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THINKING
Alison Bickford
ARK Group Australian E-Learning Congress February 7, 2012
2012 CONNECT THINKING PTY LTD
EdD Candidate, University of Technology, Sydney Examination of virtual learning spaces within a corporate context: Design and practice implications.
2012 CONNECT THINKING PTY LTD
SESSION OBJECTIVES
Getting clear on the purpose
What do others know about it? How do I find them? I have a issue/need What information is available? Where and how do I find it?
Adapted from Collison & Parcell (2004) Learning to Fly
INDIVIDUAL LEARNING
OPPORTUNITIES TO LEARN, CREATE, SHARE & NETWORK AT WORK SELF & PEER ASSESSMENT
INFORMAL LEARNING
Bickford 2007
2012 CONNECT THINKING PTY LTD
ADVANTAGES OF ASYNCHRONOUS
Relatively inexpensive to set up Supports many types of learning artefacts Can be purpose built to support specific online learning activities Accessible from mobile devices Familiar to people Repository of information over time
CHALLENGES OF ASYNCHRONOUS
Requires design thought spatial relationships, visual style, organisational logic Just because people use asynchronous spaces at home & tertiary studies, doesnt mean theyll use them at work Address issues of trust, reputation, accountability, transparency People may need to learn how to learn in these spaces Provide reward and recognition to encourage repeat behaviour Requires moderation gardener & constant contribution The 1:9:90 rule* is probably true Plan how to manage redundant information Plan how to enforce copyright laws
* http://www.wikipatterns.com/display/wikipatterns/90-9-1+Theory
A Case Study
Work-Based
Support
from the classroom into the workplace - free the content - let people connect
Sustain
Develop
ACTION-BASED RESEARCH
Identify problem/
opportunity
Implement VLE
Reflect
Refine VLE
4 program learning spaces (PLS) 12 participants, 9 interviewees, active participation of researcher 6 interviews x 7 over 24 weeks Quantitative & qualitative
Figure derived from: Coghlan,D., & Brannick,T (2010) Doing action research in your organization,Sage,ThousandOaks,California.
What have you needed to do to build your skills, knowledge and confidence so that you can perform as a facilitator and administrator of the VLE? How has the VLE experience to date impact your perceptions of learning? How has the VLE experience to date impact your relationship with participants?
4. What have you learnt during this process of VLE design and implementation? 5. Will the VLE have a role to play in your program/learning strategy in 2010/11? 6. If yes, what do you expect it to look like? What role will it play?
Questions adapted from Richey, R.C., & Klein, J.D. 2007, Design and Development Research: Methods, Strategies and Issues. Mahwah, LEA.
Design
Implement
Design decisions
Relationships
Actual use
(new practice)
Reflect
Adapted as an iteration of the Technology Acceptance Model, Davis, F.D., Bagozzi, R.P., & Warshaw, P.R. 1989, User acceptance of computer technology: A comparison of two theoretical models. Management Science, vol. 35, no. 8, pp. 982-1003. 2012 CONNECT THINKING PTY LTD
Worked as a Team
Healthy discussion co-creation Defined roles and responsibilities Consultation framework Wireframe
Flexible interface
Enterprise wiki
http:/www.texttexttext.com
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Te modus consul quo, qui nonumy euripidis ut. Ex rebum percipitur mea. Has saperet honestatis voluptatibus ei, quodsi ornatus pericula nec id.Graeci labore ne mea, quod scaevola intellegebat his at. Semper definitiones id usu, mei graeci mollis fabulas eu, odio insolens vix ei
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Te modus consul quo, qui nonumy euripidis ut. Ex rebum percipitur mea. Has saperet honestatis voluptatibus ei, quodsi ornatus pericula nec id.Graeci labore ne mea, quod scaevola intellegebat his at.
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Results
Copyright
Wiki etiquette
start
Content
Media richness Making explicit what was tacit New/renew keep fresh Attention to search-ability & format
A new skill
Learning Tasks
Short and punchy questions Simple responses are okay Do we mandate contribution??? Critical mass of activity is required Make clear what participant activity is Identify inhibitors to activity & act
2012 CONNECT THINKING PTY LTD
Facilitation
Model VLE community norms Facilitator activity (or inactivity) is transparent Purpose must be communicated Introduce & reinforce use Think holistically over entire program & workplace application Be aware of transparency & profile across the organisation
Technology Choice
Interface Design
Visual design is important to capture interest & encourage exploration Design is an iterative process User test with end users Scope long-term maintenance
Administration
Communicate the value-add to coaches, non-program participants and to the wider corporate wiki strategy Strategy to drive workplace learning (wiki is only the enabler) Reward asynchronous collaboration; leverage behaviour which is already occurring in the Firm Formalise consultation process & supporting documents
Dependence of program managers to explain program context and content to the learning technology team Differences in effort & priority Under-estimation of time required Evaluation???
Practitioner Participant
environment & experience Build relationships before and after classroom Reinforcement of self-directedness and personal responsibility for learning key messages Participant contribution was underwhelming
DISCUSSION
IN SUMMARY
Getting clear on the purpose
THANK YOU
Alison Bickford alison@connectthinking.com.au 0417 252 960 www.connectthinking.com.au (consultancy) www.elearningacademy.com.au (online training & support) www.youtube.com/elearningacademy (free tutorials) @connectthinking Also on iTunes