Corporate Training and Higher Education

I totally agree with the views of George’s Modernizing Corporate Training.  What is amazing is that corporate training  and higher education (HE) seems to tap into the same and different “markets segments” nowadays, whereas in lots of  scenarios, the target audience are practically the same.  It’s a matter of difference in focus: corporate training versus higher education.

I think blended learning, and collaboration have been happening in HE and informal social networks for years, just that people seldom recognise their importance until recent time.

Research so far in this area is difficult, as you could hardly prove the superiority of one over the other (i.e. blended learning over face-to-face, or over complete online learning, informal learning over formal education) unless the same control groups could take the experiment at the same time (which is hardly possible).  The complexity and emergence of learning further complicates the pattern of learning effectiveness. 

People have now shifted their learning focus towards socialisation (development of social intelligence as promoted by Daniel Goleman) via social networks (face-to-face and virtual) as part of their “education agenda and goals”, on top of their emotional intelligence.  That is also the basis of networked learning or connectivism (George Siemens and Stephen Downes). 

My observation is that lots of corporate trainers still prefer to be the sage on the stage in their training approach.  That’s perfectly legitimate for novice learners.   Does it serve the experienced and expert learners or employees? 

Mandatory training may still play an important part for most organisations when it comes to legislation, company cultures, mission and vision, strategies, award restructuring, occupational health and safety, standard operation procedures and practices. 

 What may be of interests is that nowadays a lot of employees could access these information via their company intranet or over the internet.  What seems more important in training is not just the “knowledge” that are adopted by the learners, but the creative or innovative application of such knowledge to continuously improve the work operations and satisfy the customers needs and expectations.  These require collaboration and cooperation amongst employees, a supportive management infrastructure and strong leadership to leverage the benefits out of training and workforce development.

When it comes to vocational education and training and higher education, there has been a strong movement towards going back to the “apprenticeship” model of education and training – with mentoring as an alternative “education and corporate training model” on a one-on-one or one-on-a few customised learning model. 

So, when the learners in the organisations are already experts in their areas, what is more important is mentoring and talent management.   So recognition, peer – teaching and learning in networks becomes the predominant swing of the pendulum.

But, what about the role of the corporate trainers? An assessor? A facilitator? A consultant?

I noted a recent movement in HE and corporate training seems to be “crossing the roads” and here comes the emergence! An opportunity….for the collaboration?  Would it be a huge challenge for both HE and Corporate Training sectors to weave through the partnership and collaboration?

The existing financial turmoils and rapidly changing technology further accelerates the need of people to continuously update their skills and broaden their experience with the use of technology (Web 2.0), through social and education networking.

Would corporate training deliver its promise as shown in that article? Or would it be HE leading the role?

Enjoy this video on Social Intelligence – an interview with Daniel Goleman.

What sort of skills and competency would be important in socialisation and social networking?

Cooperation and Collaboration in networks

This is my response to  cooperation or collaboration 

 

We seek cooperation when “we want others to assist us in achieving our goals”. When teaching in a traditional face-to-face class, the teacher is seeking the cooperation of their students to maintain classroom discipline, to participate and contribute in the learning activities, and to complete the assessment tasks that would lead to the accomplishment of learning outcomes etc.

The students would collaborate with other students in working on the learning activities or student projects.

The same principles could be applicable when teaching in an online class, using Moodle Forum or Elluminate or Adobe online session.  The teacher is seeking cooperation from the participants to participate and contribute to the session. 

The participants may collaborate with other participants or teacher in working through the activities.

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The “seeking” of cooperation is normally from one party (the teacher) to the others (students or educators).  In this case, it is an outcome which results from one party complying with the requirements and expectations of the other party.  Sometimes it requires negotiation of both parties, who may or may not be having the same degree of powers in the teaching or learning process.

