Tuesday, 30 November 2010
'Fire Up the Learner Within' - about the ebook and how to buy
'Fire Up the Learner Within - The Art of Self-Directed Learning': what is it the book about and how to buy
Saturday, 13 November 2010
My ebook 'Fire Up the Learner Within' now available on Amazon Kindle US and UK Store
My eBook, 'Fire Up the Learner Within', is now available on Amazon Kindle US Store - http://www.amazon.com/dp/B004BLK7BG and Amazon Kindle UK Store - https://www.amazon.co.uk/dp/B004BLK7BG
Saturday, 6 November 2010
Friday, 24 September 2010
Guns, Germs and Steel...Digital Divide and Self-learning Skills
Guns, Germs and Steel… what next?
According to Prof Jared Diamond, author of the book ‘Guns, Germs and Steel’, roots of inequality amongst human societies lie not in superiority of one gene pool over another, instead guns, germs and steel determine inequality.
Natural geographical advantages made agriculture possible in some areas of earth like in the fertile-crescent of the Middle East (Sumerian civilization). Instead of a nomadic way of life of hunting and gathering for food, humans here settled down.
Regions where grains like wheat and rice could grow had an advantage over regions where only perishable crops could grow because grains required less maintenance and they could be stored for long period of time. Less people were thus required for meeting the nourishment needs of a society.
People who did not have to farm had time to tinker and gradually specialized in other activities like domesticating animals and tool making. Domestication of animals enabled these societies to substitute and hugely augment human muscle power. Constant tinkering with stone tools led to the discovery of metal tools and specialization in metals combined with gunpowder later led to lethal rifles and still later automatic machine guns.
Societies that had an initial natural advantage because of agriculture gradually gained an immense advantage over societies that still remained primarily hunter-gatherers.
These powerful societies were mostly European and this was because they had another geographical advantage. They were spread East to West and hence were on the same latitude, which meant they had the same climatic conditions. Thus, knowledge from Sumer got easily transmitted to North Africa and Europe.
In comparison the Americas were spread North to South, which meant that the latitudes and hence climatic conditions were very different. Hence, for example even though Aztecs had some form of script but it never got shared with neighbouring Mayan and Inca civilizations. While knowledge from the Sumerian civilization, example their Cuneiform script, got transmitted and probably this inspired Egyptians to create an improved version - the Hieroglyphics.
Germs are another factor that lead to inequality. Agricultural societies that domesticated animals and lived in close proximity with such animals encountered diseases transmitted from animals to humans. Over hundreds of years they developed immunity, but when they came in contact or attacked other societies they introduced their ways of living into these societies that hadn’t domesticated animals and could not cope with the germs. Germs and guns decimated these other societies’ population.
This happened, for example, when European societies discovered Americas. First guns and later germs decimated the Aztec, Mayan and Inca civilizations.
Today’s Context
What will lead to inequality today, in the 21st century?
One major factor is perhaps ‘Digital Divide’. In the sense that today, societies that don’t have easy, cheap and instant access to the plethora of information and knowledge available, will be at a great disadvantage tomorrow.
Guns, Germs and Steel – Equivalents for an Individual
Just like guns, germs and steel have been the reasons for inequality between societies, can we try and find out what leads to inequality between individuals in the same or similar societies, so that we can then provide insights that can help an individual improve his or her chances of success?
Outside-in or Inside-Out
In an interview with Elliott Masie, Malcolm Gladwell, author of books like Tipping Point, Blink and Outliers, says that his larger premise in his writings is that ‘people are not built from the inside-out but from outside-in’, which is to say that an individual is the product of the environment and culture they live in and success depends on opportunity that is given to them by the world that they live in.
But can you Influence Your Life – Inside-out?
Taking cue from the earlier observation that digital divide is probably the determining factor that will lead to inequality amongst societies tomorrow, can we say that individuals, even in such a society, if they can cross the digital chasm and avail of the information and knowledge available today, they can significantly improve their chances of growth? This could be done, for example, by using the mobile phone, fast becoming ubiquitous, as a device for connecting to the web to access information and knowledge.
