We are Living in a Smarter World
We are using Smartphones, Smarter Tablets, Smarter E-Books, Smarter selfdriving cars, Smarter Healthcare Products and so on. Smarter Technologies helps making our private and business live easier and more productive when we know what and how we can use them.
Over the last 10 years the Smarter possibilities to improve your Lifelong Learning has increased, but the human capabilities are far behind what could be achieved today. To close this gap I have developed the Superintelligence2525/Supi2525 Personet & Ecosystem which will be launched in 2020.
From my experience, I know, that we are only using 20% of the possible productivity. For me, that´s clearly not enough. Therfore I decided to develop Supi2525 Personet & Ecosystem. I hope, my Ecosystem will help you to achieve a 80% productivity private and in Business.
Supi2525 Personet & Ecosystem will give everyone who can read, listen and speak english, the possibility to improve their Personal Productivity.
The only thing you to need to succeed is Self-Discipline.
With Supi2525 Personet & Ecosystem and your Self-Discipline you can achieve an IQ from 300 in 2020.
Don´t wait to become a SUPI 🙂 and Start Now !!!
Lifelong learning is the “ongoing, voluntary, and self-motivated”[1] pursuit of knowledge for either personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship, and personal development, but also self-sustainability, as well as competitiveness and employability.
During the last fifty years, constant scientific and technological innovation and change has had profound effects on how learning is understood. Learning can no longer be divided into a place and time to acquire knowledge (school) and a place and time to apply the knowledge acquired (the workplace).[4] Instead, learning can be seen as something that takes place on an ongoing basis from our daily interactions with others and with the world around us. It can create and shapeshift into the form of formal learning or informal learning, or self-directed learning.
More:Â 29. Smarter Lifelong Learning
The Evolution of Elements, Systems and Ways of Lifelong Learning
-The Evolution of the Book More: 21 The Evolution of the Book to Personet E-Book
-Internet (Pages, Browser, Searchengines, Mediaportals, Blogs a.s.o.)
-RSS-Feeds
-Web conferencing
-Podcast (Audio and Video)
-E-Book
-Personet
-Ecosystem
Internet
The Internet (contraction of interconnected network) is the global system of interconnected computer networks that use the Internet protocol suite (TCP/IP) to link devices worldwide. It is a network of networks that consists of private, public, academic, business, and government networks of local to global scope, linked by a broad array of electronic, wireless, and optical networking technologies. The Internet carries a vast range of information resources and services, such as the inter-linked hypertextdocuments and applications of the World Wide Web (WWW), electronic mail, telephony, and file sharing. Some publications no longer capitalize “internet”.
The origins of the Internet date back to research commissioned by the federal government of the United States in the 1960s to build robust, fault-tolerant communication with computer networks.[1] The primary precursor network, the ARPANET, initially served as a backbone for interconnection of regional academic and military networks in the 1980s. The funding of the National Science Foundation Networkas a new backbone in the 1980s, as well as private funding for other commercial extensions, led to worldwide participation in the development of new networking technologies, and the merger of many networks.[2] The linking of commercial networks and enterprises by the early 1990s marked the beginning of the transition to the modern Internet,[3] and generated a sustained exponential growth as generations of institutional, personal, and mobile computers were connected to the network. Although the Internet was widely used by academia since the 1980s, commercialization incorporated its services and technologies into virtually every aspect of modern life.
Most traditional communication media, including telephony, radio, television, paper mail and newspapers are reshaped, redefined, or even bypassed by the Internet, giving birth to new services such as email, Internet telephony, Internet television, online music, digital newspapers, and video streaming websites. Newspaper, book, and other print publishing are adapting to website technology, or are reshaped into blogging, web feedsand online news aggregators. The Internet has enabled and accelerated new forms of personal interactions through instant messaging, Internet forums, and social networking. Online shopping has grown exponentially both for major retailers and small businessesand entrepreneurs, as it enables firms to extend their “brick and mortar” presence to serve a larger market or even sell goods and services entirely online. Business-to-business and financial services on the Internet affect supply chains across entire industries.
