e-Learning 2.0: Surveying Learner Participant TechnoProfile

Social Networking: Surveying Learner Participant TechnoProfile

I have been fine-tuning a survey tool to gauge the TechnoProfile of the target learning audience in social learning, networking, collaboration and Learning 2.0 environments. I call it “Learner TechnoProfile.” The survey design is based on my discoveries from social learning sessions, (ASTD handout) client projects and my research “in helping learners apply their learning” or Micro-Learning Impacts in social networking context. I also used the ideas presented by Charlene Li and Josh Bernoff Growndswell, (2008).

My goal is to understand the participants better and develop a strategy based on my findings.

Premise 1: Shifting from Web 2.0 tool dependencies

Implementors of Learning 2.0 tend to rely on the tools available to them, e.g. Blog, Wiki, Search, etc. without first understanding the behavior of their participants or learners. It’s like buying a pain killer off-the-counter to cure all pains. Learning 2.0 is not a pain killer for all types of learning problems.

(1) The first step is understanding “the current state of behavior” (Techno-Profile) of participants, then develop and apply the appropriate tools to implement in the social networking environment.

(2) Second step is to nurture the network of participants from one form of behavior to another. It is possible that many learners prefer to watch videos or read content and are reluctant to interact or make comments. In this case designing social learning content to appeal to this audience is the initial phase; eventually the participants can be coached or enticed to provide comments or ranking, or other forms of behavior.

Premise 2: Understand participant learning behaviors (a) before exposure to and (b) while in social networking environments.

I devised the questions to cover our typical understanding of a learner in a current condition. Current, meaning traditional methods of learning, e.g. classroom and e-Learning approaches. See “Learning Framework of SCL" (Social & Collaborative Learning.) I then juxtaposed and superimposed the behaviors that Li and Bernoff (2008) utilized. See the descriptions of “Technographics Ladder” from Li and Bernoff.

Premise 3: Social Networking Trainer, Facilitator and Leader Needs

I added an element that relates to questions on what trainers, facilitators and leaders want to accomplish in social networks and Learning 2.0, or in accomplishing learning and training using Learning 2.0 and Web 2.0 tools. It occurred to me that we need a questionnaire for trainers and leaders or those responsible in facilitating and implementing Learning 2.0. Without knowing this group’s preferences, interests or needs (business or personal) we are missing a key element in the implementation process. The primary interests behind these questions have to do with “what tasks Learning 2.0 facilitators” can accomplish in Learning 2.0. The questions may provide insights on what types of Web 2.0 Widgets we can develop to help trainers, facilitators, and leaders accomplish their goals. For example, I have been tracking networking interactions and sociograms as a way of providing leaders with tools to better understand the networks that they manage or nurture.

NOTE: The survey below is a draft and is undergoing editing and testing.

e-Learning 2.0 and Performance Survey

Learning in Social Networking and Learning 2.0 Environments

Part I – Learning Behaviors

Please select which of the following describe your behavior(s). You can choose more than one answer.

As a participant or learner in classroom sessions:

[ ] Listen mostly to presenter or lecturer
[ ] Prefer to be an audience rather than active participant in discussions
[ ] Learn well by listening, watching presentations
[ ] Learn well by watching videos
[ ] Learn well by reading hand-outs
[ ] Actively participate in discussions
[ ] Actively involve in games and exercises
[ ] Actively involve in simulation
[ ] Ask questions to presenters and trainers
[ ] Ask follow-up questions to trainers after the session
[ ] Ask advance questions to trainers before the session
[ ] Ask trainers and coaches for one-on-one conversations
[ ] Contributes by providing examples and illustrations
[ ] Offer to help others in the session
[ ] Make yourself available to others who may need help
[ ] Express your opinions and ideas freely in discussions
[ ] Share freely your comments on trainer presentations or ideas
[ ] Get together with other participants after sessions

Part 2 – Social Networking Behaviors

Please select which of the following describe your behavior(s).

You can choose more than one answer.

As a participant to social networking sites, I would like to:

[ ] Publish a blog
[ ] Publish my own Web pages
[ ] Upload video/slideshow you created
[ ] Upload content or presentations you created
[ ] Upload or link to e-Learning course you created
[ ] Write articles or stories and post them
[ ] Post ratings/reviews of discussions, content and products
[ ] Comment on someone else’s blog
[ ] Contribute to online forums
[ ] Contribute to/edit articles in Wiki
[ ] Use RSS feeds
[ ] Add tags to Web pages or photos
[ ] “Vote” for Web sites discussions
[ ] Maintain my profile in a social networking site
[ ] Visit social networking sites
[ ] Read Blogs
[ ] Watch video or presentations posted by other users
[ ] Listen to podcasts
[ ] Read online discussions
[ ] Read participant ratings and reviews
[ ] Seek others who can help with learning problems
[ ] Seek others to help with project needs
[ ] Seek others to help with jobs or opportunities
[ ] Seek others to have an on-going in-depth conversation
[ ] None of the above behaviors

Part 3 – Trainer, Facilitator, Network Leader Needs and Functions

Please select which of the following describe your behavior(s).

