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Experts, verbinders.. waar gaat het om in de toekomst?

Op 10 maart werken we in een interactief webinar met Harold Jarche. Deze blog dient als opstap voor het onderwerp wat we dan met elkaar willen verkennen: welke waarde heeft kennis in de huidige kennismaatschappij? En vanuit welke rol of rollen kunnen we een goede bijdrage blijven leveren aan gezamenlijke kennisontwikkeling?

Vroeger was je expert door ‘hoog’ in de hiërarchie te zitten: manager, senior, CEO. Wat is vandaag de dag de waarde van expertise? Neem het voorbeeld van artsen die dagelijks worden geconfronteerd met patiënten die een ziekte hebben. Die gaan zelf op zoek naar informatie over deze ziekte, hebben ook toegang tot betrouwbare bronnen en nemen soms meer tijd zich te verdiepen dan de arts. Je zou kunnen zeggen dat patiënten co-managers worden van hun gezondheid.

De hiërarchie lijkt vervangen te worden door ‘hyperlinks’: de verbindingen die je hebt met anderen. Harold Jarche zegt hierover: ik heb een bepaalde hoeveelheid kennis en vaardigheden, maar mijn grootste toegevoegde waarde zit in mijn netwerk. Wordt individuele kennis niet langzaam aan vervangen door gezamenlijke kennis? Harold Jarche onderscheidt vier rollen die je kunt vervullen: de consumer, de connector, de catalyst en de expert. Hoe ga je vanuit deze rollen om met kennis en leren? Welke rollen worden in de toekomst alleen maar belangrijker om te kunnen vervullen? Een reactie hierop van Valdis Krebs:

Connectors often know the experts. In an analysis of expert networks in organizations we found that the people seeking for information often do not have access to, or do not know who to go to. That is where the “middle wo/man” comes in. With connections to both the newbies and the old wise ones. Without an active and open middle layer, an organization’s knowledge may never get to where it needs to be!

De rol van ‘knowledge catalyst’ lijkt ook steeds belangrijker te worden. Dit zijn mensen met een divers kennisnetwerk waaruit ze kunnen putten. Deze netwerken vormen filters. Catalysts delen hun kennis, voegen waarde toe middels processen als cureren en betekenis geven. Ze creëer en doen nieuwe dingen.

Velen van ons hebben zich inmiddels wel op het online pad begeven, maar hebben ook wel de neiging om passieve gebruikers van informatie te blijven. Je hebt een profiel op LinkedIn en volgt enkele groepen, maar je plaatst geen reacties. Terwijl onze uitdaging wellicht toch is om gezamenlijk betekenis te blijven geven aan wat er in de wereld gebeurt? Om zo collectief kennis te ontwikkelen. Maar hoe doe je dat? Het vergt meer tijd en energie om betekenis te geven aan waardevolle informatie die we vinden. Goed zoeken is een waardevolle vaardigheid, maar het is ook belangrijk dat we vervolgens iets met deze kennis doen. Verder doordenken? Combineren? Experimenteren? Hoe kunnen we waarde toevoegen? In het webinar op 10 maart zullen we vanuit deze rollen nader bekijken. Met het oog op leren, professionaliseren en kennisuitwisseling in een wereld van sociale technologie, dynamiek en snelle ontwikkelingen.

Vragen, reacties? Deel ze hieronder! Ook gebruiken we deze plek om ervaringen uit te wisselen omtrent de korte voorbereidende opdracht die je hebt ontvangen via de mail.

Slack jij al?

Dit artikel is eerder verschenen in het tijdschrift Opleiding & Ontwikkeling, nr 3, 2015.
Hier kun je het downloaded in pdf.

Over tools voor online uitwisseling, samenwerking en kennisdelen

Je hebt vanmorgen een ‘mail to all’ ontvangen, met een vraag van Klaas of iemand weet hoe het zit met dat nieuwe beleid. Goede vraag! Je was pas om twaalf uur in de gelegenheid om te reageren. Inmiddels heb je al zo’n tien mailtjes van collega’s gehad, met uiteenlopende reacties. Er zullen vast ook een paar collega’s hebben gereageerd zonder de ‘reply to all’ te gebruiken. Die antwoorden heb je dus niet gezien. Je hebt nu een berg mail en geen zicht op het geheel aan reacties.

