5 things to watch in e-learning

by: George Siemens. Canadian HR Reporter. Toronto: Oct 6, 2008. Vol. 21, Iss. 17; pg. 29, 2 pgs

Abstract

Over the last decade, technology has helped e-learning explode into the corporate scene. Encompassing techniques and approaches such as performance support, informal learning, mobile learning, online learning and hybrid learning, the development of e-learning has made significant improvements in corporations. But all the changes will pale in comparison to what’s looming on the horizon. Five important future trends in e-learning are: 1. mobile technologies, 2. distributed workforces, 3. collaborative technologies, 4. virtual worlds, games, simulations, and 5. multimedia. For training professionals, it’s an exciting time. Some of the initial confusion of new technologies has given way to sustained trends. Based on these trends, an emerging image of the future of e-learning can be seen — a future defined by innovation, opportunity and effective learning.

Click here to read the full-text article.

‘Classroom’ training alive and changing

‘Classroom’ training alive and changing

by: Scott Williams. Canadian HR Reporter. Toronto: Oct 6, 2008. Vol. 21, Iss. 17; pg. 28, 2 pgs

Abstract

About 10 years ago, Nexient, a Sydney, NS-based training firm, created a number of blended learning techniques with a multinational telecommunications firm. The initiative sprang from a desire to increase the relevance of classroom learning, but the outcome was surprising. The blended solution — a combination of instructor-led training and Web-based e-learning — not only produced better results than predicted, and higher learner engagement and enthusiasm than expected, it changed the nature of both learning methods. The classroom is evolving at a rapid pace. Learning and how people learn have changed and continue to change.

Click here to read the full-text article.

A flexible approach

A flexible approach

by Sita Chauhan. E.learning Age. Twyford, Reading: Nov 2008. pg. 14, 2 pgs

Abstract

The arrival of Web 2.0 is transforming virtual learning environments into powerful, versatile platforms that enhance the learning experience of both students in academic institutions and professionals in corporate organizations. The social networking facilities of Web 2.0 allow users to publish their own content on the Web and effortlessly interact with their peers. The benefits of e-learning are often quoted and range from reduced time and cost traveling to external training venues, to personalized learning and reduced cost of learning delivery. E-learning brings opportunities such as collaborative knowledge construction, just-in-time learning, fingertip learning and informal learning. The next wave of e-learning could see virtual learning environments merging with social network environments to become Sloodle as posited by speakers at the 2007 Association for Learning Technologies conference. Virtual learning environments are rapidly morphing into systems that are defined as much by the users as by the educators and facilitators.

Click here to view the full-text article.

Developing an English course for in-service librarians: The advantages of blended learning

by Matilde Fontanin.
In: Library Management, Vol. 29, Issue 8/9, page 777-788

Abstract:

Purpose
– The purpose of this study is to describe the design and
delivery of an English language course aimed for in-service librarians
and to report about the effects of the blended delivery mode on the
learning experience.

Design/methodology/approach –
The paper describes the broader context in which the course was
developed, its goals, the way it was planned and delivered in a blended
mode, the participants’ perception at the end of the course and after
one year and the Learning Management System which was used (Moodle).

Findings – Blended learning in workplace instruction is
very fruitful, especially when applied to language learning, as it
allows one to establish a collaborative environment and to stretch the
learning experience over a longer time, at the same time limiting the
absence from work. This involvement is possible only when the topics
are close to the participants’ professional interests and the teacher
stimulates collaboration.

Click here for the full-text article.