E-learning Curve Blog at Edublogs

E-learning Curve Blog is Michael Hanley's elearning blog about skills, knowledge, and organizational development using web-based training and technology in education

Entries Tagged as 'bersin and associates'

Is informal learning this year’s L&D Rubik’s cube?

March 19, 2009 by Michael Hanley · Comments Off · bersin and associates, best practise, definition of learning, e-learning strategy, informal learning, non-formal learning

According to Josh Bersin (Informal Learning becomes Formal):

Clearly we have reached an inflection point. Where “e-learning” was the big craze in corporate training in the early 2000’s, and “blended learning” was the craze in 2003 and 2004, today, thanks to the slowing economy and the widespread availability of social networking and online wikis and portals, “informal learning” is the next big thing.

He continues:

And best of all, an informal learning strategy saves money. By empowering people to publish their expertise and learn from each other, you can cut spending on content development, external content, and formal training – focusing your energies on the “upper right” training programs in your organization. [his italics]

I’ve nothing against crazes.

Take The Watchmen. I’ve been a Watchmen fan since it was first published as a serialized graphic novel back in the mid-Eighties. I think it’s fantastic that thewatchmen recent movie has brought Alan Moore’s magnum opus to a whole new audience.

I’m sure I’ll be equally pleased when the movie version of The Ballad of Halo Jones and D.R. & Quinch are released, and there’s even more appreciation of the quality of Mr. Moore’s work. Oh… you haven’t heard of those then?

Here’s first the thing about crazes – the objects at their center have usually been around for a very long time before they enter the public consciousness. The Watchmen was first published in 1986. It is a troublesome work in many ways – it inverts the role of mythic archetypes (superheroes with all-to-human flaws), and it espouses a certain non-conformist approach that until recently had a value perceived to be inferior to traditional literary approaches – a “comics for kids.”

Yet I would assert that it’s very awkwardness has led to its longevity (if not it’s appreciation in the mainstream culture). When it was published, it was pretty much ignored – and it would probably still be regarded as a piece of interesting cult fiction if Alan Moore hadn’t gone on to write Batman: The Killing Joke, the inspiration for last year’s award-winning film.

Had The Watchmen less intrinsic value before it became a revenue-generating stream for a conglomeration of media production and distribution outlets like 20th Century Fox and Warner Bros.?

No.

Here’s the second thing about crazes: they usually occur in ambiguous socio-economic situations (like a recession) when people are unable to determine the appropriate mode of behavior. Making the assumption that surrounding people possess more knowledge about the situation, it can be said that individuals will deem the behavior of others as better informed. Crazes can lead to conformity of large groups of individuals in either correct or mistaken choices, a phenomenon sometimes referred to as herd behavior. Although informational social influence at least in part reflects a rational motive to take into account the information of others, analysis shows that it can cause people to converge too quickly upon a single choice, so that decisions of even large groups of individuals may reflect very little knowledge.

Here are some stats based on data from research taken from 800+ HR and L&D managers surveyed in 2008 by Bersin & Associates:

  • 78% of corporate managers believe that “rapid rate of information change” is one of their top learning challenges.
  • 80% of all corporate learning takes place through on-the-job interactions with peers, experts, and managers (estimated data collected from over 1,100 L&D managers late in 2008).
  • Over 30% of all corporate training programs (ie. classroom or other formal programs) are not delivering any measurable value (data provided through the same survey).
  • Nearly all Millenial employees (under the age of 25) expect to find an on-demand learning portal (similar to Google and YouTube) within their employer’s environment.

Now lets look at some learning strategies and outcomes closely associated with very specific on-the-job learning and professional development needs of employees and line managers in a bank.

  • The sharing and exchange of knowledge, experiences, and good practices leading sometimes to the development of refined knowledge and approaches
  • Analyzing and developing solutions or major modifications to ideas and practices to increase value for the Bank and for clients
  • Integrating efforts across disciplines and developing joint ideas and products
  • Evaluating and reflecting on acquired knowledge, developing alternatives to existing knowledge, and generating new knowledge
  • Developing common frameworks, language or knowledge sets for mutual trust and joint efforts in development
  • Fulfilling a social need to be generative or for self-actualization
  • Increasing commitment, passion and honesty in participating in world development

These outcomes in the latter set of bullets align pretty well with the requirements of the former set, don’t you agree?

I think that they do.

Would you be surprised to know that the second set of points come from a paper called An Evaluation of Non-Formal Learning in Professional Technical Networks, 2000-2001 by Sukai Prom-Jackson et al, published seven years ago in 2002?

