19 – 12 – 2005
Athens Symposium
Slide 1
The Six Session Themes
 Industry challenges in Professional Learning
Richard Straub (IBM, eLIG)
 Trends that are shaping the E&T in Europe
Claudio Dondi (Scienter)
 Learners perspective
Mervyn Jones (Imperial College, IACEE)
 Technology trends and their impact on learning,
training, processes and organizations.
Dimitris Sampson (University of Piraeus) and
Wayne Hodgins (Autodesk, IEEE)
 New forms of organization
Wayne Hodgins (Autodesk, IEEE)
 Prolearn perspective: Future directions of
Technology Enhanced Professional Learning Learning Manifesto
Erik Duval (Ariadne) and
Vana Kamtsiou (NCSR Demokritos)
19 – 12 – 2005
Athens Symposium
Slide 2
Learning Café
 The Café is built on the assumption that
people already have within them the wisdom
and creativity to confront the most difficult
challenges.
 Methodology for collaborative knowledge
creation by The World Café Community
Our Challenge Today is…
 Future and Emerging Issues in Technology
Enhanced Professional Learning
19 – 12 – 2005
Athens Symposium
Slide 3
19 – 12 – 2005
Athens Symposium
Slide 4
Ba as a shared context
©2000 Elsevier Science Ltd - Ikujiro Nonaka, Ryoko Toyama and Noboro Konno
19 – 12 – 2005
Athens Symposium
Slide 5
Four types of Ba
©2000 Elsevier Science Ltd - Ikujiro Nonaka, Ryoko Toyama and Noboro Konno
19 – 12 – 2005
Athens Symposium
Slide 6
Four types of Ba
Care, love, trust,
commitment !
Learning support,
Performance support
Right mix of people and
knowledge !
Mailing lists, group-ware,
databanks !
©2000 Elsevier Science Ltd - Ikujiro Nonaka, Ryoko Toyama and Noboro Konno
19 – 12 – 2005
Athens Symposium
Slide 7
Session Structure…
 Introduction by an expert: a short approximately 20
minute provocative presentation of key concepts and
questions.
 Interaction: structured, facilitated discussion in small
groups. Participants are seated around tables 6 – 9
persons per table. The tables are covered with large
sheets of paper for participants to draw or write their
ideas. The discussion is divided into 2 – 3 intervals.
After each discussion the participants change to
another table.
 Reporting of the group discussions. After one or two
sessions there will be a reporting session. The table
facilitators will then briefly present the core findings of
the discussions in their table. Others may add
comments.
19 – 12 – 2005
Athens Symposium
Slide 8
Today
The line between…




