Sunday, June 27, 2010
What's the point of an LMS?
Discovered the debate on Jane Hart's page
Is the LMS dead?
Check out the other articles before expanding on the post on Harol Jarches page
Snow Tiger, on June 27th, 2010 at 5:02 Said:
I liked the way that the assumption tripped lightly off John’s tongue:
“I am assuming here that there’s near-ubiquity in the provision of registration, tracking, measurement, aggregation of data for performance analysis purposes”.
Of course all companies want to promote useful informal learning (if it’s not at the cost of productive work), but the real Holy Grail is finding a demonstrable link between what has beeen learnt by an employee and performance improvement. Or should we also promote performance evaluation (which means salary increases) based on data from social networks?
http://janeknight.typepad.com/socialmedia/2010/05/what-is-the-future-of-the-lms.html
If Learning is Work and Work is Learning
LMS is no longer the centre of the universe
Posted on May 4th, 2010 by Harold Jarche
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?”
1986 ~ 75%.
1997 ~ 20%
2006 ~ 10%
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. As complexity increases, we need more tacit knowledge, which cannot be documented. Conversation is a prime medium for the sharing of tacit knowledge and is the foundation for collaborative work. We need to communicate in order to collaborate. This is why organizations need to manage what matters – collaboration.
The LMS framework is being challenged for its supremacy over organizational learning much as heliocentricity showed European civilization that we were not the centre of the galaxy. Jane Hart says that, “what is needed is an organisational system that SUPPORTS and ENABLES this informal approach to learning.” That system is one where the LMS is nothing more than a node in the network, which means that the LMS has to play nice with others (which most do not). The centre of universe has shifted for training & development professionals and they can ignore this shift, as the Catholic church did, or they can become part of the Learning Reformation.
Comment by John Husband:
Jon Husband, on May 4th, 2010 at 19:19 Said:
It’s essential.
Most on-the-job while-working learning about
- current events,
- what-to-do in such-and-such a situation,
- effective and clear communication (both off and online)
- who to talk to about an issue or problem,
- feedback from customers,
- and so on
increasingly takes place in socially-connected networks, via social tools such as in-house “twitter” (microstreaming), wikis, Skype if you’re allowed to talk to outsiders whilst at work (weird that you can use the phone for that but often not Skype, huh ?) and other internal fora for conversation and exchange.
I am assuming here that there’s near-ubiquity in the provision of registration, tracking, measurement, aggregation of data for performance analysis purposes.
Isn’t a stand-alone (somewhat or much-detached & centralized) LMS looking like a moated fortress ? Shouldn’t the central focus of any future “LMS” be executing its excellence as a warehouse for the delivery of bits on-demand ( courses and learning objects etc.). to the network. Shouldn’t increasingly the LMS serve the network both through the individual and increasingly, informal and / or impromptu groups (see services such as Zorap.com). Shouldn’t any LMS be seeking to open itself to the ecosystem and just become one specific part of it, instead of defining a closed domain of mostly-structured formal learning ?
Isn’t the network the future of learning ?
Is the LMS dead?
Check out the other articles before expanding on the post on Harol Jarches page
Snow Tiger, on June 27th, 2010 at 5:02 Said:
I liked the way that the assumption tripped lightly off John’s tongue:
“I am assuming here that there’s near-ubiquity in the provision of registration, tracking, measurement, aggregation of data for performance analysis purposes”.
Of course all companies want to promote useful informal learning (if it’s not at the cost of productive work), but the real Holy Grail is finding a demonstrable link between what has beeen learnt by an employee and performance improvement. Or should we also promote performance evaluation (which means salary increases) based on data from social networks?
http://janeknight.typepad.com/socialmedia/2010/05/what-is-the-future-of-the-lms.html
If Learning is Work and Work is Learning
LMS is no longer the centre of the universe
Posted on May 4th, 2010 by Harold Jarche
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?”
1986 ~ 75%.
1997 ~ 20%
2006 ~ 10%
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. As complexity increases, we need more tacit knowledge, which cannot be documented. Conversation is a prime medium for the sharing of tacit knowledge and is the foundation for collaborative work. We need to communicate in order to collaborate. This is why organizations need to manage what matters – collaboration.
The LMS framework is being challenged for its supremacy over organizational learning much as heliocentricity showed European civilization that we were not the centre of the galaxy. Jane Hart says that, “what is needed is an organisational system that SUPPORTS and ENABLES this informal approach to learning.” That system is one where the LMS is nothing more than a node in the network, which means that the LMS has to play nice with others (which most do not). The centre of universe has shifted for training & development professionals and they can ignore this shift, as the Catholic church did, or they can become part of the Learning Reformation.
