From Micro-Learning to Corporate MOOCs

I have recently been exploring micro-learning in some detail. And wrote about it in my previous post. Particularly interesting for me is the relation between micro-learning and learning flows as described by Jane Hart. As an extension, I have also been wondering how micro-learning and learning flows could map to MOOCs.

I see MOOC as a dissemination model that offer a unique opportunity to integrate both—micro-learning and learning flows. It is an approach that – if done right – can integrate all aspects of the Pervasive Learning model – Formal, Informal and Social – popularized by Dan Pontefract in the book, Flat Army. I will discuss this in a later post. In this post, I am going to focus my attention on how micro-learning and learning flows can be an integral part of a MOOC and how this may benefit the corporate world. As is evident, I am referring to xMOOCs here and not the original Connectivist cMOOCs that fired our imagination a few years back. Since then, with the advent of the elite academia into the MOOC world, and platforms like EdX, Coursera and Udacity, we have seen a surge in what has come to be known as xMOOCs—the online, semi-synchronous version of classroom lectures and face-to-face group discussions. And lately this has been morphing into another avatar – the corporate MOOCs. The infographic here indicates that 2014 could well be the year of corporate MOOCs. The infographic further delves into types/use cases for corporate MOOCs, namely: 

1. On-board new employees
2. Self-directed development
3. Build talent pipeline
4. Workplace and on-the-job training
5. Brand marketing
6. Collaboration and innovation
7. Train channel partners and customers

I will skip the use cases for now and stick to a more generic discussion of how MOOCs can be designed to facilitate workplace performance, just-in-time learning, and collaboration. 

    While many organizations are still hesitant about this MOOC phenomenon and are not quite sure how this will impact their training and performance outcome, some of the bold and brave have tentatively ventured into this realm. With declining training budgets, complex work situations, and an exponentially rising need to be on the cutting edge in their domain, organizations are desperately seeking solutions. Training the way we knew it is no longer working. A distributed workforce, constantly changing ecosystem and automation have put an end to that. However, organizations are not yet ready – and perhaps with good reason – to completely let go of training and let people learn as they work. Training is still seen as a necessity but is in desperate need of a makeover. 

Enter micro-learning, learning flows and MOOCs…

At present, the video lectures that have become such a ubiquitous aspect of xMOOCs represent micro-learning being no more than 15 mins on average in most cases. Now, it is not difficult to imagine a world where the video lectures are replaced by various forms of micro-learning. Refer to the diagram below for some examples.

Click on the image to see an enlarged version

These micro-components could be part of a formal course (so to speak) that an individual could go through – not necessarily in a linear manner although that can always be an option. A learner can dip in and out of a course taking whichever micro-module fits their need at the moment. They can come to the course throughout all the Five Moments of Learning Needs as described by Conrad Gottfredson and Bob Mosher. 

                                              Click on the image to see an enlarged version

The micro-modules should also lend themselves well to mobile access thereby adding convenience, flexibility and learner control.

The learning path through the micro-modules will be unique to each learner and their role, performance needs and prior knowledge, skills and experience. This should ideally be left up to the learner to decide. This takes care of the formal part and organizational need.

There could potentially be learning flows supporting the course – especially the Themed Flow and the Circular Flow that Jane Hart describes. This, IMHO, will offer the following advantages:

1. Facilitate a social learning experience 
2. Facilitate capture of tacit knowledge through experience sharing and discussions 
3. Enable communication within cohorts and connect learners to relevant content and expertise 
4. Help to add context to the existing content – thus taking care of relevancy
5. Initiate a “working out aloud” habit where Working out loud = Narrating your work + Observable work

For more on Narrate Your Work and why it matters, here are a couple of posts I recommend you read: 

1. Dave Winer: Narrate Your Work
2. Harold Jarche: Narration of Work

However, I digress! Let me get back to the topic in hand. With the formal and social component taken care of through the micro-modules and learning flows respectively, the next big consideration would be the learner – the motivation they feel, the autonomy they perceive and the purpose behind the MOOC. If these aspects are designed into the course, corporate MOOCs could well deliver value for money.

It is perhaps also important to remember that the roles of the L&D team must change to facilitate this shift from linear training – whether ILT or WBT – to a more networked and connected learning model. Trainers will now have to don the hat of facilitators and connectors. Instructional designers will have to think in terms of micro-modules, learning paths and the course as a journey rather than a defined and structured path.

