The Art & Science of Learning – Détails, épisodes et analyse

Changing careers or building a business can be daunting, and it requires learning many new skills and being creative. In this episode, my guest is one of my former professors from the Harvard Graduate School of Education who has inspired me in the work that I do now as a workplace learning consultant. We discuss how she built a successful learning evaluation business, became a Harvard professor, and now established herself as a successful children’s book author. Dr Ilona Holland shares how limitations can be the mother of invention and the importance of looking for voids as you build the career of your dreams. Dr. Ilona E. Holland is an educator and award-winning children's author who inspires readers to ask questions and see the world with awe. Ilona spent over a decade of her professional life teaching at the Harvard Graduate School of Education. In addition, she conducted evaluations for PBS producers of programs like Martha Speaks, CyberChase, Where in the World is Carmen Sandiego, WordGirl, and Wild Kratt’s. Since retiring, she spends most of her time writing for children and visiting schools all over the world. Ilona’s titles have won state and national recognition and awards. Her first book, Buddy Bison’s Yellowstone Adventure is included in United Through Reading, a program that reaches 100,000 military families around the globe. Ilona’s other books have received first place awards given by the Delaware Press Association and the National Federation of Press Women. Her work has also been featured in Ed Magazine and her first book was selected as one of Hoda Kobt’s favorites. Ilona E. Holland Ed.D.: https://ilonaeholland.com

As new technologies like AI, are disrupting the way we work, there is an increasing need for effective ways to integrate these innovations into workflows. Learning to use new technologies effectively is a primary focus of learning teams around the world. But how can we quickly and proactively adapt to new technologies? McKinsey & Company’s Research & Innovation Learning Lab values developing capabilities that enable teams to stay current with their ever-changing landscape of emerging tech and lead through changes in the future. In this episode, I speak with two learning design experts who have developed a dynamic approach to fostering a culture of continuous learning and innovation with emerging tech, all within existing constraints. Sam Lee was a Learning Design Expert at McKinsey & Company at the New York City office and has recently transferred to Microsoft. With over a decade of experience in workplace learning domains, she has served in learning design and product leadership roles to design, scale, and innovate learning journeys for a global audience, focusing on future-ready digital leadership and tech skills. Sam is passionate about merging learning science and emerging technologies like AI to enable hyper-personalized learning experiences at scale. Veronica Gomez is a learning design expert passionate about learning science and co-creating joyful learning experiences. She leads global design projects for some of McKinsey’s large learning initiatives and programs. Gomez has a master’s degree in educational technology and complements that with her psychology and web design background to build human-centered experiences that strive for equitable access to learning. Sam Lee’s LinkedIn Profile: https://www.linkedin.com/in/junghwasamleeny/ Veronica Gomez’s LinkedIn Profile: https://www.linkedin.com/in/veronicagomezatencio/ Future-proof L&D’s capabilities: three questions can guide your team toward fluency in emerging technologies (ATD Magazine): https://www.td.org/content/td-magazine/future-proof-lampdrsquos-capabilities

What attributes impact an individual’s performance in the workplace? My guest in this episode addresses this with a technology he developed that uses an objective way to understand what knowledge, skills, motivation, perception, collaboration, information flow, and leadership attributes each individual has. Combining this unique data set with customer data and HR data, to understand what really contributes to profit and revenue from a workforce perspective. Patrick Veenhoff is the Founder and CEO of Outlier Lab in Switzerland. He has been exploring the question, of what behaviours drive performance, for 25 years. He has developed software helps people optimize their learning in the workplace. His approaches delivered a 25% increase in lead generation, a 10%-win ratio improvement through better collaboration, and a 30% sales enablement cost reduction. Patrick founded Outlier Lab to help people become the optimal version of themselves. He performs empirical research on behavioural indicators and holds a master's degree in business administration. His work has received multiple industry awards, most recently for "Best Use of Learning Analytics to Impact Business Performance". Patrick is a sought-after speaker and chair, engaging with audiences in over 50 events worldwide. Links: Patrick Veenhoff: https://www.linkedin.com/in/patrickveenhoff/ Outlier Lab: https://outlierlab.io LinkedIn: https://www.linkedin.com/company/theoutlierlab/ Email: patrick.veenhoff@outlierlab.io

Robotics clubs have become a popular way of teaching young people how to program and also a fun way to inspire students into STEM subjects. However, it is not always easy to attract diverse students to robotics and ensure that it is a good learning experience for everyone. In this episode we discuss one inspiring teachers’ experiences and tips to building a successful robotics club.

 

Marc Aristotle de Asis is a teacher in Vancouver Canada and earlier this year his robotics club came in first place at the provincial robotics competition, qualifying for the world championships. Marc is a teacher who goes above and beyond to not only teach his students, but also to inspire them to push their limits and reach for the stars. Marc is currently working on his doctorate at the University of British Columbia, specializing in education leadership and policy. Having started in engineering, Marc went on obtain an MPhil in math education from Cambridge University and has worked as a math, physics, robotics and religion teacher at several school in British Columbia, Canada.

