integrated learning
Design for living
If really integrated learning is a
building the learner inhabits then we are the architects of that structure
Andrew Joly W
e are at a moment in the evolving practice of learning
where there is huge
opportunity.
But for many of us there is also uncertainty and fear. This is due to a new way of thinking about learning strategies in the 70/20/10 world, accompanied by the rise of interest in informal learning. First, the opportunity. The 70/20/10 view has been with us since the early eighties, but it is only now, with the emergence of Web 2.0 technology tools, new paradigms of knowledge management and the self- directed learner, that we have begun seriously to harness the power of the ‘informal’ ways that people learn. Learning is changing as a result. No longer do we need to interrupt people’s working lives with training days that take them away from their place of work before we can even begin giving them the knowledge and skills they need to do their jobs.
10 april two thousand & eleven
Learning can, at last, be much more closely integrated with workflow. Learners can have more autonomy in when and how they learn. The whole thing can work not just more efficiently, but potentially far more effectively than ever before. But fear also arises from the word ‘informal’. It sounds and feels like a loss of control.We have grown up with a highly directive model of training, and feel instinctively that to lessen our degree of control over the learning experience may open ourselves up to too great a risk of failure. As a result, that first step into the world of ‘Informal’ can feel like stepping off a cliff.
Stepping off the cliff
The problem with the traditional model of training is that it tends to place great emphasis on formal training events, while giving little thought to what happens in between. In the 70/20/10 world, what happens between one event and another is as, if not more, important than what takes place during the formal interventions that L&D mediate directly.
Three problems arise from this. In the first place,
many of the principles of instructional design elaborated and codified by traditional instructional theorists do not offer appropriate guidance. They can tell us how to design instructional events, but they don’t tell us how to make them work together with more informal interventions, within a learner journey where much of what happens is self-directed by the learner. The second problem is the pure complexity of
what has to be managed, when you admit into your frame of reference multi-channel and multimedia delivery of every type of learning, knowledge and communications, and indeed every type of behavioural change that business requires us to address. The maze you step into can seem very daunting – especially without familiar handrails to guide you. Thirdly, as this is a relatively new area of thinking, it often feels like there are very few best practice examples for us to draw on as we attempt to make sense of these new opportunities. Despite these difficulties, there is widespread recognition that using learning technologies is essential to meet the needs of today’s globalised
e.learning age
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