So what did I learn at Online Educa 2010?

Photo by David Ausserhofer (CC licensed)

Photo by David Ausserhofer (CC licensed)

For the third year in row I attended the Online EDUCA in Berlin. This learning technology event is attended by more than 2000 people from over a hundred countries. The timing and the location of the event are ideal: it is a sweet train journey away from Amsterdam and the end of the year is good time for reflecting on the past year and looking forward to the next. This year’s snow definitely added to its charm!

This post has some of my chronological notes, reflections, vendor descriptions and random thoughts on the conference. My apologies for its length (check out my tweets about the event for a much shorter and more random summary).

STELLAR
My first stop of the conference was the STELLAR stand, among other things creators of the Teleurope website. Caroline Windrum wanted to get some input for her session later in the conference. She was looking for ideas on how to bridge the gap between academic research institutions and commercial businesses. What things could universities do and what could corporations do differently to make these partnerships more successful? I have written before on the gap that I perceive between the academic and the corporate world. One thing that I think universities could do is to “productize” more. Businesses want to buy finished products, they are not comfortable buying something that is still maturing. Many businesses do not want to be early adopter in areas that are not their core competence. If universities could make it easier for their young researchers (i.e. students) to start a business and start shipping products it would be helpful.

Opening plenary
The opening plenary session had three speakers. Talal Abu-Ghazaleh, chairman of the UN Global Alliance, shared some of his thoughts on education (one of the eight Millenium Development Goals). He wanted us all to check out the MDG enabler, a “GPS” for development that will be launched halfway December. The GPS actually turned out to be an oft-used metaphor in the conference. Clark Quinn called the GPS an excellent example of mobile performance support and A New Spring prominently features a GPS in their marketing materials.

Next in line was Adrian Sannier from Pearson (a sponsored keynote). He is one of those speakers that shouts at his audience to try and convey his excitement. Luckily for us he did not cross the Steve Ballmer line. His opening question was whether we are disappointed in the future. Isn’t it shocking that after all these years of talking about it we still have not managed to fundamentally change education? According to Sannier, we now have three technological superpowers that should change the way we learn:

  • We are telepathic as we can instantly transmit our thoughts to other human beings at a distance,
  • we now all have photographic memories with perfect fidelity,
  • and we have total recall with access to all information everywhere.

These technologies will not change anything unless we have a corresponding change in culture. The “one instructor-one class paradigm” has not yet been broken. Sannier implored us to work toward three cultural changes (“the technology piece is over, it is all about the culture now”):

  • Turn education into a team sport. Can you imagine a television show being created by a single person? Why do we accept all these faculty members working completely individually?
  • Let’s start keeping score. Currently it is ok to look at the results of a student, but not of a faculty member.
  • Fix what is broken. We have been sensitive for many years, now it is time to get agressive.

Sannies speech ended with “Step forward and make the culture change, feel the love, thank you very much”. Although the message was quite simplistic in many ways, the emphasis on culture was something that came back again and again during the conference. More on that below (in the paragraph on Bersin).

The final speaker of the session was former Financial Times editor and consultant on innovation and strategy Charles Leadbeater. His talked was titled “Learning from the Extremes”. According to him the route to radical innovation is not starting at the best and then copying that. “Radical innovation usually comes from the margins: social entrepreneurs and the hardest to reach.” As your vantage point determines what you can see he decided to travel the world and go where the need is the greatest and the resources the least. There were three things he learned from his travels:

  • Everywhere he went people told him: education + technology = hope
  • Everywhere he went education was like a religion (there is global belief in education
  • All around the world everyone accepts that education is dysfunctional

So how can this be changed? There are two types of innovation (sustaining and disruptive) and two educational domains (formal and informal). They produce four ways forward:

Four ways to innovate

Four ways to innovate

It is relatively easy and essential to improve education, but it is not enough. We can also reinvent: there are many examples of new types of schools whose teaching philosophies can generally be summarised as “Learning with and by and not to and from”. One of the obstacles of this approach is that it is very important what happens outside of school too. This leads to a supplemental strategy where schools are working with communities and where social and emotional conditions for learning are also looked at. The most promising way to innovate is the transformation to entirely new ways (here Leadbeater mentions Mitra’s infamous hole in the wall experiment). The characteristics of these new ways are:

  • Pull not push
  • Motivation is key: extrinsic and intrinsic
  • Learning through… (not schools, but things like music)
  • Different people, technologies, places for learning

He then focused on the learning habitats of the future using another interesting conceptual model. The future can be high on systems or low on systems and these systems can have high empathy or low empathy. Some examples:

Empathy and systems

Empathy and systems

Highly systematic and higly empathetic are where we want to be, allowing us to finally deliver intimacy at scale.

