eLearning2.0 from the Read/Write Web blog

Corporate eLearning Strategies and Development

I'm a little late to pointing at this post from the Read/Write Web blog but better late than never on some things. It's a 2 part blog post so we'll wait for part II I love it when those outside of the training/learning field bring their perspective to the Learning2.0 conversation.

Blogging in a Walled Garden

Experiencing eLearning

One of the features of Sakai that our team was looking for in a new LMS is a blogging tool. However, it does give us the option of blogging within the system. So how do you use a blog effectively when it’s housed within a walled garden? Blog Conversations.

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Resistance is futile

Learning with e's

The same can be said for the participative Web. Blogging has evolved into a very expressive form of writing, and clearly exploits the immediacy of social interaction that was unknown before social media. I'm fascinated by the psychology of educational technology.

Digital literacy 6: Organising and sharing content

Learning with e's

The very act of creating content, whether it is a video, blogpost or podcast, is often with the intention that it will be shared in some way, usually on the web. Now we have the social web, there are more ways than ever to make your content available to a vast audience.

A comparison between LMS and CMS

TalentLMS

First, some examples so you know what we’re talking about: “ TalentLMS “, the product whose blog you’re reading, is a good, nay great, example of an LMS. As for CMS products, those are divided into Enterprise and Web oriented offerings.

Social Learning Ought to be Story-Sharing: "Friends You Haven't Met Yet"

Vignettes Learning

We spoke about ICT's Story Web Blog Project. Army, they compiled 33 million web blogs that use personal stories. The documentary interviews some of the bloggers who were discovered in their research on the Story Blogs.

Evolution of L&D - Some more thoughts

ID Reflections

I love the serendipity of the web. I have seen this happen again and again when interacting on the web—learning, lurking, contributing and participating. I loved this line in her blog: “ I want learning in our organisation to be personally owned but organizationally supported.” And as John Hagel said, we shape serendipity. To quote Yossi Vardi , “ Serendipity doesn’t just happen in a serendipitous way. You have to work for it.”

Do We Still Know Our Audience?

eLearning Weekly

They do much of their phoning for free over the Web. The Web has always existed. The class of 2012 may not be the first to habitually seek much of its information from Web blogs, Wikis, Google, Twitter, Facebook, and YouTube. But it does remind us that: New electronic channels and Web media are opening every year for our products, services, and promotional information.

IBM 32

Convergence Learning

The Learning Circuits

I came upon an interesting term -- Convergence Journalism : from the convergence of technologies that has taken place with digitization, to economic convergence in media ownership, through to the journalistic convergence that is seeing both a combination of media forms into one 'multimedia' form, and a multiplication of delivery systems. Wondering if the learning profession has such a term, I Googled it and came across this interesting definition from KERIS - the Convergence Learning Model is founded upon cognitive sciences and operates on three impetuses: the psychology of learning, pedagogical change, and technological advancement. From a psychological view, the model addresses intrinsic motivation based on Csikszentmihalyi's flow theory. From a pedagogical view, the model provides a link between formal and informal learning to the benefit of each. Finally, the model is implemented using ubiquitous computing technologies. Flow Flows are not just one element of social organization, they are the expression of the processes dominating our economic, social and symbolic life - Manual Castells in The Rise of Network Society. Csikszentmihalyi describes flow as "being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you're using your skills to the utmost." Thus the development of learning spaces is far more than developing content, rather it is staging experiences that allows the learners to gain a finely tuned sense of rhythm, involvement, and anticipation known as "flow." And rather than seeing learning as a chore, "learning flow" challenges the learner to want to learn. Formal & Informal Learning "The learning zone" is the convergence of formal and informal learning within a social context where the interests of the enterprise and individual meet. The role of social networks is essential to successful learning in enterprises. - Window into Talent and Learning Thus, rather than learning being organized around an event, it becomes a network of both planned and spontaneous situations. Some business processes are just too important to be left to chance. For example, manufacturing a product to specifications or safety procedures normally require that some type of formalized learning be given. Yet, it does not require strictly formalized learning methods. Competencies require the mastery of the 5 Cs : Content, Conversation, Connectivity, Collaboration, and Context: While we all enjoy a good speaker, literature, or video that a well prepared lesson can provide, we also need to create and search for our own content in order to provide meaning to the new information. While corporate classrooms have been moving away from lectures and more towards the interactive, it is often only after the learners have left the classroom and have had a chance to digest and reflect on their new knowledge and skills that they are able to engage in meaningful conversations with others to make their learning deeper. People are social creatures, thus many of them look forward to the social aspects that a well prepared class can provide, yet once they leave the classroom, technologies such as the web, blogs, discussion groups, mobile phones, and email allows them to connect not only with the people they met in class, but also with others who share the same interests. This social aspect carries over to working and learning with others in new projects that allows them further gain insight into their recently acquired knowledge and skills. And finally, it is the experiences provided by the other four Cs that give the learners a more well rounded picture or context -- information only becomes relevant when it is related to something the learner is already familiar with. Technology Technology is meaningless except in how it can assist you, and then it should disappear and be invisible. It allows you to think of things you couldn't think of, it doesn't think of them itself. - Richard Saul Wurman When most of us hear the word "technology," we tend to think of hardware, yet it is far more than computers and electronics. It is the application of tools, machines, materials and processes that help to solve problems and extend human capabilities. It has a circular effect on us in that we use technology to learn other technologies; use the newly learned technologies to create new technologies, and then use the newly created technologies to learn other technologies.Thus learning has sometimes been described as the meeting of people and technology. Since technology extends our capabilities, it can help to provide that needed flow that fully engages us in the task we are focusing on.