Innovations in e-Learning Keynote Slides

Last month I had the pleasure of delivering a Keynote at the eight annual Innovations in e-Learning conference at George Mason University.

My talk was titled “Learning in the Era of the INSTANT Enterprise” and I explored how technology is changing both the environment within which enterprises work as well as the way individuals within the enterprise are engaging in workflow.

Here is a snippit of my talk where I set up the key question I explore as it relates to creating an Instant enterprise:


You can view the full keynote by clicking HERE:

Many of you commented that you liked the artwork in the presentation. The truth is that most of my keynotes these days are not mine, they are a collaboration between myself and Gary Zamchick, a wonderfully talented thought-partner and visualizer.

Here is are the charts for your review/download:



In following the twittersphere, it looks like I may have been overzealous in my final assertion that we “don’t need new TECHNOLOGY, or PEDAGOGY or ANDRAGOGY … we just need new THINKING….”

In hindsight, I might amend my final comment to say “BEFORE adopting new TECHNOLOGY, PEDAGOGY or ANDRAGOGY…, we FIRST need NEW THINKING…”

What do you think… How might I have better closed out this talk?

Fuqua CCMBA: What an Amazing Four Years!

Last Friday, in St. Petersburg Russia,  I taught the Culture, Civilization and Leadership course for Fuqua’s CCMBA program for the very last time.

This was a very moving day for me as it caused me to reflect on how far we have come over the last four years in creating what I believe to be a truly differentiated global leadership program at Fuqua.

Four years ago I had the wonderful opportunity to join Blair Sheppard and Bill Boulding as they set out on an ambitious journey to reinvent business education. We wanted to re-write all the rules and create a program that created leaders of consequence who deeply understood the cultural, economic and political transitions and tensions going on around the world.

The reason we believed that we needed a fundamentally different global leadership program was captured very effectively in this wonderful one-minute video:

With this vision in place Bill Boulding and I embarked on a year-long design process to create a situational learning experience aimed specifically at building the skill of recognizing and valuing cultural diversity in each region.

Our design was bold, it required that reach well beyond our comfort zones to redefine the very notion of the traditional course and to create a collaborative learning process that leveraged the residency experience itself as the primary learning vehicle.

After three years of fine-tuning thanks to the very helpful feedback of our students, I truly believe we have created a global leadership offering that is without peer. For proof, I offer up Fuqua’s “Embedded and Connected” video where the students themselves describe the experience they go through and what they have learned as a result.

As I move on to Duke Corporate Education for the next chapter in my career, I leave Fuqua incredibly humbled to have had the opportunity to be a part of this amazing program. During the three years I had the honor of engaging over 450 incredibly talented students from over 35 countries. During that time I travelled over 230,000 miles and I got to see the world through many different eyes. This is an experience that has profoundly changed my perspective on the world.

They say that the greatest way to learn is to teach. CCMBA has taught me that the greatest way to learn is from your colleagues as you jointly try to make sense of what you perceive around you.

Thank you Fuqua, Thank You Blair and Bill and thanks to all of my students for making me see the world in a completely different way…it truly has been an amazing four years!

TEDx Duke Talk is Posted!

Here is the talk I gave at TEDx Duke ” Preparing Your Children for a World you can Barely Imagine.”

Some of the images are a bit pixelated but you can get a copy of the slides in my previous post.

For those who prefer text….here ’tis:

CHART 1: TITLE
Today I want to share a VISUAL STORY about THAT MOMENT TIME when you FIRST REALIZE what it REALLY MEANS TO BE A PARENT and HOW THAT TINY SLIVER OF AN INSTANT in the RELENTLESS UNFOLDING OF TIME forever CHANGES YOUR OUTLOOK on LIFE!

Now, while I am sharing my PERSONAL FAMILY STORY …. we are all part of a big family called HUMANITY. So … in essence …. this story is really about what ALL OF US CAN DO to PREPARE EVERY CHILD to SUCCEED in a WORLD THAT WE CAN BARELY IMAGINE.

CHART 2: Eureka!
Now, I have been TEACHING for over 15 YEARS. WHY? Because, for me, there is NOTHING MORE FULFILLING than experiencing THAT MAGICAL MOMENT when another HUMAN BEING is VISCERALLY IMPACTED by the POWER OF AN IDEA.