Here’s the last thing about crazes. A little knowledge is a dangerous thing.

Now, informal learning seems to have emerged as the shiny new toy. It fits so well with social networking, Web 2.0, and asynchronous media delivery platforms. It’s primary value seems to be as a “money-saving strategy” (i.e. cheap), rather than for its effectiveness as a learning modality – and undertaken correctly it is a very effective approach to workplace learning.

But it’s is not this year’s novelty. Just like The Watchmen, it has been around for much longer than you may suspect. But you would not know it’s there if you googled Informal Learning; the domain characterized as “informal learning” by Bersin & Associates (and other organizations) is more correctly called Non-Formal Learning. What’s more, there is a solid body of research on the topic going back over forty years. In this context, reviewing the current crop of articles on informal learning is akin to watching people actually trying to reinvent the wheel.

Informal – non-formal – learning is a troublesome concept in many ways: it inverts the role of mythic archetypes (learners transferring knowledge and expertise outside of the context of a formal environment and without instructors), and it espouses a certain non-conformist approach that until recently had a value perceived to be inferior to traditional types of training.

Yet I would assert that it’s very awkwardness has contributed to its longevity (if not it’s appreciation in the mainstream training and development culture).

A little Learning is a dangerous thing;
drink deep, or taste not the Pierian spring:
there shallow draughts intoxicate the brain,
and drinking largely sobers us again.

Pope, A. An Essay on Criticism, 1709

More next time…

______________________

References:

Bersin, J. (2009) Informal Learning becomes Formal. [Internet] Available from: http://joshbersin.com/2009/01/21/informal-learning-becomes-formal/ Accessed 15 March 2009

Pope, A. (1709) An Essay on Criticism.

Prom-Jackson, S., Bina Palmisano, M., Kategile Jackson, W., Novojilov, R., & Tena, M. (2002) An Evaluation of Non-Formal Learning in Professional Technical Networks, 2000-2001. WBI Evaluation Studies No. EG03-61, The World Bank Institute, Washington, DC.

[Read more →]

Is informal learning this year’s L&D Rubik’s cube?

March 19, 2009 by Michael Hanley · Comments Off · bersin and associates, best practise, definition of learning, e-learning strategy, informal learning, non-formal learning

According to Josh Bersin (Informal Learning becomes Formal):

Clearly we have reached an inflection point. Where “e-learning” was the big craze in corporate training in the early 2000’s, and “blended learning” was the craze in 2003 and 2004, today, thanks to the slowing economy and the widespread availability of social networking and online wikis and portals, “informal learning” is the next big thing.

He continues:

And best of all, an informal learning strategy saves money. By empowering people to publish their expertise and learn from each other, you can cut spending on content development, external content, and formal training – focusing your energies on the “upper right” training programs in your organization. [his italics]

I’ve nothing against crazes.

Take The Watchmen. I’ve been a Watchmen fan since it was first published as a serialized graphic novel back in the mid-Eighties. I think it’s fantastic that thewatchmen recent movie has brought Alan Moore’s magnum opus to a whole new audience.

I’m sure I’ll be equally pleased when the movie version of The Ballad of Halo Jones and D.R. & Quinch are released, and there’s even more appreciation of the quality of Mr. Moore’s work. Oh… you haven’t heard of those then?

Here’s first the thing about crazes – the objects at their center have usually been around for a very long time before they enter the public consciousness. The Watchmen was first published in 1986. It is a troublesome work in many ways – it inverts the role of mythic archetypes (superheroes with all-to-human flaws), and it espouses a certain non-conformist approach that until recently had a value perceived to be inferior to traditional literary approaches – a “comics for kids.”

Yet I would assert that it’s very awkwardness has led to its longevity (if not it’s appreciation in the mainstream culture). When it was published, it was pretty much ignored – and it would probably still be regarded as a piece of interesting cult fiction if Alan Moore hadn’t gone on to write Batman: The Killing Joke, the inspiration for last year’s award-winning film.

Had The Watchmen less intrinsic value before it became a revenue-generating stream for a conglomeration of media production and distribution outlets like 20th Century Fox and Warner Bros.?

No.

Here’s the second thing about crazes: they usually occur in ambiguous socio-economic situations (like a recession) when people are unable to determine the appropriate mode of behavior. Making the assumption that surrounding people possess more knowledge about the situation, it can be said that individuals will deem the behavior of others as better informed. Crazes can lead to conformity of large groups of individuals in either correct or mistaken choices, a phenomenon sometimes referred to as herd behavior. Although informational social influence at least in part reflects a rational motive to take into account the information of others, analysis shows that it can cause people to converge too quickly upon a single choice, so that decisions of even large groups of individuals may reflect very little knowledge.