I have created a diagram to represent both the virtual and real world components of MOOC – as we all know what we learn online doesn’t stay online but comes back to the offline world in various forms. Neither world is sacrosanct but is thinly divided, often merging. 

Click on the image to see an enlarged version

And here are some more reasons to invest in corporate MOOCs in this post by Donald Clark: 10 Big Reasons for the Rise of Corporate MOOCs. 

I would love to know your thoughts on corporate MOOCs and what could their efficacy and potential need be.

Related posts:

How MOOCs will Revolutionize Corporate Learning and Development

The Potential for MOOCs in the Training and Development World

From Courses to Micro-Learning

Micro-learning, micro-content, Learning Flows, and mlearning are some the current and upcoming trends in the world of learning and development. They all have a common denominator—they require very little “at-a-stretch” time commitment from learners/users.

Wikipedia describes micro-learning thus: Micro-learning can also be understood as a process of subsequent, "short" learning activities, i.e. learning through interaction with micro-content objects in small timeframes. ~ Wiki

Some of the key characteristics of micro-learning are given in the diagram below:

Click on the image to see an enlarged version

And here are some examples of micro-learning forms:

                                              Click on the image to see an enlarged version

Wikipedia also has a set of dimensions for micro-learning that I found rather useful. I have put those here for reference.

                                              Click on the image to see an enlarged version

Jane Hart has written a series of blog posts on Learning Flow which she describes as a “… continuous steady stream of social micro-learning activities – accessible from the web and mobile devices”. Here are the links to the related posts:

1. Beyond the Course: The Learning Flow—A new framework for the social learning era
2. The Learning Flow and the User Experience
3. Three Types of Learning Flow

All of these are pointing to a shift that is in motion—a shift from long courses with a defined structure and curriculum that trained users on good and best practices based on the past. The “Era of Courses” reflected an age where work was stable, experience of the past could be encapsulated and translated into courses that future workers could take and be successful in their work and performance. Businesses grew and became mega-businesses. Accumulated experiences counted. The future reflected the past. And economy of scale was the order of the day.

Then came the Internet, the Big Shift, and automation. The predictable and routine work which had been the premise of training began to crumble. Routine work gave way to novel work and exceptions became the norm. And training became a specter “Wandering between two worlds, one dead, The other powerless to be born.”

In this space of uncertainty, L&D and training departments strove to remain relevant, keep up and match the speed of change. But that proved to be a failing endeavor. Training and courses as we knew it when the world of work was certain are about to leave center stage. Today, workers need bursts and nuggets of learning a.k.a. performance support. Lengthier, knowledge-driven courses will still exist but will become optional and can be taken at the workers’ discretion. Individuals will take those courses where they see personal and professional benefits—but they may not be driven by the organization where they work. This is directly evident in the MOOC phenomenon as seen on Coursera or EdX.

Learning design will have to increasingly revolve around micro-learning concepts that are device, time and location agnostic. While micro-learning can be viewed as a support to more formal and longer courses, this equation may change. Workers used to Googling to solve their queries and problems are likely to bring that same paradigm to learning. They may well expect a collection of micro-modules to be available which they will dip into as and when needed. Each worker will chart out their own path through these micro-modules based on their role, performance need and prior experience and knowledge.

 The big question is how corporates will take advantage of these trends and phenomenon that have organically grown out the changing technology landscape.

What will be the role of learning designers in this new landscape—curators and aggregators, facilitators and collaborators, connectors and change agents? It’s time for us to rethink our identity and role in the context of workplace learning and performance. 

Drivers of Workplace Learning in the Creative Economy

Using the Cynefin framework as the anchor, I have tried to map out different aspects of workplace learning and performance, capability development and talent management. I have been inspired by various thought-leaders in the L&D and OD space, namely, Charles Jennings, John Hagel, Harold Jarche, et al.

I am just building out the diagram and welcome all inputs and suggestions.

Refer to the following posts to understand concepts like extract and embed learning, and economy of scale vs. economy of creativity better. 

Workplace Learning: Adding, Embedding, and Extracting

Navigating the Phase Change to the Creative Economy 

The Big Shift in Business Strategy

Modes of Organizational Learning

Scalable Learning in the 21C Workplace

Back after a long break! With the intention to write regularly again…

Wicked problems and their role in organizational learning have always fascinated me…so here are some more thoughts on the same topic.