The Internet has no single centralized governance in either technological implementation or policies for access and usage; each constituent network sets its own policies.[4] The overreaching definitions of the two principal name spaces in the Internet, the Internet Protocol address (IP address) space and the Domain Name System (DNS), are directed by a maintainer organization, the Internet Corporation for Assigned Names and Numbers (ICANN). The technical underpinning and standardization of the core protocols is an activity of the Internet Engineering Task Force (IETF), a non-profit organization of loosely affiliated international participants that anyone may associate with by contributing technical expertise.[5] In November 2006, the Internet was included on USA Today’s list of New Seven Wonders.[6]
More:Â Wikipedia about Internet
RSS-Feeds
More: RSS-Feed
The RSS formats were preceded by several attempts at web syndication that did not achieve widespread popularity. The basic idea of restructuring information about websites goes back to as early as 1995, when Ramanathan V. Guha and others in Apple Computer’s Advanced Technology Group developed the Meta Content Framework.[5]
RDF Site Summary, the first version of RSS, was created by Dan Libby and Ramanathan V. Guha at Netscape. It was released in March 1999 for use on the My.Netscape.Com portal.[6] This version became known as RSS 0.9.[7] In July 1999, Dan Libby of Netscape produced a new version, RSS 0.91,[3] which simplified the format by removing RDF elements and incorporating elements from Dave Winer’s news syndication format.[8] Libby also renamed the format from RDF to RSS Rich Site Summary and outlined further development of the format in a “futures document”.[9]
RSS (originally RDF Site Summary; later, two competing approaches emerged, which used the backronymsRich Site Summary and Really Simple Syndication respectively)[2] is a type of web feed[3] which allows users and applications to access updates to online content in a standardized, computer-readable format. These feeds can, for example, allow a user to keep track of many different websites in a single news aggregator. The news aggregator will automatically check the RSS feed for new content, allowing the content to be automatically passed from website to website or from website to user. This passing of content is called web syndication. Websites usually use RSS feeds to publish frequently updated information, such as blog entries, news headlines, or episodes of audio and video series. RSS is also used to distribute podcasts. An RSS document (called “feed”, “web feed”,[4] or “channel”) includes full or summarized text, and metadata, like publishing date and author’s name.
More:Â Wikipedia about RSS-Feed
More:Â 50. Superintelligence2525/Supi2525 RSS Feed and in Feedreaders
Web conferencing
Real-time text chat facilities such as IRC appeared in the late 1980s. Web-based chat and instant messaging software appeared in the mid-1990s. The PLATO computer learning system allowed students to collaborate on networked computers to accomplish learning tasks as early as the 1960s, but the early networking was not accomplished via the World Wide Web and PLATO’s collaborative goals were not consistent with the presenter-audience dynamic typical of web conferencing systems.[8] PLATO II, in 1961, featured two users at once.[9]
In 1992, InSoft Inc. launched Communique, a software-based Unix teleconferencing product for workstations that enabled video/audio/data conferencing. Communique supported as many as 10 users, and included revolutionary features such as application sharing, audio controls, text, graphics, and whiteboarding which allowed networked users to share and manipulate graphic objects and files using simple paint tools.[10][11]
Several point-to-point and private-network video conferencing products were introduced in the 1990s,[12] such as CU-SeeMe, which was used to link selected schools around the United States of America in real-time collaborative communications as part of the Global Schoolhouse project from Global SchoolNet.[13][14]
Web conferencing may be used as an umbrella term for various types of online collaborative services including web seminars (“webinars”), webcasts, and peer-level web meetings. It may also be used in a more narrow sense to refer only to the peer-level web meeting context, in an attempt to disambiguate it from the other types of collaborative sessions.[1] Terminology related to these technologies is inexact, and no generally agreed upon source or standards organization exists to provide an established usage reference.
In general, web conferencing is made possible by Internet technologies, particularly on TCP/IP connections. Services may allow real-time point-to-point communications as well as multicast communications from one sender to many receivers. It offers data streams of text-based messages, voice and video chat to be shared simultaneously, across geographically dispersed locations. Applications for web conferencing include meetings, training events, lectures, or presentations from a web-connected computer to other web-connected computers.