I ADMIT IT, I am ADDICTED to EUREKA MOMENT’s

CHART 3: Grandad

In hindsight, it is NOT REALLY SURPRISING that I became an EDUDATOR. In fact I, I come from a LONG LINE of educators

This is my Grandad, Michael O’Driscoll … He was the HEAD MASTER at the LOCAL TECH-SCHOOL in my home-town of Youghal, Ireland. Everyone knew and loved my Grandad. He was a REAL PILLAR OF THE COMMUNITY.

CHART 4: Pillar
He was always TUNED IN to what was GOING ON AROUND TOWN and many, many people SOUGHT HIS WISE COUNSEL …. over a PINT OR TWO …. long after he had RETIRED FROM THE CLASSROOM

CHART 5: Passing
One GLORIOUS SPRING DAY my grandfather STEPPED ONTO THE TEE one of the LONGEST FAIRWAYS on the GOLF course in YOUGHAL. He DROVE THE BALL FURTHER than he had ever done before … and at that the VERY SAME INSTNT…. HE PASSED AWAY …. One of his close friends later related it to me this way – “Shir, he was DEAD before he hit the ground boy.”

NOW, every CLOUD has a SILVER LINING …. In this case, I TAKE SOLACE in the fact that Grandad PASSED AWAY PAINLESSLY doing something that he LOVED surrounded by his PEOPLE WHO LOVED HIM.

CHART 6: Unyielding Obsession
Grandad has this WONDERFUL WORKSHOP at the back of his house. As a GOSOON, I spent COUNTLESS HOURS with him TINKERING WITH BROKEN RADIOS or REPAIRING GRANDFATHER CLOCKS.

Through those INTERACTIONS, his passion for FIGURING THINGS OUT was passed along to me in the form of my KEEN INTEREST TECHNOLOGY.

To this day, I still remember THE MOMENT when this KEEN INTERST became an UNYIELDING OBSESSION. It was April of 2000 ….. Another BEAUTIFUL SPRING DAY ….. I was on a plane coming in to land at LaGuardia. On the final approach, I looked out the window at ONE OF THE GREATEST MARVELS of HUMAN and TECHNOLOGICAL ACHIEVEMENT EVER: NEW YORK CITY. I DISTINCTLY REMEMBER that the Empire State Building LOOKED ALMOST ALIVE as it SHIMMERED in the EARLY MORNING SUN.

And yet, despite this INCREDIBLE vista, I FOUND MYSELF CRYING UNCONTROLLABLY … I was COMPLETELY DISTRAUGHT. WHY? Because I had READ Bill Joy’s article “”WHY THE FUTURE DOESN’T NEED US” in Wired Magazine and, I IMMEDIATELY realized that I had FALLEN PREY TO THE SIREN SONG of TECHNO-OPTIMISM….. and I’d never PAUSED TO PONDER THE NEGATIVE CONSEQUENCES of technology’s RELENTLESS MARCH through the UNFOLDING OF TIME.

And thus began my DEEP DIVE to understand how TECHNOLOGY IMPACTS HUMANITY.

CHART 7: Technology Odyssey
To START WITH, I paused to ponder the TECHNOLOGY ODYSSEY that my Granddad went through DURING THE ARC OF HIS LIFETIME. He witnessed the invention of the Telephone, the Television, the Automobile, Manned Flight, Sputnik, Transatlantic Radio, Highway Systems, A MAN landing on the moon, …. He even saw the advent of the Information Revolution with Computers.

If you stop think about the AMOUNT OF CHANGE MY GRANDFATHER ABSORBED DURING HIS LIFETIME, I am ACTUALLY surprised he did not SPONTANEOUSLY COMBUST walking down main-street in Youghal as opposed to passing away ON THE GOLF COURSE.

CHART 8: CHILDREN
Now, these are my kids….Aidan’s 8 and Liam is 5….and BOTH the RESEARHER and the FATHER in me want to know ONE THING…..

CHART 9: Arc of Life
How will the ARC OF MY KID’S LIVES COMPARE to that OF MY GRANDFATHER’S?

