Index
Italicized page numbers indicate figures and tables.
A
academic environments, 111–121
applications in, 112–116, 113
components in, 116–120
faculty development resources blueprint, 139–143
future trends and challenges, 128–129
life-long learning goals and, 120–121
access methods, in learning environment design process, 56–57, 72
Adams, Abigail, 131
adaptive learning, 125
Adler, Richard, 95
analytics, future focus on, 127
assembling, in learning environment design process, 27, 28, 55–60
determining learner access methods, 56–57, 72
envisioning look and feel, 58–59
incorporating learner-friendly functionality, 57–58
launching environment, 59–60
self-directed learning and, 90
attention, in self-directed learning, 79, 81
assessing strength of, 86
design tools for, 89, 90
tactics for strengthening, 87
B
badging strategy, 14, 126, 128
Bersin, Josh, vii
blended learning hub
in academic environment, 112, 113
as learning environment strategy, 10–11, 16
blueprints, for learning environments, 133
for carving collaboratory, 144–147
creating in design process, 42
drafting of, 28–30
for faculty development resources, 139–143
for sales team onboarding resources, 134–138
business environment, future learning trends and challenges in, 123–127
business goals, in learning environment design process, 30, 36, 38
C
call and response. See social learning
Campbell, Gartner, 114
carving collaboratory, blueprint for, 144–147
case studies. See blueprints, for learning environments
categorizing and tagging, in curating process, 53–54
certification programs, in academic environment, 129
collaboratories in academic environment, 112, 113
carving blueprint, 144–147
future learning and, 124–125
as learning environment strategy, 13–15, 16
communities of practice, 23
community of learners
managing of, 103–106
nurturing of, 64
components, of learning environments, 2–9
development practices, 4, 7
experiential learning practices, 4, 8
in learning environment design process, 29
people, 4, 6
resources, 4, 5
in sample blueprints, 135–137, 140–142, 145–146
self-direction and motivation and, 4, 8–9
training and education, 4, 6–7
connections
in academic environment, 113–114
in curating process, 55
in self-directed learning, 89
constructivist courses, in academic environment, 113
context. See performance context
contextualizing
in curating process, 54–55
in academic environment, 129
for self-directed learning, 89
copyright, checking of, 50, 52
cultivating, in learning environment design process, 27, 28, 61–67
establishing leadership, 62–63
evaluation measures, 65–68, 67
improving environment over time, 63–64
keeping environment fresh, 64–65
nurturing community, 64
curating, of learning environment, 15–16, 16, 17, 27, 27, 48–49, 72
in academic environment, 114, 115, 118
categorizing and tagging, 53–54
contextualizing and highlighting, 54–55
environment pruning and refreshment and, 64–65
filtering, 49–52
making connections and generating discussion, 55
for self-directed learning, 89
custom context, in learning environment design process, 54
D
Davison, Lang, 75–76
developer readiness, in social learning, 107
development practices
in academic environment, 119
as components of learning environments, 4, 7
in learning design framework, 20
in learning environment design process, 34, 51
in sales team onboarding resources blueprint, 137
developmental relationships. See social learning
discussion, generating in curating process, 55
discussions boards, quality check of, 51
E
ecosystems, for learning, 21–22
Emelo, Randy, 91
emotional engagement, self-directed learning and, 82
employee development, future focus on, 127
engagement, in self-directed learning, 79, 82–83
assessing strength of, 86
design tools for, 89
future focus on, 126
tactics for strengthening, 87
“environment conducive to learning,” 23–24. See also learning environment
envisioning, in learning environment design process, 27, 27, 30–42
crafting blueprint, 42
defining purpose and performance context, 34–39, 36
determining needs, 31–34
getting to know learners, 39–40
solidifying topic and scope, 40–42
e-portfolios, 119
experiential learning practices
in academic environment, 119–120
as components of learning environments, 4, 8
in learning design framework, 20
in learning environment design process, 34, 51
in sales team onboarding resources blueprint, 137
F
faculty development resources, blueprint for, 139–143
filtering, in curating process, 49–52
finding, in learning environment design process, 27, 27, 43–47
Fink, Dee, 111
focus groups, used in learning environment design process, 44
“folksonomies,” 54
Foreman, Steve, 22
framework, for learning environment, 17–19, 20
future trends and challenges
in academic environments, 128–129
in business environments, 123–127
implications of, 129–130
G
gamification, self-directed learning and, 83
goal-setting approaches to instruction, learning environment design contrasted, 35–36, 36
Gottfredson, Conrad, 53–54, 70
H
Hagel, John, 75–76
Hart, Jane, vii, 92
higher education. See academic environments
I
individual factors, in social learning, 98
program design for, 99–100
informal learning, 75–76.