On the other hand, even if an individual is in a ‘digital-haves’ society but personally lacks the skills to make use of digital technologies to enhance own knowledge and understanding, chances are that such an individual will not thrive.
In the 21st century, not being able to adapt to fast pace of change and not being able to reinvent yourself as knowledge in your area of expertise explodes are two important factors that will impede your chances of success.
For people in the ‘digital have-nots’ society what is needed is to bridge this chasm, but at an individual level even if you are in the digital-haves society you need to acquire skills to ensure that you quickly access, learn, understand and then apply knowledge.
You need to understand the Art of Self-Directed Learning!
According to Prof Jared Diamond, author of the book ‘Guns, Germs and Steel’, roots of inequality amongst human societies lie not in superiority of one gene pool over another, instead guns, germs and steel determine inequality.
Natural geographical advantages made agriculture possible in some areas of earth like in the fertile-crescent of the Middle East (Sumerian civilization). Instead of a nomadic way of life of hunting and gathering for food, humans here settled down.
Regions where grains like wheat and rice could grow had an advantage over regions where only perishable crops could grow because grains required less maintenance and they could be stored for long period of time. Less people were thus required for meeting the nourishment needs of a society.
People who did not have to farm had time to tinker and gradually specialized in other activities like domesticating animals and tool making. Domestication of animals enabled these societies to substitute and hugely augment human muscle power. Constant tinkering with stone tools led to the discovery of metal tools and specialization in metals combined with gunpowder later led to lethal rifles and still later automatic machine guns.
Societies that had an initial natural advantage because of agriculture gradually gained an immense advantage over societies that still remained primarily hunter-gatherers.
These powerful societies were mostly European and this was because they had another geographical advantage. They were spread East to West and hence were on the same latitude, which meant they had the same climatic conditions. Thus, knowledge from Sumer got easily transmitted to North Africa and Europe.
In comparison the Americas were spread North to South, which meant that the latitudes and hence climatic conditions were very different. Hence, for example even though Aztecs had some form of script but it never got shared with neighbouring Mayan and Inca civilizations. While knowledge from the Sumerian civilization, example their Cuneiform script, got transmitted and probably this inspired Egyptians to create an improved version - the Hieroglyphics.
Germs are another factor that lead to inequality. Agricultural societies that domesticated animals and lived in close proximity with such animals encountered diseases transmitted from animals to humans. Over hundreds of years they developed immunity, but when they came in contact or attacked other societies they introduced their ways of living into these societies that hadn’t domesticated animals and could not cope with the germs. Germs and guns decimated these other societies’ population.
This happened, for example, when European societies discovered Americas. First guns and later germs decimated the Aztec, Mayan and Inca civilizations.
Today’s Context
What will lead to inequality today, in the 21st century?
One major factor is perhaps ‘Digital Divide’. In the sense that today, societies that don’t have easy, cheap and instant access to the plethora of information and knowledge available, will be at a great disadvantage tomorrow.
Guns, Germs and Steel – Equivalents for an Individual
Just like guns, germs and steel have been the reasons for inequality between societies, can we try and find out what leads to inequality between individuals in the same or similar societies, so that we can then provide insights that can help an individual improve his or her chances of success?
Outside-in or Inside-Out
In an interview with Elliott Masie, Malcolm Gladwell, author of books like Tipping Point, Blink and Outliers, says that his larger premise in his writings is that ‘people are not built from the inside-out but from outside-in’, which is to say that an individual is the product of the environment and culture they live in and success depends on opportunity that is given to them by the world that they live in.
But can you Influence Your Life – Inside-out?
