Sue McBain, team lead for the educational development team introduced
Arun Pradhan.
Used a feedback mechanism – thumbs up and thumbs down to
provide feedback on the presentation. Used menti.com to present an interactive
session.
Began with rate the importance of – to find out what topic
is on top.
Introduced a reality check with regards to change. Covid
being one challenge of many.
Trends include continued impact of digital and pervasive
data; rise of personalised customer experience, refocus on human connection and
underlying needs, rise of agility and drive to innovate, reinvent & disrupt,
FAST.
Proposed the overriding questions as ‘how do we survive the
robot apocalypse’!
Moved on to discussion the educators’ dilemma. What are the
most important skills moving forward. Robots are better are info recall and
recording, algorithms / calculations, rule based problem solving, rote/repetitive
tasks, physically demanding work.
Humans better had learning to learn and unlearn, empathy,
problem solving and critical thinking, collaboration and communication and
digital fluency/data intelligence.
Used T shaped skills as the visual – broad soft and cross-functional
expertise and deep expertise. Siloed expert has deep expertise and superficial
generalist have (or need to have) the broad soft skills. However, T-shaped people
have both.
Compared careers in the past (front loading and then
predictable career) and now/future (optional front loading and then continuous
learning to have adaptive work.
Suggested education as modular solutions, credentialing and
industry partnerships, micro-learning in the workflow, position to ‘value add’,
flexible and adaptive curriculum and focus on learning how to learn.
Discussed briefly the many myths about learning and
introduced alternative – classic, millennial/right=brained/existentialist/ gangnam
style learners – which again are myths. Debunked learning styles and the need
to be more critical about how learning is understood.
Encouraged the need to understand how to help learning by
unlocking blocks to behaviour. Attributes and dispositions are a key rather
than skills and knowledge.
Proposed knowledge as being facts and info and mental
approaches (assumptions, generalisations and concepts). Interleaved study
across several topics and spaced study (study, test, test, test) more
effective.
Recommends the minimisation of cognitive load (less content) augment facts and info, used spaced retrieval if facts and info require memorisation and use concepts and mental models (infographics, stories, metaphors).
Therefore, learn less facts but learn more mental models.
Important to construct a ‘latticework of mental models’ (Charles Munger) or an
expanded cognitive toolkit. Provided a
list of mental models including pareto principle, sunk cost, opportunity costs,
ockams razor, A/B testing, return on failure, confirmation bias, scientific
method, deliberate practice, Feynman technique, habit forming, EAST nurdge,
inversion, circle of competence etc.
Skills development based on deliberate practice (Ericsson) the
way to go. Not just 10,000 hours of doing but the ability to act on feedback
and to constantly improve.
Mindset and motivation requires helping learners finding out
-what is in it for me and the need to
foster a growth mindset (Dweck).
Environments to support continuous learning also required.
Promoted the application of design thinking for learning
design – starting with empathy, define, ideate, prototype, test and refine.
Shared how blended experiences can be designed through
engaging the learner, priming with information, applying, connecting,
reflecting and embedding. Advocated blended whould be about asynchronous vs
synchronous, collaborative vs independent and formal vs experiential.
Good overview of the state of the play on learning from a corporate point of view with a synthesis of many of the current concepts on learning brought together and applied to the challenges of the future of learning.
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