A social learning model will not replace, eliminate, or displace traditional formal learning.
The Embedded Model involves introducing social media inside formal learning content
In moving from instructor-led training to WBT, organizations have saved significant amounts of money from reduced travel costs
wrap social media
magine what might happen if we formalized these exchanges through social media. If learners want to discuss formal learning events or curriculum, let’s provide them with discussion forums and comment capabilities.
frastructure for these exchanges, this content becomes searchable and can be included in reports and analytics that provide more insight into the meta-discourse around formal content.
Many of us now reference blogs, wikis, discussion forums, and social networks for information in our personal lives, but far fewer of us have these same options in the workplace.
o matter how effective a training department might be, it will never have the scale of an organization whose entire employee base actively contributes ideas, expertise, and knowledge through vibrant social learning and workplace communities
In the Embedded Model, we’re simply reintroducing the social elements that used to be part of a typical instructor-led class—reflection, debrief, sharing of opinions and perspectives, and the discussion of best practices.
In the Wrapped Model, we’re providing a social platform for the interactions that already happen around formal courseware.
And in the Community Model, we’re providing a broader platform to capture social exchanges and social learning across any topic, not just those addressed in formal learning.
Windows to the Universe is a user-friendly learning system covering the Earth and Space sciences for use by the general public. Windows to the Universe has been in development since 1995. Our goal is to build an internet site that includes a rich array of documents, including images, movies, animations, and data sets, that explore the Earth and Space sciences and the historical and cultural ties between science, exploration, and the human experience. Our site is appropriate for use in libraries, museums, schools, homes, and the workplace. Students and teachers may find the site especially helpful in their studying (and teaching!) Earth and Space sciences. Because we have users of all ages, the site is written in three reading levels approximating elementary, middle school and high school reading levels. These levels may be chosen by using the upper button bar of each page of the main site.
If the young people of today are to thrive beyond the walls of the classroom they will need to be able to cope with a world characterised by volatility, uncertainty, complexity and ambiguity. The children of todays Kindergarten will enter the workplace in the fourth-decade of the 21st Century. We debate the merits of teaching 21st Century Skills and what they might be while teaching children who have lived their entire lives in that very century. The challenge is how will schools and individual teachers respond to this drive for urgent change.
It's interesting how threads emerge from the books we read. An idea springs out at you from one book and then occurs again in another or a link is found between the two. When it turns up a third time in a different place and from an alternate perspective you really take notice. I have had this experience with the concept of emotional or psychological safety.
WILP are crucial aspect of human resource management for companies. It is important because it provides employees with opportunities to acquire the skills and knowledge they need to succeed in the modern workplace.
Decentralized systems have proven to be more productive and agile than rigid, top-down ones
Teachers provide prompts, not answers, and then they step aside
We don’t openly profess those values nowadays, but our educational system—which routinely tests kids on their ability to recall information and demonstrate mastery of a narrow set of skills—doubles down on the view that students are material to be processed, programmed, and quality-tested. School administrators prepare curriculum standards and “pacing guides” that tell teachers what to teach each day. Legions of managers supervise everything that happens in the classroom; in 2010 only 50 percent of public school staff members in the US were teachers.
In 1970 the top three skills required by the Fortune 500 were the three Rs: reading, writing, and arithmetic. In 1999 the top three skills in demand were teamwork, problem-solving, and interpersonal skills
And yet the dominant model of public education is still fundamentally rooted in the industrial revolution that spawned it, when workplaces valued punctuality, regularity, attention, and silence above all else.
“schools in the cloud,”
There will be no teachers, curriculum, or separation into age groups—just six or so computers and a woman to look after the kids’ safety. His defining principle: “The children are completely in charge.”
as the kids blasted through the questions, they couldn’t help noticing that it felt easy, as if they were being asked to do something very basic.
Much of the skill in effective communication lies in recognizing the problem areas one have just identified. Effective communication is achieved as much as anything by avoiding these traps. Positive approaches are, however, also necessary. One positive approach is that of coaxing information out of people