Taking cue from the earlier observation that digital divide is probably the determining factor that will lead to inequality amongst societies tomorrow, can we say that individuals, even in such a society, if they can cross the digital chasm and avail of the information and knowledge available today, they can significantly improve their chances of growth? This could be done, for example, by using the mobile phone, fast becoming ubiquitous, as a device for connecting to the web to access information and knowledge.
On the other hand, even if an individual is in a ‘digital-haves’ society but personally lacks the skills to make use of digital technologies to enhance own knowledge and understanding, chances are that such an individual will not thrive.
In the 21st century, not being able to adapt to fast pace of change and not being able to reinvent yourself as knowledge in your area of expertise explodes are two important factors that will impede your chances of success.
For people in the ‘digital have-nots’ society what is needed is to bridge this chasm, but at an individual level even if you are in the digital-haves society you need to acquire skills to ensure that you quickly access, learn, understand and then apply knowledge.
You need to understand the Art of Self-Directed Learning!
Friday, 27 August 2010
Wednesday, 11 August 2010
From London U.K. to Champawat U.K. - 5 mts video
In May 2010 I got a chance to visit Champawat, a small town in the Himalayas, 200 km.s from Haldwani. In this 5 mts movie (HD) I have shared my experience of interacting with teachers and students of Champawat.
Sunday, 8 August 2010
From London, U.K. to Champawat U.K.!
From London, UK to Champavat, UK!
In May 2010 I got a chance to visit Champawat, a small town in the Himalayas, 200 km.s from Haldwani. In this picture blog I have shared my experience of interacting with teachers and students of Champwat. My thanks to Prof M.M. Pant and Prof. H.D. Bisht for making this experience possible. I very much look forward to visiting Champawat again.
In May 2010 I got a chance to visit Champawat, a small town in the Himalayas, 200 km.s from Haldwani. In this picture blog I have shared my experience of interacting with teachers and students of Champwat. My thanks to Prof M.M. Pant and Prof. H.D. Bisht for making this experience possible. I very much look forward to visiting Champawat again.
Tuesday, 20 July 2010
The Art of Decision Making
Good decision making is an essential skill for success in the 21st century. In this presentation you will learn how to use the Decision Making Process to make smart decisions in life.
Tuesday, 8 June 2010
Tuesday, 30 March 2010
Friday, 26 March 2010
Ideas for Helping Children Learn Deep Thinking Skills – At Home
- Encourage children to self-evaluate their skills and progress they are making, whether at studies, sports or even a video game
- Have discussions where they can justify their self-beliefs. Give alternate perspectives to facilitate deeper thinking. Explain possible downstream consequences of different options.
- For these discussions think of topics that are topical, fun and interesting for your child.
- At my son’s school 10 year olds were given the topic, “Should would-be parents be asked to take an exam before they have kids – to qualify for parenthood?” We followed this with an interesting discussion at home!
- Other topics could be, “Should games be played face-to-face or against a computer”, or “How much screen time should a 12 year old be entitled to and should such screen time only include TV or also include time spent playing video games” (a topic often discussed at our home!).
- Parents should also observe if their children are only focusing on searching for information (say surfing the web for a school assignment) and regurgitating information OR are they evaluating the information, synthesizing some insights from their research and applying these insights.
- For example, are they just memorizing Newton’s laws or can they tell which law they are being subject to when they are on a roller-coaster ride.
- Or, while reading a book ask them to pause and think.
- I recall asking my son to read aloud Jeremy Strong’s book, “The 100 mile an hour dog” and wherever he laughed I asked him to pause and think why he laughed. He made a list of these points – metaphors, interesting similes, cliff-hangers, crazy situations… stuff he could then use himself in his writing.
- I am sure he learnt something. He wrote a story about this boy who wasn’t playing the Violin well in the school orchestra and was asked to leave. We, his parents, had of course suggested that the boy practiced hard and was accepted back in the orchestra. But our son’s piece was a bit different, “…the boy was asked to leave the school orchestra. So he started his own band and called it ‘Wrong Notes’, which went on to become a huge success.”