Here are some stats based on data from research taken from 800+ HR and L&D managers surveyed in 2008 by Bersin & Associates:

  • 78% of corporate managers believe that “rapid rate of information change” is one of their top learning challenges.
  • 80% of all corporate learning takes place through on-the-job interactions with peers, experts, and managers (estimated data collected from over 1,100 L&D managers late in 2008).
  • Over 30% of all corporate training programs (ie. classroom or other formal programs) are not delivering any measurable value (data provided through the same survey).
  • Nearly all Millenial employees (under the age of 25) expect to find an on-demand learning portal (similar to Google and YouTube) within their employer’s environment.

Now lets look at some learning strategies and outcomes closely associated with very specific on-the-job learning and professional development needs of employees and line managers in a bank.

  • The sharing and exchange of knowledge, experiences, and good practices leading sometimes to the development of refined knowledge and approaches
  • Analyzing and developing solutions or major modifications to ideas and practices to increase value for the Bank and for clients
  • Integrating efforts across disciplines and developing joint ideas and products
  • Evaluating and reflecting on acquired knowledge, developing alternatives to existing knowledge, and generating new knowledge
  • Developing common frameworks, language or knowledge sets for mutual trust and joint efforts in development
  • Fulfilling a social need to be generative or for self-actualization
  • Increasing commitment, passion and honesty in participating in world development

These outcomes in the latter set of bullets align pretty well with the requirements of the former set, don’t you agree?

I think that they do.

Would you be surprised to know that the second set of points come from a paper called An Evaluation of Non-Formal Learning in Professional Technical Networks, 2000-2001 by Sukai Prom-Jackson et al, published seven years ago in 2002?

Here’s the last thing about crazes. A little knowledge is a dangerous thing.

Now, informal learning seems to have emerged as the shiny new toy. It fits so well with social networking, Web 2.0, and asynchronous media delivery platforms. It’s primary value seems to be as a “money-saving strategy” (i.e. cheap), rather than for its effectiveness as a learning modality – and undertaken correctly it is a very effective approach to workplace learning.

But it’s is not this year’s novelty. Just like The Watchmen, it has been around for much longer than you may suspect. But you would not know it’s there if you googled Informal Learning; the domain characterized as “informal learning” by Bersin & Associates (and other organizations) is more correctly called Non-Formal Learning. What’s more, there is a solid body of research on the topic going back over forty years. In this context, reviewing the current crop of articles on informal learning is akin to watching people actually trying to reinvent the wheel.

Informal – non-formal – learning is a troublesome concept in many ways: it inverts the role of mythic archetypes (learners transferring knowledge and expertise outside of the context of a formal environment and without instructors), and it espouses a certain non-conformist approach that until recently had a value perceived to be inferior to traditional types of training.

Yet I would assert that it’s very awkwardness has contributed to its longevity (if not it’s appreciation in the mainstream training and development culture).

A little Learning is a dangerous thing;
drink deep, or taste not the Pierian spring:
there shallow draughts intoxicate the brain,
and drinking largely sobers us again.

Pope, A. An Essay on Criticism, 1709

More next time…

______________________

References:

Bersin, J. (2009) Informal Learning becomes Formal. [Internet] Available from: http://joshbersin.com/2009/01/21/informal-learning-becomes-formal/ Accessed 15 March 2009

Pope, A. (1709) An Essay on Criticism.

Prom-Jackson, S., Bina Palmisano, M., Kategile Jackson, W., Novojilov, R., & Tena, M. (2002) An Evaluation of Non-Formal Learning in Professional Technical Networks, 2000-2001. WBI Evaluation Studies No. EG03-61, The World Bank Institute, Washington, DC.

[Read more →]

E-Learning and Depression 2.0 Revisited

January 29, 2009 by Michael Hanley · Comments Off · bersin and associates, definition of e-learning, Depression 2.0, economic downturn, elearning research and development, recession

Prologue: Today’s post was meant to be a short piece about how the e-learning industry is faring in current market conditions, but as I carried out my research for the article, something a little more worrying emerged from the source information.stocks290109

Now read on…

About a year ago, I began commenting on the affects of the current financial crisis on the e- learning industry; it’s been a while, so I guess that it’s about time I revisited the subject. In my post Recession and the Challenge to E-Learning in February 2008 I remarked that:

Historically, when a slowdown or organization rationalization occurs, the first against the wall are the folks in the PR, marketing, and training departments. Typically, individuals and organizations revert to previously-learned behaviors in tough times; this usually means going through the process of carrying out tried-and-tested, though not necessarily logical responses to the problems put in front of them. Outcome: tea and sympathetic chat, and the Training team get their pink slips / P45s. …I reckon that this will be strategy undertaken by a significant number of organizations over the next year or so.

