E-Learning Provocateur
MARCH 16, 2009
Instructivism is dead. Gone are the days of an authoritarian teacher transmitting pre-defined information to passive students. In the 1990s, constructivism heralded a new dawn in instructional design, turbo-charged by the rise of Web 2.0. Students morphed into participants , empowered to seek new knowledge and understanding for themselves, in the context of their own unique, individual experiences.
E-Learning Provocateur
OCTOBER 13, 2009
As virtual classes rapidly become de rigueur , the need for an effective virtual facilitation framework accelerates. I propose the 5-stage model of e-moderation developed by world-renowned networked learning guru, Gilly Salmon. While Salmon’s model primarily supports asynchronous networked learning, I contend that it supports synchronous networked learning just as well.
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E-Learning Provocateur
SEPTEMBER 3, 2009
Earlier this week, I attended a Twitter Camp billed Twitter is not for dummies. I had the privilege of facilitating one of the breakout sessions, which focused on the business applications of Twitter. We discussed a range of issues around this topic, and we generated some really bright ideas that I feel are worth pursuing in the corporate sector. Some of the ideas specifically relate to e-learning, while others may fall more comfortably into other portfolios.
E-Learning Provocateur
SEPTEMBER 28, 2009
In the global game of Corporate Bingo, the term “adult learning principles&# must be one of the most abused. It’s a convenient abstract that can whitewash a range of unsubstantiated claims and half-truths. But what exactly are adult learning principles? The theory. Malcolm Knowles is widely regarded as the father of adult learning. Since the 1960s, he articulated a distinction between pedagogy (the teaching of children) and andragogy (the teaching of adults).
E-Learning Provocateur
DECEMBER 18, 2009
COP15 was a fiasco. At the eleventh hour, the world’s governments are cobbling together half‑baked emissions targets, after 2 weeks of posturing, grandstanding and generally faffing about. Why bother? At the next summit, they’ll realise they’ve got no hope of meeting those targets, so they’ll try to weasel out of the agreement just like they tried to weasel out of Kyoto.
E-Learning Provocateur
NOVEMBER 30, 2009
I started my new role in head office today: Learning & Organisational Development Manager. It’s broader than my previous E‑Learning Manager role, and I must admit that I’m mourning the loss of the term “E‑Learning&# from my title. Having said that, however, I consider it a sign of organisational maturity. In my humble opinion, e-learning has converged with learning to such a degree in the corporate sector that, finally, it’s no longer meaningful to differe
E-Learning Provocateur
FEBRUARY 20, 2009
While the digital age has opened up (and continues to open up) new avenues for learning and knowledge sharing, I sometimes feel the effects of information overload. Indeed, useful tools are available for managing the avalanche of information. For example, RSS allows us to aggregate feeds from our favourite sources, without the need to visit each and every site every day.
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