Clean  -­‐Tech  Educa.on  Innova.on  for  the  21st  Century  Workforce  

Felix  W.  Or+z  III  Founder  &  Chairman  Green  University,  Inc  

•  Serial  entrepreneur  –  Visionary  Trade  &  Export,  Inc.  – Global  Trade  Export,  Inc.  –  The  Or+z  Group,  Corp.  – Green  University  

•  US  Army  Veteran,  18th  Airborne  Corp,  JAG  Corps  – Na+onal  Leadership  Hispanic  Council  (Finance)  for  then-­‐candidate  Barack  Obama,  Board  Member  of  NY  Entrepreneur  Week,  Educa+onal  Chair  for  the  Hispanic  Heritage  Founda+on,  Summit  Series,  Co-­‐  Chair  of  Gen  44  

– Advisory  Group  for  Interna+onal  Trade  &  Economics  for  the  Obama-­‐Biden  Transi+on  Team.    

Felix  W.  Or+z  III  

Abstract  

1.  Advantages  of  E-­‐Learning  2.  Disrup+ve  Technologies  3.  Lessons  for  Online  Learning  4.  E-­‐Learning  Value  Chain  5.  Successful  Instruc+onal  Design:  DOE  NTER  6.  High-­‐Demand  Green  Jobs  

7.  Need  for  E-­‐Learning  for  Green  Careers  

•  Extends  benefits  of  distance  educa+on  (con+nuous  enrollment,  access  to  greater  resources)  

•  Easy  to  monitor  progress  &  achievement  

•  Cloud  model  (minimal  or  no  so_ware  on  home  computer)  makes  it  easy  to  implement  curricular  or  technological  innova+on  (e.g.  increased  collabora+on  between  students)  

Advantages  of  e-­‐Learning  

Technologies  Disrup+ng    Online  Learning  

•  Games  •  Social  Networking  •  3-­‐D  Simula+on/Virtual  Learning  Environment  (VLE)  

•  Personal  Tablets  &  Smartphones  

Training  Exercise  by  the  Centers  for  Disease  Control  &  Preven+on,    published  on  hcp://www.astd.org/TD/TD_Jan11_VirtualClassroomImmersion.htm    

Lessons  for  Online  Learning  

•  Learning  should  be  ac+ve:  Keep  learners  doing  meaningful  ac+vi+es,  which  facilitates  high-­‐level  processing  

•  Learners  should  construct  their  own  knowledge  rather  than  accep+ng  the  knowledge  that  is  given.  

•  Collabora+ve  &  coopera+ve  learning  allows  learners  to  draw  upon  a  wider  range  of  cogni+ve  skills.  

•  Learners  should  control  the  learning  process.  •  Learners  should  be  given  +me  for  reflec+on.  •  Learning  should  be  interac+ve  to  create  a  sense  of  presence  

&  community.  

(source:  Anderson  &  Elloumi)  

E-­‐Learning  Value  Chain  

instructional designers,

technology specialists,

academic

experts,exam

ination invigilators,

and technical

and other

administrative

personnel who support the educational process. A

s these actors work

in administratively distinct units of the organization, intra- and inter-

departmental linkages are critical to efficient and effective service in

71V

alue Chain A

nalysis: A Strategic A

pproach to Online L

earning

Figure 3-3.O

nline distanceteaching value systemand m

arket map.

Content

Suppliers and types of content:

· publishers· courseware· learning

objects· lessons· units· modules· courses· programs· off-the-shelf· customized· non credit/

credit· certification· diploma· degree

Authoring & development tools

· authoring tools· capture and edit· multimedia creation tools· design tools· html, xml, java . . .

Services

· consulting on strategy and deployment· instructional design· media design and development· custom content development· coaching, mentoring, instructing· assessment and testing· localization and globalization· technical support services

Learning specific hardware

· client/server· peer-to-peer

· wireless· PDA/cell phone

Enterprise systems

· Learning Management Systems (LMS)· Learning Content Management Systems (LCMS)· Knowledge Management (KM)

Delivery & collaboration tools

· live learning· virtual classroom· course delivery· meeting and collaboration tools· threaded discussion

Buyers of educational services

· K-12· Higher

education· Workplace· Consumer· Government· Professional

organization· International

constituencies· Special needs

Suppliers value chains/Organization value chains/Channel value chains

Source: Adapted from

Stacey (2001).