Presentations 2Go
The lecture capturing outfit Presentations 2Go had a strong presence at the event. They demonstrated their next version of the software and provided a live-stream of the plenary sessions and many of the sessions in the business track. You can view the captured version of these talks here.

Tobbi eye tracking hard- and software
Tobii demo-ed their hard- and software solution for tracking people’s interactions with a screen through watching their eyes. In the past people had to have their face strapped into an immobile position for the hardware to determine where somebody was looking. Now this can be done completely dynamically. I sat in front of a screen which immediately picked up my eyes as two green dots. I closed my left eye and one dot was gone. After a calibration exercise I had to do a little test. Tobii’s software allows you to create tests with certain tasks (like looking at a webpage, or answering a question). The results of multiple test subjects can be aggregated to create heat map like overlays of where people looked at what microsecond.

This type of technology is hugely useful, but not often used in the educational world. Education is opinion-driven, not data-driven and that is a real shame. I would love for big IT projects to not only do “testing” against the business requirements, but also do UX testing with these types of technologies. The technology isn’t cheap: a simple 60Hz setup starts at around €25.000.

Social contextualization of content
Online EDUCA allows people to organize Special Interest Group (SIG) lunches. I was the host of one about the “Social Contextualisation of Content”. Recent developments like Facebook’s opening of the social graphs of their users and Amazon’s aggregated Kindle highlights have shown me very clearly that all our interactions with any type of content (books, magazines, videos and also learning content) will soon be augmented by a social layer. The first time I noticed the power of this idea was when I logged into Facebook while playing the Bejewelled iPhone game: suddenly I wasn’t trying to beat global highscores (how the hell can they score that 50 times as high as me), instead I was trying to beat my family and friends. In a world where Google will be gamed, what is more useful than knowing the thoughts of your friend and colleagues about products, ideas and information?

The lunch unfortunately did not really progress my ideas on this topic, but Olaf Dierker from the TeleLearn-Akademie did have some interesting examples of large US-based publishers who are creating social networks around course books. I’ll update this post with some URLs as soon as I get them from Olaf.

Improving business impact using mobile learning
This was a very full session. Mobile learning apparently is a topic that is on many people’s minds. First up was Erica Wadley from Microsoft. She was in a situation where there were endless amounts of 60-90 minute online courses that could only be accessed by turning on a corporate laptop, logging in, going to the Learning Management System, logging in again and searching for the course you need. Her audience was incredibly mobile and busy. They wanted access anywhere and anytime. She aligned her effort to go to a mobile solution with an internal effort to create a YouTube-like site for Microsoft. The videos from this site can be pushed to any mobile device.

Making this a successful change did require a big culture change (see, there it is again!). She branded her project strongly, did a lot of evangelising and educated people on how to create and use these materials. She created reward programs for usage of the system and found early adopters (“look for the bloggers”) who she equipped with a fourty dollar “podcasting in a box” kit. The results? 70% of the content is now built by the right people and she showed a very impressive graph with the uptake of mobile content consumption versus traditional elearning consumption. Proofing ROI therefore wasn’t a hard question.

One other idea I picked up from Erica was to have a newsletter that consists of nothing but pictures. A nice challenge that I might pick up whenever next I have send something out.

Adam Salkeld from Tinopolis talked about a mobile course his company had made teaching people some soft-skills around communication. They relied heavily on well produced and very funny videos (which ironically for a media production company didn’t play from his slides). He shared some of their lessons around the difficulties of trying to make it the same for every platform (in the end they dropped the Blackberry) and advised us to keep it simple when in doubt.

Clark Quinn, author of the forthcoming Designing mLearning book, gave a much more conceptual talk titled “Harnessing Magic, mLearning for Business Impact”. All mobile devices share the fact that they are a computing device that can have inputs, have output, are connected and have sensors. Mobile devices are accessed way more in a single day then traditional laptop or desktop computers, but have much shorter session times. When you pick up a device you are accessorizing your brain allowing the four C’s of mobile (content, compute, capture and communicate) to help you in your performance.