 

Robotics Club Resources:

FIRST

https://www.firstinspires.org/

 

FIRST British Columbia

https://firstroboticsbc.org/

 

FTC: Share and Learn (Great group for supporting coaches & mentors.)

https://www.facebook.com/groups/FTCShareAndLearn

In an increasingly fast paced world, the ability to learn effectively is the most important skill. Throughout a person’s life they are expected to have several careers, some of which may be unimaginable when they were going to school. Lifelong learning is an essential part of the modern world. But what does lifelong learning really look like? Mostly people take courses or spend time learning a new skill when they need it, either for their current job or to train for the job they want. In this episode we will discuss why this model needs to change and how we all need to think about lifelong learning as constant capacity building. What does this mean for the individual, educational institutions and workplace learning? My guest today is a leading expert in developing new types of educational systems to meet the opportunities and challenges of the 21st century.

 

Prof Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education. His research spans emerging technologies for learning, infusing technology into large-scale educational improvement initiatives, developing policies that support educational transformation, and providing leadership in educational innovation. Chris has received many awards for his contribution to the field. To just name a few, in 2017 he was named as one of the top 25 edtech innovators of the past 25 years by the Consortium for School Networking, and in the same year he received the Outstanding Contributions to Research in Immersive Learning Award by the American Educational Research Association. In 2011 he was named a Fellow of the American Educational Research Association. Chris was also recognized by Harvard University as an outstanding teacher, something I was lucky to experience first hand during my master’s degree. Chris shares his wealth of knowledge with his students not only in his very popular classes but also as a mentor. Having Chris as my supervisor during my masters, and working on one of his research projects, paved the way towards my doctoral studies. I’m very happy to be speaking with Chris in this episode about the ideas from his most recent book The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy.

 

Prof. Chris Dede: https://www.gse.harvard.edu/faculty/christopher-dede

 

Book:

The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy https://www.amazon.com/60-Year-Curriculum-Christopher-Dede/dp/0367821273/ref=sr_1_1?crid=DZ1OXS45ZE9X&dchild=1&keywords=the+60+year+curriculum&qid=1603032011&sprefix=the+60+year+c%2Caps%2C173&sr=8-1

 

Blogposts:

Dede, C. (2020). Advising your children about learning in the era of the new abnormal. (Blog) https://silverliningforlearning.org/advising-your-children-about-learning-in-the-era-of-new-abnormal/

Dede, C., & Richards, J. (2020). Preparing students for a lifelong disruptive future: The 60 Year Curriculum. Evolllution May 19, 2020 https://evolllution.com/revenue-streams/extending_lifelong_learning/preparing-students-for-a-lifelong-disruptive-future-the-60-year-curriculum/.

Dede, C. (2020). Remote learning and stone soup. (Blog). https://learningpolicyinstitute.org/blog/remote-learning-and-stone-soup

Dede, C. (2020). Necessity is the father of transformation. (Blog). https://silverliningforlearning.org/necessity-is-the-father-of-transformation/

 

Silver Lining for Learning:

https://silverliningforlearning.org/

The role of technology in formal educational institutions has been gradually changing over the decades, with a lot of debate on the impact and the way technology should shape teaching and learning in the future. The 2020 pandemic suddenly changed everything. Around the world, from one day to the next, with no preparation or training, millions of educators and students switched to fully online learning, integrating several technologies into the school experience. Although emergency online learning is not an ideal that anyone should aspire to, the same way no one would recommend teaching someone to swim by throwing them in the turbulent ocean, but there are many valuable insights to be gained. This is one of two episodes in which we dig deeper into one school and one university’s experience of emergency online learning, how they managed the challenges, and what they learned along the way.

Dr David Hornsby is a Professor of International Affairs and the Associate Vice-President of Teaching and Learning at Carleton University in Ottawa, Canada.  David has lived and worked in South Africa and the UK and is an honorary professor at Wits University in Johannesburg and University College London. David holds a PhD from the University of Cambridge and has published widely spanning the social and biological sciences. He is a recognized scholar having been the recipient of teaching and research awards and is currently the Vice-President of the International Studies Association.

 

Dr David Hornsby: https://carleton.ca/npsia/people/david-j-hornsby/

 

Twitter: https://twitter.com/DavidJHornsby

Towards a Pandemic Pedagogy: power and politics in learning and teaching

https://www.researchgate.net/publication/341113230_Towards_a_Pandemic_Pedagogy_power_and_politics_in_learning_and_teaching

Guest recommendation:

Teaching to Transgress

https://www.amazon.ca/Teaching-Transgress-Bell-Hooks/dp/0415908078

The role of technology in formal educational institutions has been gradually changing over the decades, with a lot of debate on the impact and the way technology should shape teaching and learning in the future. The 2020 pandemic suddenly changed everything. Around the world, from one day to the next, with no preparation or training, millions of educators and students switched to fully online learning, integrating several technologies into the school experience. Although emergency online learning is not an ideal that anyone should aspire to, the same way no one would recommend teaching someone to swim by throwing them in the turbulent ocean, but there are many valuable insights to be gained. This is one of two episodes in which we dig deeper into one school and one university’s experience of emergency online learning, how they managed the challenges, and what they learned along the way.

