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Embracing Innovation in Learning

Embracing Innovation in Learning

by on April 22, 2011 in blended learning, Classroom Learning, eLearning, Facilitation, Informal Learning, Innovation, Instructional Design, Leadership, Organizational Change Management, social learning

In her recent blog post Wonders or Woes of Change, Dr. Ellen Weber discusses the paradigm shift from traditional leadership to brain-powered, or innovative, leadership. This shift in leadership style can be characterized as moving from the “Do as I say” leader to the “Let’s work together to find the best solution” leader.  Leaders are beginning to move away from controlling the discussion to facilitating the discussion.

Early indications of this same paradigm shift can be seen in the learning and education arenas. We are moving, albeit in fits and starts, from traditional learning environments, where curriculum are essentially assigned to learners, to more collaborative and innovative environments where learners can self-direct their learning and participate in communities of passion.

The problem in executing this shift is not in setting up these new learning environments and communities, but rather in embracing the change. In her post, Dr. Weber asks this question:

Why is change

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Moving from Teacher to Facilitator

Moving from Teacher to Facilitator

by on January 25, 2011 in Classroom Learning, Facilitation, Informal Learning, Training Development

As a leader and teacher in the classroom and online for over 15 years, I still face the challenge of making content “real” for learners. Even with the help of the newest technology tools to communicate and educate including social media, wikis, and Google, we still need to transform our ILT classrooms and training sessions into integrated blended learning environments. So how do you keep it real? Move from being a teacher to facilitator.

It’s in your mind

One of the pioneers of adult learning theory, Malcom Knowles, explored the role of adult education and facilitation (andragogy) versus the traditional style of teaching children (pedagogy). Whereas the traditional teaching approach emphasizes the role of the teacher as the holder of the wisdom, facilitation puts the onus on the participants to become involved in their own learning process. The facilitator’s role is to introduce subjects of discussion, encourage a blend …

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