In just a short time, the web has changed the way businesses run as well as the way they train their employees. New technologies-including social learning technologies, simulations, virtual worlds, mobile technologies, and more-can provide companies with a variety of methods to improve employees' job performance and give them anytime, anywhere access to training, information, and more.
As companies have moved to adopt new learning technologies and take advantage of the web to improve their processes, e-learning in its various forms has demonstrated more and more potential. In this session, we will examine the state of the art in corporate e-learning and the ways in which sound learning theory, combined with the right technology, can dramatically improve job performance and employee satisfaction in the workplace. We'll also explore online methods employees use for learning and information outside the workplace, and how those could better connect to workplace e-learning. Finally, we will look ahead to see what's new, what's coming next and where corporate e-learning could go in the coming years.
David Guralnick holds a Ph.D. in computer science from Northwestern University, where his work synthesized concepts from the fields of computer science, instructional design, and cognitive psychology. Dr. Guralnick's past work includes the design and development of the first learn-by-doing simulation for corporate training use, as well as the first e-learning-specific authoring tool. Over the past 20 years, he has designed and developed simulation-based training applications, electronic performance-support systems, and specialized authoring tools which allow non-technical people, such as writers and trainers, to build e-learning sites. The cornerstone of Dr. Guralnick's design philosophy is the concept of content-driven, goal-driven design - using the information and the needs of the end-users, rather than the technology, to lead the design process.
David Guralnick, Ph.D.
President of the International E-learning Association
President of New York-based Kaleidoscope Learning
Adjunct Professor at Columbia University.
Phone: (212) 679-2594
304 Park Avenue South
New York, NY 10010
We live in a global context increasingly characterised by mobility and connectedness; our educational and corporate institutions are however still largely characterised by fixity and isolation, and perhaps by the risk of irrelevance. Recent years have seen a growth and interest in m-learning or mobile learning, in many countries of the world and in all sectors, universities and corporations included. At the same time, the acceptance and ownership of increasingly powerful mobile personal technologies has become widespread, nearly universal , across the globe. These two trends might seem supportive of each other and in some respects they are. In other respects, however, their relationship is more problematic. This talk explores the impact of mobile technology on society and the phenomenon of m-learning within our institutions, and the likely strategic implications and issues for corporations and universities.
John Traxler is Professor of Mobile Learning, probably the world's first, and Director of the Learning Lab at the University of Wolverhampton. He is a Director of the International Association for Mobile Learning, Associate Editor of the International Journal of Mobile and Blended Learning and of Interactive Learning Environments, and is on the Editorial Board of ALT-J. He was Conference Chair of mLearn2008, the world's biggest and oldest mobile learning research conference.
John has co-written a guide to mobile learning in developing countries and is co-editor of the definitive book on mobile learning "Mobile Learning: A Handbook for Educators and Trainers", with Professor Agnes Kukulska-Hulme. They are working a second book together.
He was shortlisted for the Handheld Learning Conference Special Achievement Award and received Best Research Paper Award 2009 from the Association for Learning Technology in 2009. He was keynote speaker at IADIS Mobile Learning 2010 in Oporto, the annual ISD conference in Praha, ICL2010 conference at Hasselt University in Belgium and 3rd International Future-Learning Conference On Innovations in Learning for the Future 2010:e-Learning in Istanbul in 2010.
He was invited to speak in the 2nd Learning Technologies debate at Olympia in 2010. He convenes the HEA SIG focussed on the ethical challenges of educational interventions in popular digital technologies such as mobile phones, social networks and immersive virtual environments, encouraging the sector to discuss, debate and publish.
He was invited by the British Council to present at the South African national science festival, SciFest, at Rhodes University, and by Microsoft to the Mobile Learning Summit in Seattle. The Canadian government invited him to ICTD2008 conference in Bangalore. In 2009 he spent two months as visiting scientist at the Meraka Institute in Pretoria supporting socially useful mobile technology projects. He has worked with the Pearson Foundation on their Foundation Leadership Summits for policy-makers in four Southern African countries. He also supports and mentors research capacity building in South Asia for IRDC, specifically mobile application development for rural healthcare in Cambodia.
