The 70/20/10 Model

Last week at ConVerge, Dr Denise Meyerson delivered a keynote where she spoke about the trends of Workplace learning. One of the points mentioned was the 70/20/10 Model, which was as follows;

70% of learning happens on the job
20% of learning happens through coaching and mentoring
10% of learning happens through formal learning

Dr Meyerson made the point that workplace learning needs to be contextualised, and the figures would back that up. Then, this week, I came across the Wikipedia article about it;

Wikipedia article – 70/20/10 Model

This raises some interesting questions, in particular about how training providers can provide such contextualisation for their delivery. I think part of the answer is in another point mentioned in the keynote, and that is the need for ‘Activity Based Curriculum Design’. Presenting information doesn’t automatically lead to learning – often this comes from ‘doing’ something. So building in relevant activities into the more formal learning occasions may help the learner get more out of the learning. What do you think?

‘The Future of Education’

As part of a strategic planning day tomorrow, we were invited to look at an article by Thomas Frey titled ‘The Future of Education’. The article came to us with some aspects highlighted, and we were asked for comments, so here are mine. Firstly, let me say that I have no issue with what was written in the article, and I think the main purpose was to get the group thinking. Most of my comments relate to the highlighted version we got, which you cannot see.

For what they are worth, my comments are:

    The article is ‘old’! It was written in March 2007, and while that isn’t that long ago, since then things have moved on. Indeed, some of the things ‘wished for’ in the article are now available, although perhaps not in the ideal way imagined. This does highlight an issue when planning, you need to make sure that the information is up to date – when discussing technology things can become out of date quite quickly.
    There are some constraints that you cannot change. I get the point about the Roman chariots and the impact on the Space Shuttle solid rocket boosters, but that is the way things are at this point. Yes, when planning, we need to ask what current systems/processes are holding us back, but in many cases we cannot do much about them. When planning, I think we need to recognise what these constraints are, and then use our influence to change these where we can. What you cannot change, work around, which is what the SRB engineers did.
    ‘The classroom touch point’. I agree that the ‘notion that learning can take place only in a classroom’ needs to be changed. There are so many additional ways in which learning happens. A related point is that often the learners feel that they need to be in a ‘classroom’ to learn, which can be a constraint. Eventually this will change. However, because some learners want to be ‘consumers’ instead of ‘producers’, perhaps an initial way of helping the learners (and some of the teachers) develop the new skills required is to use the classroom as the starting point for the journey into the future of education. This gives them a recognised base from which to begin. Peer learning may be a good place to start
    I wonder whether having a ’60 minute learning experience’ is still too long? Perhaps 20 minutes would be better – and it would be easy to break up content into shorter ‘chunks’. (This article on Wikipedia indicates that 20 minutes might be better)
    The main premise of the article seems to me to be that we need a ‘courseware builder’. We already have many different variations of this. And while it perhaps would be better if there was only one, that isn’t the way that it is at this point, and so decisions need to be made about which tools will be used (and often, this decision is made by others, another constraint we have to deal with!) I think he bigger issue is the content and how its broken down into suitable learning objects. As we have the courseware builders, as well as the ‘containers’ to hold the results of these tools, the emphasis needs to be moved to developing suitable processes to manage the content to meet the learners needs. This is a bigger challenge for educators.

The article is thought-provoking, and I look forward to seeing the discussion that results. To me, strategic planning is about three things; knowing where you are, knowing where you want to be, and then working out how you are going to get from where you are to where you want to be! And then starting the cycle again because things have changed.

BYOD

BYOD, or ‘Bring Your Own Device’ (or BYOC – BYO Computing) is gaining traction. It’s where staff and students want to bring their own electronic devices and connect to the work/provider network. How is this going? It raises some issues. Have a look at the links below;

CIO gets busy as Qantas embraces BYO devices

How to implement BYO Computing and why you should

A 4-Letter Acronym Sending CIOs Running Scared­‐BYOD

Quick links 2

Some quick links about tech and learning:

E-Books Mature as Learning Tool

The Learning Experience as a Mobile Endeavor

All Generations Learn in the Cloud

More on innovation

In an article from the ‘Think with Google‘ site, Google employee Susan Wojcicki looks at the subject of innovation. We touched in this in an earlier post, and in this article on what Susan calls the ‘8 pillars of innovation’, we find some interesting points we can apply to organisations providing learning. The article is at the link below:

www.thinkwithgoogle.com article – 8 pillars of innovation

The article looks at 8 points, and uses examples from Google to explain them. Can the points be applied to providing better learning solutions? Lets look at some of the ‘pillars’ mentioned;

“Have a mission that matters”: For any organisation involved with learners, the mission should be all about those learners. If this is the case, then what is developed will meet their needs. There won’t be development of platforms or systems because ‘everyone else is doing it’, develop these because you see the opportunity to better meet learners needs.

“Think big but start small”: Excellent advice. Dont try to do everything all at once, build up to where you want to go. You may want to have all your programs to have an online component. That’s OK, but start small – pick one sector to start with, and build from there.

“Strive for continual innovation, not instant perfection”: More great advice, which follows on from point 2. (I don’t think you can get ‘perfection’ anyway, what does that really mean?) It’s far better to start small and continually get better. If you try to get something ( a course or a resource) perfect before you release it to learners, then you will spend a lot of time trying to create something that the learners may not need. Release it when its usable, and then improve it from there (the learners will provide you with good feedback as well!)

“Look for ideas everywhere”: There are a couple of aspects to this. One relates to locking yourself into one delivery mode, whereas if you can use a range of options, you can better meet your learners needs. The other is to look for ideas from the learners. They have some good ideas about what they want, and are often prepared to share them.

“Share everything”: Some learning organisations seem to love the ‘silo’, and set up systems that make it hard for staff to share. This can be the case with forms of e-learning, where some who know a bit about it want to keep everything to themselves, perhaps because they are now an ‘expert’. Sharing information about issues and successes keeps everyone in the loop, and good ideas can come from different sources.

“Spark with imagination, fuel with data”: I love the idea of ‘20% time’. Perhaps this isn’t that practical for your organisation, but you can encourage new ways of thinking. During team meetings, spend some time exploring different ideas. Brainstorm different options for what you do now. Circulate case studies of what other have done and asked how that idea would work. What might happen if this sort of thinking was encouraged? This links to the last point.

“Never fail to fail”: Most people don’t like to fail, but everyone does to some degree. It is not failing that’s the problem, its failing to learn the lessons. Analyse why it didn’t work, and then address that.

Education data

Most providers capture a great deal of information about their learners, but what is done with that information? This is discussed in the article linked below:

radar.oreilly.com – Education data and analytics article

Like most things, there are two sides to this. The article makes the point that “… we have to walk a fine line in the use of learning analytics.” If it can be used to improve learner outcomes and support them in the journey, then well and good.

See what you think.

Innovation and e-learning

Many people equate e-learning with innovation, perhaps because its seen as something ‘new’. Defining innovation is a bit like defining e-learning – it means different things to different people. While we can argue about what words mean, perhaps the ideal is to make sure that we do what needs to be done to help both the learner and the provider, so at some point, whatever you call ‘innovation’ has to be integrated into your organisation.

A few years ago, the Framework did some work around ’embedding’ e-learning into practice. One of the results was the work by Marie Jasinski, in a report titled ‘Innovate and integrate Embedding innovative practices’. It’s worth a look. See:


Innovate and integrate Embedding innovative practices

One of the points made is that implementation of e-learning requires support. While some facilitators can see the benefits for their learners, without systemic support from their organisation, these facilitators will struggle to fully integrate e-learning into delivery.