- Another time when our son had collected some money he wanted to buy a game for his Nintendo DS. Since it was HIS money he didn’t want any parental influence and selected a game from Amazon. However, on my wife’s insistence they went back to Amazon website and figured out the best selling games, games that had high user rating and discussed whether it made sense to buy a new or used game. The whole episode was a great critical thinking exercise.
- Observing your child and listening to her will help you understand how your child makes sense of the world and what thinking skills you need to foster.
- When you are doing deep thinking yourself then think out loud so that your child knows how your thinking process works (and hopefully you are a deep thinker yourself!)
- You could take topical social issues and demonstrate thinking and arguing skills to your kids. You could take one position and your spouse could take the opposite view. You could then explain what are the claims and counter-claims being made, how the issue could be looked at from different perspectives to gather evidence in support of both views, how the evidence should be analysed to see if it is based on facts or beliefs, are there any assumptions underlying the evidence, are the assumptions correct, or is the evidence based on a fallacious notion. Counter-arguments could also be presented.
- Once your child understands what critical thinking, analysis and reasoning mean and how to ‘think deep’ (look at an issue from different perspectives, role playing, what-if scenarios, downstream consequences…) then you should encourage her to participate in such discussions at home.
- You should help your child understand flaws in her thinking and how she could improve her thinking skills by offering thinking tips and techniques.
- Thinking tips and techniques include – the good old ‘5W1H’ (what, where, when, why, who and how), Venn Diagrams, Mindmaps and Flowcharts.
- For example, you could ask your child to compare (find similarities) and contrast (find differences) between ‘Horrid Henry’ and ‘Just William’ or between ‘Enid Blyton’ and ‘J K Rowling’.
- In doing this exercise you could ask them to use a Venn Diagram. The overlap between the two circles represents the similarities and the two distinct areas represent the differences. Children find it fascinating that something they learnt in Math is being used in English.
- Summarising a book in your own words is a good thinking tool. Using Mindmaps and Flowcharts makes summarizing fun.
- Summarising could be followed by extrapolating. Example, ask your child to list three take-aways from a book that he read which he can apply elsewhere. This could – an interesting character (and what makes the character interesting), plot or setting…
- For younger kids you could ask questions on books they have read. Questions that foster thinking. Like, ‘Should Goldilocks have gone to a stranger’s house?’, or based on Mouse Tales, ‘Who do you think is a friend?’
- Even for older kids this works. For example, “Do you think Harry Potter’s invisibility cloak is scientifically possible?”
- Web Quests are an interesting way to develop thinking skills. For the Harry Potter question you could ask your child to surf the web and find out if any research has been done on ‘invisibility’. Or pose a more specific question, “Do you think small mirrors, placed at different angles such that all light reflects back could create an invisibility cloak?”
- Even while playing games like Monopoly you could encourage kids to think. For example, think about ‘savings’ and ‘investments’. In Monopoly they need to save and invest prudently because if they go bankrupt they lose. Prime properties on the Monopoly board are expensive and are towards the end of the round. Thus, investing in them requires ‘delayed gratification’. Buying all ‘utilities’ vs buying all ‘prime properties’ involves strategic thinking skills.
- Savings, investments, delayed gratification – these are the building blocks of financial literacy. So Monopoly can be used to teach thinking skills as also financial skills.
- I personally think that we need a new financial game for kids. Monopoly is a wrong form of business in today’s world. You get into anti-trust lawsuits! More importantly, in the 21st century new business models are possible – collaborative ventures, self-organising structures, ‘freemium’ economy, economics of abundance, long tail and more. Games should be built around these concepts. Making them online can make them massively collaborative.
- Such collaborative games can also be used for sensitizing young audience about global issues like poverty, climate change and diversity.
- I am not a fan of Farmville and Mafia Wars but I am sure that a thinking layer could be created on top of these games such that important life skills are learnt while playing popular games.
- You need to put on your own Deep Thinking Cap and I am sure you will come up with tons of ideas on how you can foster deep thinking skills in your children.