No astract available at the editorial deadline of the proceedings CD.
Dean of IT & eLearning, Alkharj University, Saudi Arabia
Contribution as a PDF file
In the current economy, where the only certainty is uncertainty, a major source of competitive advantage for an organisation is knowledge. Successful companies are those that can rapidly create new knowledge, contribute it to the knowledge pool of the organisation, and locate, collect, consume and connect relevant knowledge to solve complex problems. This mandates a faster and more effective cycle of knowledge creation and action based on new knowledge with employees responding to emerging needs by taking responsibility for their own learning and development.
All of us learn as an inseparable part of the Many - the range of distinct groups, networks, communities or collectives that are part of our lives (Dron and Anderson, 2007). The Many is progressively more connected through pervasive social systems, unleashing opportunities for open access to human and non-human entities (people, knowledge, materials) that can act as resources for learning. Increasingly these resources are openly available, contributing to changes within the Many that open up conceptualisations of learning.
Although learning has been viewed as either primarily individual, minimally influenced by others, or predominantly collaborative, more recent conceptualisations view learning as a process of creating networks that connect people, organisations and resources (Siemens, 2006). Social networks enable learners to connect with and tap into groups, networks, communities or collectives to consume, filter and create new knowledge. Collectives include the open formation of tag clouds, recommendations or navigation in social systems based on prior use, evaluation or other stigmergic indicators (Dron and Anderson, 2007). These collectives enable access to the unpredictable, and yield spontaneous and serendipitous learning and knowledge sharing (Sunstein, 2001). In this new concept of learning individuals can learns by both drawing on and at the same time contributing to the collective knowledge (Paavola et al, 2004, Littlejohn, Milligan & Margaryan, 2009). Learning could be enhanced through mechanisms that allow individuals to create and share knowledge by connecting with each other and the broader collective.
Taking a broad perspective on learning, I hope to discuss with you the power of the collective. Based on recent research at Glasgow Caledonian University and beyond, I examine issues affecting organisations'abilities to connect knowledge for collective learning, outline a mechanism to enhance self-regulated learning in the workplace and provide a scenario illustrating how it might work in practice.
Dron, J. & Anderson, T. (2007). Collectives, networks and groups in social software for e-learning. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 2460-2467). Chesapeake, VA: AACE.
Engestrom, Y (2001) Journal of Education and Work, Vol. 14, No. 1
Littlejohn, A., Margaryan, A, & Milligan, C. (2009). Charting collective knowledge: Supporting self-regulated learning in the workplace. In Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies (ICALT) 2009. Retrieved from http://www.academy.gcal.ac.uk/anoush/documents/Littlejohn-Margaryan-Milligan-ICALT-FINAL180309.doc
Paavola, S., Lipponen, L., & Hakkarainen, K., (2004) Models of Innovative Knowledge Communities and Three metaphors of Learning. Review of Educational Research 74(4), 557-576.
Siemens, G. (2006). Knowing knowledge. http://www.knowingknowledge.com/book.php
Sunstein, C. (2001). Republic.com. Princeton NJ: Princeton University Press. Retrieved
Professor Allison Littlejohn is Director of the Caledonian Academy, a research and development centre exploring innovative forms of learning, and is Chair of Learning Technology at Glasgow Caledonian University, UK. She has almost twenty years' experience leading research and innovation in Technology Enhanced Learning and has worked with academic and industry partners. She was Senior Researcher with Royal Dutch Shell, 2008-2010. Through her research in sustainable e-learning, work related learning and transformational change she has led research projects funded by the UK Joint Information Systems Committees (JISC), the UK Higher Education Academy (HEA), the Scottish Funding Council (SFC), and academic-industry sponsors, including Shell and the UK Energy Institute. She was senior scientist on projects funded by the Australian Research Council, the US National Science Foundation (NSF), the UK Joint Information Systems Committees (JISC) and the UK Economic and Social Research Council (ESRC). Professor Littlejohn has over 70 academic publications, including two books, and is founding Series Editor for the Routledge 'Connecting with eLearning' book series. She is a Fellow and former Scholar of the Higher Education Academy and has received international travelling fellowships from ASCILITE (Australasia) and the Churchill Trust (UK). www.academy.gcal.ac.uk/people/littlejohn.html
Underlying any form of Interactive Computer-Aided Learning is the concept of design. This is underscored by the current emphasis on design research and design thinking.
