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Kristina Hoeppner

eLearn: Feature Article - Creating Online Professional Learning Communities - 0 views

elearnmag.org/subpage.cfm

community pln learning collaboration prof_development

shared by Kristina Hoeppner on 25 May 10 - Cached
  • In the 21st century, working environments are evolving into collaborative places where knowledge is disseminated by autonomous individuals organized into more lateral and less hierarchical structures [17].
  • The key idea is that having all members working together to craft a shared understanding of what we are working toward and what our expectations are for student results will make everyone feel like they are on equal ground. When a lateral structure is encouraged, this supports knowledge groups where employees truly work together and depend on each other [1, 17]. Thus, stakeholders will be more likely to believe in the vision and mission and try to make it work and establish a community where it will work.
Kristina Hoeppner

Social Media and Learning Environments: Shifting Perspectives on the Locus of Control |... - 0 views

ineducation.ca/...ing-perspectives-locus-control

higher_ed change literature_review lms vle dle

shared by Kristina Hoeppner on 01 Jan 10 - Cached
  • Rarely examined in the literature are the tensions between centralised decision-making versus a highly individualized faculty culture of teaching in higher education which have direct effects on the deployment and opportunities for innovation and sustainability.
  • past efforts to incorporate more significant changes in teaching have been more focused on the technology than the appropriateness for learning
  • In rich learning environments, student choices to explore, socialize, collaborate, and contribute create a more decentralised context for course content.
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  • These new tools allow greater ability to design environments rather than content-focused containers for better and more personalized learning. These new decentralised learning paradigms are likely to have a feedback affect on organizational structures related to technology.
  • Higher education will face a challenge: when learners have been accustomed to very facilitative, usable, personalizable and adaptive tools both for learning and socialising, why will they accept standardised, unintuitive, clumsy and out of date tools in formal education they are paying for? (Weller, 2009, p. 184)
  • Kristina Hoeppner on 01 Jan 10
     
    "In the past, centralised technology departments had major influence over the choices of learning applications in higher education. With the emergence of freely available Web 2.0 and open access tools, instructors and designers have been given greater ability to customize e-learning. This paper examines the historical roots of the impacts of authority from centralised technology units to an emerging user-centric control over learning environment design in higher education. A case study is used to illustrate the potentials and pitfalls in this more decentralised configuration for both learning and organization."
Kristina Hoeppner

Knowledge Games » Blog Archive » Meeting games - 0 views

www.knowledgegames.net/?p=103

game productivity collaboration

shared by Kristina Hoeppner on 15 Dec 09 - Cached
Kristina Hoeppner

From Training to Learning in the New Economy - 0 views

www.lifescapes.org/..._from_training_to_learning.htm

training learning change prof_development informal_learning sociallearning

shared by Kristina Hoeppner on 22 Mar 10 - Cached
  • learning is inherent in all human activities. All of us are learning all of the time. We can't help it.
  • In the social model, learning is driven by the community of people who actually do the daily work. It is generated by the requirements of the work, rather than determined by abstract standards of what people ought to know.
  • In a fundamental way, all work is about learning: it is about learning to fit in and to collaborate, about learning to take initiative when appropriate, it is about really understanding customers, about acquiring intimate knowledge of the products and services the company sells and how they can fit into customers' lives. Acknowledged as such or not, learning has to be an integral part of work. But, somehow, integrated [work+learning] activities have become split into the separate spheres of [work] and  [training] which have come to be dominated by quite different interests.
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  • Etienne Wenger "is not to create learning, but rather to create circumstances that make learning empowering and productive."
Kristina Hoeppner

Cloudworks - Homepage - 0 views

cloudworks.ac.uk

education collaboration pedagogy learning resources project openeducation

shared by Kristina Hoeppner on 07 Nov 09 - Cached
  • Kristina Hoeppner on 07 Nov 09
     
    "a place to share, find and discuss learning and teaching ideas and experiences"
Kristina Hoeppner

Harold Jarche » The Future of the Training Department - 0 views

www.jarche.com/...e-of-the-training-department-2

training learning prof_development wirearchy hierarchy

shared by Kristina Hoeppner on 01 Nov 09 - Cached
  • Change is continuous, so learning must be continuous.
  • Embracing complexity and adaptation to uncertainty Inverting the structural pyramid Adopting new models of learning
  • Probe – Sense – Respond
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  • In complex environments it no longer works to sit back and see what will happen. By the time we realize what’s happening, it will be too late to take action. Here are some practical examples for learning professionals: PROBE: Prototype; Field test; Accept Life in Beta; Welcome small failures SENSE: Listen; Enable conversations; Look for patterns; Learn together RESPOND: Support the work; Connect people; Share experiences; Develop tools
  • The main objective of the new training department is to enable knowledge to flow in the organization.
  • The primary function of learning professionals within this new work model is connecting and communicating, based on three core processes: 1.Facilitating collaborative work and learning amongst workers, especially as peers. 2.Sensing patterns and helping to develop emergent work and learning practices. 3.Working with management to fund and develop appropriate tools and processes for workers.
  • instructional designers no longer have time to develop formal courses. Survival requires people who can navigate a rapidly-changing maze at high speed. They need to find their own curriculum, figure out an appropriate way to learn it, and get on with it.
  • Workers will also have to be their own instructional designers, selecting the best methods of learning.
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