MIND MAP of My Learning Journey

Assignment 2: Concept Map

When I think of how my learning was shaped over the last one and a half years it makes me realize how conscious I have been about this formative process. I have become more cognizant of the neural connections in my brain, how they have been actively triggering and transmitting knowledge.

It has been a highly reflective journey but never have I felt this enlightened or informed about my learning.

The concept map or mind map has evolved over a period of time. Personal and professional networks have enriched it. Again, this has been a comforting reminder for me that both formal and informal learning are equally imperative in the development of individuals.

It is a non-directional process. The elements as shown in Diagram 1.0 can occur concurrently and is not necessarily confined to a hierarchical or linear order. They are however elements of a process to me. It is my personal learning environment and how I manage my personal learning networks.

The searching and receiving of information have grown exponentially for me. The networks have developed further especially on the professional area as my industry is beginning to open up to the possibilities that technology brings. Blogging, government twitters, Facebook activities have increased in the last year and a half. This has been a major development in my learning.

Bookmarking, annotating and sharing of information using the same tool is another milestone in my learning journey. Diigo and Delicious are fairly new tools to me. I use them now regularly and mostly for bookmarking purposes.

Validating information is probably the trickiest element for me for several reasons but mainly because there is an abundance of information out there, appearing to be factual and authentic in matter. It becomes a trust issue for me quite often and so I am careful with the method of validating the information I have. I frequently rely on ‘trusted’ sources that I know such as my instructor and industry experts who might be able to provide me with non-partisan feedback.

The sharing of information is one element that I feel has been personally rewarding because I understand the elation of listening to my peers’ reflections, comments, feedback. Although time constraints continually pose as a huge challenge to me, I have a strong desire to ‘reach out’ to people and share my knowledge. I use Facebook regularly to share, as I am able to connect with friends simultaneously in a social manner as well when I share my thoughts.  Another tool that I have started to use recently is Dropbox. I find it very useful especially when I m working in groups as group members can edit the same document without having to e-mail each other back and forth. Elluminate and Adobe Connect are tools which I find very useful for sharing synchronous information. You get immediate feedback.

‘Reflections’ is one element that amalgamates, consolidates and synthesizes my learning. Every time I reflect I have an epiphany! It really helps to reflect because again in this information overload age, if one does not stop and reflect, you could easily drift away in the ‘information current’. It keeps my sanity intact when I pause and reflect. It makes my learning feel valuable.

Preparing for presentations is mainly a hands-on activity for me. I am very involved with the design and development of learning curriculum and artifacts and therefore presenting information is probably my core professional niche. It is still an area which I would like to pursue further by exploring more tools and learning to become more comfortable deploying.

Improving on my skills is an area, which I have been deliberately involved. It is not the case of jumping on every single tool because of its novelty. It is essentially to be in the know, to experiment to determine its usefulness to me and to use it appropriately and effectively if the tool meets the need of the deed. In my opinion this is the realm that digital age educators should be more receptive to.

I am on the whole pleased with my learning journey and because I am an avid advocate of ‘applied learning’, I have analyzed my progress at each element. The ones that are highlighted in green are elements that I desire to work on more. The blue elements are the ones, which I am proud of. The learning has been prodigious and invaluable. It is a cornerstone of my lifelong learning journey!

Trends Paper #1.1

Future Directions and Trends in Learning- BC Government Picks and Predictions

In my 1^st paper I provided an overview of a past, current and future snapshot of training in the government, particularly the organization I currently work for. This paper gives an idea about what my organization will likely adopt and how these trends will look like and feel like for employees, employers and educators. I have selected four trends from my own reading and the sharing of #UMTRENDS11 on Diigo. I have also created and included a mind map that outlines the key ideas of this paper.

Mobile Learning

Mobile learning will become increasingly popular amongst government employees. Blackberries will become more than just communication devices. They will along with other devices either loaned by government or owned by employees be used for learning purposes. As a result of this, platforms on blackberries such as the messaging component, twitter and so on will me made legitimate for research and learning reasons.  Employees will be comfortable bringing their own devices to work and using them to access information. The gadgets will continue to grow in numbers and versions.  Learning at work during work hours will be recognized and example of this is meetings like across division meetings. Employees will feel comfortable in using their lunch hour to learn with their colleagues or alone.  The option to learn from home will also be prevalent for teleworkers especially. When physical presence is not required at the office or if an employee is physically unable to go to work, an iPad that’s hooked up via Skype for instance would be ideal to still be connected to the work place. Just in time learning will be widespread. Learning in digestible chunks will be preferred to the traditional 40 or 60 minute modules. If additional information is required links will be made available to access details. With more and more employees learning sporadically and geographically dispersed the need for large buildings will be questioned. Virtual workgroups connected via Skype, Elluminate, Adobe Connect and other meeting and chat platforms will override the need to meet together as a group in physical spaces. Ubiquitous learning will be a common feature in government organizations. Serious rethinking will be given to lesson designs, the time allotment for each lesson, assessment methods and learning in a way will be personalized and self paced.

