming to support the learning-styles hypothesis, very few used this type of research design. Of those that did, some provided evidence flatly contradictory to this meshing hypothesis, and the few findings in line with the meshing idea did not assess popular learning-style schemes.
The study serves as an example to educators that their effectiveness must be evaluated beyond the satisfaction with which students view them and raises the possibility of training actors to give "legitimate" lectures as an innovative approach toward effective education. The authors conclude by emphasizing that student satisfaction with learning may represent little more than the illusion of having learned.
The general principles of this rapid-learning ecology are pretty clear.
First, we probably have about the same number of smart people as we did twenty years ago, so what's making us all smarter is that we're on a network together.
Second, the network has evolved a culture in which there's nothing wrong with not knowing. So we ask. In public.
Third, we learn in public.
Fourth, learning need not be private act that occurs between a book and a person, or between a teacher and a student in a classroom. Learning that is done in public also adds to that public.
Fifth, show your work. Without the "show source" button on browsers, the ability to create HTML pages would have been left in the hands of HTML Professionals.
Sixth, sharing is learning is sharing. Holy crap but the increased particularity of our ownership demands about our ideas gets in the way of learning!
Knowledge once was developed among small networks of people. Now knowledge is the network.
TELUS and imason took advantage of out-of-the-box My Sites functionality in SharePoint Server 2010 to create an internal social networking solution in which team members can create their own pages that include their areas of expertise and special skills. Team members will be able to see their positions and others’ in the organization’s hierarchy, connect with colleagues, establish informal groups with people who have common skills, and use the Expert Search functionality to obtain ranked search results as to which TELUS team members have expertise to offer in specific areas.
One-click blogging capabilities within My Sites make it easy for all team members to discuss their experiences and to share advice and information by building their own blogs and contributing to each other’s. Through them, a team member can identify an expert, go to his or her blog, and find the answers to questions without having to take a class or even interrupt a colleague.
In addition, the company developed a team sites solution, called My Communities, wherein project teams, departments, and other internal groups can share documents and other content, work together, gain quick access to the right people, and so on. TELUS launched both the My Communities and My Sites components of SharePoint 2010 for pilot testing in April 2010. A multigenerational group of more than 1,000 users from throughout the company will participate in the pilot, with an enterprisewide launch in late 2010. “The pilot users will provide valuable feedback to help us ensure that we’re meeting the business objectives that TELUS laid out for the solutions,” says Dunmall.
Another solution in the works is TELUS Tube, a place for team members to post and view user-generated video content. TELUS Tube is slated for pilot testing in late 2010 and production release in January 2011. User-generated content, such as videos for TELUS Tube, makes it possible for the company to drive both the informal and social learning strategies inherent in the Learning 2.0 vision.
The real bottom line is that no institution can replace the responsibility we alone have for finding our right path in life. We pick and choose, through our interactions and experiences, who we will be. As one set of researchers found, it is not IQ that matters; the key factor is self-discipline. Our willingness to defer action and sometimes refuse the immediate to achieve a later goal is the skill that makes the real difference in what we will become (see “Teaching Children the Art of Self-Control”).
Brain research has revealed that we are very plastic; learning and change continue throughout our lives. Identity is created, and it, too, is subject to new inputs, new learning and new conclusions. Old memories and habits that entrap us can be discarded at both the societal and individual levels. Likewise, we are collectively and individually responsible for seeing ourselves clearly and taking appropriate steps to change what we find out of place. The gaps we find need diligent, self-disciplined repair, not a temporary patching over. For both parent and child, and indeed for all of us no matter what our family circumstances, this is our most important creative enterprise.
I had the privilege of presenting to 150 high school teachers in Elk island Public Schools on Friday. Keeping participants active with limited technology and moving beyond table discussions to experience some of the themes I wanted to explore was a good challenge for me. Fortunately, I was able to work fairly closely with a great leadership team from the district that wanted to insure a day of learning that met their needs and provided opportunity for follow-up.
I thought I would share a little about the content as well as the format and process of this workshop in case it has value and ideas that others might find useful as well as a chance to provide any suggestions for improvement.
[blog] The Hidden Power of Renegade Knowledge http://bit.ly/me5LT3 #socbiz #learning (cc @hjarche )
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