Conference 2010
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| Real learning in virtual worlds | |||||||||||||
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Robin Teigland, Associate Professor, Stockholm School of Economics | ||||||||||||
 Learning in virtual worlds such as Second Life is now a reality. In this interactive session, Robin Teigland discusses the current range of training and learning out there – she researches this area extensively, and has practical experience of training in Second Life herself. She will examine how virtual worlds overlap with social networks and how learning is not always directed, but often happens in other virtual world activities, such as internal communication and project meetings. - Enabling users to experience the impossible - Using online worlds to break down organisational silos - What online gaming tells us about virtual worlds - More than a cartoon: how we emulate our online avatars - The barriers to virtual world participation and overcoming them |
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| Re-thinking our obsession with evaluation | |||||||||||||
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Donald Clark, Board Member, Ufi | ||||||||||||
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In the real world, says Donald Clark, training evaluation is done because some senior manager wants a document to justify a budget. Tracy Sitzman's research shows the futility of Kirkpatrick's level 1, level 2 is usually a knowledge test of short term memory and that levels 3 and 4 rarely achieved and seldom understood. Instead, in this fast-moving world of informal learning, it's time to establish a different way of describing and measuring the value of training. - How to avoid the 'evaluation game' - The value of short pre- and post- event qualitative evaluation - Why Kirkpatrick's behaviourism fails today's organisations - Making evaluation fit the needs of decision makers - Evaluating learning in your organisation. |
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| Are we just getting in the way? | |||||||||||||
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Sharon Claffey Kaliouby, Senior Vice President, Enterprise Ireland | ||||||||||||
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There's no doubt that collaborative technologies help people learn from each other, so why aren't they a core component of the Learning and Development profession? Are the definitions and restrictions we place on ourselves getting in the way of our getting the job done? L&D's role is more than producing and disseminating courses. Sharon Claffey Kaliouby argues that social media's effect may be more revolutionary than we think: - The value of social media in learning - How those outside L&D use and define social media, regardless of age, location, and status - Will social media make L&D re-invent itself? |
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| Being smart about social media | |||||||||||||
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Neil Lasher, Chair, ASTD Global Network UK | ||||||||||||
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Social media may be the latest thing, but we shouldn't get carried away with ourselves, says Neil Lasher. It can be a great tool for learning - used correctly. It can also suck up people's time - used incorrectly. How can you tell the difference, especially when today's chit chat could turn to be vitally useful at work tomorrow? - Social Learning vs Social Environment Learning - The new, active role of the learner in all of this - What do we need to make social media-based learning work? |
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| Community is the core | |||||||||||||
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Dan Martin, Editor, BusinessZone.co.uk | ||||||||||||
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Dan Martin is chairman of UK Business Forums, with 55,000 registered users and many more unique visitors. Typically, visitors are small business owners looking for, and giving, advice. They learn a great deal from each other, but without any formal intervention. It's learning, but not as L&D knows it. - The value of giving advice away for free - How a community self-regulates - What makes a good community member |
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| Making social learning work in your organisation | |||||||||||||
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Mark Oehlert, Innovation Evangelist, U.S. Department of Defense | ||||||||||||
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Social learning sounds like a great idea. It's low cost, user-driven and natural. Yet it brings hidden challenges and new opportunities that require some new thinking. So how do you make it work? Part of Mark Oehlert's remit is helping DAU train over 150,000 students annually for the US Department of Defense, while adding social networking and learning to the mix. In this session, he draws on examples and experiences including the military, the intelligence community and the private sector and leads discussion on: - Tackling fear in learners and managers - Why promoting trust and respect is vital - Setting up social learning policies - Incorporating social learning in training design - 'E-learning redux': classroom trainers' great fear |
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