Cloud Computing

Cloud Computing is allegedly an inexpensive form of storing data. Bureaucratic skepticism and reluctance to embrace change are real issues but counteracting solutions and recommendations to mitigate these risks. Trust will remain an issue but when tempered with some logic, non-critical data can be stored in clouds.  Along with this move a more conscious manner of adapting to available technologies will prevail. Cost efficiency will be palpable. Policies to protect employees, clients and the employer will judiciously be amended.

Moral Education and the awareness of digital footprints are necessary to thrive in a technology pervasive world. To understand how one should and shouldn’t conduct oneself in an online environment is critical in my opinion and the organization will proactively promote this awareness of online presence, identity, permanence of content, employees’ social obligation as well as the employer’s social obligation. Interactive and inclusive approaches to determine how one can be a responsible civil servant will be the scenario of the future as opposed to a hierarchical structure of making decisions. A more premeditated agenda will be visible to same welcome learners’ creativity, while encouraging them to be aware and be prepared in this wave of technology.

Evolving Role of Educators

There are numerous websites on the Evolving Role of Educators and non academic sectors are not exempt from the major shifts that need to occur to stay afloat in today’s age of information technology revolution. Consultants in the learning domain are going to find themselves treading on new territory and it is called interdisciplinary fields of study. There will be a components of technology in learning psychology with paradigms such as Connectivism influencing the nature of facilitation in the government training room. Educators will have a heightened sensitivity to learning methodology and outcomes. There will be a new twist to the business as usual practice. The demands for multi talented educators, who can multi task and have the versatility across terrestrial boundaries will be on the rise. As the world becomes more sophisticated technologically the need to create and uphold learners’ sanity will be much desired. Educators will most likely be the instrumental in this process. They are learning specialists first and subsequently technology adopters. Principles of learning will morph to reflect learning in the digital era and successive technologies. Literacies therefore will be constantly evaluated and updated. Change is and will be the only constant. The literacies that will be updated in government plans will include critical thinking, curiosity, creativity, commitment to change, character building and collaboration. It is blindingly evident that basic computer literacy is insufficient in today’s connected environment. Mentorship, accessibility are amongst the many characteristics of the 21^st century educator. Current skills will be complemented by future skills and the patterns will keep changing as newer social media platforms arise and more options are available for educators. The evolution of pedagogical approaches to innovate and experiment with will be much desired. Curriculum will be fluid and receptive to the surrounding and global environment. There will be no borders to personal and professional enrichment.

The educator will not be regarded as the expert or the most knowledgeable person in the group. The educator, instead will mediate, facilitate, prod learners, assist in the verification of information, help learners seek quality in the quantity of information and very importantly be accessible to the group almost to the point of being omnipresent. Hence I have to say to possess these characteristics and skills, a proper boosting of confidence is needed. Educators will learn to let go of the stage and empower learners to run the show.

Social Media Affordances

Social Media Affordances is not a stand alone utility in the learning world. Social Media platforms are now widely used as learning platforms and this trend will likely continue until another mode of learning platform is recognized.

The realization of social media affordances is essentially tied to critical skills needed for educators in the 21^st century. The Analysis, Design, Development, Implementation, Evaluation and Improvement or ADDIEI model needs to be enhanced with the Social Media Affordances Review Technique or SMART (a self coined acronym). Even in blended learning models, the educator can and will employ a myriad of tools to engage learners.  Organizational culture navigation, an understanding of the stakeholders’ commitment, an examination of employees and trainers’ competence levels, strong business acumen and a keen interest in technological trends will steer and drive the 21^st educator.

#UMTRENDS11 - PLE

This is an attempt to capture my thoughts and work over the past few weeks. It is a PLE in progress. 

MOBILE LEARNING Assignment 2

Assignment 2: In 500-750 words, describe three significant challenges that you might face in bringing mobile learning to your learning or work place and post or provide a link to your paper in the Angel forum.

“Frequent use of mobile devices does not mean that students or instructors are ready for mobile learning and teaching”(Joseph Rene Corbeil and Maria Elena Valdes-Corbeil). This statement is a grim reminder to a willing learning and development consultant that readiness and acceptance go hand in hand.