- Have discussions where they can justify their self-beliefs. Give alternate perspectives to facilitate deeper thinking. Explain possible downstream consequences of different options.
- For these discussions think of topics that are topical, fun and interesting for your child.
- At my son’s school 10 year olds were given the topic, “Should would-be parents be asked to take an exam before they have kids – to qualify for parenthood?” We followed this with an interesting discussion at home!
- Other topics could be, “Should games be played face-to-face or against a computer”, or “How much screen time should a 12 year old be entitled to and should such screen time only include TV or also include time spent playing video games” (a topic often discussed at our home!).
- Parents should also observe if their children are only focusing on searching for information (say surfing the web for a school assignment) and regurgitating information OR are they evaluating the information, synthesizing some insights from their research and applying these insights.
- For example, are they just memorizing Newton’s laws or can they tell which law they are being subject to when they are on a roller-coaster ride.
- Or, while reading a book ask them to pause and think.
- I recall asking my son to read aloud Jeremy Strong’s book, “The 100 mile an hour dog” and wherever he laughed I asked him to pause and think why he laughed. He made a list of these points – metaphors, interesting similes, cliff-hangers, crazy situations… stuff he could then use himself in his writing.
- I am sure he learnt something. He wrote a story about this boy who wasn’t playing the Violin well in the school orchestra and was asked to leave. We, his parents, had of course suggested that the boy practiced hard and was accepted back in the orchestra. But our son’s piece was a bit different, “…the boy was asked to leave the school orchestra. So he started his own band and called it ‘Wrong Notes’, which went on to become a huge success.”
- Another time when our son had collected some money he wanted to buy a game for his Nintendo DS. Since it was HIS money he didn’t want any parental influence and selected a game from Amazon. However, on my wife’s insistence they went back to Amazon website and figured out the best selling games, games that had high user rating and discussed whether it made sense to buy a new or used game. The whole episode was a great critical thinking exercise.
- Observing your child and listening to her will help you understand how your child makes sense of the world and what thinking skills you need to foster.
- When you are doing deep thinking yourself then think out loud so that your child knows how your thinking process works (and hopefully you are a deep thinker yourself!)
- You could take topical social issues and demonstrate thinking and arguing skills to your kids. You could take one position and your spouse could take the opposite view. You could then explain what are the claims and counter-claims being made, how the issue could be looked at from different perspectives to gather evidence in support of both views, how the evidence should be analysed to see if it is based on facts or beliefs, are there any assumptions underlying the evidence, are the assumptions correct, or is the evidence based on a fallacious notion. Counter-arguments could also be presented.
- Once your child understands what critical thinking, analysis and reasoning mean and how to ‘think deep’ (look at an issue from different perspectives, role playing, what-if scenarios, downstream consequences…) then you should encourage her to participate in such discussions at home.
- You should help your child understand flaws in her thinking and how she could improve her thinking skills by offering thinking tips and techniques.
- Thinking tips and techniques include – the good old ‘5W1H’ (what, where, when, why, who and how), Venn Diagrams, Mindmaps and Flowcharts.
- For example, you could ask your child to compare (find similarities) and contrast (find differences) between ‘Horrid Henry’ and ‘Just William’ or between ‘Enid Blyton’ and ‘J K Rowling’.
- In doing this exercise you could ask them to use a Venn Diagram. The overlap between the two circles represents the similarities and the two distinct areas represent the differences. Children find it fascinating that something they learnt in Math is being used in English.
- Summarising a book in your own words is a good thinking tool. Using Mindmaps and Flowcharts makes summarizing fun.
- Summarising could be followed by extrapolating. Example, ask your child to list three take-aways from a book that he read which he can apply elsewhere. This could – an interesting character (and what makes the character interesting), plot or setting…
- For younger kids you could ask questions on books they have read. Questions that foster thinking. Like, ‘Should Goldilocks have gone to a stranger’s house?’, or based on Mouse Tales, ‘Who do you think is a friend?’