Er zijn online tools die je overvolle mailbox-probleem kunnen aanpakken, door slimmer samen te werken en kennis op andere manieren te delen, zoals Yammer, Facebook, Google+, Slack, SpeakApp. Het zijn tools waarmee je online berichten uitwisselt, documenten deelt, online kunt samenwerken en gezamenlijk problemen kunt oplossen.

Yammer

Veel organisaties beschikken over Yammer. Het is een microblogging tool: je communiceert met anderen middels korte berichtjes, om collega’s op de hoogte te brengen van wat je doet, een vraag te stellen, een goed artikel te delen. De dynamiek in Yammer kun je enigszins vergelijken met Twitter. Met het @-teken spreek je iemand rechtstreeks aan, je kunt een link, poll af afbeelding in je bericht meenemen. En er is een functie om samen te werken aan documenten. Je scant de berichten en haalt er uit wat voor jou interessant is, zodat je niet alles hoeft te lezen. Natuurlijk gaat dit samen met afspraken die je hierover maakt.

 

Een Yammer-gebruiker: ‘Je stelt even een vraag of je deelt informatie, iets wat je via e-mail niet zo snel zou doen. En er is vaak wel iemand die het oppakt.’ Collega’s geven ook updates over de projecten waarmee ze bezig zijn of welke klant ze gaan bezoeken.  ’Ik weet nu welke collega’s verstand hebben van bepaalde onderwerpen en ik kan ze erover aanschieten voor mijn eigen projecten. Ik heb op die manier veel nieuwe mensen bij onze organisatie leren kennen, ook al heb ik ze nog nooit gezien.

 

Slack

Een zeer populaire communicatietool op dit moment: Slack. Er ontstaat zelfs nieuw vocabulair: “Ik zal je zo even slacken”. Het is een handige chat- en samenwerkingsapp. Je kunt met verschillende teams in Slack werken. Per team maak je kanalen aan en binnen elk kanaal heb je een chatruimte. De kanalen geven structuur aan het online samenwerken. Je bepaalt vervolgens zelf welke kanalen je wilt volgen. Dit is een duidelijk verschil met Yammer. Daar komt bij dat je Slack kunt verbinden met aan groot aantal andere tools die teams online vaak gebruiken. Stel dat je de teamtaken bijhoudt in Trello, dan verschijnen de daar nieuw geplaatste taken ook in een Slack-kanaal.

 

Een voorbeeld: samen met zes andere professionals zijn we een #teamhackaton aan het inrichten: een dag waarop teams werken aan slimmer werken. We willen deze dag online voorbereiden. Een handig online platform is hierbij onontbeerlijk. We hebben inmiddels een goed werkbare mix gevonden: het draaiboek en bijbehorende materialen werken we uit in Google.doc, we hebben onze teamtaken in Trello staan, we hebben een tweewekelijkse Skype om vlot een paar dingen te overleggen en we wisselen uit in Slack.

 

Speakap

Ook met Speakap kun je een online omgeving inrichten waar groepen met elkaar informatie kunnen uitwisselen. Als gebruiker ben je lid van verschillende groepen. Een groep kan openbaar of privé zijn. Eenmaal in een groep heeft de chatomgeving een wat Facebook-achtige look. Iemand start een bericht en daar kun je op reageren. Verder heb je een persoonlijke tijdlijn die jouw berichten en activiteiten laat zien uit de groepen waar je lid van bent.

 

Wanneer gebruik je een van deze tools?

Mijn advies is om klein te beginnen met deze tools. Welke setting kan meer communicatie, kennisdeling en samenwerking gebruiken? Waar werk je samen met collega’s die wel wat voelen voor een experiment? Verken vervolgens met elkaar over wat voor soort zaken je online wilt communiceren en reflecteer hierop in een ontmoeting. Een prachtige uitspraak van Peter Drucker:

Neem er echt even de tijd voor; een nieuw online platform kan zich niet in twee weken bewijzen. Want uiteindelijk gaat het niet om het platform, maar om de wijze waarop je er gebruik van maakt: wie neemt initiatief, welke energie stop je in het delen van kennis, hoe waarderend ben je met elkaar?