The requirements of my portfolio and my status as a government employee diverge frequently. As a learning consultant it is important to think out of the box, stay current with technology and make recommendations that meet the needs of learners. My obligation as a government employee requires me to ensure that governance is never compromised in terms of security, accessibility of information and confidentiality. I am also accountable to the Minister and goals that have been set even though they may no longer be relevant today as a result of rapid technological changes. The issue with many colossal types of machinery is that they habitually consider learning solutions that meet yesterday’s learning needs, which is frustrating for professionals in the learning domain who wish to stay ahead in the game to suggest appropriate learning interventions. Understandably there are costs and subsequent policies to take into account but investing in yesteryear’s computer three to five years later guarantees the lack of or no technical support because of the equipment’s’ or software’s obsoleteness. 

The three significant challenges are intertwined. They are the readiness of students and instructors, commitment from the leadership committee and organizational culture. If mobile learning is an acknowledged phenomenon in my organization, why is it taking such a long time to come up with a stratagem to execute it? Figure 1.0 captures some of the issues.

Figure 1.0

Readiness of learners and instructors

We have a demographically diverse group of employees ranging from the baby boomer to the millennial generation. It is not the generational gap that is posing a problem in the adaptation of mobile learning but the attitude of the learner towards it and the assortment of portfolios that aggravates this problem. Many employees who require learning do not necessarily use computers of any kind in their jobs. Hence to deliver learning material for such employees who are on the go is not going to be a favored approach. They would rather hear the information in a classroom and move on with their daily tasks. The same goes for instructors who are not very computer literate. They might be subject matter experts but delivering their knowledge via a mobile device would probably bring on angst.

Commitment from Leadership

Given that it is a government oriented leadership structure, one can expect to go through the hoops before being able to convince the leader that mobile learning can actually meet some of our learning needs. It is time consuming and involves several people who will add their spin on the decision note. New ventures are always seen as risks first before any value can be noticed. Questions pertaining to the government’s intranet firewall and safeguarding of government-classified information that could be at threat are all valid issues to be considered carefully.  A process like this could take a year from inception (identifying a mobile learning solution) to the approval stage. Then we have the ‘live run’ phase which could drag the project into another six months assuming that all the people who need to be in the project are present and involved and that the technology has not morphed into a new and improved version.

Organizational Culture

Unfortunately most organization cultures do not evolve in sync with technology.  If mobile learning were to be an accepted form of instruction and learning, this would imply that employees are able to receive information from any place at any time, which is certainly a good thing in the eyes of the educator. However how will this be perceived by an organization whose thinking in general is engrained in old school? When flexibility is not permitted and an employee is expected to ‘show up’ for work so that the employer can ‘see the whites of his eyes’, it is virtually an arduous move to shift from this paradigm. It goes against the tenets of mobile learning, which promotes mobility

Conclusion

The positive side to the conspicuous difficulties I would need to confront is that I am aware of the challenges and have an opportunity to advocate change. Mobility is a desired thing and it is a given that this preferred philosophy will necessitate the need for a major overhauling of business strategies and therefore it is crucial for me to influence the system simultaneously and be ready to seize the moment when the situation looks favorable, for a fruitful outcome.

ML11 Assignment1

Assignment 1: For discussion purposes, write a brief review of a resource or an organization that has recently changed your understanding of mobile learning and post in the Angel forum.

Resource reviewed: Why Mobile Learning http://www.upsidelearning.com/why-mobile-learning.asp

I am fully cognizant of the pervasiveness of technology in our daily lives. I consider myself somewhat fortunate to have been born in an era where cyclostyle machines, overhead projectors, chalkboards, black and white televisions, transistor radios and typewriters were a common sight. Why do I feel fortunate? I have witnessed the world during its infancy stages of technological innovation as a child, I was a young adult to understand its use and potential when technology began to revolutionize the way we communicated in the form of computers and I am today able to use most of the tools and platforms that have been created through human curiosity and ingenuity. In essence I am very appreciative of the potency of technologies, especially information and communication technologies in education because I lived through the times of its early innovation and revolution.  Figure 1.0 below generally illustrates the types of ICT tools I experienced while growing up, todate.

Figure 1.0

Since I am not a ‘digital native’ and have seen instructional and learning practices succeed without the aid of sophisticated technologies of the digital world, a pressing question about why and when one would introduce mobile learning in an organization prompted me to lookup the internet for articles pertaining to my query. For clarification purposes I am going to stress the fact that I am an advocate of change but with a purpose so I embrace the wonders that technology brings to the domain of learning and development but I do this not because of its novelty but because of its appropriateness to the needs of learning.

