Using Mobile Technology to Make On-the-Job Learning Practical
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It‘s common knowledge in the talent development community that learning happens primarily on the job. The 70:20:10 framework states that only 10% of learning is formal classroom or eLearning, 20% is informal, and 70% is experiential. Despite its importance, on-the-job learning is rarely implemented in a systematic way. That’s because it tends to be haphazard, inefficient, and difficult to manage and track. In this session you’ll learn how Cognitive Apprenticeship principles implemented through emerging technologies can finally make on-the-job learning a practical reality. Cognitive Apprenticeship combines the best of the traditional apprenticeship model with principles based on cognitive research on learning. The result is a set of guidelines for accelerating the process of developing skills. Mobile technologies, Experience API (Tin Can), and badges have made it practical to implement on-the-job learning. You’ll see case examples of how an on-the-job learning path was deployed on employees’ smartphones. They accessed video modeling and performance support at the moment of need. They used their phone’s sensors (camera, audio, video and GPS) to capture evidence of work and submit it to coaches for feedback and guidance. The Experience API enabled tracking, learning analytics, and the awarding of badges. You’ll see the results of a pilot study of the technology supported on-the-job learning process and hear lessons learned that you can apply in your organization. Application on the job— You’ll be able to apply Cognitive Apprenticeship guideline to the design of on-the-job learning in your organization. You’ll discover how mobile technology and the Experience API can support and optimize the on-the-job learning process
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Using Mobile Technology to Make On-the-Job Learning Practical
- 1. Client logoMarty Rosenheck, Ph.D., CPT Chief Learning Strategist mrosenheck@CognitiveAdvisors.com www.CognitiveAdvisors.com @mbr1online TM Using Mobile Technology to make On-the-Job Learning Practical ©2014 Cognitive Advisors LLC All Rights Reserved ASTD TechKnowledge January 14, 2015
- 2. Our Agenda • How We Learn • Mobile Technology • Cognitive Principles 2
- 3. Focus on Results 3 Sales Customer Satisfaction Morale - Retention Speed to Proficiency V A L U E ©2014 Cognitive Advisors LLC All Rights Reserved
- 4. How did you learn your special skill? 4
- 5. 5 How Humans Learn Skills
- 9. 9 Continuous Learning ProcessProficiency Time ©2014 Cognitive Advisors LLC All Rights Reserved Skill or Competency
- 11. Apprenticeship 2.0 Cognitive Apprenticeship •Allan Collins •John Seely Brown
- 12. Apprenticeship 3.0 Cognitive Apprenticeship Cutting Edge Technologies Apprenticeship 3.0 • Scalable • Trackable • Tied To Results
- 13. Enabling Technologies 13 Uconn.edu Rustici Software Openmatt.org www.ucsc-extension.edu Mobile Experience API Analytics
- 14. Certification, Badges Formal Learning Activities (e.g., eLearning, workshops, courses) Informal Learning Activities (e.g., knowledge base, social learning, coaching) Experiential Learning Activities (e.g., real job tasks, field work) Experience API to Learning Record Store (LRS) Individualized Learning Path Tracking, Analytics, Reporting Proficiency Social Site Copyright ©2014 Cognitive Advisors LLC All Rights Reserved Learning Experience Manager (LEM) Performance Metrics Coach/Mentor Observation Checklist Feedback TM
- 15. 15 Learning Experience Manager ©2014 Cognitive Advisors LLC All Rights Reserved
- 17. Cognitive Apprenticeship For each guideline: • How was it used in the example? • How can you use it in your organization? 17
- 18. • Intrinsic Motivation • Situated Learning • Communities of Practice Social Characteristics
