[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Stephen Downes) So, hello everyone.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I'd like to state and for the record,\N
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I love the blue dots.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(LAUGHTER)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I've been sitting there\Nwatching the blue dots.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, I've been cast in the role of \Nthe person who finds the problems
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with the topic that we're all praising.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I do like agile design, I like it a lot.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And I like the concept of \Nagile {\i1}learning{\i0} design,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I like it a lot.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But, you know, I've been in the field \Nof programming for many years.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I've been in the field of learning design \Nfor many years.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I've worked on small projects,\NI've worked on big projects,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I've been the peon \Nat the bottom of the pile
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and currently I'm the program leader\Nresponsible for producing outcomes.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So I've seen it from different angles.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And there's so many ways it can go wrong,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,especially when we move from the \Nfairly static domain of software design
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to the far less static domain\Nof learning design.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,That's learning design.\N
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's the least agile thing \Nyou'll ever see.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,That's actually a graphic from IMS
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which produced the learning design \Nspecification.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,That's supposed to be \Npretty open and flexible,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's like a play with a director and roles\Nand all of that.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But, you know, once you're into the thing,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,there isn't a whole lot of flexibility \Nhappening
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and it leads to questioning just \Nwhat is it that we're up to
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,when we are talking about \Nagile learning design?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Are we talking about \Nagile 'learning design'
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or are we talking about \Nthe design of agile learning?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Two different things,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and it seems to me that \Nit doesn't make sense
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to give the instructional designers\Nall that freedom and flexibility
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,if we're going to march students\Nlockstep through
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,a predefined kind of process.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Here's what agile learning design\Nought to look like.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,There's a flow.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This is agile design generally, right?\N
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And it's an iterative thing,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and yet people don't talk \Nabout that so much
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but it's an iterative thing.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Each iteration is like designing a full\Nand complete product,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and then you might spin off \Nsome side things, some prototype things
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,as you need to, but, you know, \Nversion 1, version 2,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you're doing the same thing over again.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,No course in the world,\Nwell, maybe not no course,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but few courses in the world \Nare designed that way.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Courses progress from Lesson 1, \NLesson 2, Lesson 3, Lesson 4.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They don't cover all of geometry \Nand then all of geometry in more detail
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and all of geometry in more detail.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's a different way of thinking\Nabout the process.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, one of the major concepts\Nin agile learning design,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in agile design generally, it's the Scrum.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The Scrum is basically a self-organizing\Ndevelopment team.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It is originally drawn from the idea that
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,programmers are the smartest people \Nin the world and do not need management.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,No, I'm just kidding, but there is \Nthe idea here that
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the programmers know how to program, and\Nthey know how to produce the outcomes,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,if they're left to do the job for \Nthemselves, to organize for themselves.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And indeed, in the Scrum meeting,\Nas you are mapping out the task,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,each of the tasks, in the Scrum itself,\Nselected by the programmer.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, they're volunteering to jump in,\Nto do these things.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They're taking commitments on themselves,\Nthey're specifying how much time,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,how much effort will be required \Nto produce the commitment.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, OK: that's good\Nbut this doesn't happen by magic.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It takes time, and agile \Nis typically employed
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in larger software development projects.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But when we're doing learning design,\Nwe're doing something a lot smaller
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and a lot more precise.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The question came up earlier, you know:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"What about, you know, high-volume\Ninstructional design?"
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Well, high-volume instructional design:\Nyou don't have time for 3,4,5,6,7 weeks
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,of your development team \Norganizing itself.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Another problem:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,as your projects get bigger -- and we've \Nworked on some very large projects --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,your teams get very large.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,If you think about \Nall the different people who can,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and eventually will get involved\Nin the design of your learning,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or in the delivery of your agile learning,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you've got designers, you've got\Nsubject matter experts,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you've got programmers, you've got\Nhuman interaction specialists, etc.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,......... (check) do you get a very large,\Nvery complex team.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,As you get larger teams, you will not\Ngenerate more efficiency, it's well known:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you generate less efficiency.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, what's the solution?\NSplit the teams.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,OK. Now you have competing development \Nteams working on the same project.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This sounds, like, you know, OK, \Nwe've split the task, it's great.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But when you split the task,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you now have two different groups \Nof people with different objectives,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,different responsibilities.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They're competing often for resources,\Nthey're competing often for priority.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We have a project where we had \Ntwo agile teams.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We ended up with two versions \Nof the thing that we were developing.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Basically, they had -- they didn't split\Ninto functional groups,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,they -- what's the word for it? \Nerrh one-cell devide: mitosis --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So basically, we got two small versions\Nof the project we were trying to create.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Another pitfall:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,if you try to organize your groups into,\Nyou know, OK,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,this group will do {\i1}this{\i0} part of it,\Nthis group will do {\i1}that{\i0} part of it,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you get specialized Scrums.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So now, nobody's working on \Nthe final project and the final product.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And there is the danger -- I've seen this\Nand we've had this:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in effect, I'm living this \Nat this very moment