- Even for older kids this works. For example, “Do you think Harry Potter’s invisibility cloak is scientifically possible?”
- Web Quests are an interesting way to develop thinking skills. For the Harry Potter question you could ask your child to surf the web and find out if any research has been done on ‘invisibility’. Or pose a more specific question, “Do you think small mirrors, placed at different angles such that all light reflects back could create an invisibility cloak?”
- Even while playing games like Monopoly you could encourage kids to think. For example, think about ‘savings’ and ‘investments’. In Monopoly they need to save and invest prudently because if they go bankrupt they lose. Prime properties on the Monopoly board are expensive and are towards the end of the round. Thus, investing in them requires ‘delayed gratification’. Buying all ‘utilities’ vs buying all ‘prime properties’ involves strategic thinking skills.
- Savings, investments, delayed gratification – these are the building blocks of financial literacy. So Monopoly can be used to teach thinking skills as also financial skills.
- I personally think that we need a new financial game for kids. Monopoly is a wrong form of business in today’s world. You get into anti-trust lawsuits! More importantly, in the 21st century new business models are possible – collaborative ventures, self-organising structures, ‘freemium’ economy, economics of abundance, long tail and more. Games should be built around these concepts. Making them online can make them massively collaborative.
- Such collaborative games can also be used for sensitizing young audience about global issues like poverty, climate change and diversity.
- I am not a fan of Farmville and Mafia Wars but I am sure that a thinking layer could be created on top of these games such that important life skills are learnt while playing popular games.
- You need to put on your own Deep Thinking Cap and I am sure you will come up with tons of ideas on how you can foster deep thinking skills in your children.
Wednesday, 17 March 2010
Introduction
Introduction
Critical Thinking Skills are essential for success in the 21st century. This 60 minute multimedia learning content introduces basics of Critical Thinking skills.
Critical Thinking Skills are essential for success in the 21st century. This 60 minute multimedia learning content introduces basics of Critical Thinking skills.
Monday, 15 March 2010
Visual Fluency Skills & Problem Solving
LIST OF GOOD LEARNING RESOURCES FOR 21ST CENTURY TRAINERS AND LEARNERS
I will share resources that are relevant for 21st century skills and will keep adding to my list.
1. Solving Problems with Pictures – Books by Dan Roam
The Visual Thinking Toolkit suggested by Dan:
- Defining the Problem through “Who/What, Where, When, How, How Much, Why" Analysis
- Representing these visually:
Visually all the above is much more simple and interesting than what I have made it appear in text description!
My recommended steps:
1. See Dan’s Authors@Google video first (http://www.thebackofthenapkin.com)
2. Then visit the book website
I will share resources that are relevant for 21st century skills and will keep adding to my list.
1. Solving Problems with Pictures – Books by Dan Roam
- 21st century skill covered: Visual Communication , Problem Solving
- Books: The Back of the Napkin, Unfolding the Napkin
- Website: http://www.thebackofthenapkin.com
- Lectures: Authors@Google: http://www.youtube.com/watch?v=kuA_yz7aTo0
The Visual Thinking Toolkit suggested by Dan:
- Defining the Problem through “Who/What, Where, When, How, How Much, Why" Analysis
- Representing these visually:
- Who/What = Portrait
- Where = Map
- When = Timeline
- How = FlowChart
- How Much = Bar/Pie Chart
- Why = Multivariate Diagram
- Simple or Elaborate
- Qualitative or Quantitative
- Vision or Execution
- Individual or Comparison
- Change or Status Quo
Visually all the above is much more simple and interesting than what I have made it appear in text description!
