The Learning Architect Laying the Foundation for Social Learning Discover what it takes to be an effective Learning Architect in today s world of social learning. Learn how to incorporate Frank Lloyd Wright s Four Principles of Organic Architecture into your learning solutions and apply Q2 s Social Learning Framework.
The Situation It s all about great design and the flawless execution of great design! - Bill Bruck, Lead Architect XPERT ecampus The Inconvenient Truth The corporation that wants to run a business in the most efficient and effective way possible will want to invest considerable time in to adequately training and retraining their corporate employees. However, the corporate training world has its own inconvenient truth. The vast majority of corporate training, as currently designed and delivered, does not and cannot produce any real increase in proficiency in the learner. The inconvenient truth the majority of workplace learning professionals would just as soon avoid is: Most corporate training simply doesn t work! The lack of business impact continues to place the training function as an undervalued, and necessary expense. The bad news is when you do not increase proficiency you do not incur any return on your investment. With ROI absent, the questions begin to arise on why continue to spend money and time on the training in the first place? The good news is we are on the precipice of major change in the training industry. Learning Technology has evolved to the point where it is now both feasible and affordable to create the types of speed-to-proficiency social learning solutions that we could only imagine in the past. To stay in front of this revolution, it is critical that fundamental shifts in thinking need to take place. The workplace learning profession can elevate its game and earn the role of trusted advisor to the business leaders, who ultimately make the calls about what and how training will be employed in their organizations. Learning Architects Creating learning solutions that produce real improvements in proficiency require us to evolve beyond the current models of instructional systems design to become true Learning Architects. By applying a few longstanding architecture principles and practices, in conjunction with the adherence to fundamental instructional systems design disciplines, training can and will produce the types of proficiency results business leaders are happy support. What does it mean and what does it take to be a learning architect in today s world? Any time paradigms are in rapid flux, such as we are experiencing today in the corporate learning industry, it takes a while for precision in the language to catch up. In an effort to mitigate any lack of clarity in terminology, we ll start with some operational definitions and descriptions of what we mean by the terms Social Learning, Architect, and Instructional Systems Designer. 2
Clarification of Concepts Social Learning The model on the left depicts a framework to explain what social learning means to us. Social learning does not equal social computing! Actually, social computing is just one small, but growing aspect of social learning. Social learning is a much larger and complex concept. As the diagram illustrates, social learning involves all of the different types of learning methods and approaches (formal, informal, and just-in-time) at work in a social context. Moreover, a very convincing argument can be made that the majority of learning in any organization falls into the social learning arena. Formal Learning Formal learning is described as the acquisition of knowledge, understanding, or skill through experiences which are part of a structured, pre-existing learning process, designed to support a specific goal. Classes, web-based training modules, virtual classroom sessions, and structured curriculums fall into the formal learning category. Informal Learning Informal learning is any type of learning where acquiring knowledge, understanding or skill, is NOT structured, or formal. Informal learning is less scripted, and comprises more natural learning processes. People are typically fending for themselves as they progressively gather knowledge and skills they need to function in the organization Just-in-Time Learning Just-in-time learning is what all of us do when we are actively engaged in doing something. We may need a piece of information, an explanation, an example, or a suggestion in order to accomplish a task. Just-in-Time Learning tools are things like dictionaries, encyclopedias, performance support tools, search engines, knowledge repositories, etc. Some people argue many of the older generation of knowledge repositories fall outside of the social learning bucket. In our view, some of the newer generation performance support tools qualify as social learning because they incorporate some type of person-to-person collaboration capability. (e.g. expert locators, rate and review of resources, access to discussion forums, blogs, wikis, etc.) To round out the diagram, the outer ring of the diagram depicts a representative sample of the different types of learning elements that could comprise a comprehensive learning solution. 3