How to have employees video their work

Last session of this conference.. With two case studies on the use of video for learning. Curious! I use a lot of video in my work.. Video’s from Vimeo, YouTube, TedEx. And self-made video’s to bring in valuable stories told by professionals in organisations. See what this session will bring!

Ian Slater from GE Oil & Gas.

They started working with video from the idea to show the difficult parts in the work.

How to make compliant material? They started making a list of important topics to make a video of. Each day they selected a few ‘hot topics’ and asked employees to make a video of that part of the work. Just by talking about it during work.

The quality was a point of discussion. But they noticed that employees did not really care about the quality, as long as they learned something new from it.

  • Make sure people learn something new from the beginning of the video. No long intro’s.
  • Message is priority
  • Good enough is good enough

How do you get people to make these video’s? Tell them exactly what you want them to do. Teach them. You might use a reward program? Invite people to join who really like this, have some leadership skills, and are really good. Give recognition at a team and regional level.

Production tools: GoPro, MovieMaker, Powerdirector, Faststone Capture (screen recorder).

What do they use video for?

  • Waste walks: a camera on someone’s head. Talk about what you have seen in the team.
  • Make crucial working methods more explicit.
  • Best practice sharing – in Asia they work in a different way than in Londen.

Emma Barrow, working for Royal Mail Group.

The problem here was the difficult dialogues between people in the organisation about problems that need to be solved. Every day. And a huge misstrust in elearning.

They created a video in which you as the person watching the video goes to work, and you meet actual colleagues in different situations in which the focus is on conversations. Then you receive questions during the video about how to handle that specific situation.

For me the first story was interesting. A great example of how you can support employees to make their own video’s. I once did a project in a ‘glasfabriek in Tiel’ in which we used ‘creating a job-aid’ to make employee’s expertise more explicit. The core was to let them work ‘out loud’ and have it written down, together with pictures of the important steps in the work process. If I could do this project again… I would definitly use video.

Liveblogging: The future of learning has 2 letters- an A and an I

We are all in the room because of Donald Clark :). With clear opinions on almost everything.

Is there another paradigm coming up in elearning?

We don’t remember things linearly in our brains. The elearning in linear and flat. Some of it does the job but we can do it better. The new paradigms is callen AI. Artificial intelligence which is NOT about copying the brain. It is about teaching – training- learning.

Algorithms are not new- what is new then? 

We have had algorithms starting with Aristoteles. What is new and what is important for us?

Level 1 – tech. Every time we press a button there is artificial intelligence behind. If you Google, there is AI behind it. What do Google Cisco Apple and Facebook in common? They are spending an enormous amount of money on AI. In the Todai robot project the AI agent passed the university exam with the highest mark. It had a reinforcement look to learn math. If it can do that what does this mean for the future? The AI is more diagnostic than a teacher, can therefore give the student the right level of content/ feedback. Another example Go Google beat humans with Go (the game). What’s the lesson- The AI can learn to play itself.  This matters because… AI moves from theory to practice and the impact will be enormous.

Level 2 – Assistive. Imagine a world where you can create elearning by pressing a button using AI.. Wildfire can use any text, powerpoint or video and transform it into elearning. It creates automatic wikipedia links to relevant terms. This can decrease the cost of elearning production and there will be no delay and maintenance costs. It also has implications for assessment using facial recognition. It also knows who you are from your fingertyping prints. Automatic essay marking will be a huge relief for teachers.

Level 3- Analytics. Learning styles don’t exists. The same for Myer-Briggs personalities. Analytics do exist. With analytics you can feed the system and with that you can make for instance an excel course tailor-made.

Level 4- Hybrid. Educate everyone uniquely. Everyone is unique. This doesn’t mean grabbing test score, but knowing the learning. AI is grabbing al this including the emotional state. This allows for a holistic approach. Adaptive sets you free from the A to Z linear learning program. Adaptive will develop a unique path. The dropout rate in university in Britain is 16%

Level 5- Autonomy. What is the best piece of elearning? Compliance training never worked. It is ticking the boxes and this has to stop. Scenario-based training can become more realistic with AI, using data analysis to find out what the problems really are. Donald has never seen anybody on the train doing elearning on his mobile, so mobile is not about putting your courses on a mobile.

What are the consequences? 