Battle of the bloggers
IBM’s Bert De Coutere, author of the fabulous Homo Competens book, kindly invited me as one of the three bloggers (Tom Wanbeke and John Traxler were the others) in this year’s “Battle of the Bloggers” session on the graveyard of learning. His goal was to answer the following question: What are the concepts, theories, best practices or trends in the land of the learning that we will declare dead and send to the heaven or hell they belong in? The voting technology of Shakespeak (a possible interesting alternative to PollEverywhere for interactive real-time audience voting and response) allowed the “Just don’t get the microphone near my face” OEB audience to participate in the discussion.

I think the session was more entertaining than insightful (the three bloggers were probably too like-minded), but we still got very positive responses afterwards. In about an hour we talked about Podcasting for Learning (alive), Mobile Learning Content (alive, with some provisos), Learning Styles (dead), Diplomas and Certification (very much alive) and ADDIE (most of the audience had never heard about this: dead).

Business plenary
Josh Bersin talked about what he calls a “High-Impact Learning Culture”, which according to him is the next “big thing” in corporate training.

First let me state that I have love-hate relationship with companies like Bersin. Many large corporations look to analysts like this for guidance in their decision making processes. They presumably to this to beat their competition. I have a common sense approach to this: if you want to do something better than other companies, you will have to do something different than other companies. By virtue of all companies listening to  the same analysts, the analysts have a homogenizing effect. Reading Bersin reports will therefore not drive your innovation. Bersin’s Enterprise Learning and Talent Management 2011: Predictions for the Coming Year – Building the Borderless Workplace is a good example. The ten predictions in there (e.g. “Innovation, Empowerment and Learning Culture Will Become Common Themes for Talent Management and Business Growth”, “Informal and Contineous Learning Will Continue to Transform Corporate L&D, and Will Drive Further Adoption of Internal Social Networking” or “Companies Will Start to Unravel and Replace Their 20-Plus Years of Investment in HRMS Systems – And Evolve to SaaS and More Modern Systems for Core HR Management”) are all very likely to occur in the next year, but the predictions itself should not be underestimated as part of the cause for them becoming the truth. Analysis will show good practice and maybe best practice, but it will not show you next practice (thank you Jay Cross for that last one).

That said, Josh Bersin did deliver a very interesting and engaging talk. He started with the current big focus on innovation as a consequence of the downsizing of the last year or so (my current role is probably a consequence of that) and the real struggle to hire talent while most companies are suffering from the aging of their workforce. He used Chevron as an example: 40% of their workforce have been with the company for more than 25 years and senior production engineers take 5-7 years before they are fully skilled up. How do we bridge that gap?

According to Bersin skill specilization is now driving value. High performing organizations realize they have to have specialists. Accenture for example has a hard time to continue their expansive business model. It is not good enough anymore to train their relatively smart generalists with some business skills and put them to work at a client. Customers now expect to procure world class experts.

He then went on to share an insightful result from his research: development planning is one of the key indicators for good performance (using median revenue per employee as a performance indicator). Real learning and developing is informal. If you ask people how they learned to do their job their answer is always something informal. Bersin sees this as an opportunity for the renaissance of the learning and development profession.

Is it important for organizations to have a true learning culture. Learning culture is the collective set of organizational values, processes and practices that encourages individuals and the organization to contineously increase knowledge, competence and performance. The Bersin team brainstormed and got to 40 practices that are manifestions of culture and correlated these with eight business performance indicators to get some very interesting results. The 40 practices are divided into six “families” of cultural practice:

  • Building trust (it is important for people to be able to share what doesn’t work, “knowledge can be shared without political risk”)
  • Demonstrating value of learning (you will always find people that are passionate about developing themselves, you have to honour and value that)
  • Knowledge sharing (traditional instructional design is too slow for many things)
  • Empowering employees (people need to have control over their jobs, autonomy, Microsoft is suffering from these problems currently: people are really confused as to how decisions are made)
  • Learning as a process
  • Encouraging reflection (giving people time to think about what they have learned)

The five practices with the highest impact are:

  • Leaders are open to “bad news”.
  • Asking questions is encouraged.
  • Decision-making processes are clearly defined throughout the company.
  • Employees are frequently given tasks or projects beyond their current knowledge or skill level in order to stretch them developmentally.
  • Employees have influence over which job tasks are assigned to them.

