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Figure 6. 6. Specific knowledge services.
|
|
Exploring
Self-Navigation
Participating
Collecting Content
| • Content repositories | • Online communities of |
| • Learning content | practice |
| management | • Discussion forums and |
| • Performance support | chats |
| • Resource centers | • Talent directories |
| • Learning portals | • Learning communities |
| • E-books | • Instant messaging |
| • Continuous learning | • Collaboration |
| • Skills assessment | • E-mentoring or remote |
| • Pretests | coaching |
| • Online learning | • Web conferencing |
| • Virtual classrooms | • Simulations |
| • Blended learning | • Skills management |
| • Online certification | • Interaction with experts |
| • Learning management | • Online labs |
Connecting People
Informing
Guided Navigation
Guiding
in a realistic environment. Figure 6.6 illustrates examples of specific knowledge services that may be implemented within this ecology.
Conclusion
As we gain design experience with the ecology framework of network-enabled modalities (and as employees, managers, designers, and instructors also gain more experience), exciting and interesting possibilities are continually emerging. The list of new questions and need for further study is constantly growing. What are the global textures? In cultures where collectivist learning styles predominate (for example, much of Asia), are there tendencies toward different preferred combinations of ecology components (that is, components supporting collaborative learning and mentoring versus personalized content delivery)? What about presentation technologies that enable a seamless online experience as a learner navigates from one component to another? Is such seamlessness even necessary? (Is the experience of going from self-study in a library to a classroom and then to a dorm study group seamless?) As digital natives (Prensky, 2001) become increasingly the typical learner (as they inexorably will), what new modes of
The Handbook of Blended Learning
self-navigation will emerge? What will be the impact in die coming years of digital native instructors or managers? At what level is assessment properly done? Do we assess the learning effectiveness of individual components or aggregations? As content objects, industry standards, and legal protocols mature, will new businesses emerge, or will the current ones change? How will the convergence of learning and knowledge management activities progress?
As we continue to engage in designing and deploying new learning and knowledge systems under the ecology framework, we believe these kinds of questions are critical to both our technical and business issues.
References
Brown, J. S. (2000, March-April). Growing up digital: How the Web changes work,
education, and the ways people learn. Change Magazine, pp. 11-20. Brown, J. S., & Duguid, P. (2000). The social life of information. Boston: Harvard Business
School Press. Koper, R. (2001). Modeling units of study from a pedagogical perspective: the pedagogical meta-model'
behind EML. Open University of the Netherlands. Retrieved August 8, 2004, from
https://eml.ou.nl/introduction/articles.htm. Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
CHAPTER SEVEN