Sadly, it seems that my prediction was correct.

According to a recent Expertus/Training Industry, Inc. report: for 2009 over twice as many training professionals who responded to their survey said that they expected budget decreases rather than increases. Forty-eight percent expect their budgets to decrease in 2009, up from 41% in 2008. Less than one-fifth expect their budgets to increase in 2009, down from 31% in 2008. Similarly, since 2008 budgets were first approved, far more saw decreases (38%) than increases (11%) in funding and capital.

These data are reinforced by the findings of a 2009 Bersin & Associates study: B&A’s Karen O’Leonard indicated that the U.S. corporate training market shrank from $58.5 billion in 2007 to $56.2 billion in 2008, the greatest decline in revenue in over a decade.

In a 23 January 2009 press release, Josh Bersin himself stated that

…to reduce costs, companies are switching from e-learning [my italics] to coaching, collaboration and on-the-job training methods

The press release also states:

Today’s business world demands a combination of formal and informal learning with an emphasis on collaboration, knowledge sharing, social networking, coaching, and mentoring. While formal, instructor-led training is not going away, it is becoming a smaller and smaller percentage of training budgets.

This shift in organizations’ thinking and strategy merits discussion in it’s own right, so I will return to the topic once I have given it more consideration.

However, I have to say that I’m not encouraged by the inaccurate terminology Mr. Bersin used in the press release: I want to know – how do Bersin & Associates define ‘e-learning’? Based upon the above statement, collaboration and knowledge-sharing in particular, but also mentoring, coaching, and OTJ training are not categories of e-learning.

I’m sure you have your own favorite definition of e-learning – I’ve included mine below – but regardless of how you define it, you are in the e-learning domain if the learning materials are

  • networked
  • delivered to end-users via a computer using standard internet technology
  • focused on the broadest view of learning

By e-learning, Bersin & Associates of course mean “e-training” – those superannuated, expensive page-turner style self-paced courseware libraries provided by vendors like SmartForce and HMH. You may argue that I am merely fussing over semantics, and that such terminology is unimportant. Tomayto / tomahto.

When questions are investigated using quantitative analysis, the Scientific Method is being used. Contingent with that is a healthy skepticism of the assumptions and conclusions made by the investigator. This is the essence of progress, acquiring new knowledge, or correcting and integrating previous knowledge. To be termed scientific, a method of inquiry must be based on gathering observable, empirical and measurable evidence subject to specific principles of reasoning and criticism.

In this context I would assert that precise categorization of terms is an essential part of communicating meaning accurately. If you consider that e-learning is

The continuous assimilation of knowledge and skills by adults stimulated by synchronous and asynchronous learning events – and sometimes knowledge management outputs – which are authored, delivered engaged with, supported and administered using internet technologies,

(Morrison, D. 2004, p.4)

then we must say that the Bersin statement contradicts itself.

Based upon the Bersin & Associates data (see Table 1), what seems to be occurring is a contraction in the use by organizations of one e-learning modality (the self-paced page-turner – in a sense the methodology most aligned with traditional instructor-led workplace learning), and the growth or expansion of a range of other modalities of e-learning, based upon non-formal and informal structures, Web 2.0 principles, and the removal of intermediaries in the workplace learning & development supply chain.

Table 1 Distribution of training categories (after Bersin & Associates, 2009)

More…
_____________________

References:

Bersin & Associates (2009) 2009 Corporate Learning Factbook Reveals 11% Decline in Corporate Training Spending [Internet] Available from: http://www.bersin.com/News/Content.aspx?id=8438 Accessed 24 January 2009

Expertus (2008) Measuring Learning as Budgets Tighten [Internet] Available from: http://www.trainingefficiency.com/system/files/Survey+Results_Learning+Measurement_+Expertus_Nov08.pdf Accessed 12 January 2009

Frauenheim, E. (2009) Training Is Taking a Beating in Recession, Studies Find Workforce Management. [Internet] Available from: http://www.workforce.com/section/00/article/26/12/95.php Accessed 23 January 2009

Morrison, D. (2004) E-Learning Strategies: how to get implementation and delivery right first time Chichester: John Wiley & Sons, Ltd.