The bottom line of the research is that innovation and business success depend heavily on a learning culture. This culture can be built taking the following into account:

  • New roles and skills for Learning & Development (content manager, community manager, connection manager, performance consultant)
  • New reward and policy systems (promoting and rewarding knowledge sharing)
  • Leadership is critical to success (of the 40 practices 33 are owned by line management and senior leadership, only 7 are in the hands of the L&D organization).

I would love to get my hands on this research and study the research methodology. If this is indeed solid, then it should be a huge driver for the ambition to change.

Balancing individual and organization learning
This session was a bit disappointing to me. It was very traditional in its form and the chair did his utmost best to turn it into an ELIG commercial. Some choice quotes:

Paul Hunter told us that individuals are members of various communities both in an out of “work”. Your organisation is a collection of communities. Learning happens in communities across boundaries. Learning happens through individuals bringing their outside community in.

Bersin spoke again about the impending retirement of older workers and senior executives and how this is still a really big problem for companies. He sees an opportunity for stronger alumni networks: allowing people to scale down while still being involved.

Martti Raevaara is Vice President of the Aalto University: where science and art meet technology and business. This is an innovation university built in 3 years. They don’t compete with their salaries, but with an inspiring environment. All curricula must be based on future scenarios and competencies with enough flexibility for new studies.

Carin Martell from Exact Learning Solutions was there “to increase the diversity aspect of the panel” (which I thought was an insensitive and unnecessary statement). Her talk was very much focused on the tool that she was there to promote, but she had one brilliant example that caught my eye: the Bumrungrad Hospital in Bangkok. This hospital has no waiting lists and treats over 500.000 “healthcare tourists” each year. They can only do this by staying at the forefront of medical science. Do yourself a favour and look at their pricelists to realise that we are doing something wrong somewhere.

Working smarter with learning networks
The Internet Time Alliance hosted this session in which they could share their ideas about “working smarter”. For me it is interesting to track the way that their thinking has evolved since last year. Jay Cross does not talk about “learnscapes” anymore, he now calls it “workscapes”. Charles Jennings talks about “real learning” to battle the “conspiracy of convenience”. Harold Jarche links where and how work will be done to the Cynefin framework: anything that is simple is being automated, if the work is complicated the work will be pushed to countries with low labour cost (remember the hospital?). Complex work requires creativity, passion, specialisation and is what we need to start focusing on (this aligns with what Josh Bersin was saying).

Jay Cross then made a very good point: we need to stop judging technology without giving it a try. You cannot have a sensible opinion about something that you haven’t experienced. As an innovation manager that is something that I am convinced of too.

Another interesting concept that I picked up in the session was the “social media cigarette break”. Many organizations don’t allow people access to tools like Facebook and Twitter, cutting people off from their valuable networks. This forces people to take a break from their corporate PC’s and use Twitter on their smartphone in the toilet if they want to find out something quick using their social network. An absurd situation.

At the end of the session I had an interesting chat with Clark Quinn who is a former student of Donald Norman (one of my heroes). We talked about the appaling state of design understanding in the learning function and I shared my feeling that we don’t do enough engineering of the environment of the employee to get the behaviours we want. When we want to change how somebody does their job, we always try to intervene at the level of the individual, rather than in their environment.

Winner of the best learning game
Through Twitter (I wasn’t in the session) I learned that the winner of the best learning game award was Enercities. I have put it on my list of things to look at and might report on it in the near future.

The importance of decent wifi
The Internet connection during the event wasn’t optimal. There were many moments where the wireless connection just wasn’t working for me. I really felt dismembered at those times. How was I to enhance and contexualize the information I was hearing? I cannot be the only one who expects a flawless connection when they come to a conference and I do hope that ICWE will manage to get this sorted next year.

Conclusion
All in all this event has shown that it is worthwile coming back year after year. There is no other way to get connected to as many new ideas and people in such a short time. Where else would one meet the former world champion in Pooh Sticks?