More:Â Wikipedia about Web Conferencing
Podcast

In 2004, former MTV video jockey Adam Curry, in collaboration with Dave Winer – co-author of the RSS specification – is credited with coming up with the idea to automate the delivery and syncing of textual content to portable audio players.[11][12][13]
Podcasting, once an obscure method of spreading audio information, has become a recognized medium for distributing audio content, whether for corporate or personal use. Podcasts are similar to radio programs in form, but they exist as audio files that can be played at a listener’s convenience, anytime or anywhere.
The first application to make this process feasible was iPodderX, developed by August Trometer and Ray Slakinski.[14] By 2007, audio podcasts were doing what was historically accomplished via radio broadcasts, which had been the source of radio talk shows and news programs since the 1930s.[13] This shift occurred as a result of the evolution of internet capabilities along with increased consumer access to cheaper hardware and software for audio recording and editing.
In October 2003, Matt Schichter launched his weekly chat show The BackStage Pass. B.B. King, Third Eye Blind, Gavin DeGraw, The Beach Boys, and Jason Mrazwere notable guests the first season. The hour long radio show was recorded live, transcoded to 16kbit/s audio for dial-up online streaming. Despite a lack of a commonly accepted identifying name for the medium at the time of its creation, The Backstage Pass which became known as Matt Schichter Interviews[15] is commonly believed to be the first podcast to be published online.
In August 2004, Adam Curry launched his show Daily Source Code. It was a show focused on chronicling his everyday life, delivering news, and discussions about the development of podcasting, as well as promoting new and emerging podcasts. Curry published it in an attempt to gain traction in the development of what would come to be known as podcasting and as a means of testing the software outside of a lab setting. The name Daily Source Code was chosen in the hope that it would attract an audience with an interest in technology.[16]
A podcast or generically netcast, is an episodic series of digital audio or video files which a user can download in order to listen to. It is often available for subscription, so that new episodes are automatically downloaded via web syndication to the user’s own local computer, mobile application, or portable media player.[1]
The word was originally suggested by Ben Hammersley as a portmanteau of “iPod” (a brand of media player) and “broadcast”.[2][3]
The files distributed are in audio format, but may sometimes include other file formats such as PDF or EPUB. Videos which are shared following a podcast model are sometimes called video podcasts or vodcasts.
More:Â Wikipedia about Podcast
More:Â Podcasts in english I like
More:Â Podcasts in deutsch die ich mag
E-Book
An electronic book, also known as an e-book or eBook, is a book publication made available in digital form, consisting of text, images, or both, readable on the flat-panel display of computers or other electronic devices.[1] Although sometimes defined as “an electronic version of a printed book”,[2] some e-books exist without a printed equivalent. E-books can be read on dedicated e-reader devices, but also on any computer device that features a controllable viewing screen, including desktop computers, laptops, tablets and smartphones.
In the 2000s, there was a trend of print and e-book sales moving to the Internet,[citation needed] where readers buy traditional paper books and e-books on websites using e-commerce systems. With print books, readers are increasingly browsing through images of the covers of books on publisher or bookstore websites and selecting and ordering titles online; the paper books are then delivered to the reader by mail or another delivery service. With e-books, users can browse through titles online, and then when they select and order titles, the e-book can be sent to them online or the user can download the e-book.[3] At the start of 2012 in the U.S., more e-books were published online than were distributed in hardcover.[4]
The main reasons for people buying e-books online are possibly lower prices, increased comfort (as they can buy from home or on the go with mobile devices) and a larger selection of titles.[5] With e-books, “[e]lectronic bookmarks make referencing easier, and e-book readers may allow the user to annotate pages.” [6] “Although fiction and non-fiction books come in e-book formats, technical material is especially suited for e-book delivery because it can be [electronically] searched” for keywords. In addition, for programming books, code examples can be copied.[6] The amount of e-book reading is increasing in the U.S.; by 2014, 28% of adults had read an e-book, compared to 23% in 2013. This is increasing, because by 2014 50% of American adults had an e-reader or a tablet, compared to 30% owning such devices in 2013.[7]
More:Â Wikipedia about E-Book
Personet
The term personet was first used in 2020 in the publication of the Superintelligence2525/Supi2525 E-Book and Ecosystem by Friedel Jonker.
