An ePortfolio is an online record of formal and nonformal learning experiences and accomplishments which goes beyond the traditional résumé form. The objective of my presentation is to look at how implementing an ePortfolio development project in an organization can permit HR professionals to have a more holistic and complete picture of the knowledge, skill and abilities of the talent within their organization.
I delivered a presentation on The eLearning 2.0 Survival Guide e Assessing the Credibility of Web Sources at the Brandon Hall Innovations in Learning 2008 conference which was held in San Jose, September 2008.
It is no surprise that integrating Web 2.0 tools to learning is an innovative practice that is catching on quickly. Pushing the Web’s potential for democratizing information, Web 2.0 social computing practices are well aligned with constructivist learning strategies. Enabling learners to develop multiple perspectives can foster analytical and critical thinking.
What is worrisome is the transition from a spoon-fed model of education to a self-directed and discovery model without reconfiguring the approach to learning. Are individuals applying fact-checking rigour to the content they access? What criteria are they using? What do they consider to be expert knowledge? Are they simply looking for other sources to confirm what theyeve found or are they actually analysing the source of the information? Are they aware that information, correct and otherwise, spreads like memes on Web?
My presentation was largely be based on research I have done for my M.A. in Educational Technology thesis which is a qualitative study of people who write blogs on training to be used in the professional development of people who work in the field. The question lies in the authority and credibility of these blogs, and by extension Web content in general.
I delivered a presentation on Designing eLearning Environments for Learning Organizations at the ISPI Montreal’s 2006 Conference, which was assisted by Lt(N) Brett Christensen & Lt(N) Jason Barr of the Learning Technology and Innovation Cell of the Canadian Forces. Since then, we have been in communication discussing the role of eLearning/Web 2.0 to support virtual communities of practice and performance improvement
As a result, I have been invited to co-animate an interactive workshop with them on the application of Web 2.0 services to training, education and operations at the Canadian Forces Training Development Branch Association (CFTDBA) 2007 Conference on May 30th, 2007.
Here is the presentation team, minus Major Lemieux who had to leave right after his part of the presentation. In this picture: Lt(N) Brett Christensen & Lt(N) Jason Barr of the CFTDC R&D Company as well as LCdr Bruce Forrester, DTEP 3 and myself.
My presentation at ISPI-Montreal’s 2006 Conference discussed A Systemic Approach to Designing Fluid eLearning Environments for Learning Organisations.
In a learning organization, a shared vision is built by linking individual and organizational performance objectives. The design of this organization’s eLearning environment must reflect this vision, empowering individuals, cultivating communities of practice and encouraging a holistic performance improvement perspective.
This presentation focuses on strategies for designing participative and collaborative eLearning environments. You will identify ways of assessing and implementing a new generation of eLearning tools that have the potential to keep learners curious, engaged, communicating and sharing, ultimately fulfilling a learning organization’s objectives.
At the end of this session, participants should be able to:
Recognize the principle requirements when designing eLearning environments for learning organizations;
Identify techniques and tools for designing networks that offer both collaborative and self-directed learning;
Describe the new generation of eLearning technologies, potential uses, strengths and weaknesses;
Select strategies for developing and implementing participative eLearning environments, and
Virtual communities of practice are environments in which individuals with similar interests can learn from one another at a distance. Learners in this case are not limited to their local peers but are able to interact and learn from those who have similar experiences elsewhere. This type of virtual community requires design and planning in order to ensure that communication flows between its participants.
Wenger, McDermott and Snyder (2002) define a community of practice as “groups of people who share a concern, a set of problems or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis”.
I presented on the subject of Rethinking Multimedia Instructional Material Design for an Equitable and Critical Pedagogy at two conferences this spring:
In Touch with Technology conference presented by the Association of Media and Technology for Education in Canada (AMTEC), Laurentian University
Pioneers in a New Age conference presented by the Canadian Association of Distance Education (ACED/CADE), York University
Summary of Presentation
There is a need for educational environments that integrate multimedia learning materials that go beyond basic thinking skills, and incorporate creative and critical thinking skills too. A complex thinking framework fosters multidisciplinary ways of understanding a topic, engaging a student’s awareness of their prior knowledge and ways of knowing, to then work collaboratively with others and develop a broader and more inclusive perspective.