Donald wraps up with the 10 things algorithms can do which teachers can’t, like ignore gender, get tired, personalize learning. Many jobs will become obsolete.

Want to know more about the change in jobs in the future? Good books to read are Rise of the robots by Martin Ford and the Future of the professions by Richard and Daniel Susskind.

My conclusion: it is striking how many speakers make the point about artificial intelligence. I am curious to see what impact that will have from a social learning point of view, similarly as Donald has explored from a education/ teachers point of view.

 

Using the head and the heart online

David Guralnick starts with a video, used in an e-learning course, which represents a client-attorney setting with a lot of emotion in it. It seems to be a rather popular video in the course. Why is that?

  • it is a real-life situation that you as a participant might encounter in your work;
  • the situation was dramatic, with compelling characters;
  • the drama was intensified by the realism.

How to create compelling experiences?

  • Learning by doing, explore, freedom to move around
  • One on one coaching, attention
  • Collaboration with others, exchange, hear each other’s stories
  • Emotional connection to the project – choose yourself
  • Personalization
  • Connection between story and the learners – you feel part of it
  • Imagination, creativity, storytelling
  • Showing the consequences of ‘bad behavior’, with a slice of humor

What is a learning experience you still remember? Nice examples: packing your own parachute, make your scrapbook on a subject you are curious at, a teacher telling a story and dropping the names of the children listening.

How to use technology to create exciting, effective experiences?

Madison Square Garden had a slide with 30 rules that they showed in the beginning of the play. Nobody read that. Then, they hired a comedian who started interviewing people about the codes of conduct. All visitors could hear the stories and responses gathered by the short interviews. Worked very well!

What are our favorite products?

My running watch, including GPS, heart rate and music in one. My digital radio. My first record player. IPad. Our spiralizer that produces healthy food. Characteristics: simplicity, relationship, functionalities in one.

To be honoust, I Was looking for the link to creating compelling experiences. But he links this to intrinsic and extrinsic motivaton.

When do you pay real effort?

There is effort.. And there is real effort. When do you give something real effort? When you really care about something. Compare: filling in all forms for getting your visa to get to Brasil OR finding out everything about the disease of your beloved dog.

  • You might use an ongoing narrative throughout the course or module; People get connected to it.
  • Give learners control in some way: options, link with work practice, etc.
  • Invite learners to bring in their stories.
  • Context matters!
  • Setup and follow-up are crucial.
  • Let people think about how to apply the story
  • Use just-in-time stories
  • Create your own story
  • Make them concrete and authentic, engaging and emotionally compelling

Reflection… I do use stories in my work, mostly stories from participants to share and reflect upon. I see an interesting challenge to do more with stories: use an ongoing narrative or give the beginning of a story. A story is different from using a case. And how can we bring in a bit more emotion in our stories?

 

 

8 developments influencing learning, by David Kelly

My day is filled with looking forward.. This session a look ahead with David Kelly. I follow him for a long time by reading his blogs. Curious to hear his story 🙂

He starts with: the idea that there is some sort of techology that will change everything, is crap. But is is about the conversation we need to have: the now and next of learning AND technology.

An example of how our learning is changing: his son got a robot for Christmas. To figure out how it works, he could have read the one and a half page manual, but he rather watched a video. The problem was that he needed the phone to steer the robot, and he needed the phone to watch a video on Youtube. There comes another device in hand.

Disruption a bad thing?

Change is not bad. Technology is disrupting the way we live and work.

  • Who is still doing traditional training in his organisation?
  • Who was elearning disruptive to? Learners, instructional designers, organizations,

How does this new technology change what I do? What can I do with this technology that we were not able to before? How can technology enhance our way of learning?

1. Multi device learning: we learn in a variety of contexts. We see a shift in this field from responsive learning to adaptive learning. What can we do more than only accessing data available through our devices? This type of learning has a huge amount of potential in it.

2. Data and analytics – Big Data: this is not about collecting data but about crunching data. Analyze to tell better stories. This is an important ability we need to develop. Here is the link with Experience API. These type of data will improve our evaluations; it had the potential to talk about learning. Whether you like it or not.. This is going to come.