Organizations are increasingly facing wicked problems in a complex and, often, a chaotic world. I wrote about this almost three years back in my post Wicked Problems, Complexity and Learning. Automation, robots, and ubiquitous technology have left very few jobs that require mindless following of processes and instructions for humans to do. Even outsourcing—once considered only for mechanical and tedious work—is taking on a very different flavor in a globalized economy. Vivek Wadhwa wrote about it in this short and insightful post, Outsourcing Will Grow and Even You Will Do It, where he says: 

Outsourcing is being superseded by crowdsourcing — which is enabling anyone to take a job anywhere. Having people all across the world collaborate in this way will not only disrupt industries but also change societies. 

Ross Dawson in this brilliant infographic called out the trends that will affect the Future of Work from connectivity, crowd-sourcing, and remote work to work fragmentation, social expectations to economy of individuals—each a key trend in its own right.

The very nature of the game is changing. Past rules no longer hold good. Problems are truly wicked in nature and answers cannot be found in one place. And to scale and survive, organizations must facilitate scalable learning.

When I (re)read John Hagel’s post, Defining the Big Shift, I was reminded of these trends and the way the future of work demands new learning and performance modalities. More than 4 years ago, John Hagel wrote about the need for institutions that can drive learning: 

From institutions driven by scalable efficiency to institutions driven by scalable peer learning. Today’s large institutions are more often than not barriers to effective participation in scalable knowledge flows so it is no wonder that passionate and creative talent is increasingly fleeing established institutional homes to set up shop as independent contractors and entrepreneurs. On the other hand, institutions can provide unique opportunities to scale pull platforms and build ever growing networks of long-term trust based relationships on top of these platforms.  If institutions viewed their primary rationale as fostering scalable peer learning, they could create “learningscapes” that would help individuals develop their talent much more rapidly than these individuals ever could on their own.

 In my POV, the onus of enabling organizations build scalable learning or become learning organizations lies with the L&D department. The need for training programs to cater to a set of fixed requirements will/has already diminished. A set of fixed skills and a stock of knowledge no longer suffice in the workplace today. The days of routine expertise is over. Adaptive expertise and a growth mindset are the needs of the hour. And unless L&D can gear up and help organizations make the move from delivering training programs to designing a more holistic learning ecosystem, and facilitating the growth of adaptive expertise to foster scalable learning, L&D runs the risk of becoming redundant at worst or be seen as a cost center to complete tick-mark activities at best.

Charles Jennings brings up very pertinent points in The Best of Times, The Worst of Times: opportunities and challenges for the L&D profession regarding the capabilities that L&D needs to cultivate to add value to an organization. And he specifically calls out these four:

• Performance Consulting 
• Content Capabilities 
• Social Media Capabilities 
• Workplace Learning Capabilities

He also stresses the importance of promoting a development mindset. I strongly recommend you read the entire post for a thorough understanding.

How do we move from designing training to building organizations that learn?

Technology can definitely be roped in as an enabler and a crucial partner in the entire endeavor. With mobile learning finally coming of age, wearable technology making coyly seductive appearances, tablets, phablets, and smartphones gaining omnipresence, and IT moving from considering BYOD policy to accepting that there had better be a policy, the world of tech is wreaking havoc in the workplace. The way we work defies all preset norms; the way we learn must follow suit. Organizations have to become “creation-spaces” that will nurture rapid learning, sharing and innovation.

A few things predicted by farsighted individuals like John Hagel, John Seely Brown, Harold Jarche, Jay Cross, Jane Hart, Jon Husband, Charles Jennings, Dave Snowden, et al have finally come to pass, like the automation of simple and even complicated work--Automation is out; Innovation is in. How will L&D address this? How can L&D enable people to innovate and work, perform and learn in the Complex and Chaotic zones?  (Refer to the Cynefin Framework) Because that is where work that matters is going to be.

Charles Jennings, in his post, Workplace Learning: Adding, Embedding & Extracting, points out the importance of helping people “extract learning from work: 

The model of ‘learn then work’ is replaced here with ‘work then learn, then work in an improved way’. Learning is not only embedded in the workflow, but new learning is continually extracted from experiences and exchanged with colleagues, customers and the entire value chain.

This is true of the Cynefin Framework where learning in the Complex zone follows the sequence of Probe-Sense-Respond and is retrospectively coherent, i.e., understood only in reconsideration. This maps to what Jennings says regarding extracting learning. However, this necessitates L&D to don the hat of facilitators and architects and to enable people develop the skills of extracting learning. The key skill required is the ability to narrate one’s work. 

