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Bitter-Rijpkema, M., & Verjans, S. (2010). Hybrid professional learning networks for knowledge workers: educational theory inspiring new practices. Presented at the ALT-C 2010 Conference. Full paper available in L. Creanor, D. Hawkridge, K. Ng, & F. Rennie (Eds.), ALT-C 2010 - Conference Proceedings: "Into something rich and strange" - making sense of the sea-change (pp. 166-174). September, 7-9, 2010, University of Nottingham, UK. (http://repository.alt.ac.uk/797/)
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Hybrid professional learning networks for knowledge workers
Steven Verjans & Marlies Bitter
Centre for Learning Sciences & Technologies
A matter of perspective – My learning needs
A matter of perspective – Institutional learning needs
A matter of perspective – (Cross)sectoral learning needs
Aspects of (continuous) professional learning
• Individual vs. organisational perspective• Formal vs. informal / non-formal learning• Personal vs. professional?• Agency / locus of control
– Organised vs. self-organised
• Source of content / knowledge• Location and time of learning
Individual learning vs. organisational learning
• Partly overlapping• Individual:
– Continuous professional & personal development
– Keeping up-to-date
• Organisational:– Value creation– Knowledge creation &
management– Innovation / creativity
Formal / informal / non-formal
• Formal– Intentional– (Initial) education / accredited / institutional
• Non-formal– Intentional– In the workplace, on-the-job, with colleagues
• Informal– Not intentional / accidental / implicit
Personal vs. professional
• Professional– Related to current or future work / job /
profession
• Personal– Hobby / personal interest / family
• Boundaries are sometimes blurry
Agency / locus of control
• Individual in control– (Implicitly) determines own goals– Self-organising
• Group in control– Grass roots– Self-organising
• Institution / organisation / company– Managed– Organised / control / support / etc.
Content / knowledge creation and delivery process
• Experts / specialists– Mediated by publisher / editor– Often in a ‘delivery’ paradigm– Formal quality assurance (reviewers, etc.)
• Individuals– Everyone can create and share content– Crowdsourcing / sharing– Quality assurance?!
Location and time of learning
• Location– Institution / school / university– Workplace– Community– Home
• Time– Specific moments (course / workshop)– Continuous (ad hoc / all the time)– Just in time learning
Supporting professional learning
• Integrated in daily work activities• Match with
– Individual learning style– Existing learning strategies– Technological preferences
• Blend of learning modes– Individual / Social / Networked– Face-to-face / Online / Blended– Formal / Informal / Non-formal
Networked learning / connectivism
• Increasing speed of information and knowledge creation– Traditional courses, training sessions, etc.
insufficient
• Increased specialisation across the board– No single person is ‘the expert’– Distributed expertise / cognition– Expert-to-peer & peer-to-peer learning
• Complementary ways of learning needed
Networked learning
Alec Couros(http://educationinnovation.typepad.com/)
Supporting professional learning
• Personal learning environment– Individual as part of an open online network
• People• Artefacts
– Tailored to individual (learning) needs and preferences
• Organisational learning environment– ‘Capturing’ / sharing / controlling
organisational knowledge– Tailored to organisational needs
Personal learning environment (PLE)
Scott Leslie
Issues with PLEs
• Optimal fit with individual learning– vs. organisational or cross-sectoral
• Openness of PLE components– Often perceived as unsafe, too open– Perceived need for safety, trust, access control to
allow sharing of immature ideas
• Transient through use of cloud– vs. persistent (in-house storage)
• For technologically savvy individuals– vs. novices
Managed knowledge / learning environment (MLE)
Tim Hand (2007)
Examples of MLEs for professional learning
• Collaborative projects– Groupware systems– Shared webspaces
• Intra-organisational systems– Document sharing– Intranet– CRM systems
Issues with MLEs
• Controlled, persistent (in house storage)– Inflexible, rigid
• Closedness of MLE systems– Access control, privacy– Internally oriented– Not integrated in day-to-day toolbox
• Pre-structured (explicit) information– Vs. freedom of learning / unpredictability
• Also for novices– Not intuitive for technology savvy individuals
Best of both worlds? Hybrid systems
• Examples:– ALT-C Crowdvine– CCK course– USpace project– Biebkracht.nl (Public libraries – on Drupal)– OUNL e-learning course (on Ning)
Crowdvine
Connectivism & connective knowledge
Public libraries
OUNL e-learning course
Tim Hand (2007)
Aspects of hybrid networking systems
• Organisational control– Local server (persistence)– Outside feeds are stored– Access control can be implemented
• Individual freedom / flexibility– PLE users can ‘inject’ (selective) feeds from
external tools, such as Twitter, blog, etc– MLE users can use ‘internal’ tools, but
choose to ‘publish’ contributions
Aspects of hybrid networking systems
• Offer maximum user control within organisational control boundaries– Self-management:
• User profile, contacts, external feeds, etc.
– Self-organisation:• Create subgroups / teams• Free tagging / structuring of contributions
– Access control:• Private, limited, public
Aspects of hybrid networking systems
• Scaffolding– Safe, low complexity environment for novices
(only use internal MLE tools)– Medium complexity: e.g. use internal MLE
blogging tool, but external social bookmarking, or export feed of public contributions
– Full complexity: use your own PLE, but ‘inject’ your learning into the MLE
Q&A
• http://www.netvibes.com/sverjans/ • http://twitter.com/sverjans• http://slideshare.net/sverjans/
• http://celstec.org/• http://portal.ou.nl/
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