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In your sector, what have been the predominant technology changes over the past 20 years (please include your name)?

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In your sector, what have been the predominant learning and education models used over the past 20 years (please include your name)?

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Over the last 20 years, the most predominant change has been the adoption of technology itself.  I didn’t work in this sector 20 years ago, but I can speculate that computers were not common place and forms (i.e. applications, assignments, exams) were all done on paper.  Today more and more tasks are moved to a digital platform.

Kathy Moore

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I work in elearning, this sector has only really existed for about 20 years.  In 1999, the sector was in its infancy.  Pockets of the internet were forming areas were people could learn and share ideas in forums.  Universities were beginning to investigate computer-based curriculum.   Standard were just being created for tracking learning data.  Learning Management systems were being to be adopted in higher ed and large corporations.  In 1999, getting content online was a feat, there was limited ability to make it robust, interactive, or engaging.

Spring forward to 2019 almost every major sector has adopted elearning in some fashion.  The content has improved greatly. We now have 3D simulated environments, the ability to have students interacting with content (and each other) in multiple different ways, and we have the ability to track experience data, if we so desire.

Christina Jones

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I joined the education department in the technology portfolio at UHN (University Health Network) 15 years ago. When I joined the team, the predominant way of teaching was instructor-led and a dedicated computer room for staff that wanted to take advantage of computer based training (CBT), using CD ROM. Two years after, in 2007, we started exploring eLearning. We started with our Physicians' group to assess if eLearning will be the best way of delivering eLearning training. Our first eLearning training modules were lengthy with lots of text and minimal animation. For example, the MD  modules were about 4 hours long. Throughout the years with have been honing our eLearning skills and crafting our creativity in developing a more robust and effective eLearning programs. Fast forward to 2019, our predominant training modality is eLearning and/or blended learning. We have also implemented micro-learnings supported by performance support tools using tools like RoboHelp, Go-Animate, clips using You Tube videos, and etc.
Sharon Ambata-Villanueva

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We use a variety of education/training modalities to ensure we are meeting the learning needs of all groups. They are face-to-face facilitation, eLearning, blended learning, practice sessions for staff that wanted to practice technical skills. For post training, it is a combination of peer-to-peer coaching, online support tools and mentoring.

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We use a variety of education/training modalities to ensure we are meeting the learning needs of all groups. They are face-to-face facilitation, eLearning, blended learning, practice sessions for staff that wanted to practice technical skills. For post training, it is a combination of peer-to-peer coaching, online support tools and mentoring.

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Sharon Ambata-Villanueva

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The predominant technology changes over the past 20 years in language teaching have included a shift from a dependency on textbooks and teachers to more student-centred, open and diverse learning resources.  Today, one can learn a language anytime and anywhere.  Gone are the old, outdated and expensive textbooks.  Today, there is a wide variety of resources available including online courses, YouTube channels, and websites and applications, such as Duolingo and Italki.  Resources are now more interactive and a learner can use those resources in whatever way best suits their individual needs. Even brick-and-mortar schools have changed from teacher-centred lectures, grammar books and blackboards to Smart Boards, computer labs and online learning management systems such as Moodle and Edmodo.
- Sherry Ruth

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Changes in Technology within Municipal Government 

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Changes in Technology within Municipal Government 

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I've been working along side with municipal finance staff for the past 5 years, and I've seen the uses of technology grow exponentially. I see municipalities using social media (i.e. Twitter, YouTube) to better engage, educate, and connect with the public. To explain complex information in layman's terms, videos are created and shared with the public. (See below for a video that the City of

Mississauga produced.)