In case of community networked learning, the teacher is seeking collaboration (working in partnership) with other teachers  or community network members to achieve common and agreed goals. This is likely to happen in team or group projects in educational networks, or cross functional teams where parties would collaborate in solving problems.

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Currently, I am working with Jenny Mackness and Roy Williams on a collaborative research project, and we collaborate in planning and conducting the research.  We also cooperate with other members of  the Community Network in sharing our research process, information and experience.

Another example is when teachers are cooperating with management in carrying out their administration duties or working on learning or research projects, while collaborating with other teachers in developing learning resources.

In case of mentoring, the mentor (teacher) is collaborating with the mentees (in partnership) to achieve the goals (likely more with the mentees goals, though it may also be negotiated goals agreed by both parties). The mentor is also seeking cooperation from the mentee to develop and implement the learning plan in the mentoring process.

Referring to the above cases, the relationship between one party – teachers (mentor) and the other party – students (mentees) will determine whether it is cooperation or collaboration or both.

The relationship may be complicated when there are so many factors which could affect the situations (differences in skills, experience, power, perceptions and attitudes). However, you could still analyse and possibly list these factors to understand the relationship between them, based on experience.

The situation is complex when we focus on the group of feelings or ideas that influence the people’s behaviour or mental attitudes.  Feelings, emotions or ideas coming out of the interaction are often dynamic, emergent, and therefore unknown and unpredictable (and uncontrollable) to the participants. We would classify such interactions to be complex.

The emergent learning arising out of the interaction and communication would be complex due to the dynamic changes in the learning goals and teaching, learning strategies and emotions of the parties concerned.

So, in case of networks, I think the relationship between the “members” of the network would be complicated, and the feelings or ideas that influence the network members (nodes) would be complex due to the emergence arising from the interaction and communication.

In summary, I would suggest that complication and complexity both exist in networks.  Both cooperation and collaboration would exist in complex networks with complicated relationships amongst their nodes or network members.   Learning would also be complicated and complex in learning networks.
John

Roles of educator under a rapidly changing technology environment

I share with Jenny’s post on Teaching with technology – changing roles  in my role of teacher becoming more like a  back seat driver, rather than a driver. 

I have taken a different “shape” throughout the years, with the introduction of new and emergent technology.  I always like to swap roles to adapt to the changing education and learning landscape.  My role as a teacher has actually been “transformed” into that of a facilitator, a researcher, an assessor and more recently a learner.

When I found gaps in technology know-how or new learning theories and application, I would jump on a train (an education institution, and enrol in a formal course), or would aboard a flight (such as the virtual flight of CCK08) to broaden my perspectives on learning and networks. 

At other times, I would like to be the passenger,  just to enjoy the serendipity when looking through the “windows” of the vehicle (the net), by surfing and navigating over the networks and the internet.  

Teaching and learning becomes all in one – and there is one common goal for me – to support my learners and myself in learning. 

So, is teaching learning?

There is an old motto: teaching and learning must grow and develop together.  For me, it makes sense.

That’s how I see teaching and learning and our ecology at this digital age.

I don’t see learners as learners any more in my teaching, I could only see facilitators, collaborators, contributors, creators and assessors in learning.

Do I see changes in my role as a “teacher or facilitator” when I read others’ reflection “through their mirrors”?

I wonder!

Would mentor be an alternative role that adds value to our teaching and learning? I have been a workplace mentor for the past nine years.  That has added much value to my learning, whereas there has always been changing roles in mentor/mentee  relationship from time to time.

The networks become my mentor and vice versa. The nodes in the networks become my sounding board.  I listen and learn.

Yesterday, I learned from my collaborator how to conduct  forklift testing, on the job.  My collaborator just shines when he becomes my teacher.  Though I am the teacher :-)

I think it is not just new and emergent technology that enables us to change our role  under an adaptive learning environment.  It is the “technology” of teaching and learning that has transformed our way of thinking – that makes our role of an educator more interesting, challenging and rewarding. 

