... ourselves to go from Learning Objectives to Performance Objectives and Business Needs.Kimberly McCollum in The networked ... This month on the Learning Circuits Blog - I asked some very leading questionsIf we have responsibility for informal learning, social learning, eLearning 2.0, long tail learning, etc. then ...Don't we have to conclude that learning professionals must be literate in these things?If so, then what should learning professionals do to become literate?Should workplace learning professionals be leading the charge around these new work literacies?Shouldn't they be starting ...

... ourselves to go from Learning Objectives to Performance Objectives and Business Needs.Kimberly McCollum in The networked ... This month on the Learning Circuits Blog - I asked some very leading questionsIf we have responsibility for informal learning, social learning, eLearning 2.0, long tail learning, etc. then ...Don't we have to conclude that learning professionals must be literate in these things?If so, then what should learning professionals do to become literate?Should workplace learning professionals be leading the charge around these new work literacies?Shouldn't they be starting ...

... are talking Reusable Learning Objects, Courseware Templates, Tracking Mechanisms, Content Management, etc. I'm really ... Predictions for Learning in 2008.Biggest challenges for 2007?I could answer this as the biggest challenges for Learning ... around this. I've basically limited myself to eLearningGuild and ASTD conferences. My expectation is that I'll be doing ... like? What is the form of informal learning?Still working on this, but my belief is that the picture is not going to be ... wasn't a place to hear about these solutions. That's a problem for me/us.What are your predictions for 2007?More learning ...

Recently we have seen the release of two annual reports - the ASTD's 2007 State of the Industry Report and Training Magazine's 2007 Industry Report. Both show similar growth in the use of e-learning in the USA. As a share of total formal training hours, the ASTD shows e-learning at approximately 25% (up from 11% five years ago), while Training Magazine shows e-learning at 30%. What caught my attention was how this 25-30% was made up, with about 2/3 asynchronous (self-paced ... most appropriate to the learning objectives and the audience. * This exploration of synchronous and ...

... through their 'e-learning community'.The first of these I have mislaid and cannot find anywhere on the ASTD site. Anyway ... second example was an article by Sami Nurmi and Tomi Jaakkola entitled Problems Underlying the Learning Object Approach. Here I was told that "... only by using learning objects according to the principles of contemporary learning theories ... the prevailing learning object approach are strongly conflicting with the current theories of learning (e.g. ... for the design of learning objects should be pushing against an open door. Not any more. I've gone off the idea after ...

One of the first definitions for e-learning is ASTD's, who define it as covering a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the ... , modularizing and handling the following: Different kinds of content and learning objects (including both electronic and non ... , and CD-ROM. ASTD's definition is somewhat different in that it basically defines anything that is electronic (electronic learning) as e-learning. On the other hand, Marc Rosenberg confines it to the internet in his book, e-Learning ...