In 2010, Bryce Williams wrote: Working Out Loud   =   Observable Work   +   Narrating Your Work. And by enabling this narration and sharing, L&D departments can play a key role in supporting an organization move to scalable learning making it capable of dealing with change and complexity. Harold Jarche writes about this here in Ensuring Knowledge Flow through Narration: 

Narration is turning one’s tacit knowledge — what you know — into explicit knowledge — what you can share. … Narration of work is the first step in integrating learning into the workflow.

More on the different models and frameworks that can facilitate narration of work as well as peer-to-peer learning in the next post. Heutagogy and Peeragogy are likely to be the premises of workplace learning in the future. 

Umesh

I know it's a strange title for a post in this blog. And with this post, I am coming back to blogging after a longish hiatus. I had planned a month's "blogging leave" which has stretched to almost four for various reasons--some of these being the absolutely new and challenging world of work I am currently in. And this new world brought me into contact with Umesh--the inspiration behind this post.

But before I sketch out who or what Umesh is and what I learned from him, I have to set the context of my work. I currently head the Learning Design and Development for Future Sharp which is one of the partners working with National Skills Development Corporations (NSDC), India to design vocational skills programs to achieve the "overall target of skilling/ upskilling 500 million people in India by 2022, mainly by fostering private sector initiatives in skill development programmes and providing funding". This is far removed from my earlier world of corporate workplace learning and community management but that is the subject of another post.

To cut back to Umesh, suffice it to say that in the course of my new work, I travel a fair bit and meet individuals I would normally not meet in the humdrum routine course of my neat and predictable life. One of the current projects I am working on required me to meet the well-known Neelam Chhiber of Industree/Mother Earth fame. During my visit, I was fortunate to meet Umesh at the Mother Earth workshop. And got insights into life, learning and leadership from him.

My first impression of Umesh is of his bright, inquisitive eyes. He appeared to be not more than 28 or 29. He is the group leader of one of the Self-Help Groups (SHGs) working at Mother Earth. The group is involved in creating exquisite mats, boxes and other gift and household items from natural fibers like river grass, barks of the banana tree, etc. It would be an understatement to say I was floored by the beauty and intricacy of the work as well as the dexterity demonstrated by the women working in the SHG. The purpose of my visit was to understand their workflow and process and speak to the group leader to understand how s/he inducts/trains members into the group. When I asked to meet the group leader, a tall, slim young man with bright, inquisitive eyes set against chocolate dark skin and a head full of well-oiled, curly hair stepped up. "I'm the group leader. My name is Umesh" he said in his broken, highly south-Indian accented Hindi.

After preliminary introductions, he informed me that he had dropped out of school after the 10th standard because he didn't feel like he was learning much (sounds familiar?) and that it was boring (read not relevant to his life). Subsequently, he undertook a series of odd jobs from selling newspapers to working in the construction industry as a daily wage laborer. "How was the experience," I asked him. "I learned a tremendous amount," he said. "Much more than in school." What he went on to say after that completely blew my mind.

Umesh's Story and Lessons I Learned
He joined Mother Earth about 7 years back as an SHG member. He had come to the workshop with his elder brother and decided he wanted to work there too. The sight of 100+ people working together making mats, baskets, and other knick knacks excited the young boy's imagination and imbued in him a deep desire to learn everything that those 100 odd people were doing. Umesh had found his calling though he didn't know it then. I was watching him closely as he narrated his story. Seven years down the line, his eyes still sparkled with excitement and enthusiasm for the learning and the adventure. I am not skilled enough a writer to do justice to his simplicity, passion and drive through narration; hence, I have summarized what I learned from him.

Spotting Talent and Leadership: One of Umesh's responsibilities as a team leader is to induct new people into the group, help them learn the skills and get them started. The workshop requires people with varying skill sets ranging from cutting and sewing to doing quality checks. He has a unique way of gauging who has a natural aptitude for what. He lets each new individual work at each of the tables (each table in the workshop is devoted to a specific kind of task) and observes them. To my question of how long does it take for him to identify someone's aptitude, he gave me a rather quizzical look and said, "Sometimes 5 days, and sometimes 5 months." He goes by the premise that everyone has some talent or the rather and it's the responsibility and duty of a group leader to spot the potential. He keeps rotating a new joinee from job to job--within the workshop or even without--till he finds what the person is good at/enjoys doing. 

