521.1.3 – VS 2021 Recap

Welcome to my academic blog. This blog is designed to consolidate my learning experience at the Master of Learning and Technology (MALAT) program at Royal Roads University (RRU).  I hope you enjoy reading, and I am excited to explore the world of teaching and learning, emphasizing technology over the coming 2 years.

The RRU Virtual Symposium took place from April 12th – 16th, 2021. It provided our cohort with the opportunity to listen to leaders in education and meet the 2021 graduating class, albeit virtually.  Our first assignment asked us to summarize our experience at the event, highlight ideas or concepts interesting, and explain why.

In reflection, four topics come to mind. Not only did I find them intriguing, but they also match well with the type of work I currently do as an NCCP Coach Developer in the sport of cycling:

    • Surface learning vs. conceptual learning
    • Adult Learning Environment terminology and definitions (Hatzigeorgiou, 2021)
    • Competency-based coach training and certification programs (Hatzigeorgiou, 2021)
    • “Messy” impact of OPEN learning models (Cormier, 2017)
    • Importance of mentorship at all levels of a learning system (Cronin, 2017)

As an aspiring athlete and later as a professional cyclist, I really enjoyed riding as many roads and trails as possible when I moved to a new area.  This activity helped me understand the shape and feel of the place.  In my professional work, I tend to explore the key tenets of or major obstacles that challenge the organizations I work with.  Dino Hatziegeorgiou’s presentation provided a valuable introduction to competency-based adult learning programs and the supporting literature, concepts that are fundamental to the National Coaches Certification Program (NCCP) since 2014.  Using the presentation as a launchpad, I explored a basic understanding of the Adult Learning Theoretical Framework (ALTF) (Knowles, 1968, 1980) and the importance of Adaptive Learning Environments (ALE) (Hatzigeorgiou, 2021).  As an NCCP Master Coach developer, we are asked to fulfill 3 roles, guide, moderate, and finally, if needed, instruct and are tasked with creating an environment that promotes decision-making, problem-solving, and the coach’s needs.  I found similarities between the NCCP training methods and the concepts introduced in Hatzigeorgiou’s presentation, including the importance of self-directed learning (Candy, 1991; Goodyear, 2000), the need to provide a personalized learning environment that promotes learner choice and control (Knapper & Crople, 2000; Klamma et al. l., 2007; Janssen et al., 2007), and the ability to use these methods on an individual basis (Wooldridge & Jennings, 1995).

It was not until later in the week that I watched Cormier’s 2017 talk discussing the “messiness” of teaching online or in open environments.  However, it proved helpful as Cormier’s Learning Ecosystem illustration summarized the conceptual methods I first learned about during Hatziegeorgiou’s presentation.   The learning matrix not only provided simple action-based suggestions (Cormier, 2017), but it also helped me understand the methods supporting the various NCCP programs that currently exist and those we are currently building.  Most notably, our new coach mentorship program, including a monthly study group, could indeed use a rhizome-inspired design.  I am excited to work on such a program as I begin this new adventure at Royal Roads University.

Open Action
Working Alone Consumes a Learning Object (answers a question) eLearning Rhizomatic Learning(explore a field) Outdoor modules &study group calls Working with others
Participates in a Structure Course Theory Modules Mentor new learners (supports others in questions/concepts) Mentorship, Annual staff training, Coach Developer team
Directed Action

BLUE denotes current or proposed NCCP programs.



Cormier, D. (2017). Intentional messiness of online communities. [Video]. MALAT Virtual Symposium 2017, Royal Roads University. https://malat-coursesite.royalroads.ca/lrnt521/dave-cormier-virtual-symposium-presentation/

Cronin, Catherine. (2017) Open culture, open education, open question. [Video]. MALAT Virtual Symposium 2017, Royal Roads University. https://malat-coursesite.royalroads.ca/lrnt521/catherine-cronin-choosing-open/

Hatziegeorgiou, Dino. (2021). Adaptive Learning for Knowledge Currency in Pilot Training. [2021 ARP Padlet]. MALAT Virtual Symposium 2021; Royal Roads University. http://bit.ly/HatziegeorgiouVS2021

Knowles, M.S. (1968). Andragogy, not pedagogy. Adult Leadership, 16(10), 350-352, 386

Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). New York: Cambridge University Press.

Goodyear, P. 2000. Environments for lifelong learning: Ergonomics, architecture, and educational design. Integrated and Holistic Perspectives on Learning, Instruction & Technology: Understanding Complexity, 1-18. Janssen

Knapper, C.K., & Cropley, A. (2000). Lifelong learning in higher education. Kogan Page.

Klamma, R., Chatti, M.A., Duval, E., Hummel, H.,Hvannberg, E.T., Kravcik, M., Law, E., Naeve, A., & Scott, P. (2007). Social software for life-long learning. Educational Technology & Society, 10 (3), 72-83.

Janssen, J., Tattersall, C., Waterink, W., Van den Berg, B., Van Es, R., Bolman, C., & Koper, R. (2007). Self-organizing navigational support in lifelong learning: how predecessors can lead the way. Computers & Education, 49 (3), 781-793.

Wooldridge, M., & Jennings, N. (1995(. Intelligent agents: Theory and practice. The Knowledge Engineering Review, 10(2), 115-152. Doi:10.1017/ S0269888900008122

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