My Top 10 Tools for Learning 2010

CC-licensed photo by Flickr user yoppy

CC-licensed photo by Flickr user yoppy

For this year’s edition of the Top 100 Tools for Learning (a continuing series started, hosted and curated by JaneDuracell BunnyHart of the Internet Time Alliance) I decided to really reflect on my own Learning Process. I am a knowledge worker and need to learn every single day to be effective in my job. I have agreed with my manager to only do very company-specific formal training. Things like our Leadership development programs or the courses around our project delivery framework are so deeply embedded in our company’s discourse that you miss out if you don’t allow yourself to learn the same vocabulary. All other organised training is unnecessary: I can manage myself and that is the only way in which I can make sure that what I learn is actually relevant for my job.

So what tools do I use to learn?

1. Goodreads in combination with Book Depository
The number one way for me personally to learn is by reading a book. When I started as an Innovation Manager in January I wanted to learn more about innovation as a topic and how you could manage an innovation funnel. I embarked on a mission to find relevant books. Nowadays I usually start at Goodreads, a social network for readers. I like the reviews there more than the ones on Amazon and I love the fact that I can get real recommendations from my friends. Goodreads has an excellent iPhone app making it very easy to keep a tab on your reading habits. I found a bunch of excellent books on innovation (they will get a separate post in a couple of weeks).
My favourite book store to buy these books is Book Depository (please note that this is an affiliate link). They have worldwide free shipping, are about half the price of the book stores in the Netherlands and ship out single books very rapidly.

2. Twitter and its “local” version Yammer
Ever since I got an iPhone I have been a much keener Twitter user (see here and guess when I got the iPhone). I have come to realise that it is a great knowledge management tool. In recent months I have used it to ask direct questions to my followers, I have used it to follow live news events as they unfold, I have searched to get an idea of the Zeitgeist, I have used it to have a dialogue around a book, and I have used it as a note taking tool (e.g. see my notes on the Business-IT fusion book, still available thanks to Twapperkeeper).
Yammer is an enterprise version of Twitter that is slowly taking off in my company. The most compelling thing about it is how it cuts across all organizational boundaries and connects people that can help each other.

3. Google
Google does not need any introduction. It is still my favourite search tool and still many searches start at Google. I have to admit that those searches are often very general (i.e. focused on buying something or on finding a review or a location). If I need structured information I usually default to Wikipedia or Youtube.

4. Google Reader
I have about 300 feeds in Google Reader of which about 50 are in my “first read” category, meaning I follow them religiously. This is the way I keep up with (educational) technology news. What I love about Google Reader is how Google has made a very mature API available allowing people to write their own front-end for it. This means I can access my feeds from a native iPhone app or from the web or from my desktop while keeping the read counts synchronised. Another wonderful thing is that Google indexes and keeps all the feed items once you have added the feeds. This means that you can use it to archive all the tweets with a particular hash tag (Twitter only finds hash tags from the last two weeks or so when you use their search engine). Finally, I have also used Google Reader as a feed aggregator. This Feedburner feed, for example, was created by putting three different feeds in a single Google Reader folder (more about how to do that in a later post).

5. Wikipedia (and Mediawiki)
The scale of Wikipedia is stupefying and the project still does not seem to run out of steam. The Wikimedia organization has just rolled out some enhancements to their Mediawiki software allowing for easier editing. The openness of the project allows for people to build interesting services on top of the project. I love Wikipanion on my iPhone and I have enthusiastically used Pediapress a couple of times to create books from Wikipedia articles. I find Wikipedia very often (not always!) offers a very solid first introduction to a topic and usually has good links to the original articles or official websites.

6. Firefox
Even though I have written earlier that I was a Google Chrome user, I have now switched back and let Mozilla’s Firefox be the “window” through which I access the web. This is mainly due to two reasons. The first being that I am incredibly impressed with the ambitions of Mozilla as an organization. Their strategy for making the web a better place really resonates with me. The other reason is Firefox Sync, allowing me to use my aliased bookmarks and my passwords on multiple computers. I love Sync for its functionality but also for its philosophy: you can also run your own Sync server and do not need to use Mozilla’s and all the sync data is encrypted on the server side, needing a passphrase on the client to get to it.