From his point of view, a Personet is a combination of the words Personal and Internet. So it´s an Personal Internet=Personet. The unique features of the Personet are the Hyperlinks witch makes the E-Book to a Personet and the possibility of Internet Independend use of the E-Book.
Superintelligence2525/Supi2525 Personet will be
introduced in 2020. This will bring every human an IQ from 300 to Desktop, Laptop, Tablet and Smartphone.
More:Â 13. From Memex (1945) to Internet (1961) to Personet (2020) to Online School (2030)
Ecosystem

The term ecosystem was first used in 1935 in a publication by British ecologist Arthur Tansley.[fn 1][7] Tansley devised the concept to draw attention to the importance of transfers of materials between organisms and their environment.[8] He later refined the term, describing it as “The whole system, … including not only the organism-complex, but also the whole complex of physical factors forming what we call the environment”.[9] Tansley regarded ecosystems not simply as natural units, but as “mental isolates”.[9] Tansley later defined the spatial extent of ecosystems using the term ecotope.[10]
An ecosystem is a community of living organisms in conjunction with the nonliving components of their environment, interacting as a system.[2] These biotic and abiotic components are linked together through nutrient cycles and energy flows.[3] Energy enters the system through photosynthesis and is incorporated into plant tissue. By feeding on plants and on one-another, animals play an important role in the movement of matter and energy through the system. They also influence the quantity of plant and microbial biomass present. By breaking down dead organic matter, decomposers release carbon back to the atmosphere and facilitate nutrient cycling by converting nutrients stored in dead biomass back to a form that can be readily used by plants and other microbes.[4]
More:Â Wikipedia about Ecosystem
Coral reef ecosystem

A coral reef is an underwater ecosystem characterized by reef-building corals. Reefs are formed of colonies of coral polyps held together by calcium carbonate. Most coral reefs are built from stony corals, whose polyps cluster in groups.
Coral belongs to the class Anthozoa in the animal phylum Cnidaria, which includes sea anemones and jellyfish. Unlike sea anemones, corals secrete hard carbonate exoskeletonsthat support and protect the coral. Most reefs grow best in warm, shallow, clear, sunny and agitated water.
Often called “rainforests of the sea”, shallow coral reefs form some of Earth’s most diverse ecosystems. They occupy less than 0.1% of the world’s ocean area, about half the area of France, yet they provide a home for at least 25% of all marine species,[1][2][3][4] including fish, mollusks, worms, crustaceans, echinoderms, sponges, tunicates and other cnidarians.[5] Coral reefs flourish in ocean waters that provide few nutrients. They are most commonly found at shallow depths in tropical waters, but deep water and cold water coral reefs exist on smaller scales in other areas.
Coral reefs deliver ecosystem services for tourism, fisheries and shoreline protection. The annual global economic value of coral reefs is estimated between US$30–375 billion[6][7] and 9.9 trillion USD [8]. Coral reefs are fragile, partly because they are sensitive to water conditions. They are under threat from excess nutrients (nitrogen and phosphorus), rising temperatures, oceanic acidification, overfishing (e.g., from blast fishing, cyanide fishing, spearfishing on scuba), sunscreen use,[9] and harmful land-use practices, including runoff and seeps (e.g., from injection wells and cesspools).[10][11][12]
More:Â Wikipedia about Coral reef
More:Â Big Story Coral Reef
IT Ecosystem

An IT ecosystem is “the network of organizations that drives the creation and delivery of information technology products and services.” [1]
Technology ecosystems are product platforms defined by core components made by the platform owner and complemented by applications made by autonomous companies in the periphery.
These ecosystems offer solutions comprising a larger system of use than the original platform owner created and solve an important technical problems within in an industry.
In successful technology ecosystems it is easy to connect to or build upon the core solution in order to expand the system of use and allow new and even unanticipated end uses.
The core firm’s product has important but limited value when used alone but substantially increases in value when used with the complementary applications. [2]
Forrester’s concept of an IT ecosystem is much more comprehensive.