- 19. • Autonomy • Mastery • Purpose Intrinsic Motivation
- 21. Situated Learning EPSS SMN Coaching
- 23. • Modeling • Coaching • Scaffolding • Articulation • Reflection • Exploration • Sequencing Learning Methods
- 24. Modeling
- 25. Coaching
- 26. 26 • Short Interactions • Targeted Feedback • Mobile Tech Enabled • Coaching Support • Coaching Network Nano-Coaching ©2014 Cognitive Advisors LLC All Rights Reserved “Very short burst support” - Elliot Masie
- 27. 27 Nano-Coaching Cycle Perform Task Submit Work Product Notify Coach Coach Reviews Work Product Specific Feedback Approved? • Photo • Checklist • Text • Video • Audio • Document • Direct Observation Email & Dashboard Coaching Support • Checklists, Guidelines • Coach the Coach • Photo • Checklist • Text Comment • Audio • Document • Direct Goal Achieved! YES NO ©2014 Cognitive Advisors LLC All Rights Reserved
- 28. Demonstration Guided Simulations Supervised WorkFacilitated Practice Structured OJT Independent Work Scaffolding
- 29. Articulation
- 30. Reflection Kolb, D. (1983). Experiential learning: Experiences as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
- 31. Exploration
- 32. • Global Before Local Skills • Increasing Complexity • Increasing Diversity Sequencing
- 33. 33 Continuous Learning ProcessProficiency Time (Sequencing) ©2014 Cognitive Advisors LLC All Rights Reserved • Decide: - Next Learning Goal - What to Change • Prepare Support: • Modeling • Ask someone • Lookup in Knowledge Base • Job Task • Simulation • Observation • Performance Support • Scaffolding • Guidance at Teachable Moment • Articulation • Sharing Support: • Coaching • Social Media • Comm. of Practice • Peer Review • Portfolio Skill or Proficiency
- 34. How might these ideas apply to your organization? 34
- 35. 35 Learning Experience Manager ©2014 Cognitive Advisors LLC All Rights Reserved
- 36. 36 Pilot Results “I love the ability to communicate back and forth with my employees. I love being proactively prompted that something is ready for me to review. This system gives me a reason to talk with my people about customers and issues so I can tell if they understand what they’re learning. I liked it so much I want to coach more people.”
- 37. 37 Student Teacher Student Mentor Teacher Practicum Professor Literacy Experts Lesson Support Learning Outcomes Work products: Lesson Plan Video of lesson QuestionsCoaching/ Feedback
- 38. 38 Pilot Results 31 43 TRADITIONAL TREK EDTPA TEACHER PERFORMANCE ASSESSMENT SCORE +28%
- 39. 39 Pilot Results The impact on our students is profound. They really feel completely prepared to go in as first year teachers and to be able to say, “I know exactly what I want to accomplish with the kids.” They feel much clearer about what they can do and need to do when they get their own classrooms. What I’m seeing is a broader, deeper understanding of these practices and a confidence. - NLU Professor
- 40. Questions? Marty Rosenheck, Ph.D. Chief Learning Strategist mrosenheck@CognitiveAdvisors.com @mbr1online www.CognitiveAdvisors.com
Editor's Notes
- Start with two stories – SSA formal --- Quadel - informal How many are responsible for complex skills? What are the goals, outcomes for learning?
- Skills Gap: Skilled Talent is critical to business/organization success There is a growing skills gap Learning and Development Leaders are under pressure to close that gap How Skills are Developed: (Center for Creative Leadership) Only 10% of skills are developed through formal courses Skills are mainly developed on-the-job (70%) and through informal learning and coaching (20%) On-the-job learning can be inefficient, haphazard, and hard to track and measure Technology Gap: Existing Technologies – Talent and Learning Management Systems were build to handle foral course They don’t handle on-the-job learning and coaching – TREK does!