(Source:  Anderson  &  Elloumi)  

Designing  e-­‐Learning  Programs  

•  Founda+ons  of  Online  Instruc+on  – Needs  of  the  Intended  Students  –  Learning  Outcomes  (Skills/Acributes  that  Students  Acquire)  

•  Need  for  scale  affects  design  –  instructor-­‐mediated  vs.  self-­‐paced  

•  Balancing  pedagogical  standards  (e.g.  professional  accredita+ons)  &  customer  service  orienta+on  (recognizing  that  online  students  may  have  a  choice  between  e-­‐learning  partners)  

Student  Experience  

Source:  United  States  Department  of  Energy  

Mul+media  and  interac+ve  content  improve  knowledge  reten+on  and  student  engagement.  

High-­‐Demand  Green  Jobs    in  a  Wide  Range  of  Industries  

Boston  Globe  1. Green  Fashion  Designer  2. Environmental  Scien+st  &  Hydrologist  3. Protec+on  Technician  4. HVAC  &  Refrigera+on  Mechanic  &  Installer  5. Construc+on  Manager  6. Organic  Farm,  Ranch,  &  Agricultural  Manager  7. Socially  Responsible  Investment  Analyst    8. Solar  Installer  9. Green  Interior  Designer  10. Eco-­‐Friendly  Furniture  Builder  11. Green  Landscape  Architect  12. Sustainable-­‐Design  Architect  13. Environmental  Lawyer  14. Fuel-­‐Cell  Entrepreneur  15. Environmental  Engineer  

Forbes  1. Chief  Sustainability  Officer  2. Environmental  Engineer  3. Environmental  Lawyer  4. Climatologist  5. Renewable  Energy  Manager  6. Environmental  Scien+st  7. Urban  Planner  8. Commercial/Industrial  Designer  9. Conserva+on  Scien+st  10. Hydrologist  

See  also:  “Green  Jobs  Meta-­‐list:  56  Top  Green  Careers  Recommended  By  12  Authorita+ve  Sources.”  hcp://greeneconomypost.com/green-­‐jobs-­‐metalist-­‐green-­‐careers-­‐1174.htm/5  

What  do  these  jobs  have  in  common?  

They  require  training!  

•  14  states  have  established  specific  license  classifica+ons  for  solar  panel  installers  

•  28  states  require  a  home  inspector  license  to  perform  an  energy  audit  

•  Na+onal  trade  associa+ons  working  to  establish  standards  for  professional  accredita+ons.  

Why  E-­‐Learning  Macers:    Preven+ng  a  ‘Green  Divide’  

•  Without  focused  ini+a+ves,  historically  underserved  communi+es  will  not  join  the  green  economy  –  Non-­‐na+ve-­‐English  speakers  –  High  school  dropouts  –  Non-­‐violent  offenders  –  Veterans  –  Small  business  owners  

•  E-­‐learning  becer  able  to  complement  exis+ng  workforce  programs  through  ‘train  the  trainer’  models  –  ‘Pathways  out  of  Poverty’  –  Department  of  Labor’s  partnership  with  community  development  organiza+ons  focused  on  green  jobs.  

Sources  

•  Ed.  Anderson,  Terry  &  Elloumi,  Fathi.  Theory  &  Prac.ce  of  Online  Learning.  Athabasca,  Alberta:  Athabasca  University,  2004.  

•  Klomp,  Richard  W.,  Spitalnick,  Josh  S.  &  Reissman,  Dori  B.  “Virtual  Classroom  Immersion  Training:  Safeguarding  the  Health,  Safety,  and  Resiliency  of  Emergency  Responders.”  T&D.  American  Society  for  Training  &  Development,  2011.  hcp://www.astd.org/TD/TD_Jan11_VirtualClassroomImmersion.htm  

•  “The  Clean  Energy  Economy:  Repowering  Jobs,  Businesses  and  Investments  Across  America.”  Pew  Charitable  Trusts,  2009.  hcp://www.pewcenteronthestates.org/uploadedFiles/Clean_Economy_Report_Web.pdf