My recommended steps:
1. See Dan’s Authors@Google video first (http://www.thebackofthenapkin.com)
2. Then visit the book website
- See the videos on the home page (animated walk-through)
- See more video clips ‘Napkin Cam’ (http://www.thebackofthenapkin.com/botn.php)
- See sample pages and exercises from the book ‘Unfolding the Napkin’
- Visit the Dan’s Blog on the website
Sunday, 14 March 2010
Monday, 8 March 2010
20th vs 21st Century Education – The Difference
20th century education was focused on providing basic cognitive skills and a stockpile of knowledge. You chose an area where job possibilities were bright, gathered knowledge and were set for life.
Today you don’t change several jobs you change several careers!
21st century education needs to be different because rate of change is so rapid that just keeping up-to-date in any domain is a challenge. You also need to make sure that your skills don’t become obsolete and that you are able to make the most of new opportunities.
Thus, focus of education today has to be on acquiring fundamental life skills like yearning-to-learn, learning-to-self-learn, learning-to-think and learning-to-be, that help you reinvent yourself.
With these life skills you can discover what is it you are passionate about. Use self-learning and thinking skills to gain knowledge about that domain. And, keep yourself up-do-date through participation in knowledge networks and communities of practice.
Even if the area you are deeply interested in is a very niche area, chances are that you can still make it a financially viable proposition. Technology will help you consolidate a fragmented or dispersed market. Say, you like to write on a topic which is not very popular. You can still have a good fan following because internet and content aggregation sites will help you reach out to a global audience and consolidate your reader-base.
Acquiring new knowledge is easier today because abundant content is available. Distance learning through electronic means makes learning easy and cost-effective. You can also participate in knowledge networks where, by listening you can keep up-to-date and by contributing you can deepen your understanding.
21st century skills like deriving insight from information can also help you spot threats and opportunities earlier and give you time for course correction.
Say due to external factors like financial crisis, outsourcing or obsolescence of your skills because of automation you lose your job. Or you realize that better opportunities exist in another domain. Or a new domain comes up. In all these situations too life skills like self-learning and thinking skills can be used to reinvent your self.
Today you don’t change several jobs you change several careers!
21st century education needs to be different because rate of change is so rapid that just keeping up-to-date in any domain is a challenge. You also need to make sure that your skills don’t become obsolete and that you are able to make the most of new opportunities.
Thus, focus of education today has to be on acquiring fundamental life skills like yearning-to-learn, learning-to-self-learn, learning-to-think and learning-to-be, that help you reinvent yourself.
With these life skills you can discover what is it you are passionate about. Use self-learning and thinking skills to gain knowledge about that domain. And, keep yourself up-do-date through participation in knowledge networks and communities of practice.
Even if the area you are deeply interested in is a very niche area, chances are that you can still make it a financially viable proposition. Technology will help you consolidate a fragmented or dispersed market. Say, you like to write on a topic which is not very popular. You can still have a good fan following because internet and content aggregation sites will help you reach out to a global audience and consolidate your reader-base.
Acquiring new knowledge is easier today because abundant content is available. Distance learning through electronic means makes learning easy and cost-effective. You can also participate in knowledge networks where, by listening you can keep up-to-date and by contributing you can deepen your understanding.
21st century skills like deriving insight from information can also help you spot threats and opportunities earlier and give you time for course correction.
Say due to external factors like financial crisis, outsourcing or obsolescence of your skills because of automation you lose your job. Or you realize that better opportunities exist in another domain. Or a new domain comes up. In all these situations too life skills like self-learning and thinking skills can be used to reinvent your self.
Tuesday, 2 March 2010
Ideas for Enriching eLearning Experiences
Best practices can be derived from game-design, story-telling and all other things addictive to make learning experiences rich, interesting and effective. I share my thoughts on insights that can be derived from games, stories and social learning to create engaging learning experiences and welcome your comments.
Monday, 1 March 2010
Saber Tooth Curriculum
A 1.25 mts audio-visual sum-up of the book 'The Saber Tooth Curriculum' by J Abner Peddiwell.
The story highlights why it is essential to acquire new skills when the context or the conditions change, but how we resist change because it is difficult to change our mindset.
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