7. LinkedIn
It took a while before I started to see the true benefits of LinkedIn. A couple of weeks ago I had a couple of questions to ask to people who have experience with implementing SAP Enterprise Learning in large organizations. LinkedIn allowed me to search for and then contact people who have SAP Enterprise Learning in their profile in some way. The very first person that I contacted forwarded me on to a SAP Enterprise Learning discussion group on LinkedIn. I asked a few questions in that forum and had some very good public and private answers to those questions within days. In the past I would only have access to that kind of market information if SAP would have been the broker of this dialogue or if I would buy from analysts like Bersin. LinkedIn creates a lot of transparency in the market place and transparency is a good thing (especially for customers).

8. WordPress (including the WordPress.com network) and FocusWriter
Writing is probably one of the best learning processes out there and writing for other people is even better. WordPress is used to publish this post, while I use a simple cross-platform tool called FocusWriter to give me a completely uncluttered screen with just the words (no menus, window edges or status bars!). WordPress is completely free to use. You can either opt for a free (as in beer) hosted version that you can set up within seconds on http://www.wordpress.com or you can go the free (as in speech) version where you download the application, modify it to your needs and host it where you want. If I was still a teacher now, this would be the one tool that I would let all of my students use as much as possible.

9. Youtube
The quantity of videos posted on Youtube is not comprehensible. It was Rob Hubbard who first showed me how you could use the large amount of great tutorials to great effect. He rightfully thought: Why would I put a lot of effort into developing a course on how to shoot a great video if I can just link to a couple of excellent, well produced, short, free videos that explain all the most important concepts? The most obvious topics to learn about are music (listening to music and learning how to play music) and games (walkthroughs and cheat codes) , but there are already lots of great videos on other topics too.

10. Moodle and the community on Moodle.org
Moodle is slowly slipping to the bottom of my list. In the last few years a lot of my professional development was centred around Moodle and I still owe many of the things I know about educational technology, open source and programming/systems administration to my interactions in the forums at Moodle.org. Two things are the cause for Moodle being less important to my own learning:
1. I now have a job in which I am tasked to try and look ahead and see what is coming in the world of enterprise learning technology. That is a broad field to survey and I have been forced to generalise my knowledge on the topic.
2. I have become increasingly frustrated with the teacher led pedagogical model that all Virtual Learning Environments use. I do believe that VLEs “are dead”: they don’t fully leverage the potential of the net as a connection machine, instead they are usually silos that see themselves as the centre of the learning technology experience and lack capabilities to support a more distributed experience.

Previous versions of my Top 10 list can be found here for 2008 and here for 2009. A big thank you again to Jane for aggregating and freely sharing this hugely valuable resource!

Random Notes From Online Educa 2009

My blog, as one of the preferred outsourcing partners of my mind, will serve as a keeper of some of my notes and thoughts on Online Educa 2009 in Berlin. This will be a relatively disorganised post with a lot of different short bits of information, apologies in advance.

Blog posts
Earlier, I wrote a couple of blog posts about this year’s Educa:

Twitter
I used Twitter a lot this year trying to capture some choice quotes and thoughts. Twitter does not give you an easy way to show all your posts with a particular hash tag (why not?), so you can view my past tweets through Tweet Scan. Here are some highlights:

I wasn’t the only person tweeting at the conference. The tag was #oeb2009 and Twubs provided a nice hub.

Making the switch from Blackboard to Moodle
Alex Büchner from Synergy Learning talked about organisations switching from Blackboard to Moodle. He gave three reasons for making the switch:

  1. Moodle is a better product.
  2. Staff and students prefer to use Moodle over Blackboard (see this report).
  3. Moodle has a lower Total Cost of Ownership (see this report).

Alex made a lot of people laugh with his graphic showing how Blackboard is gaining market share through acquisitions and how Moodle still manages to trump that:

Big fish and bigger fish

Courtesy of Alex Büchner of Synergy Learning (click to enlarge)

Brochures that I picked up
There were a lot of exhibitors all handing out brochures. These are the companies/services of which I kept the brochures:

  • CELSTEC, the Centre for Learning Sciences and Technologies. This Centre of Expertise is part of the Dutch Open University and does a lot of original research in the technology space. I would love to explore how I could work with them in the future.
  • Quick Lessons. I like how this company has all the right buzzwords in their marketing: they allow you to do “rapid e-learning development in the cloud” (!). They even have the famous Web 2.0 badge on their site. There is one thing I really like though: the concept of a web-based development tool. I do think there is a lot of potential for those, regardless of whether Quick Lessons is the best option. Does anyone have any experience with using Udutu for example?
  • The market for capturing presentations is maturing. A presentation or a lecture might seem old-fashioned to some, but there still is a space for this type of teaching (if it is well done) and by filming the lecture, you can turn this into on-demand content for students. Through my work at Stoas Learning I already knew about Presentations 2 Go, but I hadn’t heard of Lecturnity before.
  • The rapid browser-based sims of Thinking Worlds are very interesting to explore further. A little while ago I did a course which used a game developed with their 3D engine and I thought it had a lot of potential. Their worlds run in the browser and only require a Shockwave plugin which should be available on most systems. What I really want to know is how quick and easy the authoring process is. How do you design interactions and scenarios? I will check that out in the near future.
  • Geanium delivers “Interactive Chronological Visualisations”, another word would be timelines. Their product looked nice enough: you could put events not just on a timeline, but also on a particular place in the world. I can see some niche applications for this service.
  • I have quite a bit of experience in using Adobe Captivate to do rapid development. I like certain things about the software, but would be interested in finding out how it really compares to the other rapid development tools from Articulate (check out the excellent Rapid e-Learning Blog by the way) and TechSmith (of SnagIt, Camtasia and Jing fame). The latter has a new product out called UserVue, which could be very useful in usability testing. I wish I would have easier access to installed trial versions of these applications.

Lord Puttnam and We Are The People
Lord Puttnam keynoted on the first day. He talked about his latest video project titled We Are The People We’ve Been Waiting For. The basic point of the movie is that we are not preparing our children for the future that is waiting for them. You can get the DVD you for free when you order it online. I ordered and watched it and thought it made a good case for making a step change in our educational system. My favourite talking head in the movie was Ken Robinson. If you have never seen his TED talk, then you should rectify that situation immediately.

An unconference with Jay Cross and his Internet Time Alliance friends
Jay Cross organised a couple of unconferences with his Internet Time Alliance friends. I always admire Jay for how he manages to utilise the Internet to his and his clients advantage. His self-published “unbooks” are a great example of this. His sessions were by far the most interesting and engaging at this year’s Online Educa. Jane Hart and Charles Jennings were in the room and Harold Jarche and Jon Husband were available through video conferencing.

The main question of the session that I attended was: What are the major challenges/vision/issues that we see moving into the 21st century when it comes to learning? Jarche thinks organisations will have to deal with more and more complexity. Everything that is simple or can be commoditized will move to the lowest bidder or will be an automated process. What is left is complex. The training functions are currently not able to deal with this complexity. Cross considers the global downturn a symptom of the end of the industrial age and the beginning of a truly networked world. In that world intangibles are much more important than tangibles. Our training metrics will have to change to reflect this.

Then followed a selection of models and ideas that are mostly familiar to me, but are valuable enough to share again:

  • A hierarchy of employee traits in the creative economy: passion, creativity, initiative (these cannot be commoditized) followed by intellect, diligence and obedience (all of these can be commoditized).
  • Jane Hart’s five types of Learning: Intra Organizational Learning (self-directed, organizational), Group directed learning (self-directed, group), Personal learning (self-directed, individual), Accidental & Serendipitous learning (undirected, individual) and Formal structured learning (directed, individual). These are interesting in that they show that they are other ways of delivery than the traditional face to face workshop, but they start at the wrong end of the learning question. I would like to start on the demand side when it comes to creating a learning typology (actually I am working on exactly that: a corporate learning typology, more to come).
  • The concept of the wirearchy: a dynamic two-way flow of power and authority based on information, knowledge, trust and credibility, enabled by interconnected people and technology.
  • John Husband shared this great paragraph from Peter Drucker (the full text is here):

Bribing the knowledge workers on whom these industries depend will therefore simply not work. The key knowledge workers in these businesses will surely continue to expect to share financially in the fruits of their labor. But the financial fruits are likely to take much longer to ripen, if they ripen at all. And then, probably within ten years or so, running a business with (short-term) “shareholder value” as its first—if not its only—goal and justification will have become counterproductive. Increasingly, performance in these new knowledge-based industries will come to depend on running the institution so as to attract, hold, and motivate knowledge workers. When this can no longer be done by satisfying knowledge workers’ greed, as we are now trying to do, it will have to be done by satisfying their values, and by giving them social recognition and social power. It will have to be done by turning them from subordinates into fellow executives, and from employees, however well paid, into partners.