You can choose more than one answer.

As a trainer, facilitator or leader in training and learning social networking sites I would like to:

[ ] Learn what learners/participants want to know more about
[ ] Know what topics participants find the most useful
[ ] Know what problems participants want solutions for
[ ] Learn how learners prefer to learn
[ ] Learn how learners apply solutions on the job
[ ] Know what learning methods learners/participants prefer
[ ] Learn the medium and delivery that learners/participants prefer
[ ] Learn the work and learning situations of learners/participants
[ ] Provide learners/participants engaging content
[ ] Provide learners/participants ways to interact and learn from content
[ ] Provide learners/participants ways to interact with trainers, leaders, and others
[ ] Obtain feedback and ratings on quality of content
[ ] Obtain feedback and ratings on quality and depth of interactions
[ ] Obtain feedback and ratings on quality and depth of network relationships
[ ] Create and publish content for learners/participants
[ ] Use social networking as blended with other sessions, e.g. Webinar, classroom
[ ] Use social networking as pre and post classroom or Webinar participant interaction tool
[ ] Use social networking for learners/participants to seek out coaching opportunities
[ ] Use social networking for learners/participants to assist others and be coaches
[ ] Use social networking small groups to assist each other in projects or problem-solving or collaboration
[ ] Learn how to evaluate the value of social networking to impact performance
[ ] Learn how to help participants measure or gauge contribution of social learning activities to job results
[ ] Learn how to help participants measure or gauge contribution of social learning activities to personal learning and growth
[ ] Learn how to obtain timely feedback from participants

I would be interested to get your comments and suggestions.

Ray Jimenez, PhD
http://www.vignettestraining.com/
http://www.trainingpayback.com/

"Helping Learners Learn Their Way" "Helping Learners Apply Learning"

PLE - Personal Learning Environment - supporting learning as a lifestytle

This is a slideshow of Graham Attwell which I thought covers
some of the essentials what PLE (Personal Learning Environment)
will continue to present opportunities for a new way of learning.

View Upload your own

Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"

References: eLearning Guild Online Session: How to Integrate Social Networking to Impact Learning and Performance Dec. 13, 2007

Welcome to the Session. The following are the references for the December 13, 2007 Session.

Download the 25-Page Special Report and Framework Graphics.

Plus PowerPoint file, the three framework graphics.

1. Basic 2-3 minutes video on "What is Social Networking" - By CommonCraft
   What is Social Networking? What is Social Bookmarking? What is RSS? What is a Wiki?
   
2. The Technical Side of Social Networking, 2-3 minute video
   
3. Outsourced Brain
   
4. P.L.E. Personal Learning Environment
   
5. Jobs and Careers in Social and Collaborative Learning
   
6. Digital Natives, What they Do
   
7. The Future: Amazing Challenges, 2-3 minute video
   
8. Teaching Machines
   
9. Is Web 2.0 a Bubble?
   
10. Printing Pizza, Brewing Coffee and Receiving Mail in Your PC
    
11. Advance Software in Web 2.0 Visualization - C Dragon

Please let me know if I can help you further.

Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"

Boiling It Down to Valuable and Useful Knowledge

Many pundits of Web 2.0, Social Networking, e-Learning, training and education are raising the issue about people's inability to process information overload. Some solutions may come from having better software and processes. I am skeptical about our over reliance on software to address this challenge.

Is there a methodology or thinking process that can help people train themselves to think critically and manage massive information and get to the end results?

Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"

The iPod Video & e-Learning Looking Glass

The holidays are coming and I must find a justification for buying (as a gift to myself) the iPod Video. Currently, I am enjoying my 40 Gig iPod for music and have downloaded hundreds of my favorite songs. The cool thing about iPod is the way I can organize, listen, and purchase music anytime I want. I can personalize my iPod. I’ve also added audio books and have now tested Podcasting files.

I am however, amazed with how my fellow trainers respond to technologies in this case the iPod. I once asked a group of participants in a workshop about their reactions to the iPod. Only a few have actually experienced using it. But after showing the group how the iPod works, a couple of people had very strong feelings about how trainers are losing control over the learning process. The question raised was: how do we know if they are really studying? How can we track progress? And for e-Learning, how do implement SCORM (an electronic method of passing completion data of participants from one) so we know if they have completed the training?

