Visualizing the Transition from Learning 1.0 to Learning 2.0

On the wiki page devoted to VizThink’s Visual Learning Group, Brent Schlenker asked others represent the  transition from Learning 1.0 to Learning 2.0.

I contacted Brent a few weeks ago, manifesting my interest to participate. I’ve got something brewing…

The Evolution of Workplace Learning
The Evolution of Workplace Learning

Peter Stoyko has already come up with an information graphic. It focuses on how social media/Web 2.0 tools have facilitated learning as well as how mapping and graphic/visual facilitation have facilitated learning.

I’m thinking there is a link between the two actually. I believe they feed one another somehow. I’m not sure how to formulate it yet, but it definitely has some of the following elements.

Technological improvements /  Web 2.0 technologies make it easier to:

Can you think of other links? It would most definitely help me out in developping my own information graphic.

References:

Blog Design Study

Smashing Magazine present their findings of their study of top blogs.

  • Part 1 discusses layout design and typographic settings.
  • Part 2 discusses navigation design, information architecture, advertisements and functionality (RSS-feeds, tag clouds, pagination, etc).

What Smashing Magazine has to say about their study:

We have identified 30 design problems and considered solutions for each of the problems separately. We have posed 30 questions which we would like to answer with our blog survey. Below we present findings of our survey of popular blog designs — the results of an analysis of 50 popular blogs according to Technorati’s Top 100.

Also from Smashing Magazine is their helpful post on 15 Desktop Blogging Tools Reviewed. I actually wrote this post using BlogDesk. Not too bad, just took some getting used to. I will try ScribeFire (a Firefox plugin) for my next post.

References:

The Capacity to Recall vs. the Capacity to be Resourceful

In a post entitled Brain 2.0 : eLearning Technology, Tony Karrer discusses whether or not it is more important to be knowledge-able rather than knowledgeable. The basic premise is whether or not is more important to:

  • store a bunch of information in our minds that we can recall at any time (recall), or
  • know which information to access, where to find it and how to verify it’s accuracy (resourcefulness)

This reminds me of the research methods class I took a few years back. During one of the first lectures, we learned basic statistical formulas such as alpha coefficient and chi square. Now numbers and I aren’t always friends. I can work through formulas by following instructions but it takes all my concentration to do so and I often make mistakes. I have a tendency to inverse numbers a lot too. Anyhow…

I asked the professor when would it be appropriate to use chi square as opposed to alpha coefficient (I know now that they don’t do the same thing but I’m still not clear on what it is that they do). He answered that it depended on the data and when I would have my data, I’d need to listen to the data. For the exam, all I needed to do is memorize the formulas. Oh boy. That is perhaps when I decided I’d look for a thesis topic that would lend itself well to qualitative inquiry!

I need to learn things in context. If I know why I’m learning something or I have a set use for it, I’m more likely to remember it. So at this time, I can’t remember the formulas for either. But I know that they are available online. The thing is, that right now I have no idea when to use them, nor can I assess the validity of the resource. So I got a B in research methods, lowest grade during my whole MA, but I passed, but not without developing a total aversion to statistics. How absolutely unfortunate.

Tony Karrer refers to Brent Schlenker’s There is no Brain2.0…so why Learning2.0?, where Brent evaluates the pros and the cons of the e in eLearning, something I’ve addressed in another post. He argues that:

We must better understand the learning process in order to create better content and experiences. Its not just behavior that we need to understand. We MUST understand the human brain. (link from original post)

Absolutely, we need to understand how the brain works in order to design better content. If more people did, we’d have less of these page turning eLearning course with information recall assessments at the end of them. We’d create simulations and problem-based learning courses. And if we created these types of courses, perhaps “training” would give individual tools to make contextual decisions rather then be bounded to a set script.

Now I agree with Brent that technology is an important factor and that is where the “e” comes in. However, the technology can be used to store the tools and resources (formulas, language rules, procedures, etc) that we don’t use on a daily basis so that we can concentrate on thinking.

References:

Information R/evolution

I’m almost done editing my 165+ page thesis which I’ll be defending at the end of the summer. When I look at this video, I cringe to think of what it was like to write a thesis back in the olden days!

Reference:

If an Image is Worth a Thousand Words, How Much is an Animation Worth?

Nicholas A. Christakis, M.D., Ph.D., M.P.H., and James H. Fowler, Ph.D. recently published an article in the New England Journal of Medicine entitled The Collective Dynamics of Smoking in a Large Social Network.

What is fantastic with this article published online is that there is a page with supplementary material containing an animation entitled: Dynamic Graphic Representation of a Portion of the Framingham Heart Study Social Network (pump up the volume).

I’ll admit – I didn’t read the article. My eyes are too exhausted from editing my thesis (and yet somehow I find the will to blog). However, the animation was clear enough, and though I may not have as much information as I would have had by reading the article, I believe I got the essential information that I needed, and because I’m a very visual person, was able to comprehend the message quite quickly.

If only I could have done a giant Tag Cloud of my jumbled thoughts for my thesis!

Reference:

Visual Display of Information

A few years ago, I discovered Edward Tufte, who has been writing about how to efficiently display information. Here are 2 exerpts from The Visual Display of Quantitative Information (1983) – click the images to enlarge.

Fuel Economy Standards for Autos - New York Times, August 9, 1978, p.D-2.
The Shrinking Family Doctor - Los Angeles Times, August 5, 1979, p.3.

I was thoroughly impressed with the multiple examples of clever mix of text and images. It made me reflect quite a bit on the use of images in my own presentations. Now I’ve been known to use a lot of charts, diagrams and other methods to visually display information when I make presentations or posters. Maybe it’s because I’m a visual person, but I find it really helps me understand, process… well visualize the information.

In his November 2007 blog post entitled Warning: Using the Wrong Images Can Confuse Your Learners, Tom Kuhlmann discusses the importance of using images appropriately. He starts his post off with:

To lessen the cognitive load and make your content more memorable, it’s important to use images that contribute to the learning experience rather than detract from it.

Images are powerful, as are words. There seems to be a trend about adding some kind of a visual display to words on the Web 2.0. The Tag Cloud is gaining popularity. Wordle seems to be on many web aficionados’ radar lately. Below is my wordle of The Gashlycrumb Tinies.

Wordle: Gashlycrumb Tinies

And my personal new favorite discovery is Many Eyes. Click on the vignette below to see my Dr Seuss word tree!

References:

Dropping the “e” – A Sign of the Times!

My title has recently been changed from Director of eLearning to Director, Blended Learning Strategies. Yesterday I received my new business cards and had the opportunity to hand them out for the first time today. They were well received. Actually, one of the comments was “oh, so you do more then just eLearning then?”, which is exactly the response I was looking for.

I think a few years ago, when there was the second boom of eLearning, it was strategic to have such a title. However, lately I found that it limited me more then anything, and more often then not, I was grouped with the IT people rather then the education, training and performance people. Of course I’m a bit of both, and this new title is more representative.

And perhaps also strategic. Since we can learn just about anywhere, anytime and with a multiplicity of methods, the idea of segregating the “eLearning” for the rest of the learning process is in my opinion quickly becoming outdated. A comprehensive learning strategy will have a blend of various learning solutions.