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Littlejohn,
Margaryan,
Milligan
(2007):
http://caledonianacademy.blogspot.com/
EXAMPLE
1:
Determining
and
Executing
Individual
Learning
Paths
It
is
vital
that
new
employees
can
quickly
use
and
contribute
to
the
collective
knowledge
of
the
organisation.
A
new
graduate
works
with
her
guidance
team
to
define
a
set
of
key
goals
and
chart
a
learning
and
development
pathway
to
achieve
them.
This
process
is
supported
by
emergent
technologies
that
capitalise
on
the
collective
wisdom
of
the
organisation
and
expose
existing
learning
trails
and
resources.
Charting
The
guidance
team
and
individual
employee
work
closely
to
record
her
prior
knowledge
and
experience,
current
strengths
and
competence
gaps
relating
these
to
personal
and
organisational
goals.
The
individual
can
then
identify
learning
and
development
opportunities
using
personal
learning
management
tools
that
dynamically
link
to
and
expose
collective
knowledge
resources.
Consumption
To
browse
new
learning
opportunities
which
meet
her
learning
needs,
the
employee
can
search
the
collective
knowledge
base
within
and
outside
the
company.
Some
of
these
may
be
formal
courses,
but
others
will
be
organisational
resources
or
learner
contributed
reflections
which
describe
how
others
have
met
similar
goals.
Connection
Once
goals
have
been
defined
and
learning
opportunities
and
pathways
discovered,
the
learner
can
begin
to
connect
with
other
individuals
in
the
organisation.
In
some
cases,
the
learner
may
wish
to
communicate
with
other
individuals
who
have
achieved
similar
goals
to
ask
them
to
elaborate
on
their
experience.
In
other
cases,
a
learner
may
choose
to
contact
other
learners
who
are
working
towards
similar
goals
to
share
experiences
and
provide/benefit
from
peer
support.
Connection
may
be
through
traditional
mechanisms
(such
as
email
and
telephone)
but
may
also
use
other
tools
such
as
virtual
worlds.
Contribution
As
part
of
her
practice,
the
learner
will
reflect
on
her
achievements
towards
the
goals
she
has
set,
providing
details
about
how
goals
were
achieved
and
how
useful
individual
resources
and
opportunities
have
been.
This
new
knowledge
enriches
the
collective
knowledge
(reports
and
other
evidence
of
achievement),
reinforcing
successful
learning
pathways
and
enhancing
the
company
knowledge
base.
A
key
process
for
all
employees
is
to
establish
their
position
in
the
organisation,
defining
expectations,
assessing
existing
competencies
and
matching
these
to
the
needs
of
their
current
and
anticipated
future
role.
In
this
example,
the
learner
is
empowered
to
take
an
active
part
in
negotiating
her
learning
goals,
taking
ownership
of
personal
development
priorities.
Using
emergent
technologies
such
as
aggregators
and
recommender
systems
to
extend
existing
PDP
tools
enables
the
individual
to
discover
how
others
have
achieved
similar
goals
moving
beyond
formal
courses
and
other
structured
learning
opportunities
that
are
the
focus
of
existing
PDP
solutions.
These
technologies
support
multimode,
retrievable,
reflective,
embedded
and
pervasive
communication
to
enable
rich
interaction
with
the
collective
knowledge
base.
To
enable
this,
the
organisation
must
create
a
culture
of
reflection
and
openness
of
knowledge,
where
the
mechanism
of
‘How
learning
goals
are
achieved’
is
captured
in
the
knowledge
base
and
made
retrievable.
This
body
of
knowledge
will
take
time
to
develop
and
it
is
anticipated
that
implementation
of
such
a
system
would
have
to
be
restricted
initially
to
new
recruits,
following
the
initial
group
as
they
progress
through
the
organisation.
As
a
result,
the
learning
processes
become
more
efficient
as
the
best
ways
to
achieve
specific
goals
become
known
and
shared.
Understanding
learning
pathways
within
the
organisation
allows
learning
designers
to
better
plan
formal
learning
provision
and
advise
new
employees
as
they
enter
the
career
planning
process.
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