See also self-direction and motivation intention, in self-directed learning, 79, 80–81
assessing strength of, 86
design tools for, 89
tactics for strengthening, 87
interactions. See social learning
Interface Design for Learning (Peters), 59
Internet of things, 125–126
Internet resources
checking accuracy of, 47
confirming of links, 50
finding of, 45–46
see also curating, of learning environment
J
job role context, in learning environment design process, 54
K
knowledge exchange in academic environment, 112, 113
as learning environment strategy, 11–12, 16
knowledge resource sites, in academic environment, 115
L
launch methods, for environment, 59–63
leader development, in future, 127
leadership, establishing for learning environment, 62–63
learners
characteristics of, 32–34
characteristics of, in sample blueprints, 134–135, 140, 144–145
empowering and trusting of, 71
learner-friendly environments and, 57–59
in learning environment design process, 28–29, 39–40
readiness and social learning, 106
resource location and, 46–47
learning and development (L&D) evolution of, vi–ix, viii
future academic trends and challenges, 128–129
future business trends and challenges, 123–129
futures roles, 129–131
learning coaches, in future, 130
learning ecosystems, 21–23
learning environment, 1–2, 23–24
components of, 2–9, 4
curating of, 15–16, 16, 17
defined, 2
future trends and challenges, 123–131
related ideas, 21–22
learning environment design, ix–x
benefits of, xviii–xix
challenges of, x–xiii
framework for, 17–21, 20
resources for, xix, 131
learning environment design process, 21–22, 25–73
assembling, 27, 28, 55–60
cultivating, 27, 28, 61–67
curating, 27, 27, 48–49, 72
drafting of blueprint, 28–30
envisioning, 27, 27, 30–42
finding, 27, 27, 43–47
principles of, 71–73
project management, 68–69
learning environment strategies, xiii–xiv, 9–15
blended learning hub, 10–11, 16
collaboratories, 13–15, 16
example for salespeople, xiv–xv, xvi
knowledge exchange, 11–12, 16
resources portal, 12–13, 16
loose ties, of people, 101, 105
M
Malamed, Connie, 59
mapping, for self-directed learning, 89–90
mobile learning, 125
“moments of need,” 70
MOOCs (massive open online courses), 111–112, 113, 119
Mosher, Bob, 53–54, 70
motivation. See self-direction and motivation
O
open education resources, 128–129
open wikis, in academic environment, 115–116
organizational factors, in social learning, 98
program design for, 100
readiness and, 108
outcome measurement, in future, 126
P
people in academic environment, 118–119
as components of learning environments, 4, 6
in learning design framework, 20
in learning environment design process, 33, 51
in sales team onboarding resources blueprint, 136
performance context
focusing on, 71–72
in learning environment design process, 28, 34–39, 37, 41–42
in sample blueprints, 134, 139–140, 144
performance environment, in learning design framework, 18–19
personalized learning, 23, 125
Peters, Dorian, 59
pillars, of self-directed learning, 77–78
assessing and shoring up of, 85, 86, 87–88
attention, 79, 81
engagement, 79, 82–83
intention, 79, 80–81
motivation, 79, 79–80
relationships, 79, 83–84
self-awareness, 79, 82
space and time, 79, 84–85
portals in academic environment, 112, 113
in learning environment design process, 29, 56–57
as learning environment strategy, 12–13, 16
problem-based learning, in academic environment, 119–120
project management, 68–69
publicity efforts, for learning environment, 60
purpose, of learning environment in learning environment design process, 34–39, 36
in sample blueprints, 134, 139, 144
statements of, 15–16, 17, 38–39
Q
quality checks. See reviews and evaluations
R
real-world projects, in academic environment, 119–120
relational factors, in social learning, 98
program design for, 100
relational readiness, in social learning, 107
relationships, in self-directed learning, 79, 83–84
assessing strength of, 86
design tools for, 79
tactics for strengthening, 88
see also social learning
resource handbooks, 57
resources
in academic environment, 118
as components of learning environments, 4, 5
finding, in learning environment design process, 27, 27, 43–47
identifying new, 63–64
in learning design framework, 20
in learning environment design process, 33, 51
in sales team onboarding resources blueprint, 135–136
see also curating, of learning environment reviews and evaluations, of environment, 61
in learning environment design process, 65–68, 68
quality checks, 69–71
Rheingold, Harold, 49
Rosenbaum, Steven, 52
Rosenberg, Marc, 21
S
salespeople, example learning environment for, xiv–xv, xvi, 134–138
saturation, for information validation, 50
scaffolding, for self-directed learning, 89
Seely Brown, John, 75–76, 90, 91, 95
self-awareness, in self-directed learning, 79, 82
assessing strength of, 86
design tools for, 89
tactics for strengthening, 87
self-direction and motivation, 75–91
in academic environment, 116–117
as components of learning environments, 4, 8–9
design tools for, 88–90
in future, 127
in learning design framework, 20
in learning environment design process, 33, 40
pillars of, 77–85, 79
strengthening of pillars of, 85, 86, 87–88
social learning, 40, 93–109
community of learners and, 103–106
described, 95
designing programs for, 99–100
factors enabling, 97–99
future trends and challenges, 124–125
readiness assessment, 99, 106–108
social media’s role in, 101–103
through relationships, 96
social media
quality check of, 51
roles of, 101–103
sources, validating accuracy of, 49–50
space and time, in self-directed learning, 79, 84–85
assessing strength of, 86
design tools for, 89, 90
tactics for strengthening, 88
students. See academic environments
support services, in academic environment, 116
T
tagging, in curating process, 53–54
task context, in learning environment design process, 54
technology, speed of change of, 124, 125–126
Thomas, Doug, 90, 91
3-D printing, 125–126
time, social learning and, 98. See also space and time, in self-directed learning
topic and scope in learning environment design process, 29, 40–42
in sample blueprints, 135, 140, 145
training and education in academic environment, 129
as components of learning environments, 4, 6–7
in learning design framework, 20
in learning environment design process, 33, 51
in sales team onboarding resources blueprint, 136–137
triangulation, for information validation, 50
V
variety and depth, of learning environment, 72
visual design, of learning environments, 58–59
Visual Design Solutions (Malamed), 59
W
wearable technology, 125–126
wiki sites, in academic environment, 115–116
workflow context, in learning environment design process, 53
workforce development sites, 114–115, 128