To address the question on why and when to use mobile learning, I googled it  came across this concise article on the Internet. I was intrigued by this very simple piece of information. There was nothing that was new fangled about the explanation but it was what I needed and to the point. In fact it reminded me of the rudimentary steps of conducting a learning needs analysis. Here is the excerpt from the article:-

Dr. Conrad Gottfredson’s defines Five Moments of Learning Needs as below.

.    When Learning for the First Time

.    When Wanting to Learn More

.    When Trying to Remember

.    When Things Change

.    When Something Goes Wrong

If we were to use mobile learning to meet these learning needs, we’d find that it fits best into the last three. (In theory, you could use it for all though.).

The above excerpt changed my understanding of when and why mobile learning should be utilized. I mentally reevaluated the scenario in my organization and what I had read resonated with me. I know that mobile devices are used universally to communicate or socialize if you will but I could not see an argument to introduce this concept to my organization without understanding its actual or full potential coupled with the needs of the learners in my organization.  I had also read other resources about mobile learning to get a true understanding of its concept. Chen, Kao, Sheu, and Chiang (as cited in Milrad, Hoppe & Kinshuk, 2003) say that characteristics of mobile learning must include:

•   Urgency of learning need


•   Initiative of knowledge acquisition


•   Mobility of learning setting


•   Interactivity of the learning process


•   ‘Situatedness’ (sic) of instructional activities


•   Integration of instructional content

I thought that these were all desirable characteristics but to say that they are all ‘must haves’ in mobile learning did not reverberate with me.  In my opinion the engagement or need for interactivity can be addressed through e-learning in general. To me, the concept of mobile learning had its plus point in the fact that learning could be delivered ‘at any place at any time’.  If the other said characteristics were deemed to be ‘must haves’ then I would add assessment of learning into the definition as well.  It would be a bonus to have Kinshuk et al’s characteristics of mobile learning but in my opinion the capacity to deliver information at any time and potency of context are the most critical attributes of mobile learning. The need for mobile learning and an appetite for it are critical for the successful application and performance of mobile technology in learning.

Going back to Dr. Conrad Gottfredson’s definition of learning needs and where mobile learning could possibly add value to the learner, I can see mobile learning meeting the learning needs of the learners in my organization.

Very often, as an organization we review policies which affect the different areas of practice. Sometimes the change is due to changes in regulations, a direct response to non-governmental organizations or a strategic initiative to improve current practice. Each one of these causes often requires something new to be learned and demonstrated at work. Having an audience that is geographically dispersed, stringent funding and no back fillers in the fields make it unfeasible to gather learners in a classroom. If learners have the appropriate tools that are able to receive updated learning material irrespective of where they are or what they are doing at that moment gives just in time learning a brand new definition.

An organization that often relies on procedures when carrying out tasks can be quite overwhelming for new employees especially. It is one thing having procedures made available electronically and another for an employee who needs to access it when the information is needed. In my organization, blackberry devices are given to employees depending on the need of their portfolios. Imagine the benefits of accessing information from a remote area while handling a caseload if these devices could be linked to the government server. I can clearly see this happening.

Things go wrong and as an organization we are under the scrutiny of the media every now and then. (Hence the discreet manner of describing the nature of my business!) Case records are confidential and filed electronically. Employees are trained to use specific systems to carryout this task. It requires meticulous date entry and concrete understanding f the application. Human error is very high in this area and calls are regularly made to the experts. Lines get busy and calls on hold are very common. As a result of the complexities involved many employees rely on inscribe the information on sheets of paper. This act increases the chances of data truncation occurring. I can see a hand held device aiding the employee in the whole process. The employee becomes the learner when seeking help from any systems expert online who can give the learner a step-by-step explanation to carryout the work. Another learning moment addressed!

It is possible to consider mobile learning when introducing something new or when learning something for the first time or when one wishes to learn more of something but I would much prefer to use other learning methods to address these needs especially if they are planned in advance. As a learning and development consultant I see mobile learning being useful in cases where it is not possible for the learner to remain situated in one area for the entire process, when it is not possible for learners to convene in one area at a given time, when there are conflicting tasks but still possible for a learner to be attentive to the learning material, when a planned learning event (a classroom event) suffers hitches, or when a learner is on leave and still wishes to participate in the learning event. This is not an exhaustive list but what I am trying to convey here is that mobile learning is a great way to learn for both learner and the instructor crafting the learning content if the need is there. I welcome this avenue of learning and strongly advocate it especially since I am under a circumstance that requires me to learn using a mobile device. The fact that I am right now on a elliptical trainer with my MacBook Air, is a testament of what wonders mobile learning can bring to the learner. This brief article served as a trigger or catalyst for me to further advance my research on the application of mobile learning in my organization.

My Concept Map

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