3. A shift to performance support. Organisations are moving faster. Looking towards: how can we be less disruptive. Finding ways to support people to learn in their work. Give people what they need, while they are.. On the phone with the customer… Working on that machine…

4. Content curation. There is a growing need for curation in organisations. We create a lot of content altogether.. Curation helps in finding the content necessary for solving our problems. Chances are that you are not the first trying to solve a particular problem 🙂

Tap into the conversations that are going on, in and outside your organisation. And select the content that is most valuable to the specific issues at stake in your context. We need to help people ‘sip’. There is a lot of noice, and curation helps to divide noise from meaning and value. Curation is a human role.

5. Augmented & Virtual reality Great example: experimentng with Oculus Rift; managers learned about empathy by ‘walking around in a sweatshop in India’. Interesting book: The hands-on, how-to guide to content curation, written by Steve Rosenbaum.

6. Wearable technology. So far it is use mostly in the fitness world, but it is developing. Google Glass stopped for individual consumers, but there is tremendous potential for organisation. Think about performance improvement.

7. Learning and performance ecosystems. Take the individual and look at the environment that surrounds them How do we proparly support that? Where is the sphere of influence for L&D?

8. The internet of things: everything is connected to the internet. Hi favorite example: a thing that monitors the water in the soil, and when the plant need more water, they tweet you. “We need to set up a twitter account for..” It will fundamentally change the way we live and learn.

BE PREPARED

Plug in to the conversation. Look for diversity. Listen en discuss. Contextualize the content. And play: download an app, try things out, experiment with new ideas.

Much more to find here: http://bit.ly/LTUK16

My reflection: I liked David’s presentation. He provides a clear overview of developments that are valuable for learning. And I do recognize these developments. His message (between the lines?) is that these developments are taking place, and we are at the beginning of thinking about the influence of these developments to learning and working. We need to jump into the discussion, exchange thoughts and develop new ideas and concepts. To my opinion it becomes more and more important to also start sharing our experiences and learnings. There are already interesting experiments. Let’s not only dream, but sometimes pretend the situation we want is already here. What would that bring us?

 

 

Facebook teams and L&D’s future

Two days in London to meet people interested in the influence of technology on learning, work and live. I was very much looking forward to it. Curious who to meet and… What new stories to hear?

Peer to peer learning will become more and more effective in organisations. We should connect people ready to teach with people ready to learn. This is where the buzz will happen. This requires a coaching and curator role for L&D.

Jeff Tumer works for Facebook..

Jeff has 1376 friends: “most of my facebook friends are my colleagues. Lots of people keep work and private seperate. I would like to challenge that.”

Core principes within Facebook as a company:

  • Everything is about impact
  • Move fast
  • Be bold, make mistakes
  • Be open, open to feedback, to new things
  • Build social value and trust; help people to make a difference

One of he core principles is authenticity: the ability to be your authentic self. This is what Facebook offers, according to Jeff.

What makes teams effective?

How does your company deal with change? Succesful teams see constant change as a challenge and the opportunity to learn. These teams are constantly failing. This lead to conflicts, which made these teams constantly think about new steps, solutions.  Effective teams were rather diverse, but the team members shared common values. Although they found it difficult to make these values explicit. All teams talked about strengths: what are you passionate about? Then the magic can happen. And the big one.. “I trusted you!!”. The bottom foundation is trust: they shared goals, although these goals were changing constantly. And the last principle that made these teams work is the ability to adapt itself.

And of course.. Jeff believes in the value of Facebook, the product 🙂 He says “I know how people feel, what is happening in their lives, and I take that with my in collaborating with my colleagues.” This is about ‘network performance’. And I do join him in this idea. Whether it is facebook or another social platform.. I do think that our collaboration becomes more succesful when we are connected in different way. Not only on the content, but also on the personal side.

What does this all mean for the future of L&D?

What do we have ahead? Big Data, Learning Analytics, uber-isation, machine learning, virtual reality. What would it be like in 5 years time? Do we still need offices? We can ‘meet’ everywhere we want. You can just meet on the beach 🙂

And we need more meta level capabilties: authenticity, learning agility, ability to deal with ambiguity.

The problem is our silo’s: HR, talent, L&D, Knowledge Management. We think in terms of functionality and not in terms of problems to be solved.

My reflection..

