Have We Entered Learning 3.0?

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NEW LINK: Have We Entered Learning 3.0?

Comments

[Yvonne DiVita]

I'm fascinated by the emerging learning models we humans are experimenting with. More fascination comes when I watch the Discovery channel nature shows and observe learning at its most fundamental - with animals, birds, and insects. I need to read this post more carefully and digest the Learning 3.0 idea - what is it, really? And, why do we need it?

Are "influencers" really the key? Is connected behavior more effective? I believe we each learn differently - and that in observing those around us, we pick and choose what stays in our brains as "learning". That seems like a 'collective approach' but - is it more 'individual'? And, does it work?

[Karen Wallace]

Blaine - it seems to me you've put a good case together for learning 3.0.

This forum, this month, Rosa's genius in drawing together such a wealth of learning experiences and amazingly diverse contributors has certainly shown me a different style of learning than I have ever experienced before.

Not only have I learned about the "Compulsivo Literosa" condition; and to ask which "tent" I am in; and to be ignorant; and to learn a new tech language; and to want what she has in her marriage; and to value serendipitous learning; and to be inspired to have conversations with my children about how they learn; and to go back to the classics; and to be aware of my 'inside out tendencies' and do outside in things...

(deep breath - that was all off the top of my head...I know there were many more learnings, please forgive me if I didnt mention you!)

I have also learned about writing blog posts, and being brave, and showing up authentically, and about how amazing this community is and how inspirational Rosa is to us all - sometimes so amazing it scares me and I wonder whether I could ever make such a contribution. (I have even been inspired to un-lurk and get over the doubts:)

If this is what Learning 3.0 is about, then I guess the answer (from me, anyway) is it sure seems like it!

[Steve Sherlock]

Blaine, I have read Friedman's book also. I am fearful that Learning 3.0 will become another overused buzz word.

For all the advances that there have been in technology, I think the basic learning experience remains the same today as it did previously. The learner needs to be ready. The "what's in it for me?" needs to be present. If these two conditions are met, then the actual learning connection can be made.

The difference is that where the two people involved in the learning connection or exchange needed to be co-located before, they can be almost anywhere today.

[Blaine Collins]

Yvonne, Karen, and Steve, I'm going to be tied up most of the rest of the day, but I wanted to quickly thank you for your comments.

Yvonne - you are on to something with the idea that others influence our own learning. Just by your mention of what we can learn about learning from nature, that sparks my interest to do some research in that area.

Karen - Your comments are inspiring. I think many of us share your sentiments and haved had similar experiences this month. I'm so glad you decided to un-lurk! Please let us hear more from you.

Steve - I deliberated a good deal about whether to use the "3.0" tag because of the very concern you raised. Still, I hope it is useful for allowing us to jointly explore where we have been and whether/how learning is evolving.

[Greg Balanko-Dickson]

Fascinating topic for discussion, especially since my podcast today is about 'Learning to Learn'. Peter Drucker stated that "our most important task is to teach people how to learn."

Right now I am in the midst of creating new tools for my coaching clients. Some of them are training tools for their staff on topics like sales and selling, creating a position vision for employees jobs, to a guide to write a business plan.

I am using a combination of auditory, visual, and kinesthetic modes in these new tools. I create the 'structure' for the learning opportunity by adding a layer of audio coaching and 'framing' (why the task is important) the opportunity, then provide a unique tool that allows the 'student' to prioritize, journal, and identify their particular 'gaps' in knowledge, skill, or attitude that needs to improve. They also have access to other resources depending on their needs.

Plus their managers can use the system as a coaching tool and with the additional resources the 'student' can continue on a path of constant and never ending improvement, independently.

Change is fluid and so our ability to learn and adapt quickly needs a different approach, tools, and methodology. I like to say that "It is like changing the tires on a racecar while it is still going around the track."

Whether is it 3.0 or 4.0 matters not. What matters is what are our learning needs and what tools do we need to continue to grow and develop?

The opportunities ahead are significant. How we respond and our ability to innovate and re-invent learning will determine our momentum and success. I think we can rise to the challenge. What do you think?

[tim]

Blaine:

I like the Moodle mindset (can I call it that?) because it sounds like they are setting up the teacher to be in more of an apprentice-type relationship with the student. The student learns through the relational connection and modeling that happens with the teacher.

I think we can call it whatever we like, the key will be to transition current teaching/learning models to fit this paradigm. From my view on a University campus, that is going to be the tough part.

[dave]

The opportunity that I get excited about in terms of this kind of collaborative environment Blaine is the extraction and possible use of latent knowledge. Without the collective effort of the community, certain individuals might not be aware of what they can contribute. But once they are and they do, it just elevates the level of energy that much more!

[Blaine Collins]

Greg, Tim, and Dave, thanks for the comments!

Greg - I like these ideas and tools for accelerating learning. One of the most critical times for organizations is when change is coming rapidly, requiring quick adaptation across the workforce. It is easy to become reactionary, thereby missing opportunities, or to adapt too slowly and flounder. I'd be interested in how the combination approach works out overtime.

Tim - I'm sure Moodle would like the mindset tag! I'm curious about the resistence you are observing from within the university. I can surmise that change is difficult for faculty members in institutiions with strong traditions and culture. Are you hearing rumblings for change from within? Is there any pressure being exerted to transition to a new paradigm?

Dave - Your comment about "latent knowledge" is a nugget that is easy to miss. By drawing out that which is buried, there is a net gain in learning that would not otherwise have been realized. At times, the uncovered knowledge may trigger others to reveal even more latent knowledge or insight, creating still more benefit for those involved. That is exciting!

[Helene Blowers]

There's a fascinating discovery learning porgram going on my organization with Learning 2.0. 330+ employees are learning together about social networks and web 2.0 tools by blogging and experiencing it.

From the sounds of it, you've characterized it as L3, but we've termed it L2 becasue it embraces the concepts of Web 2.0