Training Blog

OK – so it begins… I’ve been wanting to write a book for a long time now. It’s going to take a long time to write it, but I know that if I don’t start now I never will.

The idea behind it is to take 5 years worth of thinking, reflecting and blogging and crystallise it into something tangible, something that my children can say “Dad made that”, something that might be helpful to people who don’t interact in the same networked flow of ideas that happen online.

I’m planning on writing this publicly. I’ll publish each chapter here as it’s written, in the hope that the feedback I get will lead to improvements. No idea about publishing at the moment. I might even give it away, but I will definitely get at least one copy printed!

To start off then, here are my thoughts on the structure of the book:

Introduction

To be written when the rest of the book is finished.

Probably will include some element of auto-biography – my learning journey, philosophy of learning etc.

Section 1: Learning

Most learning professionals, tend to base their work on gut instinct and past experience. Mention theories like behaviourism & cognitivism and they’ll probably give you a blank look. I’m not saying I’m an expert, but this chapter will look at some of the key ideas that underpin the way I think about how we should approach learning, and provide pointers towards the main theories and models.

Chapter 1: What is learning?

Theories:

• Connectivism
• Constructivism
• Cognitivism
• Behaviourism

Chapter 2: Why do we learn?

Why do we do anything?
Motivations types:

• Intrinsic
• Extrinsic

Chapter 3: How do we learn?

Models

• Maslow
• Vygotsky
• Scaffolding

Memory and retention

Learning styles – bite the bullet. Do they really exist? Look at Coffield’s and Romeis’ research.

Formal & informal

Chapter 4: Where do we learn?

Formal situations – classrooms, self-study, apprenticeship, teacher-led online programmes
Communities of practice, networks, whilst creating stuff – depends if we choose to learn, or just do it by trial & error each time

Section 2: Learning Systems

Systems are good. They take current best practices and make them replicable across many contexts.

In the context of learning, we systematise at our peril. Effective learning has too so many variables.

Likewise, we run the risk of failing when our systems impose new practices on top of ones that already working.

Yet systems can still help. Not around learning as a complete process, but to support specific parts of the process: content delivery, timetabling of resources, assessments and surveys, breaking down silos, improving communication etc

The best systems are simple and flexible. Take Twitter for example. As simple as it can be, yet used in many different ways through its API.

This section will focus on computer-based systems, as these are most prevalent today. But you could adapt some of the ideas in it when trying to implement any new way of doing things.

Chapter 5: Types of system

Systematising learning? Is it a good idea?

Formal systems:

• fit the timetable/structure of the organisation
• provide a means of measurement / assessment

Informal systems:

• flexibility and ease of use are critical
• must integrate with existing practices / communication tools

Chapter 6: Choosing systems

Analysing your requirements

• Formal or informal
• Top down or networks
• Who to involve? IT, Risk, Senior Management, Visionaries/champions (who can see the potential)

Writing requirements documents

• Integration
• Searchability
• Functionality
• Usability
• Accessibility
• Hosting? Internal / external

Standards:

• Data transfer
• Content migration
• SCORM
• IMS
• SIF

Chapter 7: Using systems

Implementation issues
Encouraging takeup
The role of a community manager
Training/CPD for teachers/trainers
Working on the web – writing style
Integration issues
Change management

Section 3: Learning at work

How learning at work is changing in the light of trends in society and how organisations are having to change to keep up in a global, networked world.

Chapter 8: The role of the organisation

Allowed to learn
Expected to learn
Formal pathways? Why not?
Competency matrices? What sort of organisations do these fit? Industrial – eg. call centres – where people are cogs in a machine. How do you measure capability otherwise? Where don’t they fit?
The role of management – to trust, enable, coach, communicate or to control and monitor

Chapter 9: Learning to learn

My personal journey
RSS
Blogs
Community of practice
Networks
Writing my blog
Philosophy:

• My data
• Distributed systems
• Open source

Chapter 10: Core skills for learning

Find
Filter
Reflect
Build trusted relationships – with people & information sources
Create:

• Program
• Write
• Draw
• Video
• Audio
• Build
• Grow

Reuse – Mashup