The CIO is no longer just responsible for leading the “IT department.” He or she is responsible for managing relationships within an “ecosystem” comprising three types of participants: [3]
Consumers: the end-customers and users of technology within the organization.
Producers: the technology vendors, including both product and service providers
Influencers: the key stakeholders within the business that have an increasing voice over the direction and role of IT.
The boundaries between participants in the IT ecosystem are becoming less definite, leading to
many interesting complications in the role of the CIO today.
More:Â Wikipedia about IT-Ecosystem
More:Â HBR about information-technology-ecosystem-health-and-performance
Digital Ecosystem
The concept of Digital Business Ecosystem was put forward in 2002 by a group of European researchers and practitioners, including Francesco Nachira, Paolo Dini and Andrea Nicolai, who applied the general notion of digital ecosystems to model the process of adoption and development of ICT-based products and services in competitive, highly fragmented markets like the European one[8][9] . Elizabeth Chang, Ernesto Damiani and Tharam Dillon started in 2007 the IEEE Digital EcoSystems and Technologies Conference (IEEE DEST). Richard Chbeir, Youakim Badr, Dominique Laurent, and Hiroshi Ishikawa started in 2009 the ACM Conference on Management of Digital EcoSystems (MEDES)
A digital ecosystem is a distributed, adaptive, open socio-technical system with properties of self-organisation, scalability and sustainability inspired from natural ecosystems. Digital ecosystem models are informed by knowledge of natural ecosystems, especially for aspects related to competition and collaboration among diverse entities.[1][2][3][4] The term is used in the computer industry,[5] the entertainment industry,[6] and the World Economic Forum.[7]
More:Â Wikipedia about Digital Ecosystem
The Learning Ecosystem
What combination of learning methods work best for your training?
By Jimi Gipple

Intro
As one might imagine, the design, development, and implementation of an adult learning or professional learning initiative can be a complex task. To be successful, organizers are required to account for a multitude of considerations, from learning content to adult psychology to applicable technologies.
The point of this paper is not to outline the perfect training program for you. That would be impossible, and frankly a series of decisions you are more qualified to make. The perfect training depends on your audience, your content, your resources, and your culture. Instead, we aim to provide you the means to successfully navigate the learner ecosystem in its entirety. Our intentions are simple, to bring the whole learning landscape into focus. To show you what’s out there, what your options are, and what might you consider when choosing the best strategy for your learning goals.
We understand, it won’t be easy. After all, it’s still up to you to do the heavy lifting, however, understanding the learner ecosystem will undoubtedly lighten the load. You may be asking yourself, will making these detailed considerations pay off in the end? Does it really make a difference, and for that matter, is it worth the investment in quality training and education altogether? To that, we can confidently and emphatically answer yes, although we’re guessing if you’re reading this you’ve already arrived at the same conclusion. There is so much more to be gained in realizing the full potential of a successful learning platform. The proverbial treasure at the end of your learning destination is there for you to discover. This however, is your map. A tool designed to help navigate the trials and tribulations of adult learning and help you forge your own path forward towards learning success.
Adult Learning
To understand the full breadth of the learning ecosystem and to comprehend its relevance in effective educational strategy, we need to start with a fundamental component of adult learning. Adults are self-directed learners, drawing on a deep well of personal experiences and insights, driven by internal motivation that appreciates flexibility and application to the
real world.
Why is this important? Because, if this is what we understand adult learning preferences to be, and the goal is to develop an educational platform that enables these preferences, then it is the obligation of educators to push past the realm of traditional learning and employ techniques that better cater to these preferences. The more learning options or educational tools available (and your subsequent awareness of them), allows you to customize your training to the unique needs and preferences of your audience. It begs the question, what new options are available and what educational doors do they open? What role does technology play? How do you choose the right options for a particular circumstance and when might you blend varying techniques to capture the strengths of a training style to satisfy specific learner preferences? The answers to these question, of course, do not soly rely on audience preferences but are determined in combination with more tangible influences such as budget, proximity, content, and delivery. In the following section, we’ve broken down the learner ecosystem into a series of broad categories that represent different educational strategies. We’ll explore what those categories are, educational techniques within each category, and how they relate to one another.