  1. What will their TECHNOLOGY ODYSSEY look like?
  2. Will they experience MORE OR LESS CHANGE?
  3. Will they be as FULFILLED IN LIFE as he was?

And perhaps the MOST IMPORTANT QUESTION of all….WHAT CAN I DO AS A FATHER TO ENSURE THAT AIDAN AND LIAM EXPERIENCE THE FULLNESS AND JOY of life THAT MY GRANDFATHER DID?

CHART 10: 3D Rate of Change
As I dug deeper, I QUICKLY became FASCINATED by the role that TIME PLAYS in determining THE RATE OF CHANGE OF SOMETHING. Whenever we say the words … “RATE of CHANGE” … TIME ITSELF is baked into that equation…. It’s right there in the DENOMINATOR

But with each SUCCESSIVE TIME DERIVATIVE, the RATE OF CHANGE ITSELF is also CHANGING. It is easy enough for us to COMPREHEND SPEED AND ACCELERATION ….. we feel it in our CAR. But when we move into a THIRD DERIVATIVE RATE OF CHANGE ……Quite APPROPRIATELY DEFINED as JERK ….. We loose the ABILITY TO COMPREHEND IT VISCERALLY

CHART 10: Time Jerk Wormhole
Here, I’m suggesting that the TIME-SIGNATURE OF LIFE IN THE 21ST CENTURY is NO LONGER SYNCHRONIZED WITH VELOCITY OR ACCELERATION. INSTEAD, it is SYNCOPATED WITH JERK…. And as a result, TECHNOLOGY is LITERALLY jerking HUMANITY AROUND.

CHART 11: Exoskeleton
Now, BECAUSE we HUMANS ARE NOT PROPERLY INSTRUMENTED to process a THIRD-DERIVATIVE rate of change we have NOT noticed that our planet has developed a DIGITAL NERVOUS SYSTEM that CONNECTS PEOPLE AND AMPLIFIES INSIGHTS at a SPEED AND SCALE that we can BARELY IMAGINE.

Basically, the WORLD HAS WEAVED THE WEB into an ELECTRONIC EXOSKELETON that is MOVING THROUGH TIME AT a RATE OF CHANGE we HUMANS are not well equipped to DETECT.

CHART 13: DDDK
AND SO, as TECHNOLOGY STARTS to SERIOUSLY JERK US AROUND, we find ourselves facing a DIGITAL DIVIDE OF A DIFFERENT KIND. This divide is NOT about the HAVES and HAVE NOTs in terms of ACCESS. It is a divide about the KNOW and KNOW NOTs in terms of SURVIVAL.

Given that each individual’s ABILITY TO PROCESS AND STORE INFORMATION has REMAINED RELATIVELY CONSTANT OVER TIME, how do we BEGIN to BRIDGE this EVER-WIDENING DIGITAL DIVIDE?

What can we do to prepare EVERY KID for a world where:

  1. Technology is Proliferating
  2. Information is Exploding
  3. Time is Compressing
  4. Change is Accelerating

WHERE DO WE EVEN BEGIN?

CHART 14: Possible Futures
Drawing on GRANDAD’s PASSION to FIGURE THINGS out, I laid out A SET OF POSSIBLE FUTURES FACING HUMANITY:

ENSLAVED (DYSTOPIC):
In the ENSLAVED scenario TECHNOLOGY LIMITS, BOUNDS AND ATTENUATES THE FULFILLMENT OF HUMAN POTENTIAL. Technology plays a role in how we CONSTRUCT OUR SENSE OF IDENTITY. WE REDUCE OURSELVES, and MAYBE OUR DREAMS, to fit the CURRENT FORM FACTOR OF THE TECHNOLOGY. Here, Aidan and Liam SURF IN THE SHALLOWS OF THE INTERNET ERODING their CONTEMPLATIVE AND INTROSPECTIVE THINKING ABILITIES …. Opting instead to go to the ALWAYS ON ANSWER BOX when faced with a QUESTION. At the highest level, our INTERNET INDWELLING DUMBS US DOWN to a point where we a become IT LABORERS living a life of INDENTURED SERVITUDE to SERVER FARM OWNERS.