- Eunice Leung

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Some municipalities are large enough that they have their own HR and Training departments available to their internal staff. Smaller municipalities rely on professional associations (like the one I am currently at) to provide them with education/training opportunities. In the past, there are a lot of face to face workshops. If there are no internal expertise they can draw from, an outside trainer is brought in for more specified content. Mentor-mentee programs and internships were also quite popular.  - Eunice Leung

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I have worked for municipal government for 13 years.   Many of our manual systems are now automated.  Predominant changes include a GIS system which has layers of information and provides critical infrastructure information related to watermains, new housing development, sewage systems, parks and trees, roads - information above and below ground, etc.  In the last five years, technology has grown exponentially for us.  In addition, we corporately use Twitter and Facebook.  Technology has changed our knowledge, skills and abilities - even the naysayers are getting used to change.
Caroline Monsell

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When I first started my career in municipal government the focus was on in class learning. We slowly moved to online learning and it was delivered  through third parties. For the last four years the City determined that a corporate learning was not required. Departments went to third parties and either had facilitators come into the organization to teach (again in class) or in some cases people went externally to learn skills.  Some department have used Oracle UPK as a tool to deliver training.
Caroline Monsell

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Media and Technology has seen rapid changes compared to twenty years ago. Computers have become smaller and faster with more power to execute tasks simultaneously. With the vast improvements of hardware and software media productions for film and TV have had to adapt quickly and create new workflows for digital delivery. Editing from tape to tape has moved to nonlinear editing system. Camera tapes have been switched to small SD card and solid state drive disks that can store big files with fast transfer rate. With the internet speed reaching highs, cloud-based system has been used to store and distribute data from any geographical position.

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Media and Technology has seen rapid changes compared to twenty years ago. Computers have become smaller and faster with more power to execute tasks simultaneously. With the vast improvements of hardware and software media productions for film and TV have had to adapt quickly and create new workflows for digital delivery. Editing from tape to tape has moved to nonlinear editing system. Camera tapes have been switched to small SD card and solid state drive disks that can store big files with fast transfer rate. With the internet speed reaching highs, cloud-based system has been used to store and distribute data from any geographical position.

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Ilir Shaqiri

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With the advent of affordable computing, Computer Numeric Control, CNC, machining started to push the boundaries of what could be done by even the smallest family run machine shops. Complex computer aided machining packages (CAM Package) were coming onto the scene. Packages that were incorporating functions that previously required complex calculations and long-hand programing. Graphic renderings more accurately represented the finished product and computing power suddenly allowed for ‘proofing your code’ before commencing part manufacturing. By early 2000’s 3D printing enabled rapid protype work, enabling design engineers to obtain a proof of concept part in a fraction of the time normally allocated to the first build. These parts would allow for fast adaptations and modifications, assemblies could be tested and examined before costly production runs were started.
Today a well-trained CNC Machinist / Programmer has capabilities and tools available to them that were previously only found in large companies like Boeing, Bombardier and even Nasa.
Yet, behind all this technological advancement sits the fundamentals of the Machinist and manufacturing that has not changed since the later part of the Industrial Revolution. If ever there was an example of modern technology seamlessly blending with, and enhancing, an industry that dates to the early 1900’s, this is it.

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Predominant technology changes over the past 20 years in the education sector has been the internet. It has been the driving force behind most other innovations for how teachers teach-availability of information, presentation software and learning tools (EdTech), LMS's and online learning. Also how we interact with students-social media, messaging systems, LMS's (again).

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As a facilitator in workshops definitely used ADDIE -Analysis, Design, Development, Implementation, Evaluation. When I was working with youth in leadership programs in was ADDIE with a lot of collaborative, problem based learning models and experiential learning.

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Incorporating technology = enabling today's learners

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Incorporating technology = enabling today's learners

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The normal learning and education model used in most any Trades skills is the Apprenticeship model. This is a combination of physical on the job training under the direct supervision of a journeymen and a separate formal classroom lab setting.
The job site training is where the apprentice is first shown how something is done and then expected to preform the task on their own with an ever-decreasing amount of direct supervision. Once a level of competency has been achieved, a subsequent skill will be taught with ever increasing level of complexity and responsibility. In my experience feed back isn’t typically given unless something is done incorrectly, and the student is left to sort through the most basic tasks through co-worker collaboration.
The formal theory study, delivered at a polytechnic school in a formal classroom setting, is done using a combination of the “Sage on Stage” lecture portions and lab projects assigned to validate the lecture concepts and prove competency and understanding of the classroom lecture topics.
Now with the advent of advanced computing and animation, computer simulations are now being employed to offer learners the ability to both view the concepts in action virtually and practice some techniques too. Robotics and 3 d simulation have begun to compliment the theory portions of the curriculum.

