Microlearning. to support informal learning. Pieter de Vries

Transcription

1 Microlearning to support informal learning Pieter de Vries 1

2 Electrical Engineering, Mathematics and Computer Science Faculties Applied Sciences Architecture Civil Engineering and Geosciences Aerospace Engineering Technology, Policy and Management Industrial Design Engineering Mechanical Engineering & Marine Technology 2

3 Systems Engineering Department Research areas Gaming Learning Collaboration Simulation Decision Making 3

4 About me Learning Innovation Educational practices in Industry and Higher Education Open and Online Education New educational practices Capacity building Design based research MOOCs Learning analytics Staff development 4

5 Formal and Informal Formal learning Informal learning Process structured by a teacher / trainer Location Setting Central purpose Content taking place at a training facility the course is based on a curriculum learning what is served the knowledge transferred has an expert status a spontaneous, learner centred activity taking place at the workplace without specific curriculum to support the work process pragmatic knowledge related to daily work tasks Colley,

6 The Microlearning cycle Always organized in the same way: 3 min 6 min 1. Active start 2. Exercise / Demonstration 4 min 2 min 3. Feedback/ Discussion 4. Conclusion: What s next? How do we learn more? Introduction Series of Sessions on sub-issues Conclusion etc. etc. 6

7 Formal and informal learning Learning activities and their relevance (Sara Lee/KPMG 2005 by Weistra) 7

8 Informal and social learning Colleagues Small talk Mentors Experts Cooperation Work groups Newspaper Handbooks Instruction leaflet Mobile phone Internet Social media Blogs Pod Casts Wiki Twitter r Virtual Libraries Cloud computing Tagging 8

9 Informal Close to the workplace Performance driven Learning on demand Just-in-time Just enough Hopefully right No reuse policy 9

10 Theoretical concepts and models Social Constructivism Each person is unique, learning happens 24/7 everywhere, motivation is the driver, learning is (inter-)action and context related Connectivism Information exchange is a social process, new information media, the changing knowledge landscape, nodes of knowledge are co-created and networked Level of Experience It is about information, communication, learning and performance improvement. Experience does matter. Vygotsky, 1978; Polanyi, 1966, 1975; Siemens, 2005, 2006; Jonassen,

11 Level of Experience Theoretical Framework for a Learning strategy Jonassen,

12 Learning Strategy Operational Framework Information Learning Performance support New to the job Experienced worker X XX XXX XXX XX X X XX XXX Expert Performance inprovement (individually) Tests and performance assessments Optimal working performance KPI s / policy / vision / assessment Performance improvement (company) X XX XXX Formal Informal Jonassen, 1993; De Vries,

13 The Microlearning cycle Always organized in the same way: 3 min 6 min 1. Active start 2. Exercise / Demonstration 4 min 2 min 3. Feedback/ Discussion 4. Conclusion: What s next? How do we learn more? Introduction Series of Sessions on sub-issues Conclusion etc. etc. 13

14 Focus on participants 1. Active start 2. Exercise, demonstration 3. Conclusion 4. Next step Learner centered activity Takes into account the learners experiences Learning in peer-groups Learning is interactive and context related Taking place on the workfloor 14

15 Microlearning in practice Formal training sessions Informal session Series of planned sessions Spontaneous & ad hoc Sub topic Topic Time and location Time Target group Group Trainer Unplanned trainer 15

16 Learning situation of truck drivers 15 minutes per week Information exchange Correction Motivation Learning strategy objectives A sustainable 24/7 learning strategy that fits the mobile trucker connected to performance improvement 16

17 Learning situation at SHELL Reorganisation of Storage facility 1 day, 5 sessions 15 m. discussion & 1,5 hr execution Learning strategy objectives Collaboratively solve the storage problem Along the line of lean Documented and transferrable 17

18 Conclusion 1. ML seen as a mechanism to support informal learning processes 2. Should add flexibility and make educational scheme more dynamic 3. The (end) user needs to be engaged, tapping into motivational behavior 4. Prerequisite is the involvement of primary stakeholders 5. Essence of the exercise is to validate ML in the business context 18

19 Contact Pieter de Vries Systems Engineering Department Faculty of Technology, Policy and Management Delft University of Technology Netherlands pieter. 19