von Andreas von Oertzen

OEB 2016: Shaping the Future of Learning (English Version)

Berlin (GER), December 2016  - (by Andreas von Oertzen)

ONLINE EDUCA BERLIN’s banner is "Shaping the Future of Learning". This year’s event (OEB 2016), entitled "Own Your Own Learning", marked the twenty-second edition of the international conference on technology-supported learning and training for the corporate, education, and public sectors.


Technology Shift? Of course, but this time it's different!
Some of what experts in previous years had described as significant learning instruments of the future appear to have been rendered irrelevant. Several speakers at OEB 2016 opined that the new perspectives necessary for 21st-century learners are no longer to be found in the worn-out technology hype. When Tricia Wang, Global Technology Ethnographer & Cofounder of Constellate Data, China, stated "MOOCs suck!" in her keynote at the opening plenary, she harvested considerable approval and laughter from 2,100-plus attendees.

New values, new goals, new systems
In Germany, a lot of money is invested on education, but the results have been rather meagre because there is still no appropriate carryover into the corporate context. Michael Härtel of the Federal Institute for Vocational Education and Training (BiBB) emphasized that the driving force for change lies in the private rather than the public sector; here he was specifically referring to the numerous companies in Germany with less than ten employees. According to a survey of more than 3,000 companies, digital media are still primarily used for print material.

Artificial intelligence
The line between the creative economy, in which people still feel secure about their jobs, and mechanizable fields, in which jobs are more likely to be perceived as uncertain, is blurring. "How do we imbue machines with creativity?" The current research area of computer creativity comprises philosophy, science and engineering.

In Summary
This is not the first time that the question of ​​whether OEB would do well to include a philosophical forum has crossed my mind, but in some points I don’t have the answers to the questions of "why?" and "what for?" As in previous years, some presentations struck me as having a dramatic, sometimes almost threatening tone, demanding technology shifts, system changes, and acceleration. Are these self-fulfilling prophecies? Does humanity ultimately benefit from this pressure, or does it rather serve the needs of a system made up of several big companies and a swarm of consumers who flit from topic to topic?

At the same time, there were questioning, admonishing, and more analog voices. What will the role of the non-digital world be in the future? Terms like meditation, mindfulness, and inclusion came to the fore more than once. How dependent are we on technology? How much digital competence do the blind or illiterate require? And Tarek Richard Besold posed the general question, "How will we deal with this cognitive stuff in the future, and what is cognitive stuff in the first place?" ...

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von Andreas von Oertzen

Licht und Schatten im beschleunigten Wandel

Berlin, Dezember 2015 - (von Andreas von Oertzen)
Unter der Überschrift „Accelerating The Shift – Den Wandel beschleunigen" stand die ONLINE EDUCA 2015, die zum 21. Mal in Berlin als internationale Konferenz zu technologiegestütztem Lernen und Training für den Corporate-, Bildungs- und Öffentlichen Bereich stattfand. Dabei wurden einige der Forderungen zur Beschleunigung des "Shifts" von Anfang an mit großer Vehemenz vorgetragen. Sie reichten von teilweise bekannten Punkten wie echten End-zu-End-Verbindungen, dem richtigen Mix aus Peer-to-Peer- und Top-Down-Lernen bis hin zu  einer konkreten Vision für den Wandel, eine bessere Skalierbarkeit und mehr Einfluss für Lernexperten als Consultants.


In welche Richtung sich der zu beschleunigende Shift bewegen wird, bleibt mit Spannung abzuwarten. An manchen Stellen während der Vorträge kam einem vielleicht der Satz "When something online is free, you’re not the customer, you’re the product.", abgeleitet von Andrew Lewis’ Satz: "If you are not paying for it, you're not the customer; you're the product being sold" in den Sinn.

Offensichtlich arbeiten weltweit bereits sehr viele Menschen mit Vehemenz an dem technologischen Shift. Möglichweise schneller, als es manch einem bewusst oder lieb wäre.

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von Andreas von Oertzen

Light and shadow of technology-enhanced learning

Berlin (GER), December 2015 - (by Andreas von Oertzen) OEB 2015, the 21st edition of Berlin’s landmark international conference on technology-enhanced learning and training for the corporate, education, and public sectors, bore the title "Accelerating the Shift". In fact, the event saw some of the demands to accelerate the shift presented with great vehemence from the very beginning. They ranged from relatively well-known points such as true end-to-end connections and the right mix of peer-to-peer and top-down learning, to a concrete vision for change, improved scalability, and more influence for learning experts in the role of consultants. 
 
The direction in which the accelerating shift will go remains to be seen with anticipation.

At some places during the presentations, the sentence came to mind, "When something online is free, you're not the customer, you're the product", taken from Andrew Lewis' sentence, "If you are not paying for it, you're not the customer; you're the product being sold."

Obviously, many people around the world are already working assiduously on the technological shift - possibly even faster than many are aware of - or like.

