To better enable Learner Ownership, in the Learner journeys, we added a significant layer of self-assessment, self-reflection, social learning, and other such opportunities. These would enable the learner to personalize the process and better customize it to their needs and desires. This self-reflection would be an invaluable part of the learning process because it would help Learners to meaningful consider and apply learning and training to themselves.
Previously, little to none of our training had self-assessment or reflection involved. Now we tried to layer it in as much as we could, because we found it to enhance the Learning process and the Learners interest/ engagement. As you can see on the previous post showing the Learner Journey example. Self reflection could occur at different points and empower the Learner to better progress along their journey or inform their selection of opportunities. Some examples we used:
These elements improved the Learner's ability to take Ownership of their learning journey and make more informed learning Choices. It also provided a powerful mechanism for reflection and application. While it was not in an online ePortfolio, it had the benefit of being written or engaging and required thought and reflection from the Learner to apply.
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Another way we were challenged to deliver Learner Choice and Ownership was that training was largely viewed as a "one-time" event, that involved one fairly static engagement (training session) and little to no follow up or reinforcement. Content was delivered in singular modalities with little variation or optionality for the Learner. To address this we implemented a Learner Journey approach. In this approach, we defined multiple-modality, blended Learning engagement opportunities that the Learner could engage in at their pace and need. They could self-select and self-serve the content to suit their needs, interests, and timing. One example of how we mapped these opportunities (at a high level) is shown below: As you can see, this approach mapped a journey for the Learner that allowed them Choice in modality, level, format, and pace. It gave them Ownership of the process and put them in the driver's seat to customize their experience to their needs and desires.
Content and Learning opportunities were made easily available and accessible. Learning involved more than a single event and could be reinforced. Most importantly, the Learner could define the journey and customize it as needed. As mentioned before, in the past, our learning content was largely housed in LMS and not easily accessible after a session (whether ILT or CBT or other). Also, the content was largely developed for the "point in time" of the training itself and there was not additional Choice or Optionality available for the learner. This prevented sufficient reinforcement, but more importantly, it prevented the Learner from further engagement with the material and the potential for Learner Choice and Ownership in their Learning process. In a great informal networking with a colleague, he shared some work he was doing to utilize our company Wiki page as a means for collaboration and better sharing of goals across the company. But great networking can do (see my page on Connection), it revealed an opportunity. The company Wiki pages could be edited by anyone, and accessed by anyone within the company. It allowed for content to be shared easily and made content accessible. It could be structured to suit different needs. This presented a great opportunity to remove training and learning content from the "black box" of LMS and make it more accessible. More importantly, it created a mechanism to provide more follow-up content and engagement opportunities for Learners. We created a template, and for all learning engagements, we made a Wiki page where learners could engage with the content easily. On this page, the core content available, but also other elements of the learning journey (more about that in my next post)--pre-work, introductory material, in class tools, post-class follow ups, tools, and Quick Reference Guides (QRGs). This provided for additional Learner Choice and Ownership. They could engage more with training content. Access tools and resources in a self-service manner, and take their learning deeper or build upon their learning in different ways. Lastly, the Wiki also allowed others to share content, comments and builds. The Learners could (and do) engage with the content in the form of comments, questions and additional tools or reference material. This allowed for greater Learner Choice, and deeper opportunity for engagement. Two important tenets of the COVA Model are Learner driven Choice and Ownership. I think these are powerful concepts. Everyone learns differently and everyone is motivated differently. In a large workplace like mine, we have a large amount of diversity, multi-generational groups, different backgrounds, degrees and mindsets. To create content and learning opportunities that can meet all those needs, and prove effective would be impossible. However, in a Learner Choice and Ownership model this is more possible because the Learner drives their engagement with content. The Learner is reflective and responsive to their own experiences and needs. The Learner can move at their own pace.
I have worked to implement these concepts in several ways which I will include over the next couple of week's posts. However to begin, we had to think through the structure of our training and learning engagements. In the past, the content was largely housed in LMS and not easily accessible after a session (whether ILT or CBT or other). Training was largely assigned or even if the learner self-selected there were not a lot of choices in format or type. Lastly, learning was viewed as a single event, versus a journey. This traditional approach did not provide for Learner driven Choice and Ownership of the process. Although I was unable to fully implement a ePortfolio system in my Corporate environment, we implemented several things to address the limitations outlined above and to provide Learner Choice and Ownership. Each step will be outlined in subsequent posts! "COVA — is a learner centered active learning approach that gives the learner choice (C), ownership (O), and voice (V) through authentic (A) learning opportunities." (1) - Dwayne Harapnuik In The Art of Possibility, a famous conductor (and teacher) Ben Zander realized many of his students feared failure about their performance and their grades and thus wouldn't take risks or push themselves as far as they could with their music. So instead, he gave them all an A at the beginning of the semester on the condition that they write him a letter, as if it was already the end of the school year, and describe what they had DONE that year in line with this excellent grade, what milestones or achievements they had made, who they had become. Why did he do this? In the words of the book: "Not just in this case, but in most cases, grades say little about the work done. When you reflect to a student that he has misconstrued a concept or has taken a false step in a math problem, you are indicating something real about his performance, but when you give him a B+, you are saying nothing at all about his mastery of the material, you are only matching him up against other students. Most would recognize at core that the main purpose of grades is to compare one student against another." (2) - The Art of Possibility, Rosamond and Benjamin Zander This is similar to the Growth Mindset concept in that it encourages learning over measurement and comparison--it encourages risk taking and growth. It also highlights the benefit of of the COVA Method especially. Giving students the power to take ownership of their learning in a way that focuses not on the grade, but on the learning itself. This approach allowed the students to specify what they wanted to learn, what their goals were, and HOW they would learn this or demonstrate it. It put the control in their hands and customized their learning experience. “This A is not an expectation to live up to, but a possibility to live into.” - The Art of Possibility, Rosamond and Benjamin Zander One of things I like most about the Zanders' concept is that it enhances not only the student's possibility and self-view but also the way YOU (as the teacher or the parent or whomever) perceives him and treats him (even if subconsciously). Carol Dweck in her book Mindset: The New Psychology of Success, mentions a similar outcome of a study done where teachers were told that certain kids had received higher standardized test scores at the beginning of the school year (even though they hadn't), but by the end of the year they actually were performing better than the other students! When students can direct their learning and choose authentic experiences and ways of interacting with the knowledge as well as sharing and demonstrating that knowledge, they form a deep connection with the learning experience. They are able to find ways to leverage their strengths meaningfully and important skill for the future. This doesn't mean learners are left alone to "fend for themselves" rather, they are supported and guided by knowledgeable teachers, mentors, or experts who can help them as they seek to discover in ways that are meaningful and authentic to them. Learn more about applying COVA in the workplace by visiting my Learning Manifesto page. Sources: (1) Harapnuik, D. (n.d.). COVA. Retrieved from http://www.harapnuik.org/?page_id=6991, (2) Zander, R. S. (2014). Art of possibility: Transforming professional and personal life. Place of publication not identified: Harvard Bus Review Press. |
AuthorHi, my I a name is Lauralee Roddy. I am a working professional in the Learning and Capability space of Change Management. I have worked for over 10 years in the Energy Manufacturing industry, but in my heart have always had a love for education. I am now going to school part time to get a Masters in International Relations and another in Digital Learning and Leading. ArchivesCategory |