1. C. Candace Chou University of St. Thomas January 2011 Opportunities for Organizational Learning and Educational Training 1

2. Kolk’s Experiential Learning Cycle Do Observe Think Plan Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc., Englewood Cliffs, N.J. 2

3. Experiencing by taking in data with one’s senses Sharing and/or reflecting about the experience in order to make sense of it, Generalizing in order to develop abstraction and hypotheses from data generated by the experience Developing a new course of action as a result of the experience Apply the new learning from the experience in real-world situations Learning by Doing 3

4. Six Learnings: A framework for curricula design & evaluation ExploringCollaboratingBeingBuildingChampioningExpressing Field trip Team work Role-play presentation Case study Conversation starters Lim (2009) 4

5. Why Team-based Experiential Learning Development of relationship Disequilibrium Projection of inner self Increased speed of decision making Meta learning Creation of a safe environment while encouraging risk taking Embodiment of learning Heiphetz, A., & Woodill, G. (2010) 5

6. Comparison of Andragogy & VW Andragogy Main Concepts Virtual World Features Self-concept Being able to learn independently of an instructor or mentor. Setting own pace for learning. Availability of asynchronous technology Real-time feedback Experience Comparing novel topics to be learned with “common knowledge.” Environment that allows sharing acquired knowledge with others. (Zielke, Roome, & Krueger, 2009) 6

7. Comparison of Andragogy & VW (cont.) Readiness to learn Seeing the use of learning a skill in its immediate application. Motivation for increased skill level for use in work or hobby. Choosing what to add to virtual-world inventory Orientation to learning: learn in order to solve problems Viewing practice opportunities as problem solving. Immediate application of material to be learned. Motivation to learn: Entering voluntarily into a virtual world. Checking own progress, and re-learning if needed. 7

8. Best Practices Loyalist College Border Simulation Michelin Group IBM China HR new-hire orientation Ernst & Young auditor training Heiphetz, A., & Woodill, G. (2010 8

9. Loyalist College Canadian Border Simulation http://www.youtube.com/watch?v=PCUWcpVPtMM 9

10. Practice Interview Skills 10

11. 28% Better Result 11

12. Michelin Group Case Study A global tire manufacturer with factories in 170 countries Need to develop global standard processes and leverage best practices across the organization. The challenge was to train two hundred IS professionals in the US. 12

13. Why The bad news is that all traditional training approaches failed. – Too many concepts – Not practical – Difficult to understand 13

14. Second Life Came to the Rescue A virtual world-based program seems like a practical solution. Scenarios – A small team of people attending a scheduled course under the supervision of an instructor – A place for individual trainees to come back regularly for practice after attending the course 14

15. Scenario-Based Learning Trainees went through a sequence of three workshops first. The final step is to create a road map for developing and installing the information systems applications. Trainees engaged in interactive exercises to meet their business targets while not exceeding budget constraints. 15

16. User Feedback I understand the EA methodology (%) Second Life appropriate to learn about EA (%) Very true60.759.5 True35.638.0 Somewhat True 3.72.5 Not True00 Cost: $100,000 in preparing the training environment in Second Life. 16

17. Lesson Learned Total immersion invoked an intense gamelike passion: Trainees would not leave until they had completed all exercises. Second Life allowed Michelin’s training staff to pack a lot of interactive learning experiences within a very short amount of time, cutting training time. It is easy to create “reality” in a virtual world; hands-on workshop helped understand concepts and provided immediate feedback 17

18. IBM Recruit & New Hire Orientation 18

19. Why Provide immersive experience in IBM culture, history, and organization and promote team spirit by collaboration Developed by IBM China HR team 600 participants 19

20. Learning Activities Blue Pathway Exhibition Hall: A 3D space for candidates to review IBM history, organization, values, career development, securities, and other information. Blue Pathway Summer Island: A team-based content co-creation project. The virtual teams planned, designed, and developed contents on separate parts of the island. 20

21. Formats Synchronous meetings Access self-paced asynchronous learning materials any time Organized team-building, collaboration, and leadership- building activities that strengthened corresponding skills. 21

22. Feedback High levels of satisfaction from post project interviews Tremendous cost saving compared to real-life events Significant measureable reduction in spending required to orient new hires 22

23. 1. Simulation: Ernst & Young Cookie Factory for Auditors A global consulting and accounting company in more than 140 companies with more than $24B in revenue Experimental training exercise for junior auditors http://2b3d.net/eymovie.htm

24. Ernst & Young The Challenge – New hires spent an average of 130 hours mostly in the classroom training during the first year – Inventory observation (IO) is the essential skills – Not all new accountants master the process when they are on the ground Why 3D – Develop various scenarios to help new auditors through a 3D learning experience. 24 Graphic: http://www.brandon-hall.com/workplacelearningtoday/?p=4357

25. Ernst & Young Making the case – Conduct a pilot to address 2 questions 1.Can participants learn as much as they do in F2F classes 2.Does completing a ILE (immersive learning experience) more effectively prepare the participants than a traditional ILT (instructor-led training)? 25 Graphic: http://www.brandon-hall.com/workplacelearningtoday/?p=4357

26. The solution – Orientation – Content learning via videos, information kiosks, and interactive games – Tour the factory – Begin inventory observation process – Conclude with final compilation activity 26

27. http://www.outsourcing-journal.com/mar2009-acs.html?email011369 The Results and Lesson Learned 3-D learning better prepared new auditors Cost-effective alternative to on-site training Capture the knowledge of retiring professionals Need proper orientation and computers for staff

28. Assessment of Learner Performance Write a paper about the experience Keep a journal during the experience Create a multimedia production Peer Assessment In-world quizzes Rubrics Aldrich, 2009 28

29. References Heiphetz, A., & Woodill, G. (2010). Training and collaboration with virtual worlds: How to create cost- saving, effecient, and engaging programs. New York: McGraw Hill. Lim, K. Y. T. (April 2009). The Six Learnings of Second Life: A framework for designing curricular interventions in-world [Electronic Version]. Journal of Virtual Worlds Research, 2. Retrieved April 17, 2009 from http://jvwresearch.org/.http://jvwresearch.org/ Zielke, M. A., Roome, T. C., & Krueger, A. B. (April 2009). A Composite Adult Learning Model for Virtual World Residents with Disabilities: A Case Study of the Virtual Ability Second Life® Island [Electronic Version]. Journal of Virtual Worlds Research, 2(1). Retrieved April 17, 2009 from http://jvwresearch.org/. http://jvwresearch.org/ 29