EMPOWERED (UTOPIC):
In the EMPOWERED scenario TECHNOLOGY EXPANDS, AUGMENTS, AND AMPLIFIES the HUMAN QUEST FOR FULFILLMENT. The flywheel of TECHNOLOGY PROLIFERATION and JERKINESS SYNCOPATES to open up NEW FRONTIERS OF OPPORTUNITY for Aidan and Liam. The technology serves as a FULFILLMENT SERVICE to help our children realize their BIGGEST AND BOLDEST DREAMS. At the highest level, the 1 TRILLION HOURS OF COGNITIVE SURPLUS that exists in society today is CONNECTED AND AMPLIFIED TO CREATE A BETTER WORLD FOR EVERYONE

ENMESHED (NEWTOPIA):
In the ENMESHED scenario Technology REDEFINES THE NOTION OF THE FULFILLMENT OF POTENTIAL IN A POST-HUMAN SENSE. More and more we are BRINGING INTO OURSELVES TECHNOLOGICAL AFFORDANCES that allow us to do certain things better than we have in the past. Range goes from a COCHLEAR IMPLANT, to HEART VALVES, through a SMART NANO-PILL to get better at CALCULUS, to the potential for ETERNAL POST-HUMAN LIFE by transferring THE NEURAL CORRELATES OF OUR EMOTIONS into an AVATAR in a VIRTUAL WORLD. Here it is not a QUESTION of whether or not our children REMAIN INTACT AS HUMAN BEINGS, but what NEW FORMS THEY WILL ASSSUME and WHAT FULFILLMENT WOULD LOOK LIKE FOR THESE NEW POST-HUMAN FORMS. At the highest level, the MESHING OF MAN AND MACHINE creates a NEW RANGE OF POST-HUMAN FULFILLMENT OPPORTUNITIES, but the PRICE OF ENTRY is giving up OUR UNIQUELY HUMAN IDENTITY

EXTINGUISHED (NOTOPIA):
Now, because minds are NOT OPERATING AT THE SAME CLOCKSPEED AS the ENVIRONMENT within which we OPERATE, we have an ERRANT SET OF ASSUMPTIONS about HOW LONG it takes for THINGS to HAPPEN. In the EXTINGUISHED scenario, the EARTH’s ELECTRONIC EXOSKELETON CONNECTS and AMPLIFIES the UNANTICIPATED CONSEQUENCES OF OUR COLLECTIVE ACTION FAR MORE QUICKLY than we anticipate leading to THE ERADICATION OF LIFE on Earth MUCH SOONER THAN WE ANTICIPATE

In essence HUMANITY becomes an UNFORTUNATE CASUALTY of our COLLECTIVE INABILITY to ANTICIPATE the RATE OF CHANGE of an EMERGENT CATASTROPHIC COLLAPSE

CHART 15: Touchstones
Now, if the EXTINGUISH scenario happens …. ALL BETS ARE OFF! BUT, MY BET is that we will avoid EXTINCTION … And if we do these SEVEN TOUCHSTONES I UNCOVERED may prove USEFUL in preparing EVERY CHILD for an INCREASINGLY UNCERTAIN FUTURE……

FIRST: LOVE THEM UNCONDITIONALLY:
Loving your child without condition is the most LIBERATING AND CONFIDENCE-BUILDING THING you can do. Without SELF-CONFIDENCE our children will NOT have the COURAGE OF THEIR CONVICTIONS to keep them on the RIGHT TRACK and STAY THE COURSE towards PERSONAL FULFILLMENT

SECOND: CULTIVATE THEIR CURIOSITY:
Curiosity is the underlying MOTIVATION for learning. It is the LUBRICANT for the LEARNING PROCESS and the LIFEBLOOD of PERSONAL GROWTH. Without CURIOSITY our children will STOP LEARNING. Without learning they will STOP ADAPTING…WITHOUT ADAPTATION there is little chance for SURVIVAL in a WORLD that’s CHANGING as fast as ours.

THIRD: FOSTER THEIR SENSE OF IDENTITY:
Without knowing WHO YOU ARE OR WHAT YOU STAND FOR, you are far more likely to END UP somewhere OTHER THAN where you WANT TO BE. Without a STRONG SENSE OF IDENTITY it MUCH MORE likely that our children will become ENSLAVED by technology or ENMESHED with it.

