As an education professional I have felt the pinch of change – sometimes perhaps not that gracefully either. After all, I’m in a field that is highly susceptible to technological change. Learning to convert multiple legacy flash-based learning products to html5 and then create necessary new html5 learning experiences to accommodate all of the time-strapped professionals who used the iPad was more than a pinch – it was more akin to a kick. It was one of those – get it done so people who need to learn new information or processes can do it – when they have the time to do it OR fail to address the needs of those you most want to serve. Like I said – more akin to a punch at one’s core values.
What about you? My guess is that we probably all have at one time or another. Why? The emergence of the information age has transformed industrial societies into service economies that privilege both knowledge and information as commodities. But intellectual capital has a relatively short lifespan (Bachman, 2000). As best practices continue to change within abbreviated evolutionary cycles, the pressure to remain on the cutting edge of any profession’s body of knowledge is acute.
As corporate leaders feel that pinch – so too do employees. In fact, by 2009, 37.1% of civilian, non-institutionalized adults age 16 and older in the United States alone took formal courses or training that were not part of a traditional degree, certificate, or apprenticeship program for reasons related to their career (American Institutes for Research). The primary reasons cited by respondents for enrolling included to prepare for a new job, remain current in one’s field, or advance within an existing job.
We know that all professions are highly susceptible to change as they adapt to technological, legal, governmental, social and professional changes. As a result, the boundaries of any corporation’s curricular scope needs to remain permeable in order to include emergent competencies. In other words, organizations need reflexive and adaptive curriculum maps which address a foundational understanding and appreciation for the competencies associated with both quality and efficiency in meeting the market’s demands. The question is how?
Look to upcoming blogs and join this conversation. How do organizations adopt and create reflexive and adaptive curricula? To join the conversation, get additional resources, and view upcoming blogs please use the form at: http://learningonedge.com/contact.htm to sign up.
Download Additional Resources:
Participation in Noncredit Occupational Education and Training: Cronen, S. & Murphy, C. (February, 2013). Participation in Noncredit Occupational Education and Training. Washington, D.C.: American Institutes for Research. Retrieved from http://nces.ed.gov/surveys/gemena/pdf/NoncreditPaper _AIR_ Final508.pdf on July 9, 2014.
Businesses Find Opportunities in Adaptive Learning: Knight, C. (July 10, 2014). Businesses Find Opportunities in Adaptive Learning. Retrieved from Business Solutions at http://www.bsminfo.com/doc/businesses-find-opportunities-in-adaptive-learning-0001?utm_source=twitterfeed&utm_medium=twitter on July 10, 2014.