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Informal Learning – the other 80% Years ago a start-up commissioned me to write a white paper that would help put them on the map.

Informal Learning – the other 80%

I wrote the paper that follows. It’s probably the most popular thing I’ve ever written. Babson Survey Research Group: Higher Education Reports. Grade Change: Tracking Online Education in the United States The 2013 Survey of Online Learning conducted by the Babson Survey Research Group reveals the number of higher education students taking at least one online course has now surpassed 7.1 million.

Babson Survey Research Group: Higher Education Reports

The 6.1 percent growth rate, although the lowest for a decade, still represents over 400,000 additional students taking at least one online course. While the rate of growth in online enrollments has moderated over the past several years, it still greatly exceeds the growth in overall higher education enrollments, said study co-author I. Elaine Allen, Co-Director of the Babson Survey Research Group. Institutions with online offerings remain as positive as ever about online learning, but there has been a retreat among leaders at institutions that do not have any online offerings, added co-author Jeff Seaman. Some key report findings include: Nnected Learning: the next generation of workplace learning practices. MOOCs for Employee Learning - Practitioners View - Online Forum. Watch Recording Currently there is limited discussion on the use of MOOCs (Massively Open Online Courses) for organisational or employee learning.

MOOCs for Employee Learning - Practitioners View - Online Forum

Given that MOOCs are being dubbed a game changer in the academic world, Learning Café did some thinking and made this call: MOOCs (Massively Open Online Courses) can be a mainstream employee learning option. It offers cost effective solutions for organisations with the benefits far outweighing the challenges. L&D/HR need to be proactive in exploring and including MOOCs in learning strategies. To back this call, Learning Café formed a working group – MOOCs@Work comprising of experienced learning practitioners from leading organisations including Suncorp, QBE, IAG, Red Cross Blood Services, Royal Australasian College of Physicians etc. Disrupting the Diploma. Top 9 Competencies of an Informal/Social Learning Designer. It is exciting to be part of the learning revolution happening around us, with new learning paradigms and technologies emerging on a daily basis.

Top 9 Competencies of an Informal/Social Learning Designer

Thanks to the inherent quality of learning designers, we find it easy to adapt to most of these changes. Meet Charlotte - Acme Pharmaceuticals. Study: Millennials Prefer Traditional Classrooms Over Online Ones. Students are warming up to virtual education, but according to a new study, they still believe it's easier to learn in a traditional classroom.

Study: Millennials Prefer Traditional Classrooms Over Online Ones

Millennial Branding, a Generation Y consulting firm, and online marketplace, conducted an online survey in May in which they asked 1,345 college students in the United States about their views on the future of education. The study found almost 53% of students polled agree that "online colleges are a reputable form of education," but only 43% think an online classroom can match or surpass the quality of a traditional one. The students polled were from a random sample among's millions of registered users.

Social learning theory. Is a perspective that states that people learn within a social context.

Social learning theory

It is facilitated through concepts such as modeling and observational learning. [ 1 ] [ edit ] Theory According to Social Learning theory, models are an important source for learning new behaviors and for achieving behavioral change in institutionalized settings. [ 2 ] Social learning theory is derived from the work of Albert Bandura which proposed that observational learning can occur in relation to three models: [ 3 ] • Live model – in which an actual person is demonstrating the desired behaviour • Verbal instruction – in which an individual describes the desired behaviour in detail, and instructs the participant in how to engage in the behavior • Symbolic – in which modeling occurs by means of the media, including movies, television, Internet, literature, and radio.

10 ideas to work and learn smarter. Social Learning: an explanation using Twitter. Minds on Fire: Open Education, the Long Tail, and Learning 2.0 - ERM0811.pdf. Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review. © 2008 John Seely Brown and Richard P.

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review

Adler. Text illustrations © 2008 Susan E. Haviland. The text of this article is licensed under the Creative Commons Attribution 3.0 Unported license ( EDUCAUSE Review, vol. 43, no. 1 (January/February 2008): 16–32 John Seely Brown and Richard P. John Seely Brown is a Visiting Scholar and Advisor to the Provost at the University of Southern California (USC) and Independent Co-Chairman of a New Deloitte Research Center. Comments on this article can be posted to the web via the link at the bottom of this page. More than one-third of the world’s population is under 20. €”Sir John Daniel, 1996 The world has become increasingly “flat,” as Tom Friedman has shown.

It is unlikely that sufficient resources will be available to build enough new campuses to meet the growing global demand for higher education—at least not the sort of campuses that we have traditionally built for colleges and universities. Who are the Social Learning thought leaders? Marcia Conner - Business Culture, Collaboration, and Learning. Virtual Learning Edge - Social Learning. Bozarthzone. Clark Quinn. Building a Performance Ecosystem. By combining the power of the human brain with technology in a way that facilitates work, collaboration and communication, leaders can turn learning into multifaceted performance support.

Building a Performance Ecosystem

The competitive landscape is more dynamic than ever, and the defining success factors have shifted. Things are moving faster, and organizations have to be more nimble, responding to changes in their audiences, competitors and the context of work. Survival requires continual innovation, and at the core is learning faster than everyone else. Former Thomson Reuters CLO Charles Jennings highlights the 70:20:10 framework for thinking about organizational learning: 10 percent of what we need to know to do our jobs comes from courses, 20 percent from mentoring or coaching, and 70 percent is learned on the job through independent initiative.

Lots of the opportunities to improve come through the network, through the people we learn with and from. Social Networking: Bridging Formal and Informal Learning by Clark N. Quinn. "The recognition that learning is 80% informal suggests that we need to support natural connections between people who can help one another.

Social Networking: Bridging Formal and Informal Learning by Clark N. Quinn

And we can distribute that support between employees, partners, or customers. You can see real benefits, but you’ve got to have a way to think about them! " The Challenge of Performance-Centric Training & Development. 8 Reasons to Focus on Informal & Social Learning. Learning Transformation & Governance. Harnessing the potential of social learning. Social & Collaborative Learning in the Workplace. From Training to Supporting Social Collaboration. The future of e-learning is social learning. 12 steps to successful social learning. 12 x 3D Tools for Education, Training & Collaboration. 5 principles for a successful formal online social learning experience – and it’s not about the tools.

There has been a lot of talk about the use of social media tools in formal workplace learning; and I am regularly asked to review initiatives of this kind.

5 principles for a successful formal online social learning experience – and it’s not about the tools

In many instances, the use of social tools has simply been “bolted-on” or “shoe-horned” into existing training or e-learning practices, in which case it doesn’t tend to work very well at all. Firstly, those who are very Social Web-aware don’t like to be forced to “be social” in a way that has been defined for them, and those who are not yet familiar with the Social Web, don’t like to be forced to use unfamiliar tools they are not comfortable with. The whole point about social tools is that they are fundamentally “enabling” tools not “command and control” tools.