FOURTH: RESPECT THEIR SKEPTICISM:
In a world awash with information a HEALTHY SENSE OF SKEPTICISM becomes PARAMOUNT. RESPECT FOR OTHERS, even if they OPPOSE your own POINT OF VIEW, is CORE TO THE FABRIC of a JUST AND FAIR SOCIETY. Without ENSURING that the STRENGTH OF ANY CONCLUSION is equally matched by the STRENGTH OF ITS EVIDENCE, our children could quickly become CAUGHT UP in a world that LACKS VERACITY.

FIFTH: ENCOURAGE THEIR INTROSPECTION:
As the world OUT THERE Jerks us around UNPREDICTBLY, it important that the world IN HERE maintains ITS SANITY. Without ONGOING SELF-REFLECTION the likelihood of our children LOOSING THE BEARINGS OF THEIR INTERNAL COMPASS and getting LOST in a SEA OF DIGITAL DILUSSION increases.

SIXTH: INDULGE THEIR PLAYFULNESS:
Play is not the opposite of work. It is a CRUICBLE FOR CREATIVITY and a PORTAL TO NEW POSSIBILITY. PLAY also allows us to understand how to WORK WITH OTHERS and WORK THE NETWORK to accomplish a DESIRED OUTCOME. Play fuels the QUESTING DISPOSITION that every child should have in their toolbox today.
WITHOUT PLAY the joy and wonder of life are rendered IMPOTENT. Who would want their child to live in such a DULL AND DRAB world anyway?

SEVENTH: NURTURE THEIR SELFLESSNESS:
Developing a SENSE OF CIVIC DUTY and EMPATHY FOR HUMANITY is CORE to ensuring the CONTINUITY OF CIVIL SOCIETY. Without the INTRINSIC WILLINGNESS to HELP ONES NEIGHBOR the potential for our children to EXPERIENCE PERSONAL FULFILLMENT evaporates BACK into the EXOSKELETON

Chart 16: Full Circle
SO THERE YOU HAVE IT … THE SEVEN TOUCHSTONES that SPRANG FORTH from my FATHERLY ODDYSEY. It’s NOT a bad list , even if I DO SAY SO myself! Why? …… Because if I showed it to Grandad, he’d probably say “THAT MAKES SENSE TO ME … IT IS WHAT I’D DO IF I WERE YOU”

And so, AFTER ALL OF THIS, we COME FULL CIRCLE to the UNIVERSALITY OF HUMAN TOUCHSTONES, IRRESPECTIVE of the TIME we LIVE IN

Chart 17: Sorry !
So, please ACCEPT MY APOLOGIES for DRAGGING YOU through the ANGST OF MY PERSONAL ODDYSEY …… In HINDSIGHT, I probably should have just KEPT ALL OF THIS TO MYSELF ; )

HOWEVER, I DO HOPE that my story MOTIVATES you to WORK HARDER at doing WHAT YOU ALREADY KNOW you SHOULD BE DOING as a PARENT.

And for ALL OF US here TODAY, lets PROMISE OURSELVES to HIT AT LEAST ONE OF THESE TOUCHSTONES to help a CHILD WE KNOW succeed in a WORLD WE CAN BARELY IMAGINE, LET ALONE PREDICT.

Chart 18: Thank You!

GO RAIBH MILE MATH AGAT!

TEDx Duke was Fantastic

Just back from a jam-packed day at TEDx Duke. The speakers were fantastic, insightful and inspiring.

Here is a picture someone took of me as I riffed about the Third Derivative Rate of Change (Jerk) and how technology is literally Jerking Humanity around.



Many of the folks who came up to me after my talk mentioned how cool the graphics were. This talk was a CO-CREATIVE ENDEAVOR between myself and my friend Gary Zamchick who is a phenomenal visual talent.

As promised, here are the charts I used so you can see what I mean!


All in all a GREAT day……I hope Duke does it again next year!

Learning in 3D Galleys Done and 3DTLC this Week

Karl Kapp and I got the galleys for the book yesterday. It looks GREAT!

Here is a look at the cover:

BookCover

On Wednesday at 3DTLC I will be doing a Chapter by Chapter Highlight and cover 4 or five cases to demonstrate how early adopters are leveraging 3D to improve their competitive position in the market.