I do think they touch a good point by mentioning the silo’s. To make a move and really develop ourselves we need to collaborate and join expertise and talents. But do we have enough ‘materials’ by hand to be able to think about the future and prepare ourselves? To create a dream that will help us to make steps? We need room for experimenting, trying things out. And might we not need a bit more ground for what we mean by L&D? Is this the function? Are we looking for new ways of organising? Business models? Position in the organisation? Is this discussion about the curator role and how to design this role? Or about our new focus from a content point of view: what support does the organisation need from a 2020 perspective? Or all of this?

I like to think about the idea that, in future, we will reach a stage in which we won’t have a L&D function anymore. Work and Learning are so connected, that we together take care of our learning. We work agile, we have our networks, are able to create a powerful learning environment for ourselves….

What do you think? Will a specific ‘L&D function’ be needed in future as well, may it be in another form?

Reading suggestion:

Curt Coffman: Culture eats strategy for lunch.

 

 

 

 

 

Liveblog: 10 ways to use an enterprise social network for learning

Last year I missed Jane Hart’s session so I made sure I would be attending her session this year. She collaborates with Cathy Hoy from Coca-Cola enterprises.

What can you do with the Enterprise Social Network?

Most organizations have an Enterprise social network (ESN) like Jive, Yammer or any other but are not using it effectively for learning. The good thing of using the ESN is that people are already using it. It fits the idea work= learning and learning = work. Ten great ideas to use your ESN are:

    1. Underpin social teams Social learning comes through social collaboration, social teams. It is not about training people to use the ESN but about helping them to use it. This is a subtle difference.
    2. Host online communities. plan, set up and launch communities. It takes time and effort by a community manager to nurture a community.
    3. Social onboarding. Welcome and support new hires, which is walking the talk that they are in a social business
    4. Support social mentoring. Let people choose who they want to be linked up with for mentorship. You can enable and facilitate this as coordinator/ facilitator.

    5. Guided social learning experiences – often having a course and a space on the ESN around it doesn’t work. So you may organize guided social learnng to build their confidence in sharing. Jane is organizing 4-weeks sessions.
    6. Host a learning challenge or campaign. for instance the #bemore challenge. The focus is again on sharing, not about content delivery.
    7. To provide drip-feed training. Work like Twitter with for instance a daily tip. Helps to keep a team informed with new resources.
    8. To support modern, social classroom. Pre in and post training a group can be set up in the ESN. This can support the flipped classroom.
    9. To support a live event, for instance a webinar. Which is similar to having a twitter backchannel. In the ESN it may be more private than a Twitter feed.
    10. To set up a learning network. Forster connections across the organisation around people’s projects and passion

The practical experiences of Coca-Cola and Tesco

Cathy Hoy is senior manager Learning and Development in Coca-Cola and used to work for Tesco. She is not going to share the secret recipe for coke (unfortunately :). She started using the ESN for improving the face-to-face experiences, connecting the dots. Key features of an ideal ESN for Cathy are:

  • a familiair interface
  • collaborative features.
  • accessible on a mobile device
  • access for external email adresses

People are really anxious before a training session, so it helps enormously when you invite them to connect before a session on the ESN, this helps to create the right mood for you training. Think about this upfront when you design. You can also keep cohort groups connected, for instance when trainees are from different countries, this helps them to keep in touch. People often feel more comfortable using the ESN. In one case the trainees continues doing their own research and sharing this via the ESN.

The biggest learning from Coca-cola

  • It is very important to organize community management. It is really a job in itself. It doesn’t have to be one person, it can be a group of champions.
  • You need leadership support. This may come down to culture or skills. For skills you can use reverse mentoring. Link senior managers to juniors learning about the ESN but also about Facebook and blogging for instance. For the juniors it is a great opportunity to get into touch withe senior management.
  • Trust. People know how to interact on social networks, but is there enough trust to share?
  • Have clear objectives – why are you doing it and what do you want to achieve?

Questions

How do you deal with the messiness of the ESN if 600 groups proliferate? This is part of the process, you do want people to play around with it. After some time the good stuff might rise to the top, and the uninteresting stuff may die. The best groups are self-organized groups.

How to get a balance between moderatoring and letting go? You don’t want heavy moderation, groups will be able to organize themselves. A law firm was scared that people would share confidential informaion, but it never happened, people know how and what to share (or not to share).