Learner Ecosystem
You can think of the learner ecosystem as a spectrum, ranging from established formal learning practices to more ad hoc informal learning, all centered around the learners themselves. In the interest of clarity let’s establish a few definitions. Formal learning refers to an educational environment in which materials, courses, and curriculum are organized and delivered in a deliberately structured way, typically through a designated educator (teacher, instructor, instructional designer, etc.). On the other hand, informal learning indicates a more organic process, in which learning stems from naturally occurring impromptu events such as discussion, observation, or trial-and-error. It is again, important to emphasize the notion of a spectrum. Learning in the real world is not black and white, formal or informal, instead it often exists somewhere in between. That being said, as we’ll explore in the following sections, particular learning strategies do encourage learning environments with varying degrees of formality and can have dramatic effects on overall learning.
Within this spectrum, different educational strategies occupy wedges of the arc, delineating broad differences in general learning approach. From there, we can further focus in on the specific learning techniques and practices that enable those strategies. Different learning strategies and techniques may be employed to address particular conditions of your educational context. It is often the case that the best training programs utilize a blended approach in which they draw on the strengths of multiple learning approaches to best meet the needs of their unique circumstance, environment, and audience.
Traditional Learning
At the most formal end of the learner ecosystem spectrum we find traditional learning. Simply put, this the use of traditional educational tools such as documents, videos, and CDs, to teach predetermined curriculum. While learning content and courses delivered through these mechanisms are generally static and fairly rigid, they can provide a delivery method that is straight forward, efficient, low cost, and easily measurable. In addition, traditional learning is typically not very reliant on advance technologies and therefor may be useful in delivering content to an audience with significant technological barriers.
Self-Paced (Asynchronous)
A slightly less formal style of learning, although still geared towards a structured, organized, presentation of material, is the implementation of asynchronous learning content. Asynchronous refers to self-paced learning, allowing training to unhinge itself from the limitations of place and time.
Learners are supplied with interactive content distributed through non-traditional means with the intention of being consumed at the discretion of the learner. Self-paced learning presents a number of advantages that play directly off the learning preferences of adults, particularly its ability to enable self-directed learning. This can be accomplished through the distribution of multimedia, web-based courses, simulations, even mobile applications and modules designed for on-the-go learning.
To explore this notion further, we can highlight a few of these approaches in more detail:
Web-Based Course – Learning through web-based courses, also known as eLearning, is best for reaching large audiences. It is most effective when there are clear and measurable learning goals, and for tracking learners progress through a course. There is also plenty of room to customize the learning experience, leveraging different types of multimedia, interactive games, and allowing learners to participate on their own time.
Simulation – This approach provides realistic context to a learning environment, and is often used to engage learners and help them practice or prepare for real life events. Utilizing simulation for this allows the educator to have full control on the learning environment and can even facilitate training that would otherwise be impossible or too dangerous to implement in real life. It is a great way to accelerate learning though participant emotion and engagement.
Mobile Application – As the name suggests, distributing learning content through mobile devises allows learning to become mobile as well. This can be a great way to reach adult learners, who are often busy with other important responsibilities such as jobs and families. Providing the freedom to learn anywhere, on-the-go, and in short digestible lessons is the best way to reach this audience.
While self-paced learning allows participants the freedom to engage with content in new ways, this freedom often comes with more complicated technological challenges including device compatibility and connectivity. In addition, you should consider the demographics of your audience and the accessibility of the technology you plan to use. Perhaps the most significant shortcoming of self-paced learning is the absence of a human connection. This needs to be considered not only from a motivational perspective but from a content stand point as well.
Live (Synchronous)
Live or Synchronous training, is perhaps the best strategy to present an opportunity for both formal and informal learning. It is understood that synchronous training is an event that occurs at a specific point in time with the expectation that learners will be available to participate. While it does present more logistical considerations around timing and location, it provides an opportunity for learners to develop relationships, which can be a powerful tool in motivation, explanation, and morale, while being directed by a formal educator.
Often, live training is thought of as lectures, discussions, presentations, mentorship, or hands-on training (OJT), occurring in the physical classroom. While this is true, advances in technology enable us to employ these practices in a digital environment through virtual classrooms, live webinars and video/telephone conferencing.