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,where everybody, all the teams \Nwant to do the analysis bit,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or the rapid prototyping bit.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But we're trying to bring a product \Nto actual users, at the end.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We want it to be a deliverable product.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Nobody wants to do the last stage\Nof error testing, of hardening the code.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,That's the least popular scrum.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So they go back to they are wanting \Nto do prototyping again.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Finally -- well, not quite finally\Nbut we're getting there --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,who is the product owner?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,In the Scrum process, \Nyou're delivering outcomes
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and the idea is that, \Nas you go through each spring,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which is short-term cycle\Nthrough your development process,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you're producing outcomes,\Nyou're producing deliverables
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and these deliverables \Nare delivered to the product owner
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,who will set the deliverable,\Nand even more importantly,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,define the conditions for the completion\Nof that deliverable.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Did you do it or not?\NHow do you know?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Well, you have to have certain criteria:\Npass this test, reproduce this function.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It has to be really solid \Nand ........ (check)-free.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Well, that good in education -- Sorry, \Nthat's good in software development,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,your product owner is your client,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,perhaps your architect, \Nsomebody like that.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They know what they want.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Education is completely different.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,In education, there is \Nno product owner per se.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Think about it, think about the different\Npopulations that are involved in learning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,There is the end user, \Nalso known as the student,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,who, in the typical instructional design\Nprocess, does not show up until
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,after the instructional design \Nhas been done.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It makes it very hard to be agile.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,There is the subject matter expert,\Nalso known as the professor.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The professor has his or her own ideas\Nof what this deliverable must be.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Then there is the administrator, \Nthe dean or the president,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or the Department of extended learning,\Nor whatever,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,who have other objectives of, then \Nrevenue objectives,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or course completion objectives:\Nthey have their own definition.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,All of these definitions are different.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I guarantee you they are conflicting\Nand they are competing.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,You can't just pick one, \Nbecause if you pick one,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you're not being agile for the others.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,What's worse?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,To have not only competing interests,\Nto have different levels of expertise.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We're designing this system right now,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,where we're trying to create \Nagile learning itself.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This is -- I'm not going to talk \Nabout that,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that's not the purpose \Nof this particular talk --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but but the ideas here is that\Nas the learning is unfolding,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the process, the outcomes, \Nthe deliverables and all of that
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,can change \Nas the needs of the learner change.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Very ambitious, really hard.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We have to think about learning \Ndifferently, in order to do that.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Well, we've got our development teams.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Our development teams were raised\Nin the traditional educational system.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,{\i1}Their{\i0} idea of education \Nand online learning is:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,create some videos, put them online.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Well, if we're iterating old world project\Nthe first version of the project,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,also known as \Nthe minimally viable product,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it's going to be pretty simple and it's \Ngoing to be something that you could do
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with fairly traditional methods.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And your programmers and developers,\Nall other things being equal,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,will fall back on the traditional methods.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Because they're not being challenged\Nwith the minimal viable product.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,The end goal where you want to get to\Nis something really flexible and dynamic,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but by the time you get to stage 5 or so,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,they've built many, many \Nstatic structures,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because that's what it took to \Nthe minimally viable product
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,at each release, at each iteration.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So you have to start over.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And you start over and everybody agrees,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,OK the project is about something\Na lot more flexible than that
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and you start developing again\Nand the same sort of problem happens
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because your developers and your designer
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,did not acquire that expertise \Nin the meantime.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So they go back on what they already know.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So there's a difficulty here.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,In instructional design, we're attempting\Nto create an outcome
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that is not part of the skill set of the\Npeople producing the product
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that results in the instructional design.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Finally, learning objectives.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This is the madder thing, right?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And I get this one all the time: we do\Nconnectivist-style MOOCs,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,the connectivist-style MOOC, we say\Nthere is no curriculum,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it's not about acquiring a certain \Npredefined body of content,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because we want to meet \Nparticipants' needs
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,as they go through the course, and \Nthese needs are different for every person
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and these needs change over time.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And it should be up to the participant,\Nwho ought to be the product owner,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to define what success is and \Ndefine what the outcome should be.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's a moving target.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Nobody who funds education \Nwants to deal with that. Nobody.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Every last one of them wants to see\Ncourse completions, certificates,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,competencies, curricular outcomes.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They want them defined ahead of time,\Nthey want them approved
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,by the curriculum board or \Nthe school board or whoever is in charge.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,All of this must be set ahead of time.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And then you're supposed to go on ..... (check)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It is two very contradictory perspectives \Nat work here.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It's not possible to do agile learning,\Nmuch less agile learning design
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in an environment where the structures\Nand the outcomes are predefined.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,That's meek (check), that's my short talk\Nand I thank you very much.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(LAUGHTER - APPLAUSE)