Yet, whenever one asks an instructional designer to explain design, they reply with some version of the "Addie" (Analysis, Design, Development, Implementation, Evaluation) model. And while everybody is happy with describing the whole Addie process, very few people stop to think what actually happens in that "black box" called "Design". Similarly when people talk about design research, they often confuse it with development research and, once again, concentrate very much on the process and very little on the actual design.
This keynote presentation will consider a number of classic and recent texts about design and design thinking, ranging from as early as 1962, to as recent as 2009, and illustrate them with examples from current practice in order to reach some understanding of what happens in that illusive space called "Design".
Dean: Faculty of Informatics and Design
Cape Peninsula University of Technology
CPUT PO Box 652
Cape Town, 8000
Tel: +27 82 558 5311
Patrick Tulpin, ICT Training Consultant of the KBC ICT Training department, has a professional ICT experience of over 12 years.
Before 1989, when he joined Kredietbank NV (one of the banks merged to the KBC bancassurance group in 1998) as Assistant branch manager in the commercial department of the bank, he was employed as teacher in mathematics and physics, trainer soft skills in youth work and adult education, and accountant. During this whole period he developed a high degree of interest in ICT and acquired a basic ICT knowledge via self-teaching.
He switched towards ICT in 1997 through an internal Kredietbank NV training program and evolved from Mainframe programmer towards a lead technical designer in several small and large projects.
End 2005 he had the opportunity to combine his passion to teach and for ICT, into his current job as ICT Training Consultant.
Using his technical and educational skills, he's focusing on assisting the technical staff of KBC ICT Services NV in their individual training and development paths. Also he's coordinating the training requirements of ValueSource Technologies Pvt. Ltd. (the KBC offshore development centre) and he's involved in the organization of ICT trainings in Central Europe. Besides teaching or assisting several technical trainings in Belgium and India, he's responsible for the implementation, maintenance and coordination of the ICT e-academy. Another pillar of his job is developing and assisting in developing, new ICT trainings and training paths, according to the demands of a quick changing ICT landscape.
Martijn Vandewijer, head of the KBC ICT Training department, has an ICT experience of over 30 years.
During the first years of his career he built up his knowledge as a IBM Mainframe programmer, analyst, technical writer and product manager and he was responsible for installing system software on MVS and VM mainframe platforms over Europe.
Until the merger of the banks that originally led to the creation of the KBC bancassurance group, he was employed as a network specialist, integrator of mainframe-pc applications and project leader.
As Technology Analyst at KBC Global Services n.v. from early 1998 until end 2005 , Martijn Vandewijer was involved with the technical design and cost calculations of several banking applications for the trading room.
As an enthusiastic teacher during his free time, he knew to use that passion in his professional work since 2006 when he became head of the ICT Training department of KBC.
In this role he 's always looking for new innovative forms of learning methodologies so that both time- and place-independent learning as well as the provision of just-in-time information and knowledge are among the possibilities for the KBC ICT professionals. This, together with the international target audience of KBC ICT Training, makes him the driving force behind the introduction of e-learning and the use of blended learning at KBC ICT.
Currently he eagerly looks forward to the development of "learning by gaming" and the use of virtual classrooms.