Let’s take a closer look at a few educational approaches to outline their effect on learning:
Virtual Classroom – The virtual classroom presents an interesting opportunity to blend the benefits of in-person and technology driven education. While learning still must adhere to time restraints it presents opportunity for additional freedom in the form of location and scale. In addition, you can maintain some degree of human connection through webinars or video conferencing, strengthening relationships and emotional connection to the learning content.
Physical Classroom – Perhaps the most common form of education is teaching in the physical classroom. This allows learners and educators to get in the same room, facilitating more organic dialogue and engaging participants through physical interaction and proximity. Some audiences may simply feel more comfortable with the familiarity of classroom learning.
Mentoring – At the foundation of mentoring is learning through personal growth and relationship building. Swaying more towards the informal side of the learning spectrum, mentoring can provide a useful technique to teach delicate topics or reinforce soft skills. It is an intimate form of learning that requires a closer level of attention from both mentor and mentee, however, it has the potential to provide lasting, life-long learning to participants.
Hands-On/OJT – Typically implemented to teach processes or specific job tasks, OJT allows learners to get hands-on practice and emphasizes experiential learning. This can be a useful technique to engage participants across a wider range of learning styles and offer opportunity for kinesthetic learning. Typically taught by experts in the filed, this style often appeals to professional adult learners who tend to value practical learning with tangible benefits for career growth and investment.
As discussed, live (synchronous) learning emphasizes the relationship between learning and human connection. As we know this can have a profound affect, particularly with certain audiences and content areas. Live training, however, also introduces a number of logistical limitations, tethering education to a fixed time and location. This can even alienate some participants and prop up barriers to education and learning. As is a common theme throughout this paper, it is beneficial to consider the context of your training program. What is it that you are teaching? Who is your audience, where are they located, and what are their preferences? Taking an honest look at these factors will help you understand when live training is beneficial or harmful to your learning objectives and how to realize its full potential.
Social Learning
Approaching the informal side of the learner ecosystem spectrum is social learning. This strategy is developed around the idea of facilitating organic learning through social interaction. The application of this approach is more about providing the space for learners to communicate, than it is about specifically dictating the learning content itself. For example, social learning occurs in communities of practice, discussion groups, and user generated content, where learners can discuss, share information, and build relationships in a non-formal setting.
At the backbone of social learning is the notion of educational ownership. Participants are encouraged to interact with their peers, collaboratively work through challenges, and define their own solutions, through sharing ideas, strategies, and innovations. These social processes can, and often do, lead to incidental learning. It is important to note that the learning outcome of this, in many cases, is intangible and unregulated. As such, social learning is best geared towards high-level thinking and broader topics of discussion. The organic nature of interaction that enables the benefits of social learning, subsequently results in learning that is much harder to evaluate.
Web
Finally, at the far end of the informal learning side of the spectrum, is learning through the web. Occurring for most of us on a daily basis, simply by surfing the open web or accessing intranet sites, it is a method that has become ubiquitous in today’s digital age where “googling” something is an actual verb. We learn by tapping into the vast amount of collective information floating through the ether, from YouTube to Wikipedia, a seemingly infinite array of tutorials, guides, opinions, and advice, weaving together to form the fabric of our internet. Of course, for the most part, this information can be unsubstantiated, non-the-less, it represents a powerful tool for informal elearning and information sharing.
LMS
The strategies listed here provide you a varying degree of educational tools to draw on depending on your audience and program needs. However, picking and choosing targeted approaches is just one part of the larger picture. In application, you must think about how these approaches fit together. It requires considering delivery, administration, progress tracking, and reporting. To this end, we can refer to the final layer of the ecosystem, the learning management system (LMS).
An LMS is a tool used for structural organization, designed to provide an environment in which your content and learners may interact. As you customize your training program with varying educational strategies, you will need to consider what content should exist within the LMS and what will be delivered outside of it. Along with the rapid development new educational technologies, LMS’s are becoming increasingly capable at managing a larger breadth of the learning ecosystem. It is now possible to execute both formal and informal learning strategies that can include anything from sharing simple traditional documents to delivering complex simulations and mobile modules. You can even host live learning events and courses such as virtual classrooms and mentoring programs, or build social learning communities and discussion groups, all delivered though the LMS. Admittedly, not all LMS’s are created equal. There exists a range of products with varying capabilities at equally varying prices. The LMS that is right for you may very well depend on the strategies and learning approaches you intend to implement, however, the possibilities available can allow you to create a custom learning environment that is tailored to your organizational needs.