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Air Traffic Control (ATC) has changed immensely within 20 years. Technology has allowed air traffic controllers to control more traffic with greater complexity and volume, by allowing for more technological automation and digital frameworks innovation. Radio communications have become better evolved even to the point where oceanic air traffic controllers don't verbally speak to pilots, due to the lack of range of the radios, but speak to them via specialized downlink message formats, much like you would text your friend. Radar technology has significantly got better in the last 20 years. We have more advanced MODE S (specialized radar capability) functions and ADS-B broadcast (automatic dependent surveillance) satellite functions, in other words, a fancy GPS system for controllers and pilots alike. I clearly do not have enough space to talk about the changes in aviation technology in this forum. I will conclude with this thought: technology advances are a double-edged sword for aviation, too much automation has proven, at times, do be a hindrance to the industry. It is ever evolving everyday. It is very exciting to be in aviation today.

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In primary health care delivery, there have been significant technological changes over the past decades. While technology integration has been met with resistance from all stake holders, the impact of technology in health care cannot be denied. From day-to day workflow operations in records management, such as electronic medical record systems, electronic billing and digital laboratory reports; to the advent of comprehensive, provincially accessible health record networks, (Alberta Netcare, here in Alberta),  technology in the field of health care delivery is a moving train that stakeholders find themselves on, weather they want to be on board or not.

Laren Helfer

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Education models within the Canadian Armed Forces School of Aerospace Control Operations (CFSACO) have changed a bit. Training models try to be streamline within the entirety of the Royal Canadian Air Force (RCAF), however, air traffic controllers are a unique and specialized group of individuals within the RCAF, thus leading to unique education models being employed at the school. Education models and how to instruct new air traffic controllers has evolved over the past few decades and is continuing to evolve as I type now. Overall, there are traditional portions to educating air traffic controllers, such has regular classroom setting instruction with written tests on subject matter presented. However, students are also assessed on there practical skills such as: communication, problem solving judgement in a dynamic variable environment, memory, judgement, spatial acuity and others. Most of the practical skills are tested via instructional simulations. The simulations meant to mimic the actual environment of an air traffic controller at work. It is unique and provides a challenge to instructors to provide quality assessment, whilst using multiple technologies to their advantage. A certainly unique instructional environment

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In health care specifically, health care professionals must  meet educational requirements from accredited educational institutions. Traditionally, these requirements have been met through traditional face to face learning in a classroom setting combined with a practicum component of some sort. Professionals then maintain their accreditation through professional development activities. These activities can occur in the form of workshops, seminars or in-services. More and more, necessary credentials are being met via on-line delivery, sometimes with a practicum component, and sometimes not.  

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In health care specifically, health care professionals must  meet educational requirements from accredited educational institutions. Traditionally, these requirements have been met through traditional face to face learning in a classroom setting combined with a practicum component of some sort. Professionals then maintain their accreditation through professional development activities. These activities can occur in the form of workshops, seminars or in-services. More and more, necessary credentials are being met via on-line delivery, sometimes with a practicum component, and sometimes not.  

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As an educator in the field of health care, I do see a shift into digital learning; for both the initial formal education, and for necessary continuing learning requirements.

Laren Helfer

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I've worked in a variety of sectors over the past 20 years - from pre-school to post secondary education, in planning and facilitation, illustration, and course design.
For the education piece of my life, I've watched university distance learning go from a set of VHS tapes and pre-paid envelopes for papers to our current modalities that allow us to be in the same virtual space at the same time, regardless of where we are in the world. Elementary and high school have moved to technology augmented and tech focused classes - tech has replaced encyclopedias, microfiche and card catalogues in libraries. Students have access to more than ever before, but not of the curated quality that was available 20 years ago.
Planning and facilitation has changed in that people can be anywhere and participate in virtual spaces through an ever-growing inventory of services like Zoom, Google Hangouts, Collaborate Ultra, and Adobe Connect.
Illustration has gone from a pen-and-paper enterprise to one that is done almost entirely digitally, instantly sharable internationally - with tools that would not be possible in the physical world (in real life, one could not apply pastel colours over top of wet oil paint).
Course design has also seen a blossoming of tools that allow us to connect course curriculum in ways we never have before - open source textbooks, embedded video, links, documents and workspaces - all within a single content management system.
The internet has changed it all. Our connectivity and access to information has grown to unimagined reaches due to the mass availability of affordable technology.