- But the 90% is left to random chance – it’s haphazard, inefficient, slow, and there is damage along the way - like what happened to my mother. How Over the last two decades, I applied cognitive Science research to develop a methodology to reduce the time to proficiency. My previous company provided the solution – to design a systematic set of experiences, supported by targeted coaching and feedback, and on-demand content. But our clients found it was too hard to manage the on-the-job experiences, the coaching process. The problem was that the current entrenched technology – the Learning management systems – only handle the 10% the formal courses. They are useless for the rest. Our clients needed a technology that goes beyond the traditional learning management systems to make it easy to manage and track, on-the-job experiences and to optimize the development of sills.. And since it didn’t exist… We built the TREK Learning Experience Manager fill that gaping hole. Why is this: The research shows that formal courses get you only 10% of the way to proficient performance. It’s all about RESULTS…Learning and Development organizations are under increasing pressure to show their work translates into business results – can people actually do their jobs better? And those L&D organizations KNOW that on-the-job learning is the key to developing the knowledge and skills that people need to do their jobs. 58% of companies plan to invest in learning that combines traditional classroom with on-the-job learning. But….they don’t necessarily know HOW TO DESIGN effective on-the-job learning opportunities, and - even if they know how to build it - they don’t have the tools they need to manage, track and support on-the-job learning. The best learning organizations – like Yahoo - realize they need to offer on-the-job learning opportunities that truly build the knowledge and skills people need to do their jobs. But they don’t have the technology platforms to manage, track and support the on-the-job learning. Today’s tools - called Learning Management Systems – only handle the formal courses. Yahoo is working with us to fill that gap – by using TREK Learning Experience Manager so that they can manage, track and support ALL learning – including on-the-job learning.
- But the 90% is left to random chance – it’s haphazard, inefficient, slow, and there is damage along the way - like what happened to my mother. How Over the last two decades, I applied cognitive Science research to develop a methodology to reduce the time to proficiency. My previous company provided the solution – to design a systematic set of experiences, supported by targeted coaching and feedback, and on-demand content. But our clients found it was too hard to manage the on-the-job experiences, the coaching process. The problem was that the current entrenched technology – the Learning management systems – only handle the 10% the formal courses. They are useless for the rest. Our clients needed a technology that goes beyond the traditional learning management systems to make it easy to manage and track, on-the-job experiences and to optimize the development of sills.. And since it didn’t exist… We built the TREK Learning Experience Manager fill that gaping hole. Why is this: The research shows that formal courses get you only 10% of the way to proficient performance. It’s all about RESULTS…Learning and Development organizations are under increasing pressure to show their work translates into business results – can people actually do their jobs better? And those L&D organizations KNOW that on-the-job learning is the key to developing the knowledge and skills that people need to do their jobs. 58% of companies plan to invest in learning that combines traditional classroom with on-the-job learning. But….they don’t necessarily know HOW TO DESIGN effective on-the-job learning opportunities, and - even if they know how to build it - they don’t have the tools they need to manage, track and support on-the-job learning. The best learning organizations – like Yahoo - realize they need to offer on-the-job learning opportunities that truly build the knowledge and skills people need to do their jobs. But they don’t have the technology platforms to manage, track and support the on-the-job learning. Today’s tools - called Learning Management Systems – only handle the formal courses. Yahoo is working with us to fill that gap – by using TREK Learning Experience Manager so that they can manage, track and support ALL learning – including on-the-job learning.
- Do you think this makes sense for learning in your situations? Do any of you do anything like this?
- The original apprenticeship model was good for physical, observable tasks, Labor intensive-
- The original apprenticeship model was good for physical, observable tasks, Labor intensive-
- Embedded Learning Informal Learning is becoming inseparable from work – in our knowledge society – change is the norm – always new and better ways – information explosion. EPSS – Gloria Gery in the early 90’s “Enable people to do more than they know how to do.” Now more feasible – user generated content – wikis, rate on usefulness, more accessible technology. Even simple help system Searching Google. SMN – SME - Subject matter Network – coined last year by Mark Oehlert . Connect to people who have the answers – Twitter – Grainger yammer How many are using Twitter now? Raise you smart phones
- Motorola = programmers – reduce cycle time (get Arts example) Community portal – wit discussion throes , blogs, doc sharing,
- The original apprenticeship model was good for physical, observable tasks, Labor intensive-
- The original apprenticeship model was good for physical, observable tasks, Labor intensive-
- The original apprenticeship model was good for physical, observable tasks, Labor intensive-
- Do you think this makes sense for learning in your situations? Do any of you do anything like this?
- Tanya – visuals will be cleaned up
- Tanya – visuals will be cleaned up
- Tanya – visuals will be cleaned up