More:Â The learning ecosystem
4 Stages Of Edtech Integration From A Student Perspective
by Terry Heick
Founder & Director of TeachThought, humanist, technologist, futurist, failed philosopher, macro thinker extraordinaire.
More: The-integration-of-technology-in-learning
Technology can be used in the learning process in a variety of ways.
Some are supplementary, serving the original design of the classroom and usually automate some previously by-human task or process–grading multiple choice assessments, searching for a source of information, or sharing messages and other data across large groups.
But fully integrated and embedded in the learning process, technology can be transformative–and disruptive. Below the idea of technology in learning is framed in stages, from “on learning” and externally-directed, to “in learning,” and self-directed. This is not to imply that stage 1 is “bad” and that learners should always be given free-reign with powerful technology. The age of graduated release of responsibility model (show me, help me, let me), as always, holds true here as well.
Scaffolding the learning of anything unfamiliar–somehow–is a way of supporting the learner and setting them up for long-term independent success. How to use this framework isn’t cut-and-dry.
Should elementary school be stage 1, middle school stage 2, and so on? (No.)
Should all learners begin a school year at stage 1 and move as far as they can towards stage 4? (Probably not.)
Can a planned learning experience be evaluated using this framework in mind? That is, understanding which stage the planned learning experience operates within and revising accordingly? (This sounds better.)
Can schools be designed differently with this approach in mind? From teacher professional development to funding and curriculum policies? (Hopefully, yes.)
And further, how can we begin to design learning so that it automatically scales to the available technology, the technical proficiency of that learner, and the personalized learning needs of the student? (Jackpot.)
The 4 Stages Of The Integration Of Technology In Learning
Stage 1: Learners are directed in their use of technology
Asynchronous access to information and peer networks. Some ability for learner to select platform, technology, or even content. Traditional classroom learning begins to be disrupted.
Stage 2: This stage is characterized by powerful access to information, networks, and communities, but is mostly unable to leverage that access without supporting frameworks or planning.
Learners are directed in their selection and constructivist use of technology in the learning process, traditionally to accomplish purely academic tasks that are fully accessible without the technology.
Stage 3: Mobile technology erodes traditional classroom. Truly mobile learners should disrupt non-flexible curriculum.
Mobile learning experiences are inherently unpredictable, requiring varied communication, critical thinking, and aggressive resourcefulness. Standards-based academic work struggles for gravity working against this stage of technology integration.
Stage 4: This final stage of technology implementation necessitates learners to consistently self-direct critical, core components of learning experiences.
Self-direction based on curiosity and play while supported by personalized learning algorithms and the connectivity of authentic networks characterizes this final stage of technology integration. Traditional classroom learning is fully disrupted.
Way´s of Smarter Lifelong Learning with Supi2525 Personet & Ecosystem
With the new Smarter Technologies (Hardware & Software) came new way´s of Lifelong Learning. Following you find the steps how I use Supi2525 Personet & Ecosystem to explore a new Knowledge area which I like to learn:
I start with wandering through the Knowledge Network I already have created with TheBrain (1.) Then I search within Supi2525 Personet (2.) and s.o.
The Principle behind my Search Strategy is starting whith my own Knowledge Base and then broader my search until I found the Knowledge I need to understand the new Knowledge area.
During my search I create the new Knowledge Area in Scrivener and put the new Knowledge in the Context of Supi2525.
Now lets take a look at the 7 Steps of Knowledge Discovery:
1. Wander and Search the Supi2525 Ecosystem (TheBrain,..)
2. Search within Supi2525 Personet
3. Search E-Books
4. Search Podcasts (Audio and Video)
5. Search RSS Feeds
6. Search the Internet
7. Search for Books
Welcome to my Blog 🙂 Smarter Learning, Work and Healthcare 2023 