Raising the question on losing control is very valid and this should be answered and a solution should be developed. However, it is better to ask the question: what can the iPod video do to improve ability of our learners to learn or perform on the job? And do we take advantage of this if the tool has the potential to solve a training or performance problem?
Answers to these questions may dwarf our concerns for control.

Here are some possible approaches.

1. Producing videos for iPods follow a different paradigm. Although the video production process is the same, the learning consideration is different. Videos should be very short, no more than one minute.
2. Use iPod video for highly motivational, high-celebrity, presentations. And you may need to zoom a little more on faces of people. I am sure there are other applications. iPod video is also good for highly changing content or event driven content, i.e.
   
3. Use iPod video not just for learner training, but also for client, customer and even sales presentations. (But it may be not a good idea to loan your iPods to clients – smile). Clients could view product demos, features and functions, or a message from your top executive on a new change in the business.
4. Blend iPod video lessons with e-Learning, classroom, and coaching sessions. In an integrated blended training delivery, viewing an iPod video lesson may distribute iPod videos as assignments. This will provide learners more flexibility for them to study materials.

If you have done applications of iPod video with your training, please share your story. Please email to rjimenez@vignettestraining.com.


Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"

How To Stay In Touch With Online Learners When Traveling

Topics this issue:
1. How to stay in touch with online learners while traveling
2. Featured presentation: “Directing e-Learning“
3. Long-distance management of your learners

1. How to stay in touch with online learners even when traveling
Doctors aren't the only ones who need to be "on-call". There are many instances when online learners need to have their questions answered by a mentor while in the middle of their "learning". However, if the mentor is traveling a lot, how can he or she stay in touch?

We can learn some effective techniques from some "globe trotters":

• Set a regular time for participants to contact the mentor by phone, emails and instant messaging.
  
• Announce the different methods learners can contact the mentor and clearly state your return call or response time policy and follow it.
  
• Use instant messaging as a "prompt" or (indication) that the mentor is present.
  
• Choose frequent teleconferencing over infrequent video conferencing.
  
• Pick the web collaboration tool where you and the participants can share files, share ideas and post comments and allow networking with your community of learners.

By the way, if you still think that instant messaging is just for kids, stop. IBM's Lotus Notes and Yahoo Enterprise version now provide organizations with Instant Messaging capabilities. New cell phone models also have instant messaging function.

2. Featured Presentation: “Directing e-Learning“
You will need Real Media player to view this presentation. Go to http://www.real.com/products/player/index.html/ to download your free player.

3. Long-distance management of your learners
Register for the Blended e-Learning Workshop. Learn how to create your own prototype e-learning project and ways to manage it, even while you are traveling.

Be an e-Learning Architect member to gain access to more flash and interactive presentations, articles and announcements. To register, please click here: http://www.vignettestraining.com/register.htm

Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"

The iPod and What We Can Adapt in e-Learning

Topics this issue:
1. The iPod and what we can adapt in e-Learning
2. Featured slideshow: “Interactivity“
3. Using the best media mix for your e-learning project

1. The iPod and e-Learning: What can we adapt?
Apple's CEO Steve Jobs preaches that the iPod is revolutionalizing the way people listen to music and audio books (Newsweek, July 26, 2004).

The iPod had become an icon, a status symbol, an important part of one's life. It is an extension of their personality.

An iPod is primarily used to access one's own personal music collection; now it is the latest tool for learning.

Duke University will distribute iPods to its incoming freshmen as part of an experiment to motivate both faculty and students to think creatively about using technology in education and campus life. The iPods will be pre-loaded with related content as information on orientation and the academic calendar. Students will also be able to download faculty-provided content.

The gospel of Duke University and Steve Jobs accomplishes three things:

1. It makes it easy for technology to be friendly, cool and hip
2. It will be ubiquitous, becoming a part of our everyday landscape
3. It will make the learning tool portable, self-paced and easy to use

Upon closer review, why would the iPod succeed in the learning environment? On top of being cool, the iPod has a lot of hard drive space (20-40 gigabytes) and has the ability to store, share and play ebooks.

It has the ability to access information quickly, enabling the user to:

1. build their own play list
2. shuffle files
3. search files
4. index files
5. bookmark favorites

2. Featured slideshow: “Interactivity“
This slideshow explains why there is a need for interactivity so that learners can have control over their learning, much like how an iPod owner uses it according to their preference. To see more Vignettes, slideshows and presentations, visit http://www.vignettestraining.com/ela/ela.htm, register to be a Member and login.

3. The Search Function as a Coaching Tool
In the Blended e-Learning Workshop you will learn how technology impacts e-learning programs. Hurry! Seats are limited to 12. Check out the schedules near your area: http://www.vignettestraining.com/workshops/index.htm

Register now and get the chance to own 10 Flash interactivities!

Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"