08-02-2016 Imagine augmented online learning—a concept which allows a learner to grasp key concepts and implement immediate application of those key concepts in ‘snippets’—just like you do in real life.
No, it’s happening even as you read this. And many different educational and business organizations are studying ways—today– to make it happen effectively, efficiently, and with purpose. But as in most of the change we face in our lives, the key is to move out the old deadwood, and make way for the new growth.
Let’s be honest here. Traditional learning “took a huge hit” with the implementation of online learning. Old style instructional methods, some even dating back to the 1500’s, were forced to evolve and emerge, blending with the newest application of online principles and opportunities. Students savvy to gaming theory and online search could visualize the challenges and met them head on, but learning institutions—colleges and universities which have benefitted most from slowly, slowly evolving standards—are, yet again, slow to the response. Some can’t grasp it. Tenured faculties often don’t even understand computers; much less arise to the newest challenges.
It had become clear to both business and to the learners that education s a big money business. Education is no longer a learning business…it’s a money business, all the way from Kindergarten to Graduate School. Primary and secondary school systems, politically driven by funds paid when students attend on a daily basis, encouraged ongoing attendance, whether what was being taught was relevant or not, and in some cases, whether it was even factually driven. When big government became involved, the die was cast that change was imminent. And once politicians become involved in areas in which they lack competency, and start catering to the lobbyists of the big money interests, the challenge becomes exponentially larger.
Our new learning standards feature shorter learning cycles—good for both education and good for business–because learning achieved by a recipient comes about as a result of specific learning component parts. These parts can be utilized within the context of learning needs much more clearly and with succinct application. Learning content is customized. Learning content becomes not what one needs to have taught, but what a learner needs to know, measured across different alternatives. The attributes achieved by the learner key specifically to his or her needs, not to a generalized focus on broad brush learning for learning’s sake. Costs are minimized in the learning process; time is not wasted, productivity is enhanced, and the results are maximized without forcing unwanted, unnecessary and time-consuming drivel across the teacher/learner divide.
Paul Simon, in the song “Kodachrome,” sang about his high school learning experience and thinks he’s lucky to have survived. “When I think back on all the crap I learned in High School, it’s a wonder that I can think at all” doesn’t give great credit to the learning methodology he encountered. His experience is probably indicative.
Can traditional learning redesign itself to fit the needs of micro-online learning? Truth be told, it’s having massive struggles. Major institutions are opening course products (MOOCs) up to students at no charge—courses which cost thousands of dollars only a generation ago. But those course products being offered are still structured in old learning formats, steeped in lecture/attendee form, and don’t frame key items in ways which allow students to become expressive through their needs and wants—or try to make learning a fun activity. It’s taking old wine and bottling it in new bottles. Taking day old bread and trying to sell it to the public as fresh baked. Won’t work. Not now. Not never.
In other words, what must occur is that a new theory of learning—the “Aladdin Theory” must emerge and create learning via learner need, not via University or Business standard. Make no mistake. The Old Boy’s Network of Educational Accreditation simply isn’t applicable anymore. The ability of one learning academy to cover the incompetence of another is dead. Goodbye university accreditation standards. So glad we’ll never again know you, nor will you be able to hide behind good intentions.
Incompetency or inaction can’t replace active learning, achieved and updated immediately, and presented as new learning through micro sessions to students who are active and eager to learn. Key to this is the crafting of specifics to meet the learner needs. No LMS—let me say that again—No specific LMS has been developed which meets this need.
However, we are working on it. We’ve identified the sequencing and the corroborative effort required to invest dollars and show X return. X return is the key. How we adjust the learner scope and the learning underlay in segments can determine a) the return available; b) the scope of the learner understanding and ability to apply the knowledge gained; c) whether the ROI justifies the investment or simply delivers a return on assets (the education) employed.
The fable of Aladdin features new lamps for old in a way detrimental to Aladdin, the protagonist. In this case, however, the new lamp is the one you want to seize upon.
Contact us today about exchanging your old Training lamps for the new lamps of learning excellence.