What if people start to use other platforms for instance creating whatsapp groups? The social media policies of organizations sometimes drive people underground to other platforms. It is a balance between protecting the company culture and allowing people to go ahead. If the problems is skills you may try reverse mentoring.

Are there experiences of using ESN for performance appraisals and reward systems? In the room there are few experiences with this. Is that really good to include? We are looking for ways to improve their jobs so indirectly it will show.

 

Liveblog: New technologies, new ways of working

I arrived in Londen yesterday for the Learning and Technologies conference. My first session is Rudy de Waele (mtrends on Twitter) exactly about the topic of interest to me: how does the learning landscape change because of technology?

Rudy starts with 3 observations:

  • The story of his son studying in Cambridge learning about Columbus discovering America, which is exactly the same what we learned in school.
  • In dialogue circles people reflect on their values and lives, but there is no relation to technology
  • How many people are happy at work? About half of the room. Does screentime make us happy?
  • We do not know the jobs of the future yet. How to prepare children for the jobs of the future?

(so these are actually 4 observations :).

Do we really know what is going on?

We live in a world where the big 4 (Apple, Facebook, Amazon, Google) are making more and more money. Which allows them to hire the best talents and engineers. A famous quote is: “Software is eating the world”  Everything is app-y-fied. Mobile was a revolution, but artificial intelligence and robotics is goiing to be the next revolution. Other developments are:

  • Augmented and virtual reality and real reality will become blurred.
  • Another development is 3-D printing. There are already 3D hubs and fablabs which can connect you to the nearest 3D printer.
  • The internet of things is also called the rise of the 4th platform. This will be an invisible technology. Some examples; the internet of things is used for sustainable cocoa for instance, managing air temperature. we are going to measure nature, like beehives. Pest control in olive growth.
  • Gentechnology is advancing. Leyla is a 4 years old girl who got treated by gene therapy for leucemia.
  • Nanotechnology and neuroscience. Think of Qubits, about quantumcomputing.

Exponential growth

Many of these developments are exponential. Once they are connected to a community these developments are booming. Technologies have transformed business, but also created new business. All technologies can be mapped amongst a hype curve, shown here in the picture.

The Wow generation is coming up, they are not interested in power, but do things for pleasure, fun and experience. They want a purpose and don’t like to work with the large corporations which will loose out in the long run. They care about sustainability. We will live longer – but income inequality is rising within countries. (there is a great video about this by Hans Rosling!).

Artificial intelligence

We are entering the era of real-life science fiction. It is about cognitive computing- better understanding data.  If machines can correct themselves – what will happen? We watched a video about Watson. There is a super intelligent attorney which is going to revolutionize the way legal officers work.  Another example is deep knowledge ventures, which can scan all investments in the world. Wall street is using it. Can you tell the difference between a robot and a stock analyst? There will be many apps coming up – we called artificial intelligence landscape. The next wave will be voice- operated, which decreases the need to click and type. In the movie her, the actor falls in love with a computer person, an example of artificial intelligence. What is going to happen in your profession?

The quantified enterprise

We will be tracking what is happening in the building. Where are people having fun? Who interacts with whom? And there will be more wearables around so that for instance your health can be analyzed.

Impossible becomes doable

Impossible increasingly becomes ‘doable’. Self-driving cars are coming. We want to improve things, so thee developments will definitely come. The Paris 2040 is about sustainability. We can track everything but do we want this? This has huge implications about data. We watch a movie about the Edge in Amsterdam, the most connected office space in the world. the building is also for 93% self sustainable, for instance the rain water is collected to flush the toilets. There is a project to link airbnb with nest, helping conserve energy.

But do we want this? We watch a funny video about a reluctant dad not using his smart fork and smart cane and outsmarting the technology to watch him. (the uninvited guests) which shows we do have choice.

The skills to thrive in the fourth industrial revolution

Critical thinking will go up, complex problem solving will remain. Alan de botton has come up with a new term. The art of listening is important – sometimes you have to disconnect from technology to think about the art of live and the future. He is very optimistic about technology, but this has shifted for Rudy some 5 years ago, when he was overwhelmed by the developments.