Here is a short rundown of the Chapters:
Part I: Exploring the Possibilities
The first part of this book revolves around three words: Progress, Problems, and Possibilities.

Chapter 1, Here Comes the Immersive Internet, answers the following questions: What is the Immersive Internet, and how is it impacting the businesses that the learning function serves? It describes how Immersive Internet technology has progressed to a point at which it is beginning to redefine both society and industry. This chapter also examines how business-as-usual is becoming “business unusual” as a result of the convergence of four technology vectors that are driving the business environment towards the creation of new economic platforms based on social production.

Chapter 2, Learning to Change, answers the following questions: What is wrong with the learning function’s current approach to addressing business unusual, and why must it change? It describes the problems that a modern-day organization faces due to its inability to adapt and change as rapidly as the environment within which it operates. This chapter also highlights the growing disconnect between the learning needs of the modern-day enterprise and the ability of the traditional learning function to address them.

Chapter 3, Escaping Flatland, answers the following questions: What is 3D learning, and why is it better suited to meet the needs of business unusual? It explores the possibilities of a new learning paradigm that is enabled by the same Immersive Internet technologies that are revolutionizing business. This chapter also introduces two vignettes that compare a “Flatland” 2D learning experience to an immersive and engaging 3D learning experience.
As was the case in building a house, once the possibility space has been explored, the next step focuses on architecture.

Part II: Building a Blueprint
The second part of this book revolves around three words: Principles, Archetypes, and Examples.

Chapter 4, Architecting Learning Experiences, answers the following questions: What are the 3D learning design principles, and how are they applied to create a 3D learning experience blueprint? It describes the key design principles required to build engaging 3D learning experiences. This chapter also presents a comprehensive 3D learning architecture that can be applied to create a blueprint that ensures alignment and balance in the design of compelling 3D learning experiences.

Chapter 5, Designing by Archetype, answers the following question: How can learning archetypes be applied as building blocks in the design of engaging 3D learning experiences? It describes eleven learning archetypes that form the basic building blocks for creating 3D learning experiences. This chapter also presents comprehensive definitions of each archetype and provides examples of how the building blocks can be applied to create compelling 3D learning experiences.

Chapter 6, Learning from Experience, answers the following questions: Who has successfully designed 3D learning experiences, and what can be learned from their experience? It describes nine case studies of successful 3D learning experience designs and maps these designs back to the archetypes that were used to create them.

As was the case in building a house, once the blueprint has been created, the next step focuses on execution.

Part III: Breaking New Ground
The third part of this book revolves around three words: Process, Adoption, and Rules

Chapter 7, Overcoming Being Addled by ADDIE, answers the following question: How does the traditional ADDIE process change when it is applied to create 3D learning experiences? It describes how the existing ADDIE process must be augmented to address the nuances associated with analyzing, designing, developing, implementing and evaluating 3D learning experiences.

Chapter 8, Steps to Successful Enterprise Adoption, answers the following question: What key steps are required to drive adoption of 3D learning experiences within the enterprise? It describes the steps required to drive adoption of 3D learning experiences by mapping them to the diffusion of innovation attractiveness criteria: Relative Advantage, Compatibility, Complexity, Trialability, and Observability.

Chapter 9, Rules from Revolutionaries, answers the following questions: Who else has successfully driven 3D learning adoption, and what can be learned from their experience? It presents four essays from front-line revolutionaries who share their insights on how they changed the rules and convinced their organizations to adopt 3D learning.

Part IV: Just Beyond the Horizon
The final part of this book revolves around one word: Future.

Chapter 10, Back to the Future, answers the following questions: What’s next for 3D learning, and what will things look like in 2020? It describes a maturity model that argues that immersive technologies will evolve from learning to eventually encompassing all work activity and how you can move your organization toward that eventuality. It also presents two essays that envision the future of 3D learning from two of the industry’s leading visionaries.

In short, the ten chapters in this book can be summarized in ten simple words: Progress, Problems, Possibilities, Principles, Archetypes, Examples, Processes, Adoption, Rules, and Future.

Look forward to sharing my insights with you at the conference!