Work and Leisure
Learning and Work
Formal, informal and non-formal learning
…
…is diminishing
19 – 12 – 2005
Athens Symposium
Slide 9
Source: Veli-Pekka Niitamo - CIO Nokia
19 – 12 – 2005
Athens Symposium
Slide 10
Working and Learning
 Job is a 19th century social innovation…
“a better learning experience”
“learning-from-working”
“working-to-learn”
Larry Leifer - Stanford Learning Lab
19 – 12 – 2005
Athens Symposium
Slide 11
A Changing Educational Structure
Daily Activity
Family, leisure etc
Education
Career
Years
Daily Activity
Family,
Family, leisure
leisure
etcetc
Education
Years
after Lee & Messerschmitt, Proc IEEE (1999)
Mervyn Jones
Centre for Professional Development
19 – 12 – 2005
© Imperial College London 2005
Athens Symposium
38
Slide 12
Dietmar Albrecht - VW Coaching, Germany
19 – 12 – 2005
Athens Symposium
Slide 13
Need for change
 time-to-proficiency becomes increasingly important
 people and organizations have
a typical learning speed (limit)
 learning culture, methods, processes, and
infrastructures influence that limit
 we must improve the conditions for individual and
organizational learning significantly and systematically
 integrated working and learning processes
Dietmar Albrecht - VW Coaching
19 – 12 – 2005
Athens Symposium
Slide 14
Dietmar Albrecht - VW Coaching, Germany
19 – 12 – 2005
Athens Symposium
Slide 15
Mind the G……………A………….P!!
TAG:
Technology Assimilation Gap
LAG:
Learning Assimilation Gap
19 – 12 – 2005
5
Athens Symposium
Slide 16
wayne.hodgins@autodesk.com
TAG - Situation Analysis: Opportunity
Complexity, Capability
Legend:
Increased demands =
increased opportunity
Technology
& Technique
Assimilation
Gap
Technology
& Technique
Rate of
introduction
Capability
Rate at which
individuals
assimilate new
Time
Original Source: Dataquest
19 – 12
– 2005
Worldwide
Services Group
6
Athens Symposium
Slide 17
wayne.hodgins@autodesk.com
LAG - Situation Analysis: Challenge
Performance Improvement
Legend:
Learning
Demand
Mind the GAP!
Learning
Assimilation
Gap
Time
19 – 12 – 2005
Education &
Training
Supply
Source: Dataquest
7
Athens Symposium
Slide 18
wayne.hodgins@autodesk.com
IBM Learning
The Knowledge Worker in the Centre – Supportive Culture ?
10 19 – 12 – 2005 European Experts’ Symposium – Issues
in Technology
Enhanced Professional Learning
Athens
Symposium
© Copyright IBM Corporation 2005
Slide 19
IBM Learning
Planning for IBM Career Growth
What does competencies mean?
Skill
Any demonstrated
characteristic or
behavior of a
person that
differentiates
outstanding from
more typical
performance in a
given job, role,
organization
or culture
Easy to see
and measure
Knowledge
Values
Self-image
Traits
Motives
Harder to see,
but makes
the most
difference
Outstanding performers demonstrate competencies more often, in more situations, and with better results.
14 19 – 12 – 2005 European Experts’ Symposium – Issues
in Technology
Enhanced Professional Learning
Athens
Symposium
© Copyright IBM Corporation 2005
Slide 20
An Understanding of Competence
Knowledge – academic, a pre-requisite, assessed by examination
Skill - ability to undertake a task, requires relevant knowledge,
assessed practically
Attitude – approach to activity
assessed by interaction/observation
Competence – the skilled deployment of
knowledge with appropriate attitude
Competence is sought by employers, hired from employees, developed
by diverse routes and upheld by professional institutions
Mervyn Jones
Centre for Professional Development
19 – 12 – 2005
© Imperial College London 2005
Athens Symposium
23
Slide 21
The Evolution of CPD
Recognise the diversity of CPD activities and note the time spent on activities
No measure of motivation, planning, or quality
Maintain a record of what, why and outcome of all CPD activities
Still no measure of effectiveness
CPD activity has to underpin or develop a competence – useful for work
situation where learning has specific outcome – e.g. surgeon or airline pilot
Needs to be developed for many professions
Mervyn Jones
Centre for Professional Development
19 – 12 – 2005
© Imperial College London 2005
Athens Symposium
24
Slide 22
We have our own Purple Crayon now!
The question is, what are we
going to create with it???!!
19 – 12 – 2005
18
Athens Symposium
Slide 23
wayne.hodgins@autodesk.com
Disruption in Education
•
•
•
•
The tools that assist in the delivery of face-to-face education
progressively evolve. The evolution from radio, > TV, > PCs, > www
highlights changing support vehicles
In parallel there has always been distance education, via
correspondence courses, > the Open University, > TV, > VHS, >
the WWW……..
There are horses and there are courses,
Selecting the horse for the course is the key
We need to evaluate carefully the disruptive influences in education
Mervyn Jones
Centre for Professional Development
19 – 12 – 2005
© Imperial College London 2005
Athens Symposium
28
Slide 24
IBM Learning
Is eLearning the right Terminology ?
What it actually is
What most people think it is
Collaborative
Learning
Enterprise
Tools
Learner-Focused
Learner-Driven
Personalized
Expertise
Access
Embedded
Learning
A Learning programme is more than
just training – 80 % of lerning
happens outside the Classroom
7
Targeted
Content
in Technology
Enhanced Professional Learning
19 – 12 – 2005 European Experts’ Symposium – Issues
Athens
Symposium
Pervasive
Learning
© Copyright IBM Corporation 2005
Slide 25
Strategic Partnerships:
“ProSumers “
•Models of “mass contribution”
•Customers/consumers as producers, employees and part of
supply chain
 Metadata
 content
•Strategic partnerships:
 Producer / consumer
 Learners / teacher facilitator coach
 Content developer / publisher
19 – 12 – 2005
4
Athens Symposium
Slide 26
wayne.hodgins@autodesk.com
New Forms of Organization
Project based organization
•End of the “org chart”?
 Democratization and deformalization of organization?
 Performance based
•The “non organisation”
 Transformation from static to dynamic
 End of “the job”?
 on demand
 “just right”
 EMERGENT organizational structures

“hubs & authoriteis” networks
•Context & competency based grouping
 How to quantify & capture context?
 Role of competencies?
•The human/social factor
 Assembling & disassembling project teams
 the role of the individual in groups

Personalization within organizations?
19 – 12 – 2005
3
Athens Symposium
Slide 27
wayne.hodgins@autodesk.com
Results of the LEONIE research
Learning systems are becoming:
 more and more plural
 more attentive to individual needs, and
therefore reflecting the diversification of
learning and living patterns in Europe
 evolving in accordance with economic
macro-trends such as the rise of the
knowledge economy, the internationalisation
of exchanges and flexibility of companies
and individuals
 more open cross-cultural/national initiatives
 Based on just in time, but also just enough
learning
8
19 – 12 – 2005
Athens Symposium
Slide 28
The 6 Vision statements:
Information
society
challenge
Industry
challenges
Learner
perspective
Market take up
Social
inclusion
Everyone should be able to learn anything at anytime
at anyplace
1
Learning as a means to support and enhance work
performance
2
Promote innovation and creativity (entrepreneurship)
versus task and business process oriented learning
3
Learning as a means to increase employability
(flexibility and survivability of employees)
4
Professional e-learning will be a commodity market in
2015
5
Democratize the provision and use of knowledge in
order to provide equal opportunities for high quality
learning to all
6
Prolearn
19 – 12 – 2005
Athens Symposium
Slide 29
Some remarks
 Univocal optimism: We believe in learning & technology … no
one solution for all
 ICT is driver of change the change itself is much more …
resistance to change
 Flexibility … stress ... Job security
 Context … Learning Patrimony … no one solution for all
 ICT in learning considered to reduce the quality of the learning
experience
 Users look for the quality of the learning experience
 Sustainable solutions must sucessfully address
 Policy level
 Organization level
 Individual level
19 – 12 – 2005
Athens Symposium
Slide 30