 

Elmwood School is an independent K-12 day school for girls in Ottawa, Canada. Elmwood is accredited at all three levels of the International Bachelorette Programme and 100% of the graduates are accepted to leading universities around the world. In terms of technology, Elmwood is at the forefront of integrating the latest educational technologies into their teaching and learning. James Whitehouse is the head of Elmwood School and also teaches grade 12 IB history. Previously, James was Deputy Head of the Middle and Senior School for seven years at Elmwood. Before coming to Canada, James was Assistant Head at Seven Kings High School in Redbridge, London, UK.

 

James Whitehouse: https://www.elmwood.ca/about/leadership

Elmwood School: https://www.elmwood.ca/

Book:

Grasp: The Science of Transforming How We Learn

https://www.amazon.com/Grasp-Science-Transforming-How-Learn/dp/0385541821

With many children spending more than 40 hours every week in front of “screens”, what is the impact of growing up immersed in this media world? Educational media is a growing industry, but there is no regulation for what can be labeled as educational. How can parents and educators identify quality educational material? To discuss the research and practical insights on what good educational media and technologies entail, I am joined by a leading expert in children’s media.

 

Harvard Graduate School of Education (HGSE) Senior Lecturer, Joe Blatt is Faculty Director of the Technology, Innovation, and Education program. He has received HGSE’s highest faculty honor, the Morningstar Award for Teaching Excellence. As Joe was one of my professors during my master’s degree, I know first hand what an inspiring teacher he is, and his courses are extremely popular among students every year. Joe’s research and teaching focus on the effects of media content and technology on human development, learning, civic behavior, and informal learning. Joe has created television series and interactive media for many types of informal learning environments. He was the executive producer of Scientific American Frontiers, and made documentaries for NOVA, and close to 100 other programs for public broadcasting. He also advises major media and technology companies, including Sesame Workshop, the Chan-Zuckerberg Initiative, and Google.

 

Joe Blatt: https://www.gse.harvard.edu/faculty/joseph-blatt

 

Resources Discussed:

Common Sense Media: https://www.commonsensemedia.org/

Tap, Click, Read: http://www.tapclickread.org/

Computer science skills are in high demand and teaching children from a young age has become a priority for many countries. As computer science is becoming a part of the core curriculum, and equipping more children with computer science skills a priority, there are several challenges that emerge with respect to equity and participation.

Dr. Laura Larke is a postdoctoral associate and teaching fellow at the MIT Teaching Systems Lab, affiliate of Harvard University’s Berkman Klein Center for Internet and Society, and associate editor at Policy & Internet. Laura is a qualitative researcher and social theorist interested in equity and power in K-12 computer science education. She was previously a postdoctoral researcher at the Oxford Internet Institute and completed her PhD and MSc in the University of Oxford’s Learning & New Technologies Research Group. Currently Laura is working on two National Science Foundation-funded projects at MIT, both focused on broadening participation and success in K-12 computer science education and she is also co-teaching the Learning, Media, and Technology Seminar at MIT.

 

Dr Laura Larke: https://tsl.mit.edu/team/laura-larke/

Twitter: @DrLarke

Resources Discussed:

 

Book: Ain’t No Makin’ It by Jay MacLeod

https://www.amazon.com/Aint-Makin-Aspirations-Attainment-Neighborhood/dp/0813343585

MIT Teaching Systems Lab

https://tsl.mit.edu/

MIT App Inventor

https://appinventor.mit.edu/

Sctratch

https://scratch.mit.edu/

Some of the most advanced learning technologies are used in training healthcare professionals. However, healthcare professionals working in rural areas of low- and middle-income countries often don’t have access to such resources. What does workplace learning look like for healthcare workers in some of the world’s most underserved communities? How can their learning experience be improved so they can provide the best healthcare possible?

Professor Niall Winters is professor of education and technology at University of Oxford. His research examines the design, development and evaluation of technology enhanced learning programmes for healthcare workers in low resource setting in the Global South, particularly in Kenya. He is co-Director of the Learning and New Technologies Research Group at Oxford University’s Department of Education and formerly Deputy Director of Research and Director of MSc Education (Learning & Technology). Niall was involved in established the Global Centre on Healthcare and Urbanisation at Kellogg College at Oxford University and he has consulted for UNESCO, Department for International Development and the NHS. On a personal note, Niall was also one of my doctoral supervisors who taught and guided me through my PhD at Oxford.

 

Links:

Prof Niall Winters: http://www.education.ox.ac.uk/people/niall-winters/

Lecture: Technology in Global Healthcare Training https://www.youtube.com/watch?v=WbbSYKfbvMA

Twitter: @nwin