Are we having emergent roles as an educator?  What roles have you taken on as a teacher?  How do you find your role?

John

Collaborative Inquiry

I resonate with the ideas and experience shared in this Collaborative Inquiry.

Our research group which consists of Jenny Mackness, Roy Williams and I have shared similar experiences and insights as that highlighted. 

How about this insight of Shared Passion?

  • When passion is mutual, the motivation for collaboration is high
  • Excitement and energy generated by one member often ignites passion in others.

We have reflected on our research planning, practice and thoughts in our private pbworks both individually and as a group.  We shared our findings and critically analysed and debated within our group.  We learned through metaphors, storytelling and critical reflection of teaching and learning practices.

I think  this collaborative inquiry approach would help in guiding our research group in co-creating emergent theories in learning and research. 

It’s fun, it’s exciting, and we all enjoy learning and researching together.  :-)

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What a manifesto – Collaborative Inquiry!

Highest Level of Reflection

The concept of Reflective Practice is similar to what Dr Deming had mentioned in his Plan – Do – Check – Act Cycle in Quality Management.

This MIT on Reflective Practice  stimulates me to think:

Reflective practice is about flexibility, adaptation and effectiveness.

If our theories-in-use are stagnant, so are our brains, neurons and synapses.

If we can renew our theories (espoused and in-use) and the conceptual framework that are behind them, as a permanent attitude, we will be able to dialogue with the disruptive changes that the future will bring to our lives.

Would blogging be an effective way of reflecting on my teaching and learning?

I could see the benefits of continuous reflection as part of my pursuit of life-long learning.

Motivation and Highest level of Reflection

What does it mean to be reflective?
How would one achieve the highest level of reflection?
Self-determination Theory has its promise….

Motivation

It all comes back to our motivation to develop ourselves in this life long learning journey – with self directed learning, a desire to be part of the community, a determination to be our very best both individually and as a group or community member, a search for wisdom, a visionary who would always like to support our family, our society a better place to live.

Motivation would also lead us to reflect on how we could become a better person – more educated, wiser, and more compassionate with others.

Reflective Practice

Reflective practice is a concept used in education studies and pedagogy. It was introduced by Donald Schön in his book The Reflective Practitioner in 1983.

Reflective practice is a continuous process and involves the learner considering critical incidents in his or her life’s experiences. As defined by Schön, reflective practice involves thoughtfully considering one’s own experiences in applying knowledge to practice while being coached by professionals in the discipline. It has been described as an unstructured approach directing understanding and learning, a self regulated process, commonly used in Health and Teaching professions, though applicable to all. (R.Gregory)

In education, it refers to the process of the educator studying his or her own teaching methods and determining what works best for the students. Reflective practice can help an individual to develop personally.

So, would motivation and reflective practice help me in my learning journey? 

Under connectivism, reflective practice could be done in an open, distributed and transparent manner.  

You could share what you have learnt with others.  You could also reflect on your learning through this Web 2.0 mediated learning ecology.

We are opening up our reflection to the outside world.   And our reflection has no limits – it could reach anyone at any time in the world.

Is that what the highest level of reflection could offer? 

Life with learning is a life worthy to live by itself.  With reflection, we could even reach a higher summit…..

How would you like to live the full richness of life? 

Would it be through reflection?  Or something else…..

Self directed Learning

I think I experience a lot of feelings Mike has, relating to de-schooling. Even in my early stage of education, I often wondered what formal education could offer and what I could learn through formal schooling. I often started to think that authentic education and learning starts when one has finished the formal education.

That is my concept of self-directed learning, when one has to explore the outer world, with a mindset similar to a baby, where imagination and creativity will build up the richness of learning.

Would human be limited only by his or her capacity to imagine, create such learning ecology – the PLN? Self directed learning – what does it mean to our younger ones? I don’t think any qualification, assessment or even formal curriculum would limit one’s learning.

Aren’t we all born free in learning?