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Kristina Hoeppner

Social Media in Learning examples - 0 views

c4lpt.co.uk/...examples.html

socialmedia learning examples

shared by Kristina Hoeppner on 10 Nov 09 - Cached
Kristina Hoeppner

[Dickinson College] Teaching & Learning - 0 views

lis.dickinson.edu/...Fellows

prof_development socialmedia bestpractice training

shared by Kristina Hoeppner on 31 Dec 09 - Cached
  • Kristina Hoeppner on 31 Dec 09
     
    example of fellowship program to encourage use of social media in the classroom at university level (via edwebb)
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
  • ...5 more annotations...
  • 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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