My ideas from this session

The technologies are not new to me, but the speed of change is almost scary. I would like to think more through the consequences about the connection to learning – does this mean there are many things we don’t have to learn because artificial intelligence will take over? Do we all need engineering skills? Will our brains be wired differently? How will problem solving change? It does generate lots of questions!

Knowmads, bewoners, bezoekers en ambassadeurs

De manier waarop we ons bewegen in netwerken verandert door sociale media, ook de hoeveelheid mensen die we volgen wordt groter. We zijn als zelfstandige zonder personeel een eigen merk, binnen organisaties moet je je ook profileren en personal branding is geen vies woord meer. Technologie maakt dat we onze persoonlijke netwerken snel kunnen benaderen.

De Knowmad

Meet de knowmad. De knowmad is een professional die leergierig is slim gebruik maakt van de nieuwe sociale media om een master op zijn vakgebied te worden/ blijvenof Ben jij al eens een knowmad tegen gekomen? Wellicht herken je jezelf of een collega hierin: Ze is …. jong, nieuwsgierig, werkt met focus. Maakt zich nieuwe vaardigheden vlot eigen, werkt samen, intern en extern, krijgen dingen voor elkaar. Kan nieuwe problemen oplossen. Ze heeft vaardigheden als goed samenwerken, communiceren, creatief, flexibel, naar mogelijkheden kijkend. Ze heeft het te druk om aan een cursus mee te doen, maar leert door gebruik te maken van haar netwerk.Ze heeft een omgeving voor zichzelf gecreëerd die haar ondersteunt in het werk wat ze doet en in de doelen die ze wil bereiken. Knowmads zijn energiek en gedreven om handiger, slimmer, beter te worden. De knowmad verschijnt ook onder andere namen zoals de smart worker (Jane Hart), de guerilla learner (Geof Stead).

We zijn niet allemaal knowmads

Niet iedereen is die handige autonome knowmad, en dat is misschien maar goed ook. We zijn niet allemaal hetzelfde. Er zijn professionals die bijvoorbeeld weinig affiniteit hebben met nieuwe media en dus weinig tot geen gebruik maken van deze media binnen hun werk. Er zijn ook professionals die niet werken vanuit hun diepste passie en het fijn vinden om de deur van hun werk achter zich dicht te krijgen. Zij zullen minder gemotiveerd zijn om in de avond nog eens mee te doen aan een MOOC of Twitterchat. (los van de discussie natuurlijk of dit eigenlijk in je werkdag zou moeten passen…).

De bezoeker

De bezoeker heeft net als de knowmad hoge affiniteit met technologie, maar is minder gedreven in zijn/ haar vakgebied. Dit betekent dat er wel degelijk gebruik gemaakt wordt van media als bijvoorbeeld LinkedIn groepen, maar heel functioneel. De bezoeker zal minder dan de knowmad een opinieleider zijn.

De bewoner

De bewoner (in het Engels de resident genoemd) is niet zo handig met technologie maar wel heel gedreven en gepassioneerd in zijn vakgebied. Dit zorgt ervoor dat hij heel goed keuzes kan maken. Hij zal dus wel heel actief zijn en waardevolle bijdragen leveren in een online community en daar ook tijd in steken. Omdat technologie niet zijn sterkste kant is zal hij waarschijnlijk bewuste keuzes maken, bv wel actief mee doen in twee communities maar niet steeds op andere plekken zoeken naar informatie.

De ambassadeur

De ambassadeur is iemand die niet uitblinkt in online vaardigheid en ook niet hoog scoort op intrinsieke motivatie. Het is wel een ambassadeur voor sociale media en nieuwe mogelijkheden omdat hij zich bewust is van het feit dat het technologie landschap verandert. Echter, de ambassadeur brengt het zelf niet in de praktijk.

Dit model hebben we uitgewerkt in het kader van ons nieuwe boek ‘Leren in tijden van tweets, apps en statusupdates‘. We willen graag feedback. Helpt dit model om te verklaren hoe collega’s om jou heen zich verhouden tot professioneel gebruik van sociale media? Wat vind je van de benamingen (knowmad, bezoeker, bewoner, ambassadeur). Hoe zou je de verschillende groepen in je organisatie kunnen ondersteunen? 

Ps. overal waar hij staat kan zij staan en andersom