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The main change that I see in the learning and education models through the past 20 years is that we've gone from a model in which the knowledge keeper is at the front of the room, disseminating  information to a much more consensual, experiential model of education. We no longer have the 'sage on the stage' in many settings! Now, the job of the educator is that of a facilitator of acquisition of knowledge - someone who creates space for learning to occur through design of experiences, rather than the acquisition of information through rote learning.

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Teaching EFL in China, I haven't seen much technology come to life YET in our physical classrooms, however I have a sneaky suspicion we will have a lot to come in the next few years! What I have actually seen change is classrooms went from NO technology to a little. Most classrooms now have their own computer and projector where we can show the students a PPT for instance. Not all the rooms have wifi but most of them do have interactive whiteboards. As more and more tech flows in, there will be hurdles as we don't have access to much here (I'm using my VPN now in order to access padlet!).

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In my sector I'd say the children always begin with a Transitional bilingual education. They spend time with both a Chinese teacher and a foreign teacher (more time with the Chinese teacher). Once the students are in their mid-teens, it all depends what route they decide to take. If they take my school's upper level classes, then we move into Structured English immersion. They have only a foreign English teacher and our learning tool is National Geographic's Reading Explorer. They improve their English while learning about world history, geography, sociology, etc.

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Teaching English as a second or foreign language uses a variety of English-only and bilingual models.  20 years ago, these models focused on direct-teaching methods.  Learning was centered on the teacher and little to no communication occurred between teachers and learners.  The focus was grammar correctness and translation.
Over the years, there has been a clear shift to learner-centered and non-directive teaching models. Interactive lecturing and cooperative/collaborative learning methods became popular. Today, blended learning is a predominant model as is communicative language teaching with a focus on language production. Many of today's popular learning models are hybrids of the classic "official" models.

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Technology has completely changed what I do for a living

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Technology has completely changed what I do for a living

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As a radio producer and host, technology has turned my working world upside down over the past twenty years. It used to be that we would work on reel-to-reel tape. If we wanted to make an edit in an interview or program, we would use a razor black to physically cut the tape, remove the edit portion, and tape the two pieces back together. When I first started working in the mid-90's, I often took a technician into the field with me to record interviews and sound. The tape was then dubbed from cassette to reel-to-reel by another technician. Okay, let's fast forward to today. All our editing is done on our desktop computers or laptops - no razor blades, scotch tape or technicians needed. To record in the field, I use a handheld recorder which has six stereo channels and a studio quality mic. Oh yes, and don't forget podcasts, which are changing the way we listen to our audio programs. The constant in all of this is the power of storytelling, and the direct, intimate connection to the listener.

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A lot of of learning is on the job, learning by doing. Our training has predominantly been more of supplementary learning in the form of traditional instructor led courses. They range from informal lunch and learns, to week-long skills-based courses. That hasn't changed over the past twenty years.
What has changed is the introduction of online learning. There are now digital modules utilised as teaching tools, particularly when there's a wide swath of new policy or technology change that affects every employee.

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In the past 20 years, I think the technology changes within the teaching sector have gone from zero to sixty. I flashback to when I was in school and taking face to face classes, which are now offered online show the advancement in technology. Even using something as basic as email is taken for granted, as 20 years ago we were in a class that taught students how to access, send and receive emails. Seeing software such as Blackboard, D2L/Brightspace brings an interactice experience that allows the instructor to create a classroom environment without ever being in a class. I think tools such as Adobe Connect and even what we are using for our MALAT program (Moodle/Wordpress) helps engage students in ways we never thought was possible. It has allowed a more meaningful experience and a deeper engagement with everyone in the class.

