Presentation: Work Literacy 2.0
Presenter: Tony Karrer
What's changed in knowledge work and learning?
How does this relate to eLearning, eLearning 2.0
Implications of these changes on learning professionals.
Specific actions to build competence.
(Note to self - take another look at del.i.cious. Need to do more with social bookmarks)
(Tony showed how his son performed historical research on Google. Boy, my experience would have been soooo much different today. AND his 11 year old son edited the wikipedia article on the CA Gold Rush.)
Today - many of us start with Google (after a requirements meeting).
- Save the information - save in Bookmarks
- Then open up PowerPoint with information....
If I've done the Google search - did I miss something? What's really going to happen when I adopt it?
- How important are the issues that I am basing the decision on?
- Is my answer reasonable?
Concept work task.
We've moved from card catalog, microfiche readers etc to Google.
School - about teaching metacognition and metamemory.
- Notetaking. Every study - you learn more if you take notes (like this one!!!)
- Laptops change things. Has pretty different characteristics. Can NOW perform search.
Now we have over a trillion web pages. Theoretically, almost all info in the world is available to you.
I can now go to LinkedIn and there are experts available to me (even only 2 degrees removed).
The shift is so huge - hard to wrap your head around.
How are we handling these changes?
- Tons of new books, emails, new blogs
- A weeks work of NY TImes contains more information than a person living in the 18th century would encounter in a lifetime.
Brains wired so that when you encounter new info - like new Opiate. Want to seek more.
- In time of info abundance, could be problematic.
- Barrage of info reduces IQ by 10 points - double pot-smokers.
- Reduces ability to focus.
- Interruptions take up 2.1 hours of average worker's day.
We are not adapting well.
Older people don't search as well as younger people.
Over 50 - better able to remember telephone numbers and dates than under 30s.
The under 30s have a place to store that info outside their head.
~ in Google - synonym operator
So allows you to search including synonyms.
(Time to go figure out some of the "new" to me operators in Google. Google Guide)
Should we have done something different?
The most important skill is to learn how to learn.
- Find - include search, evaluate, narrow, adjust
- Expertise leverage (networks and communities)
- Keep, organize, refind, remind
- Scan (stay up to speed)
New tools and methods to accomplish the above tasks
- Google - maybe use the tilde or another operator in Google. Help to refine the filter.
- LinkedIn - using this to reach out and contact folks with specific expertise. How would that expert do it? Search from degree away from you - 2nd degree, I can usually get to.) May be time to work on my LinkedIn)
- Can also generally ask question on LinkedIn.
Talking to other people helps to evaluate your own answer.
Bookmarks - very good for sites that you use all the time. Save it because it's informational, use a bookmarking tool.
- Can tag link in different ways for easier retrieval.
- Anything seen in the web, can use Google History. Between desktop search and Google History, can find almost anything.
Blog - puts yourself in a continue work mode.
RSS reader - keeps you up to date. You find you are less interested in generic publications. (I like the immediacy). Only problem - unless it's REALLY interesting, won't spend much time on it.
Google Docs also good where people can access at the same time (esp. outside of the org, my employer already has some collaborative tools. The "spycam" works pretty well too!)
For a knowledge worker - learning and work inseparable.
- Choosing an authoring tool - doing both, learning about authoring tools and working.
Concept worker - Daniel Pink.
- Choosing an authoring tool - pure conceptual work. The task is very nebulous.
- The evaluation is "what would another concept worker with more experience do."
What does this have to do with eLearning?
- 1.0 - Us being publishers. Formal learning. We define content. We track in LMS.
Content must be known, understood and stable. Need common base (and novice).
Big complaint - the timelines are getting progressively shorter. Increasing overlap.
First attempt - SMEs and "rapid authoring tools". We can produce stuff faster now, but still can't keep up.
- 2.0 - Unique, Advanced, Unknown, Unchanging. Small numbers. Learner-centered.
What is being provided to me to help me do this? What kind of support mechanisms can we put in place.
Common eLearning 2.0 scenarios
- Alongside formal learning. (Blogs, Wiki)
- Wikis as replacements - editable reference tools. FAQ, process info, online reference etc. Can eventually allow edit of content outside of organization.
- "How does Wikipedia work."
- Wikipatterns (B.J.'s comment - cool site.) Help get wikis successful in your organization.
- Experience capture - blog, maintaining lab or project notebook.
- RSS Reader, Podcasts - steady drip
These are small, tactical adoptions.
We have an interesting opportunity.
- We have been trained to go in and analye a performance situation.
+ High performers, see what they are doing, then what can the rest of us adopt from that.
+ We generally do the 1.0 thing. But we can do more.
- Look at ourselves as the people who create opportunities.
+ Show people how to create wiki, blog, other tools.
+ Skill Builder for others.
+ Practice Leader
+ Analyst and Coach.
All of this is growing fast.
Remember - the other stuff is not going away.
What's driving adoption? - Use the tools themselves, see benefits, will drive.
- Also large numbers of individual functional areas driving adoption.
How to lead
- Build your OWN skills.
- Find tactical opportunities. Adopt first with self, then spread.
- Conduct workshops.
This stuff works great with peer mentoring.
Hardest part about all this stuff - gotta do it.
(So my homework, start reaching out more among the networks).
Right now - much of this is "ad hoc" in organizations. May need to force this conversation as an organization.