I asked, "Isn't it time consuming to spend so much time and effort on one person just to spot their skill/potential?" His remarkably simple and profoundly deep response came in the form of a question, "It took me more than five years to find my own talent. Why can't I give a person five months?" I was awestruck before this boy who didn't have any formal degree under his belt but had all the makings of a leader--natural empathy, persistence, vision and a willingness to grow his people. 

Learning: "What excites you the most about your job, Umesh?" I asked. "The learning of new things," was his short and simple response. Here was someone who had gone from cutting squares and rectangles and following instructions to leading a team of more than 20 people. His keen desire to learn had not only helped him to pick up the required skills but also understand the complex operational process of manufacturing. He now knew everything about sourcing of raw materials to shipping of the finished goods to the retail outlets and all the steps that go in between. 

"In your role as group leader, what is the most critical aspect of your work," I asked, expecting him to say planning, prioritizing tasks, allocation and so on. Once again Umesh completely knocked my socks off by saying, "To help others do their work as smoothly and effectively as possible." I silently chastised myself for my presumptions. 

"How do you keep track of all the orders, who is doing what and all of those things?" I inquired looking around for a ledger or something similar. He smiled and beckoned to me to follow him. I went with him to the back of the room, away from the work area to a small table in the corner. On the table was a desktop, and he showed me the excel sheet he was using to capture all the necessary workflow related information. I came back humbled and inspired.  

Here was someone unspoiled by institutionalized education. Someone who had the gumption and courage to follow through and turn his work into his passion. And embodied what Harold Jarche says: Work is learning. Learning is work. 

Although used in the context of knowledge work, I realized it applied very well to what Umesh did. He had acquired all his skills through observation, apprenticeship, feedback loops, questions and conversations. He had not been formally trained and he didn't train anyone either. He observed, gave feedback and coached. He was a natural at growing and developing people. 

I have finally done it...

I have finally done it. After months of soul-searching, rationalizing and deploying all other tactics we humans typically do when we don't want  to take a decision, I have finally done it. Taken the decision to leave ThoughtWorks. My fellow ThoughtWorkers will know why this took me months and why it's perhaps one of the toughest decisions I have ever taken...

But this post is for those who don't know ThoughtWorks. On the surface, it's a software development and consultancy firm, best known for bringing Agile to the world of s/w development. But that's only the surface. Under it, it's one of the most humane and ethical organization I have known. It's an organization where social and economic justice are not espoused as a mere formality...It's an organization driven by a desire to do right--right by its clients, right by its employees, and right by the world. I am proud to have been a part of it. A part of me I guess will always remain a ThoughtWorker.

Why did I leave you may be wondering...I had to move back to Mumbai where my family is. After years of being a weekend mom and wife, I did some soul-searching and retrospection. And I think the values instilled by TW helped. I realized I had to come back and balance out my work life and home life.

So here I am...back in Mumbai ready for a new start. I guess the prospect of looking out for a job feels a bit daunting at this point, especially after TW. Ready to start all over...Wish me luck!

10 Books from My Reading List

I have spent the last couple of months reading--reading and reflecting, scribbling random ideas in my tattered moleskine but not really blogging. My thoughts felt more scattered than usual...and I wondered if it had to do with the books I was reading. A couple of months back I made a conscious decision to move away from pure L&D, Instructional Design and Performance Consulting stuff to those which would challenge my thinking and perhaps force me to question myself and the choices I am making. I picked up some of those mentioned in the list below after reading reviews, receiving recommendations or just browsing. I haven't regretted a single choice.

I am putting up the list here to share with my friends and communities. These books have moved and challenged me, made me feel guilty and exhilarated--all at the same time, provided insights, changed how I think and have often left me feeling confused--at many levels. I am profoundly grateful to the authors for penning these...for opening up doors and windows for the likes of us.

The list for you to pursue...

1. How Will You Measure Your Life? by Clayton M. Christensen
2. Dumbing us Down by John Gatto
3. The Art of Choosing by Sheena Iyenger
4. The Social Conquest of Earth by Edward Wilson
5. On Violence by Hannah Arendt
6. Alone Together by Sherry Turkle
7. Poor Economics by Abhijit Banerjee and Esther Duflo
8. The Gifts of Imperfection by Brene Brown
9. Quiet: The Power of Introverts by Susan Cain
10. Being Wrong by Kathryn Schulz