See y’all in San Jose

Metanomics: Book Overview and 3DTLC

PHEW, Nice to be back. Finally getting around to an update. Things have been incredibly busy of late. Plus have been setting up another blog for a course I am doing at Fuqua so my blogging attention/allocation was pretty much spent. All good stuff though ; ).

Rob Bloomfield was kind enough to have be back on Metanomics again at the beginning of the month. We delved into the core chapter of the book that Karl Kapp and I wrote on Learning in 3D (out in January) and we talked about how 3DTLC is shaping up for September.

metanomicsbook

You can check out the video by clicking HERE:

For the main event Margaret Regan who is President and CEO of the FutureWork Institute. Margaret was kind enough to let us write a case on her comany’s work with 3D applied to Diversity and Inclusion.

This video of FutureWork island is a GREAT example of how the thoughtful application of 3D technology can create a powerful 3D Learning Experience.

OK back to figuring out the 3DTLC show lineup. It is shaping up to be a very cool couple of days in San Jose BTW so sign up NOW!

3DTLC 2.0 in San Jose Sept 23-24

3dtlc2.0

Well it is official. Chris and Tonda have asked me to MC 3DTLC 2.0 in San Jose in September. Those of you who managed to make it to the first show know first-hand the energy that we managed to create. Please tell ALL your friends.

Submission deadline has been extended through end of week so please consider sharing your wisdom with the community.

Call for speakers link is here

I sincerely hope to see you all again in San Jose.

Learning in 3D Book is DONE!

June 1 was my one year anniversary at Fuqua. How quickly a year passes. It was also the day that Karl Kapp and I turned in our 3D Learning Manuscript to Jossey Bass.

When we started out we said we would hold each other accountable to keeping the book under 200 pages. Oh well, here it is….all 403 pages.

bookpic

It is due out in January 2010 and we will have a website and 3D Community space to go along with it.

We are not final on title yet but it will be something along the lines of:

Learning in 3D: Adding a New Dimension to Enterprise Learning and Collaboration

Here is an overview of the chapters from the Preface.

Part I: Exploring the Possibilities

The first part of this book revolves around three words: Progress, Problems and Possibilities.

Chapter 1, Here Comes the Immersive Internet, answers the following question: What is the Immersive Internet and how is it impacting the businesses that the learning function serves? It describes how immersive Internet technology has progressed to a point where it is beginning to redefine both society and industry. This chapter also examines how Business-as-Usual is becoming Business Unusual as a result of the convergence of four technology vectors that are driving the business environment towards the creation of new economic platforms based on Social Production.

Chapter 2, Learning to Change, answers the following question: What is wrong with the Learning Function’s current approach to addressing Business Unusual and why must it change? It describes the problems that the modern day enterprise faces due to its inability to adapt and change as rapidly as the environment within which it operates. This chapter also highlights the growing disconnect between the learning needs of the modern-day enterprise and the ability of the traditional learning function to address them.

Chapter 3, Escaping Flatland, answers the following question: What is 3D Learning and why is it better suited to meet the needs of Business Unusual? It explores the possibilities of a new learning paradigm that is enabled by the same immersive Internet technologies that are revolutionizing business. This chapter also introduces two vignettes that compare a “Flatland” 2D Learning Experience to an immersive and engaging 3D Learning Experience.

As was the case in building a house, once the possibility space has been explored, the next step focuses on architecture.

Part II: Building a Blueprint

The second part of this book revolves around three words: Principles, Archetypes and Examples

Chapter 4, Principled Design, answers the following question: What are the 3D Learning Design Principles and how are they applied to create a 3D Learning Experience Blueprint? It describes the key Design Principles required to build engaging 3D Learning Experiences. This chapter also presents an a comprehensive 3D Learning Architecture that can be applied to create a blueprint that ensures alignment and balance in the design of compelling 3D Learning Experiences.

Chapter 5, Designing by Archetype, answers the following question: How can learning archetypes be applied as building-blocks in the design of engaging 3D Learning Experiences? It describes eleven Learning Archetypes that form the basic building blocks for creating 3D Learning Experiences. This chapter also presents comprehensive definitions of each archetype and provides examples of how the building-blocks can be applied to create compelling 3D Learning Experiences.

