Learning Environments by Design , livre ebook

Association for Talent Development - Catherine Lombardozzi

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90 pages

English

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Learning Environments by Design deeply explores today’s workplace learning. This book empowers you to customize learning for your workforce and unearths the answers to the questions you’ve been asking: How does learning happen? What is the future of instructional design? What makes learning environments work?

Since the boom of e-learning, informal learning, and social learning, the learning environment landscape has changed dramatically and now offers a wide array of options for supporting knowledge and skill development at work. In this book, learning strategist Catherine Lombardozzi describes practical ways to customize learning experiences by creating a curated approach to skills development—one that features informal and social learning, developmental activities, experiential learning, as well as formal training.

Authored by a career learning professional with more than 30 years’ experience, Learning Environments by Design is filled with useful examples, resources, and suggested learning environment blueprints to help you continue to be successful in a field that is forever changing.

In this book, you will learn to:

design a learning environment that supports learning and performance

deliver more focused and impactful solutions to learning needs

scaffold self-directed and social learning.

Sujets

Gestion et management

Economics

Business

Leadership

Informations

Publié par	Association for Talent Development
Date de parution	14 septembre 2015
Nombre de lectures	0
EAN13	9781607283072
Langue	English
Poids de l'ouvrage	2 Mo

Informations légales : prix de location à la page 0,1348€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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© 2015 ASTD DBA the Association for Talent Development (ATD) All rights reserved. Printed in the United States of America. 18 17 16 15 1 2 3 4 5
No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, please go to www.copyright.com , or contact Copyright Clearance Center (CCC), 222 Rosewood Drive, Danvers, MA 01923 (telephone: 978.750.8400; fax: 978.646.8600).
ATD Press is an internationally renowned source of insightful and practical information on talent development, training, and professional development.
ATD Press 1640 King Street Alexandria, VA 22314 USA
Ordering information: Books published by ATD Press can be purchased by visiting ATD’s website at www.td.org/books or by calling 800.628.2783 or 703.683.8100.
Library of Congress Control Number: 2015945442
ISBN-10: 1-56286-997-3 ISBN-13: 978-1-56286-997-7 e-ISBN: 978-1-60728-307-2
ATD Press Editorial Staff Director: Kristine Luecker Manager: Christian Green Community of Practice Manager, Learning and Development: Amanda Smith Developmental Editor: Kathryn Stafford Associate Editor: Melissa Jones Text Design: Maggie Hyde Cover Design: Fatimah Weller and Tony Julien Printed by Versa Press, Inc., East Peoria, IL
Contents
Introduction: Designing Environments for Learning
1 The Learning Environment Design Landscape
2 The Learning Environment Design Processes
3 Motivation and Self-Direction
4 Supporting a Learning Community
5 Learning Environments in Academic Contexts
6 The Future of Learning
Appendix: Learning Environment Blueprints
References
Additional Resources
Acknowledgments
About the Author
Index
Introduction: Designing Environments for Learning
One of the most exciting aspects about working in learning and development is that the field is constantly changing. But that can also be deeply unsettling. Many years ago, I attended a learning industry conference that featured a number of thought leaders in panel discussions and keynote presentations. A recurring theme of their remarks was that “instructional design is dead.” This was not something I wanted to hear—instructional design was the basis for a substantial portion of my livelihood. I taught instructional design in graduate courses. I managed a team of instructional designers. And I loved the part of my work that was instructional design—crafting graduate courses and professional workshops. I wanted to push off the comments as hyperbole, but they were being made by people whom I knew and respected in the field.
After the conference, I continued thinking about what these colleagues might know that I did not. What would make them pronounce instructional design dead? As I reflected, I came to realize that they were not really saying that there would be no more instructional design; that part of the message was indeed hyperbole (whether they wanted to admit it or not). There will always be a role for formal training and education programs. What they were saying was that instruction is only one of the ways we should consider addressing learning needs in our organization—they were predicting that other ways of supporting learning and development (L&D) would become more prominent.
With that insight, I decided to carefully consider all the other ways that people learn; it’s a long list. As a learning strategist, I wanted to develop tools that would support me in considering a wider array of options, and I wanted to be able to explain the approaches to colleagues, clients, stakeholders, and students. From those ruminations came the notion of learning environment design. Over time, I developed a definition for learning environments, a wide-ranging list of potential components, and a process for designing a comprehensive approach to addressing learning needs that incorporates informal learning, social learning, developmental activities, and experiential learning, along with formal training and development activities. This book captures this framework and shares important additional lessons I have learned along the way regarding what makes learning environments work.
AN EMERGING ROLE FOR L&D
The toolkit for learning and development work has been expanding rapidly during the last several decades, along with the changing demands of learners. That expansion has been helped along by new technologies that make certain techniques possible and cost effective. Learning and development has a history of embracing a variety of new strategies and approaches to meet learners’ ever-changing needs. If you look at the topics that have drawn attention at conferences and generated professional development programs over the years, you can see we are in a field that is not stagnant. We’ve seen the adoption of e-learning, collaboration on knowledge management systems, increasing capabilities for producing simulations, growing use of blended strategies, the incorporation of informal learning, and renewed attention to social learning, especially through social media.
Josh Bersin and Jane Hart, two prominent learning futurists, have both outlined trajectories showing how L&D has steadily incorporated e-learning, informal learning, and social learning approaches into what was once an industry primarily providing face-to-face training (see Figure I-1 ). They suggest that there will be a rising use of collaborative learning and integrated talent development moving forward (Bersin and Mallon 2009; Hart 2010). New technologies make a wider array of strategies possible (and cost effective) and new strategies have allowed us to be more responsive to changing learning needs.
One way that L&D leaders have responded to these changes is to make resources more accessible, which gives learners the opportunity to connect with others and share knowledge, both across the enterprise and with the wider world through Internet connectivity and social media. This expansion of strategies and services has not always been easy, and some L&D departments have not been able to fully embrace them due to reluctance, lack of resources, or opposition from client groups. Others have not adopted an array of strategies because they are not able to sort out how to do it effectively.