[Read more →]

Learning On-Demand: Report

July 10, 2008 by Michael Hanley · Comments Off · bersin and associates, content development, eLearning Guild Report, just in time, learning on demand, learning technology

Bersin & Associates Principal Analyst Chris Howard has just sent me their recent report Integrating Learning into the Enterprise.

The document covers the following topics:

  • Planning & Strategy
  • Content Development
  • Learning Programs
  • Learning Technology
  • Analytics & Measurement
  • Talent Management
  • Leadership Development

Mr Howard would assert, and I would agree, that a transformation is taking place in organizations, and we are witnessing the emergence of Learning and Development as a distinct domain from Training. I would suggest that in time the L&D domain will supersede the latter discipline, particularly in knowledge-based sectors of the economy, as organizations begin to address the challenges of the New Economy.

Now read on…

In the first five years or so of this century, organizations began to develop and implement training content on the Internet, leading to a proliferation of e-learning courseware. By 2007, more than 30 percent of corporate training hours were delivered via the web (O’Leonard, 2007).

With a degree of experience of in delivering e-learning, organizations that have been delivering online training for many years are beginning to understand that online “page-turner”courseware has limitations, specifically:

  1. ‘Traditional’ page-oriented courseware is often not powerful enough to develop deep levels of skills and competencies
  2. Courses that take hours to complete can become tedious and hard to finish
  3. Online training lacks the instructor- and learner social, interactivity, and community dynamic experienced in the classroom

According to the Bersin & Associates report:

However, a new solution is emerging. The widespread availability of search engines, blogs, podcasts2, Web 2.03 applications and mobile devices4 has turned the web into an interactive, user-led experience.

Why take a one-hour course when you only need a five-minute module to answer a question?

Employees now expect online learning to be as interactive, easy to find and media-rich as the rest of the Internet. We call this new approach, “learning on-demand.”

(2008. p.2)

So, what is learning on-demand?

Learning on-demand also called “just enough” or “just-in-time” (JIT) learning (be it actionable knowledge, informational assets, web-based learning objects, or performance support tools) provided to an knowledge worker while work-based tasks are being undertaken - for example, if using an electronic performance support system (EPSS), this occurs within the context of the workflow. In a learning on-demand environment, courseware, references, help files, documents, Webcasts, audio, video, books, and presentations are all made available when and how a worker needs them.

In addition, learning on-demand can be complemented by more formal training methods made available in an integrated environment that features blended learning. The employee (or his / her manager) decides which training methods and / or tools to use – enabling “self-directed learning.”

(2008, p.6)

The concept of just-in-time learning has been around for over a decade – indeed, in the 1990s companies like Prometheus Software (the first COTS e-learning vendor I had to pleasure to work for) had the marketing tagline ‘Turnkey Training Solutions’ to support their learning on-demand solutions.

The facilitator for the current implementation Learning on Demand is the general availability of Read / Write Web technologies, such as blogs, wikis, RSS, podcasts and advanced search capabilities.

As companies build a wealth of learning assets, they want to enable their employees to “Google” the learning they need.

(2008, p7)

We can say that organizations often have hundreds to thousands of courses, webinars, reference sources, FAQ databases, videos, podcasts, mobile content and other knowledge assets available in digital form. The challenge is how to make this information available for employees, up-to-date, easy to find, as well as aligning with the the day-to-day job requirements for workers.

According to the report,

a new element has been added to this mix – collaboration. Web 2.0 technologies have made the web a world of self-published information and provide direct access to people. Peers and subject matter experts (SMEs) can work directly with each other to exchange knowledge – bypassing more formal approaches that are provided by the training organization. In many cases, the best source of learning is not an instructor but, rather, an expert in the field.

Learning on-demand then can be described as a knowledge-centric solution to help people identify, locate and access specific knowledge and domain experts to enable workers solve task-based problems.

More…

_________________

References:

Howard, C. (2008) Integrating Learning into the Enterprise: A Look at the IBM Enterprise Learning Portal. Bersin & Associates. [Internet] Available from: http://www.bersin.com/Lib/Rs/Details.aspx?
docid=10336676&id=demand
Accessed 8th July 2008

O’Leonard, K. (2006) New Technologies for Corporate Learning: Part 1 – Podcasts, Blogs, and Wikis. Bersin & Associates. [Internet] Available from:

http://www.bersin.com/Lib/Rs/Details.aspx?
docid=10335168&id=
Accessed 8th July 2008

[Read more →]

Learning On-Demand: Report

July 10, 2008 by Michael Hanley · 1 Comment · bersin and associates, content development, eLearning Guild Report, just in time, learning on demand, learning technology

Bersin & Associates Principal Analyst Chris Howard has just sent me their recent report Integrating Learning into the Enterprise.