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von Andreas von Oertzen

BUSINESS EDUCA 2014 (Artikel deutsche Version)

Berlin, Dezember 2014 - (von Andreas von Oertzen)

Zum 20. Mal fand in Berlin die ONLINE EDUCA, internationale Konferenz zu technologiegestütztem Lernen und Training für den Corporate-, Bildungs- und Öffentlichen Bereich statt. Wie in den Vorjahren wurde als thematische Komponente die BUSINESS EDUCA angeboten, innerhalb derer sich Experten aus den Bereichen HR und Organisationsentwicklung zusammenfanden, um praktische Strategien und Lösungen auszutauschen.

Co-Learning
Wollte man einen Begriff finden, der die verschiedenen Key Notes und Workshops überspannt, wäre Co-Learning geeignet. Gemeinsames Lernen, Kollaboration, erfahrungsbasiertes Lernen, Social Learning waren wiederkehrende Begriffe, die in die Zukunft des Lernens wiesen. Vergleicht man die thematischen Schwerpunkte mit den durchaus ähnlichen des Vorjahres, so ließ sich stellenweise ein gefühlter "Need for Speed" beobachten, der vielleicht eher ein "Need for Practice" war.

Sind wir tatsächlich am Ende einer technologischen Kurve nach dem S-Kurven-Konzept von Richard Foster angelangt? Sind Zugewinne des Lernens nur noch inkrementell zu verzeichnen, und sollte uns das beunruhigen? Dies beschäftigt beispielsweise Lisa Lewin, Managing Director Technology Products von Pearson. Sie schien sich fast zu sorgen, dass derzeit keine dramatischen Veränderungen in Sachen Zunahme des Lernens sichtbar würden und sehnt sich nach einer "Ed-Tech Revolution", die Big Data, große Ideen und große Wissenschaft mit einschließt.

Quantensprünge seien es, die man brauche, und es gebe Anlass zur Hoffnung, dass neue Entdeckungen in der Gehirnforschung, der Daten-, Computer-, und Lernwissenschaften die notwendigen Impulse dazu liefern werden. Während der Aufzählung der Details, zu denen auch Schlaf & Gedächtnis, Arzneimittel, Mensch-Maschine-Interaktion und "Die Grenze liegt beim Menschen" gehörten, beschleicht mich ein leiser Wunsch nach visionärer Entspannung

Zwei Trends, die bereits im Jahr 2010 von den eLearning-Veteranen Jane Heart und Jay Cross in ihrem zusammengefügten Modell "Five Stages of Workscape Evolution" festgestellt wurden, setzen sich offensichtlich fort: Informelles Lernen gewinnt weiter an Bedeutung, die Kontrolle des Lernens erfolgt stetig zunehmend Bottom-up.

Ob neue wissenschaftliche Erkenntnisse unsere Fähigkeiten für ein weit besseres Lernen tatsächlich explodieren lassen werden, sofern wir nur in die relevanten Forschungsgebiete sehr viel mehr investieren sowie einen besseren kühneren Innovationsfluss zulassen, bleibt mit Spannung abzuwarten.

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von Andreas von Oertzen

BUSINESS EDUCA 2014 (article english version)

Berlin, December 2014 - (by Andreas von Oertzen) ONLINE EDUCA Berlin, the international conference on technology-enhanced learning and training for the corporate, education, and public sectors, took place in Berlin for the twentieth time this year. As in the past, the program included BUSINESS EDUCA, in which experts came together to share practical strategies and solutions in the areas of HR and organizational development.

Co-Learning
A commentator seeking to summarize the various keynotes and workshops in a word would be well served by the term "Co-Learning". Collaborative learning, collaboration, experiential education, and social learning were recurring concepts that pointed to the future of knowledge acquisition. Comparing the priorities of the topics with last year’s, a strong similarity was obvious, leading to the perception that the once-ubiquitous "need for speed" has perhaps been overtaken by a "need for practice".

After working more than a quarter of a century with Richard Foster’s S-curve concept, have we actually reached the end of a technological curve? Can learning gains only be assessed as incremental, and - if so - should it concern us? This issue was picked up by Lisa Lewin, Managing Director of Technology Products at Pearson. She almost seemed worried that no dramatic changes in learning growth are currently visible and expressed a longing for an "Ed-Tech Revolution" that comprises big data, big ideas, and big science.

Quantum leaps are necessary, and there is reason to hope that new discoveries in brain research, as well as in data, computer, and learning sciences, will provide the necessary impetuses. During the enumeration of details, which included sleep and memory; pharmaceuticals; human-machine interaction; and "humans are the limiting factor", a gentle desire for visionary relaxation crept into me.

Two trends already discovered by eLearning veterans Jane Heart and Jay Cross in their 2010 joint model "Five Stages of Workscape Evolution" were found to have obviously continued: Informal learning is gaining in importance, and the monitoring of learning is increasingly taking place bottom-up.

Whether new scientific findings will actually lead to an explosion in the improvement of our learning skills if we just invest much more in the relevant fields of research - and permit an improved, more daring flow of innovation - remains an exciting prospect.

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