Chapter 6, Learning from Experience, answers the following question: Who else has successfully designed 3D Learning Experiences and what can be learned from their experience? It describes nine case-studies of successful 3D Learning Experience designs and maps these designs back to the Archetypes that were used to create them.

As was the case in building a house, once the blueprint has been created the next step focuses on execution.

Part III: Breaking New Ground.

The third part of this book revolves around three words: Process, Adoption, and Rules

Chapter 7, ADDIE in 3D, answers the following question: How does the traditional ADDIE process change when it is applied to create 3D Learning Experiences? It describes how the existing ADDIE process must be augmented to address the nuances associated with analyzing, designing, developing, implementing and evaluating 3D Learning Experiences.

Chapter 8, Accelerating Adoption, answers the following question: What key steps are required to drive adoption of 3D Learning Experiences within the Enterprise? It describes the steps required to drive adoption of 3D Learning experiences by mapping them to the Diffusion of Innovation Attractiveness Criteria: Relative Advantage, Compatibility, Complexity, Trialability and Observability.

Chapter 9, Rules from Revolutionaries, answers the following question: Who else has successfully driven 3D Learning adoption and what can be learned from their Experience? It presents four essays from front-line revolutionaries who share their insights on how they convinced their organizations to adopt 3D Learning.

The final part of this book explores what lies ahead for 3D Learning.

Part IV: Just Beyond the Horizon

The final part of this book revolves around one word: Future.

Chapter 10, Back to the Future, answers the following question: What’s next for 3D Learning and what will things look like in 2020? It describes a maturity model that argues that immersive technologies will evolve from learning to pervade the enterprise and encompass all work activity. It also and presents two essays that envision the future of 3D learning from two of the industry’s leading visionaries.

In short, the then chapters in this book can be summarized in ten simple words: Progress, Problems, Possibilities, Principles, Archetypes, Examples, Processes, Adoption, Rules and Future.

This book could not have been possible without all the help from the pioneers in this field who shared their insights and time selflessly to help us make this tomb the best it can be.

Karl and I really hope that it contributes to the field by helping organizations cross the chasm more quickly so that we can get on with committing to the obvious: The Immersive Internet will have a profound impact on how we live, work and play over the next 5000 days.

Video of my UT Austin Virtual Worlds Keynote

The good folks at UT Austin were kind enough to post a video of my Keynote from the Virtual Worlds Conference they hosted a few weeks back.

For those of you who were at other Keynotes or Presentations I have done recently (Enterprise Ireland, LSU Virtual Worlds, Training Conference, Federal Virtual Worlds Consortium and Training Leadership Summit) much of what I cover here should be familiar.

For those of you who would like to see slides separately here is the slideshare:

What’s on Your Mind?

“What are you thinking about?”

This is a question we all hear a lot, and certainly for me, having ADD it is a very difficult one to answer. That is because if I pause to consider the carbon-based twitter stream between my ears at any given time, it looks a whole lot like this:

twtrcld

If I want to have a bit more of longitudinal view, say over the past few months, I can (and I often do) run a blog stream analysis. That, today, looks like this:

blgcld

These Wordle generated tag clouds probably do a better job of telling me what is on my mind that I can myself.

Taking this static view to the next level, imagine that I could do this in real time. Imagine (thanks to Blue Man Group for the idea) that I could walk around with a real-time tag cloud above my head that was visible to everyone.

It would look something like what I have mashed up in the video below, and – as in real-life – it takes a few seconds for the virtual brain to really kick in ; )

I have written about how competency based modeling is collapsing of its own weight as a talent management mechanism within the enterprise. You can read my spew-draft on that here.

In a fully digitally mediated world where information is the currency, individuals are the transport mechanism, interaction is the transfer mechanism and insight is the outcome, the need for real time tag clouds that render explicit what people know and do will be essential.

new value chain

Once virtual worlds mainstream and avatar mediated work environments become the norm, transparency of capability and reputation will be afforded within the environment (as it is today in games) and we will have a far more effective and efficient way to coalesce capability around endeavor.

Back to my book now…..yes I was procrastinating….it is what writers do….after all I have a whole 13 days before d-day ; )

Follow

Get every new post delivered to your Inbox.

Join 26 other followers