Architect vs. Designer Architectural works are often perceived as cultural and political symbols and as works of art. Historical civilizations are often identified with their surviving architectural achievements. What is an Architect? The second concept we need to identify is: What is an architect? How is an architect different than a designer or engineer? The term architect is derived from the Greek ἀρχιτέκτων arkhitekton, from ἀρχι- "chief" and τέκτων "builder or Master Builder An Architect, a.k.a. Master Builder, is one who: 1. Plans, designs and constructs spaces/environments that reflects functional, social, and aesthetic considerations 2. Creatively manipulates and coordinates material and technology 3. Leads and manages the pragmatic aspects construction phase (i.e. project planning, cost estimating and construction administration) What Separates an Architect From a Designer or an Engineer? The ultimate goal for an architect is to create spaces which are not only functional, economical, and practical, but also inspire and delight people. The aspiration to bring art into the equation distinguishes architecture from engineering design, which has the more utilitarian primary objective of the creative manipulation of materials and forms using mathematical and scientific principles. It is Q2 s opinion that if corporate learning professionals expand their current view of instructional systems design, to include the adoption and application of the fundamental principles and practices of great architecture, we can take learning beyond functional, to become inspirational and meaningful. However, before addressing the specifics related to changes to the ISD world, a little more discussion on some design principles from the world of architecture is in order. 4
The Learning Architect - Laying the Foundation for Social Learning l WHITE PAPER Organic Architecture The Four Design Principles All architects, whether a building architect, landscape architect, or learning Architects, create spaces. Our building and landscape architect colleagues build physical spaces. Learning architects face both challenge and opportunity as they need to be able to create and manage both physical and virtual learning environments. Frank Lloyd Wright, one of the seminal and preeminent architects of the 20th Century, articulated a concept he called the Four Principles of Organic Architecture. He contended that an architect s ability to adhere to the following four principles in the creation of spaces was one of the critical measures of mastery of the art form. The four organic principles are listed in conjunction with the capability requirements for Learning Architects. Function Function means the space is optimized to enable the type of living and working processes it was designed to support. Learning Architect Capability Requirements: The ability to develop an in-depth appreciation of the nature of work and tasks the learner is being asked to master. This would include the real world enablers and constraints to effective performance. Marin County Civic Center 1960 Time Applying the principle of Time means a space belongs to the era in which it is created. The space addresses contemporary life-styles, social patterns and conditions. The space also employs available materials and new technological methods gracefully and honestly. Learning Architect Capability Requirements: Frank Lloyd Wright Home & Studio 1889 The design and technology used should be experienced as current The ability to ascertain the readiness of learner population for the use or adoption of new technology Too often, the issues to be reconciled when it comes to asking learners to use new technology or unfamiliar methods, are grossly underestimated. Learning solutions should contain sufficient amounts of the perceived familiar to avoid putting any of the learning stakeholders out of their comfort zones. 5
The Learning Architect - Laying the Foundation for Social Learning l WHITE PAPER Place Place means a space in harmony with its natural environment a space: that in its proportions, materials and design, belongs to its site. Learning Architect Capability Requirements: Falling Water 1936 The ability to create physical and virtual environments that have the look and feel of real and familiar places for all the stakeholders involved in learning process (e.g. learners, coaches/smes, bosses, etc.) The learner and other stakeholders experience the technology being used to support the learning processes as background vs. foreground. Human Human means a humane architecture, in human scale. Learning Architect Capability Requirements: The ability to visualize and construct end-to-end learning processes that embody a certain elegance, simplicity and ease of engagement for everyone involved Knowledge, gleaned from personal experience, about which methods and technologies or combinations, are most appropriate to facilitate the learning tasks at hand. Usonian House Interior - 1938 6
Instructional Systems Design is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. What is an Instructional Systems Designer? The Wikipedia defines Instructional Systems Design as: The practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. What literally jumps off the page in this definition is that a competent Instructional System Designer (ISD) produces learning solutions in many forms such as instruction, content and other learning experiences. These solutions should succeed on all three dimensions - effectiveness, efficiency and appeal. Sadly, our customers tell us, the vast majority of the learning solutions produced by their ISDs get high marks in the instruction, content, efficiency and appeal arenas. However, they receive low to non-existent marks in the effectiveness arena. Behavior change and any manner of improved proficiency disappear. Why are the majority of instructional systems designers typically decent at producing nice content and efficient programs, but poor at producing and executing learning solutions that produce a real shift in proficiency and performance? In most cases, the answer is simple. Instructional systems designers typically are not asked to design and implement complete social learning solutions. 7