FIGURE I-1. THE EVOLUTION OF CORPORATE LEARNING
Those who have embraced new technologies, meanwhile, have not always seen the anticipated benefits. A 2014 Corporate Executive Board (CEB) study concluded that while access to new resources and tools has increased, employees at all levels are struggling to be productive when taking advantage of them; people spend time learning, but are not getting enough useful knowledge and skill for their effort. One recommendation for correcting this problem is to guide learners to those resources, people, and activities that are most helpful.
Learning environment design offers a way of conceptualizing how to blend a variety of strategies into a coherent and valuable whole. A learning environment is a collection of resources and activities for learning, which is deliberately curated with a specific knowledge and skill development need in mind. Those resources and activities run the gamut, including reference materials and information resources (books, articles, videos, links); interpersonal connections with experts, coaches, and peers; formal learning activities such as training and degree programs; manager-led activities designed to support learning and development; and the learner’s own on-the-job learning-by-doing activities.
The approach can be used by learning strategists, course designers, technology advocates, managers, and others to assemble a solid collection of resources to support learning for a specific skill set or knowledge base. Designing learning environments is a practical way to assist learners in managing their own development; it bridges the divide between structuring learning into courses and abandoning learners to the vagaries of an Internet search.
As the L&D department changes its focus from training to a more diversified portfolio of products and services, new roles will emerge for learning professionals. Among the most frequently cited is the role of curator, which we’ll discuss at length in later chapters. There may also be more need for L&D practitioners to provide one-on-one assistance as advisers, coaches, and learning advocates. And the role of crafting learning strategy will likely require deep collaboration with technology experts and external providers in order to line up the most useful tools and resources for knowledge and skill building across the enterprise. This is the backdrop for the emergence of the learning environment design framework.
LEARNING ENVIRONMENTS IN CONTEXT
In today’s workplace, we have two fairly distinct types of learning challenges. The first challenge is about communicating baseline knowledge and skill sets to people who likely don’t know what they need to know. That’s usually a curriculum challenge. The other challenge is helping people to deepen their knowledge and skill levels, and pick up additional learning as necessary in the course of engaging in a role. It can be daunting to consider how to support this kind of learning because multiple knowledge bases and skills are needed, each learner has varying levels of expertise, and one never really knows the optimal time to “teach” the next thing. This challenge is about supporting those with more individual, unique, and complex learning needs.
To explore these challenges, it might be helpful to imagine a few examples. For the first learning challenge, let’s take a look at the needs of a young go-getter named Ralph. Ralph is a newly hired