A. Existing Challenges
- Exponential Explosion of Information and Human Knowledge, change acceleration
- Science differentiation trends are stronger than science integration trends
- Overwhelming Complexity of human learning processes. Holistic nature of learning, everything is related and matters, no independent parts to “separate and conquer”
- Too many levels of human experience to consider: societal, organizational, professional, instructional, behavioral, cognitive, psychological, neurological, physiological, … to mention a few.
- Too many sophisticated learning theories, paradigms and standards developed on qualitative level only to confuse practitioners
- Huge diversity of learners’ personalities, interests, needs, preferences, backgrounds, proficiency, …
- The average attention span in 2015: 8.25 seconds, in 2000: 12 seconds
- High-level analytic and creative skills are on very high demand today but not supported by existing education and training
- Tacit knowledge (as opposed to formal, codified or explicit knowledge) is difficult to transfer to another person by means of writing it down or verbalizing it
- Facing uncertainty about What and How to learn
- Learning on your own by discovery is exciting, but wild and ineffective: you do not know what you do not know; you cannot reinvent all you need for your life/work by yourself
- Even supervised learning is ill-defined, ill-observable, and ill-controllable. It is a complex dynamic process of constructing competencies, knowledge, and skills individually, collectively, and socially through exploration, experience and communication.
- Content Authors and Providers are overwhelmed, they cannot embrace all the above challenges and desperately try to plan effective personally adaptive learning processes “manually”
- Educators are overloaded with number of students and analytics provided by technologists (which is good for researchers, but not for practicing educators to support their real-time decision-making.)
B. Known Approaches
- In theory, creating more learning theories, paradigms and standards on qualitative level to further confuse practitioners
- In common practice, ubiquitous Reductionism/Oversimplification of learning, instruction, education and training;
- most often learning is planned and executed as a linear path through content to acquire facts and information to pass tests
- creating myriads of small disconnected mobile applications, one-bite content, … without integrating them in a bigger picture
- Proven systematic approaches (such as SAT, ADDIE, …) are too slow, inflexible and ineffective in new dynamic realities
- Authors often split learning experiences down to separate concepts to acquire and sequence them mostly in a linear order
- Many high level experiences (analysis, synthesis) are ignored; teaching is often for testing, not for work, mission, society role, …
- Tacit knowledge are ignored in education and training
- Instructional Design is still subjective, informal and fuzzy Art; not objective, formal and strict Science.
- No explicit constructive and connected models of content/learning to be able to share, collaborate on, critique, improve, formalize and automate the learning practice
- No formal Quality Assurance, just empirical trials
- Audience diversity is ignored, one-size-fits-all approach is still blossomed, existing personalization is developed on the group level or as a predetermined/static personal path through concepts
- Teaching is planned manually/mentally, heuristically and superficially by story-boarding of media resources to be delivered to the learners
- Author’s suppositions/reasons/rules of planning are hidden from others and not available for sharing, comparing, evaluating, criticizing, improving,…
- Overuse of multiple choice questions causes learners’ guessing, low reliability of assessment and instructional cheating
- Most known technologies automate easy parts (linear content delivery) and leave complex parts (design, planning) for authors to do “manually”
- The popular “Adaptive/Personalized Learning” often means just pre-testing the learners to find their personal gaps to be filled in with relevant content
- Trying to reuse the Amazon/Netflix model of adaptation by recommending to a learner what has been helpful for similar learners
- The “best” of known Adaptive solutions offers a learner a predefined/static “personal Path” through bottom level concepts, not about constructing a holistic multilevel experience model
- There are plenty of relevant researches on separate facets of Adaptive Learning to patch the existing education process, but no one yet provides a cross-consistent holistic model of Dynamically Adaptive Learning, which is a necessary basis for building an entire cost-effective Platform for practitioners.
- The way the world consumes content has changed. We’re no longer content to “stay tuned for next week’s episode” and instead insist on our right to watch an entire season in one sitting
- Our expectations for the nature of content have also changed. We skip branded advertisements to spend hours consuming the authentic user-generated content we actually trust
- We’re filtering through an unprecedented volume of content. Every week the average US consumer spends 60 hours consuming content choosing from the 1.8 billion photos or videos shared, 500 million tweets posted, and the 700 million vanishing Snapchats created every 24 hours
- Consumer product manufacturers are shifting enormous budgets away from high-end national TV ad campaigns to “more authentic amateurs.” And it’s working. 99% of Revlon’s total lifetime YouTube views have come from User Generated Content. Glossy is giving way to grainy. It’s even true in Hollywood. This year, one of the most popular movies at Sundance was shot on a $550 iPhone
- Still creating heavy volumes of training content at corporate headquarters? That’s a solid plan for overwhelming trainees and guaranteeing mass procrastination
- speed up course creation and improve your training’s compliance, retention and street cred at the same time
- Increase relevance by crowd-sourcing bite-sized content from the real subject matter experts who excel at the job
- When it comes to content value, relevance, timeliness and authenticity will trump production value nearly every time. Not shocking when you consider that 92% people trust recommendations from friends and family more than all other forms of marketing
- When it comes to consuming content, size definitely matters. People have an increasingly low tolerance for content that is too long or worse, irrelevant
- Improve engagement, accountability and course materials by delivering training that embeds assessments and encourages immediate feedback. With real-time access to data that highlights what does or does not resonate, trainers can take action to improve the overall content.
- Readers share what lines of content they value the most by highlighting, and educators gain immediate feedback into what lines of content resonate most strongly with their following.
- trainers who deliver the right content in the right format will increase the value of their own training efforts and create big impacts for the business:
- higher performance demands faster training.
- Better employee retention and satisfaction
- Real business impact can only happen when employees (and customers) consume, keep and share your training content. To do that, make sure your next masterpiece is less like that glossy TV ad and more like that viral Casey Neistat video you can’t take your eyes off.
- incorporate assessments to make sure understanding, empower trainees to learn and apply that learning as fast as they can
- shifting enormous budgets away from high-end national TV ad campaigns to “more authentic amateurs”
- people can search content by themselves, so give them Objectives, Strategy and Tasks. People may find content by themselves
- So, offer training that is digital, socially accessible, authentic, personally relevant and self-paced.
D. The Future of Learning (by 2 Revolutions)
E. Are small, private online courses the future of higher education in America?
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