Accelerating the Adoption of Innovations
I had a great round-table discussion with Ellen D. Wagner from Sage Road Solutions (kudos: the first business card with a Twitter name that I have received, maybe pretty standard in the valley?), David James Clarke IV from Toolwire and others about how to accelerate the adoption of innovations.

Wagner wanted to overlay Gartner’s Hype cycle over Rogers’ adoption curve. Gartner’s hype cycle looks like this:

The Hype Cycle

The Hype Cycle

Rogers’s adoption curve is as follows:

Diffusion of Innovations

Diffusion of Innovations

Wagner puts these two graphs together:

Ellen D. Wagner, Sage Road Solutions: When Hype Cycle meets the Innovation Adoption Curve

Ellen D. Wagner, Sage Road Solutions: When Hype Cycle meets the Innovation Adoption Curve

She shows exactly in which phase the pain lies and where extra stakeholder support is necessary. The whole discussion reminded me of this great Geek and Poke comic:

Gartner Hype Cycle Version 2.0

Gartner Hype Cycle Version 2.0 by Geek and Poke, licensed under a Creative Commons Attribution-NoDerivs 2.0 License

David James Clarke IV and Experiential Learning
David James Clarke IV of Toolwire also presented on experiential learning in a plenary. His argument was that in the current information economy knowledge is not power anymore. It is access to knowledge and the ability to turn that knowledge into action and decisions that is power.

He talked about the tension between richness (the depth of the experience) and reach (the amount of people the experience can reach) as first described by Evans and Wurster which, if adapted to the traditional educational field, leads to the following tension between classroom (high richness, low reach) and distance (low richness, high reach) learning:

Richness - Reach tension

Richness - Reach tension

His point is that technology is now at a point where this tension can be overcome:

Technology overcomes the Richness - Reach tension

Technology overcomes the Richness - Reach tension

This is where experiential learning comes in. Students should have hands-on real world experiences while they are in school. He finished his talk with an example from the Matrix. I quote from the white-paper that he and Charles Jennings wrote on experiential learning:

The movie The Matrix provides an exceptional example of experiential learning in action. In this case, it is literally a matter of life or death. In a scene towards the end of the movie, our heroes – Trinity and Neo – find themselves trapped on the roof of the Agents’ headquarters. Their only escape is via a military helicopter.
The problem is neither of them knows how to fly a helicopter … yet. So what does Trinity do? She calls her Learning Management System (LMS), of course. In this case, the LMS is represented by a phone operator named Tank.
Trinity requests a specific learning object – Helicopters for Dummies! – and Tank downloads the skills directly into her brain. You can appreciate the experiential learning significance here. Once Trinity has received the skills, she and Neo fly the Helicopter to safety and continue saving the world!
This is a perfect example of just-in-time, context-sensitive experiential learning delivered exactly when the student needs it … in 30 seconds!

Clarke later in the day did a Pecha Kucha with 10 movies about learning as his topic:

I have decided that I will invest some time into creating my own Pecha Kucha: a top ten of education philosophers.

Niall Winter: a Framework for Designing Mobile Learning Experiences
Niall Winter is an interesting researcher at the London Knowledge Lab. He talked about the fact that mobile learning has failed to exploit the social practices by which the new affordances of mobile devices become powerful educational interventions. He sees designing mobile learning experiences as one of the key challenges for the technology enhanced learning community. It important to focus on the learning intervention and not be techno-centric. This should lead to socio-technical solutions where the context and the activity determine the success. His goal then is to design activities that are appropriate to the context.

He does this using a participatory design methodology going through the following time consuming process:

  1. Explore the institutional context: technology, identifying existing practice, participants’ perspective
  2. Explore the learner context: scenarios, concerns, (un)expected new practices (iterative cycle)
  3. Deploy and go through the cycle again

The host of Niall’s session, Herman Van der Merwe, introduced the audience to the International Association for Mobile Learning.

Two final interesting links to explore in the future

Final conclusion
All in all it was very worthwhile to go to this year’s Online Educa. I don’t think there is another occasion where that many members of the educational technology community are present.