The document covers the following topics:

  • Planning & Strategy
  • Content Development
  • Learning Programs
  • Learning Technology
  • Analytics & Measurement
  • Talent Management
  • Leadership Development

Mr Howard would assert, and I would agree, that a transformation is taking place in organizations, and we are witnessing the emergence of Learning and Development as a distinct domain from Training. I would suggest that in time the L&D domain will supersede the latter discipline, particularly in knowledge-based sectors of the economy, as organizations begin to address the challenges of the New Economy.

Now read on…

In the first five years or so of this century, organizations began to develop and implement training content on the Internet, leading to a proliferation of e-learning courseware. By 2007, more than 30 percent of corporate training hours were delivered via the web (O’Leonard, 2007).

With a degree of experience of in delivering e-learning, organizations that have been delivering online training for many years are beginning to understand that online “page-turner”courseware has limitations, specifically:

  1. ‘Traditional’ page-oriented courseware is often not powerful enough to develop deep levels of skills and competencies
  2. Courses that take hours to complete can become tedious and hard to finish
  3. Online training lacks the instructor- and learner social, interactivity, and community dynamic experienced in the classroom

According to the Bersin & Associates report:

However, a new solution is emerging. The widespread availability of search engines, blogs, podcasts2, Web 2.03 applications and mobile devices4 has turned the web into an interactive, user-led experience.

Why take a one-hour course when you only need a five-minute module to answer a question?

Employees now expect online learning to be as interactive, easy to find and media-rich as the rest of the Internet. We call this new approach, “learning on-demand.”

(2008. p.2)

So, what is learning on-demand?

Learning on-demand also called “just enough” or “just-in-time” (JIT) learning (be it actionable knowledge, informational assets, web-based learning objects, or performance support tools) provided to an knowledge worker while work-based tasks are being undertaken - for example, if using an electronic performance support system (EPSS), this occurs within the context of the workflow. In a learning on-demand environment, courseware, references, help files, documents, Webcasts, audio, video, books, and presentations are all made available when and how a worker needs them.

In addition, learning on-demand can be complemented by more formal training methods made available in an integrated environment that features blended learning. The employee (or his / her manager) decides which training methods and / or tools to use – enabling “self-directed learning.”

(2008, p.6)

The concept of just-in-time learning has been around for over a decade – indeed, in the 1990s companies like Prometheus Software (the first COTS e-learning vendor I had to pleasure to work for) had the marketing tagline ‘Turnkey Training Solutions’ to support their learning on-demand solutions.

The facilitator for the current implementation Learning on Demand is the general availability of Read / Write Web technologies, such as blogs, wikis, RSS, podcasts and advanced search capabilities.

As companies build a wealth of learning assets, they want to enable their employees to “Google” the learning they need.

(2008, p7)

We can say that organizations often have hundreds to thousands of courses, webinars, reference sources, FAQ databases, videos, podcasts, mobile content and other knowledge assets available in digital form. The challenge is how to make this information available for employees, up-to-date, easy to find, as well as aligning with the the day-to-day job requirements for workers.

According to the report,

a new element has been added to this mix – collaboration. Web 2.0 technologies have made the web a world of self-published information and provide direct access to people. Peers and subject matter experts (SMEs) can work directly with each other to exchange knowledge – bypassing more formal approaches that are provided by the training organization. In many cases, the best source of learning is not an instructor but, rather, an expert in the field.

Learning on-demand then can be described as a knowledge-centric solution to help people identify, locate and access specific knowledge and domain experts to enable workers solve task-based problems.

More…

_________________

References:

Howard, C. (2008) Integrating Learning into the Enterprise: A Look at the IBM Enterprise Learning Portal. Bersin & Associates. [Internet] Available from: http://www.bersin.com/Lib/Rs/Details.aspx?
docid=10336676&id=demand
Accessed 8th July 2008

O’Leonard, K. (2006) New Technologies for Corporate Learning: Part 1 – Podcasts, Blogs, and Wikis. Bersin & Associates. [Internet] Available from:

http://www.bersin.com/Lib/Rs/Details.aspx?
docid=10335168&id=
Accessed 8th July 2008

[Read more →]