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In the past 20 years we have seen movement to students being able to take their entire education through online learning.  The introduction of Blackboard, D2L and now D2L/Brightspace as a communication software has brought the classroom to any environment. There are also tools like Adobe connect which allow a classroom environment by logging in to the program. In 20 years we have gone from limited technology to students getting their high school diploma's to PHD's.

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In the past 20 years the learning and education has evolved tremendously. There has been a massive shift from classroom to online learning. With the use of internet courses and assignments are easily accessible from anywhere. The speed of information has changed our way of thinking. Online and distance learning classes are very popular and taking over the traditional classrooms. 

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In the past 20 years the learning and education has evolved tremendously. There has been a massive shift from classroom to online learning. With the use of internet courses and assignments are easily accessible from anywhere. The speed of information has changed our way of thinking. Online and distance learning classes are very popular and taking over the traditional classrooms. 

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Ilir Shaqiri

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Technological changes in the academic libraries 

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Technological changes in the academic libraries 

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I have worked as an academic librarian for over 10 years. During this time I have observed rapid technological changes in my profession, not only in the way we catalogue and classify printed books, but also a move towards digital resources, information retrieval process, information literacy instruction, automated self-check out terminals, among other things. Digital literacy has become a new area of focus in many libraries. Most libraries have became a hybrid entities with predominantly online digital environment with uncertainty of how technology will impact the future of academic libraries in general.
Marta Samokishyn

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Changes in the academic libraries education

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Changes in the academic libraries education

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Information literacy has become more integrated into University courses over the last two decades, gearing towards a continuous presence in the LMS, as well as finding other ways to approach distance education students.

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I haven't been within the Accounting/Finance sector for 20 years. However, I have heard from many of my managers and partners regarding the technological developments that have occurred. The Accounting/Finance sector has always had a large reliance on paper. Whether it is paper based bookkeeping, paper receipts, cheques, paper storage of documents, or many other paper based systems. Over the past 20 years, this sector has been able to move from a paper based sector to online. Through the use of technology and different software systems, online storage is available, online creating of documents/payment, online sharing capabilities, not to mention the vast changes within online banking systems, as well as Audit and Tax programs.

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The Accounting and Finance sectors require additional educational programs to complete a professional designation, such as a CPA or CFP. To complete the requirements, there is a mix of courses and articling required. The courses used to be completed in person only. You would have a set class structure and there was an emphasis on in-person studies. With the advancements in technology, the courses have moved to a "blended" structure. With the majority being completed online and just a single weekend facilitation and the final course exam being in person.

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response entered above from kymbleigh is Kymberleigh Richards

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response entered above from kymbleigh is Kymberleigh Richards

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Changes in Tech in my sector - Tracey Byrne

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Changes in Tech in my sector - Tracey Byrne

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I have worked in various sectors over the past 20 years, including engineering firms, medical technology, legal research software, law firms, construction safety, and am now in the forestry sector.  Some significant changes, that kept me employed as a corporate trainer over that last 20 years were xray technology systems evolving so that not only could images be stored online, but diagnosis (reading) could now be done online. In the next phases of my career, upgrading various industry platforms to be modern, icon based, with maximized speed and storage became the next changes that kept me employed. From there, I evolved my career further to the level of training and development in the workplace, leading and managing various projects, and assessing future needs to move organizations along in keeping up with technology and and learning needs in the workplace. These days, it's new CRMs, LMSs, Web 2.0, and all things that can help industries capture, share, store, and track knowledge.

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I come from a background of corporate training, evolved into more robust Learning & Development roles in the workplace.  Over the past 20 years I've earned certificates and attended workshops that have schooled me with a combination of traditional lesson planning,  the five theories of leaning (Behaviourism, Cognitivism, Constructivist, Experientialism and Social Learning), ADDIE methods, and project management training. These are the models/methods I look to when developing my corporate training initiatives - from project planning, to needs assessment, to design and delivery.