Comment by John Husband:
Jon Husband, on May 4th, 2010 at 19:19 Said:
It’s essential.
Most on-the-job while-working learning about
- current events,
- what-to-do in such-and-such a situation,
- effective and clear communication (both off and online)
- who to talk to about an issue or problem,
- feedback from customers,
- and so on
increasingly takes place in socially-connected networks, via social tools such as in-house “twitter” (microstreaming), wikis, Skype if you’re allowed to talk to outsiders whilst at work (weird that you can use the phone for that but often not Skype, huh ?) and other internal fora for conversation and exchange.
I am assuming here that there’s near-ubiquity in the provision of registration, tracking, measurement, aggregation of data for performance analysis purposes.
Isn’t a stand-alone (somewhat or much-detached & centralized) LMS looking like a moated fortress ? Shouldn’t the central focus of any future “LMS” be executing its excellence as a warehouse for the delivery of bits on-demand ( courses and learning objects etc.). to the network. Shouldn’t increasingly the LMS serve the network both through the individual and increasingly, informal and / or impromptu groups (see services such as Zorap.com). Shouldn’t any LMS be seeking to open itself to the ecosystem and just become one specific part of it, instead of defining a closed domain of mostly-structured formal learning ?
Isn’t the network the future of learning ?
Saturday, June 26, 2010
Links to Educational Technology Resource links
International Society for Technology in Education
Agent4Change
Microsoft Education
log in as barkhorstallholder@hotmail.com
e-Learning Conferences Worldwide
The Emerging List of Top 100 Tools for Learning 2010 (Jane Hart's Invitation)
University of Miami links
Higher_order_thinking_skills
Jane Hart on Facebook
Digital Chalk Tutorial
Webquest generator
Internet Time Alliance
Is the LMS dead?
What's a PNG?
Agent4Change
Microsoft Education
log in as barkhorstallholder@hotmail.com
e-Learning Conferences Worldwide
The Emerging List of Top 100 Tools for Learning 2010 (Jane Hart's Invitation)
University of Miami links
Higher_order_thinking_skills
Jane Hart on Facebook
Digital Chalk Tutorial
Webquest generator
Internet Time Alliance
Is the LMS dead?
What's a PNG?
Friday, June 11, 2010
Joint Information Systems Commitee and its parasite (sero)
Joint Information Systems Committee (JISC) support United Kingdom post-16 and higher education and research by providing leadership in the use of ICT (Information and Communications Technology) in support of learning, teaching, research and administration. JISC is funded by all of the UK post-16 and higher education funding councils.
Wikipedia description (advert?) on JISC
JISC Learning and Teaching committee (JLT) appears to have an annual budget of four million pounds
SERO We are an education, skills and economic development consultancy specialising in teaching and learning innovation through use of new technologies and development of digital skills – to enable personal, social and economic development.
Much of our focus is on developing creativity and enterprise, particularly in the schools and post-16 sector.
We develop strategies and action plans, manage and disseminate programmes, research and evaluate new developments, working at national and regional level. Through our in-house marketing and PR team, we integrate communications into our programmes wherever possible.
Our work draws on our background in the creative / cultural and digital industries and covers the spectrum of education and training provision from schools to further and higher education, from work based learning to personal and community development.
Our aim is to make innovative and excellent contributions to the projects we work on and, in doing so, to support our partners and customers in making positive change.
http://www.sero.co.uk/home.html
Wikipedia description (advert?) on JISC
JISC Learning and Teaching committee (JLT) appears to have an annual budget of four million pounds
SERO We are an education, skills and economic development consultancy specialising in teaching and learning innovation through use of new technologies and development of digital skills – to enable personal, social and economic development.
Much of our focus is on developing creativity and enterprise, particularly in the schools and post-16 sector.
We develop strategies and action plans, manage and disseminate programmes, research and evaluate new developments, working at national and regional level. Through our in-house marketing and PR team, we integrate communications into our programmes wherever possible.
Our work draws on our background in the creative / cultural and digital industries and covers the spectrum of education and training provision from schools to further and higher education, from work based learning to personal and community development.
Our aim is to make innovative and excellent contributions to the projects we work on and, in doing so, to support our partners and customers in making positive change.
http://www.sero.co.uk/home.html
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