Learning Conversations

Connectivism, a learning theory put forward by George Siemens, has been around for a few years now. Basically, it takes the view that learning is a process of making and breaking connections. Those connections can be internal (inside your brain), with other people, or with external knowledge systems (eg. Wikipedia).

Over the past 12 weeks, George and Stephen Downes have been leading a world-wide course with learners who wanted to understand and put into practice the principles of connectivism.

Wendy Drexler was one of those learners. She has concluded the course by creating a 5 minute video (also shown below) in a similar style to The Commoncraft Show. It explores how a real-life student might use connectivist principles within a particular subject area. It explains how, by using a range of tools and by making connections with other people, he can develop his own body of knowledge.

The video then asks the question: "So, why does he even need a teacher?"

In a connectivist learning environment, the teacher's role changes significantly. Rather than being the source or gatekeeper of knowledge, they become:

1. Learning Architect - putting together the big picture, helping to choose the tools, providing a sense of direction
2. Modeller - providing an example of how to learn
3. Learning Concierge - a source of information and support when required
4. Connected Learning Incubator - providing the conditions in which networked learning will thrive
5. Network Sherpa - guiding the way around the network
6. Synthesizer - pulling together collected ideas
7. Change Agent - stimulating knowledge construction

All of these are applicable in any institutionalised learning context, whether school, college, university, or the workplace.

The difference in the workplace, though, is that many consider learning to happen on the odd day when someone is sent on a training course. In reality, very little true, long term learning takes place on these. Most learning happens in the workplace itself - where your colleagues and your managers take the roles above (often unconciously).

To make learning more effective in the workplace, I would argue that we need to make those roles explicit, and develop them in managers in particular. Perhaps through something like the Learning to Learn initiative I proposed earlier this year.

So, what is the role of the external (or even internal) trainer?

Ideally, trainers would have a medium to long term relationship with their trainees. This would allow them to take on the roles above.

That long term relationship doesn't have to be face-to-face, but it must exist. Forget the idea that you can take short cuts. Good training is hard work - requiring ongoing coaching and feedback. (See article: Training - it's what you do to a dog)

The relationship can be built and supported using available mass-communication techniques - podcasts, forums, blogs. That way, when a face-to-face event does take place it will be far more valuable to the learner as they already have an understanding of the subject matter and the trainer's perspective. The face-to-face event will then be able to focus on practising skills, on coaching and on providing a stimulus towards the next element of change that's required. (See this description of the Manager-Tools conference for an example)

If we continue to treat training as a one-off activity, then we will limit its effectiveness, and thus the long term viability of the training department. (See Harold Jarche's timely warning)