Q2Learning Social Learning Framework As you can see, we are strong believers that to be an effective learning architect requires the mastery of the fundamental architecture/design principles and conceptual models. Developing true proficiency in learners requires: 1. A learning process vs. a one-time learning event. 2. Application of on-the-job, using real world scenarios, consisting of appropriate practice, feedback and improvement cycles. 3. The learner s manager taking active stewardship in monitoring and reinforcing the application of new knowledge and skills. The Q2 Social Learning Framework serves as the foundation behind all of our end-to-end speed-to-proficiency learning solutions. Our Social Learning Framework depicts the Three Essential Elements necessary to create a well-architected speed to proficiency learning solution. The Three Essential Elements are: The Training Phase The Training Phase is crucial. It is in this phase where new knowledge and skills are introduced to the learner. Typically, ILT, elearning modules, virtual classrooms are the methods used today for this phase of learning. It is important to keep in mind that, only on rare occasions, does a learner develop any real proficiency in the Training Phase. 8
The Reinforcement Phase The Reinforcement Phase is the most important component in the Social Learning Framework. Why? Because it is in the Reinforcement Phase where actual proficiency is developed. It is in this phase where the learner is asked and required to apply the new concepts and skills on the job. Unfortunately, the sad truth is that the Reinforcement Phase is rarely practiced, or worse, is totally left out of the majority of learning solutions. Informal Learning Phase It is in the Informal Learning Phase where the increased proficiency gained in the Reinforcement Phase is supported. This phase is enhanced through the creative use of just-in-time performance support tools, knowledge sharing technologies, online communities of practice, the employment of action learning teams, etc. When used correctly, these types of informal learning strategies and tools have the potential to facilitate major improvements in an organization s performance. It is important to keep in mind the If you build it, they will come approach to implementing informal learning technologies does not work. Any new technology carries the same change management issues that accompany other types of major changes in how work is done. Without a well-architected deployment strategy, the effort is destined to failure. 9
Conclusion It is an exciting time to be a Learning Architect. The current technology has evolved to the point where we can finally create the kinds of learning solutions we could only dream about as few as five years ago. Seizing this opportunity requires Instructional System Designers begin seeing themselves as Learning Architects who can: 1. Develop and continuously evolve mastery of the three interrelated components and technologies of social learning. (i.e. Formal Learning, Informal Learning and Just-in-Time Learning) 2. Incorporate the principles of Organic Architecture into the creation of learning solutions. 3. Design and implement end-to-end learning processes and not just training events With social learning platforms like Q2 s XPERT ecampus, Learning Architects can flawlessly execute robust learning processes that include all three phases of the Social Learning Framework. We can be assured our learning initiatives are constructed to produce the kinds of behavior and proficiency changes needed to make a real business impact. 10
HEADQUARTERS Q2Learning, LLC 2686 Hillsman St. Falls Church, VA 22043 877.751.2200 (voice & fax) www.q2learning.com ABOUT Q2 LEARNING Q2 Learning continues to lead the online learning revolution with our award winning social learning platform, the XPERT ecampus. Our groundbreaking technology, consisting of our social media toolkit, widget library, performance support system, and portal engine, supports a full spectrum of formal, informal and just-in-time learning solutions. The XPERT ecampus social learning platform makes it possible for our customers to transform their traditional training events into learning processes that rapidly produce dramatic shifts in capability. Our customers love the XPERT ecampus because it takes so much of the time and effort out of creating and managing learning programs and communities through the use of templates and management dashboards. To get you up and running quickly with minimal investment, we provide our Software as a Service. To further ensure your success the first time out of the gate our seasoned professionals offer a full range of professional and managed services. 11
AUTHOR The Learning Architect - Laying the Foundation for Social Learning l WHITE PAPER John Darling. Founder, Manager of Strategic Relationships 703.204.8300 jdarling@q2learning.com John Darling has over 25 years of experience in successful design and implementation of a wide variety of organizational change initiatives for clients including Chevron Texaco, Pacific Bell, Xerox, Hewlett Packard, Siemens, PG&E and the Department of Defense. He has served as lead architect on projects such as enterprise-wide culture change, work process redesign and implementation, self-managing team development, strategic planning and alignment initiatives, workforce redesign and a host of new technology introduction efforts. Mr. Darling has a bachelor's degree in psychology from Pacific Lutheran University, and he earned his master's degree in human resources and organizational effectiveness at Pepperdine University. 12