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Rethinking e-Learning by Clark N. Quinn : Learning Solutions Mag
For all the sophistication of our technology, our view of learning has not really changed. In an era of semantic Web, augmented reality, virtual worlds, and more, we are still talking about courses! But in business, our goals are not learning, our goals are improving performance.
LMS is no longer the centre of the universe
OK, so here’s the deal – if learning is work and work is learning, why is organizational learning controlled by a learning management systems (LMS) that isn’t connected to the work being done in the enterprise? Learning is no longer what you do before you go to work, never having to learn anything else in order to do your job. In the 21st century networked economy, learning and working are becoming one. As Robert Kelley showed over a 20 year study of knowledge workers, we need to keep learning in order to get our jobs done – “What percentage of the knowledge you need to do your job is stored in your own mind?” In a networked economy, social learning is how we get things done. Training, based on solid documentation of processes and procedures, works well at lower levels of complexity and we can develop best practices.The Learning Management System has been with us for just 10 years or so, and yet for many it is now seen as the core system required for delivering e-learning in an organisation. I have already mentioned in an earlier posting how, that the first thing that is often recommended to someone embarking on e-learning is to buy a LMS! Even though the main topics of conversation in the L&D world are moving from creating content-based e-learning to informal and social learning, the LMS is still seen as the main learning system within an organisation, so it's time to review its usefulness (yet again). First of all, taking a look around the web, there are a number of people already critiquing the traditional LMS..
What is the future of the LMS? - Social Media In Learning - Inte
Our goal as college professors is to open studentsâ minds to new experiences so they can grow intellectually while they mature through the traditional four-year process. But we are also challenged to give students the immediate skills they will need once they graduate so that they can begin their professional careers and move away from the fry-o-later to the cubicle and beyond. Over the past decade, there has been a sea change in the marketplace demands for graduates.