The E-learning Curve at Edublogs

A few months ago, I received an e-mail from a correspondent about my view on opinion might be on
mobile learning (m-learning) and mobile device adoption as an e-learning delivery mechanism in the future (video lectures, e-book reading, short message texting).

With the emergence of so-called ’smart’ mobile devices including the BlackBerry and the iPhone, the [...]

[Read more]

A few months ago, I received an e-mail from a correspondent about my view on opinion might be on
mobile learning (m-learning) and mobile device adoption as an e-learning delivery mechanism in the future (video lectures, e-book reading, short message texting).

With the emergence of so-called ’smart’ mobile devices including the BlackBerry and the iPhone, the [...]

[Read more]

Looking specifically at learning in the workplace, Michael Eraut in Non-formal learning, implicit learning and tacit knowledge (2000) makes a clear distinction between his interpretation of the term ‘non-formal learning’ and what others including Scribner (1988), Conner (2002) and Cross (2003) would call ‘informal learning’ – what Eraut terms ‘incidental learning’ or ‘the acquisition of [...]

[Read more]

Looking specifically at learning in the workplace, Michael Eraut in Non-formal learning, implicit learning and tacit knowledge (2000) makes a clear distinction between his interpretation of the term ‘non-formal learning’ and what others including Scribner (1988), Conner (2002) and Cross (2003) would call ‘informal learning’ – what Eraut terms ‘incidental learning’ or ‘the acquisition of [...]

[Read more]

Looking specifically at learning in the workplace, Michael Eraut in Non-formal learning, implicit learning and tacit knowledge (2000) makes a clear distinction between his interpretation of the term ‘non-formal learning’ and what others including Scribner (1988), Conner (2002) and Cross (2003) would call ‘informal learning’ – what Eraut terms ‘incidental learning’ or ‘the acquisition of [...]

[Read more]

As discussed in a previous blog entry, one of the central components of the impact of learning (and specifically the development of knowledge workers’ expertise in organisations) is the context within which the learning takes place. A central pillar of this discussion is the type or format of the learning taking place. In the literature, [...]

[Read more]

As discussed in a previous blog entry, one of the central components of the impact of learning (and specifically the development of knowledge workers’ expertise in organisations) is the context within which the learning takes place. A central pillar of this discussion is the type or format of the learning taking place. In the literature, [...]

[Read more]

As discussed in a previous blog entry, one of the central components of the impact of learning (and specifically the development of knowledge workers’ expertise in organisations) is the context within which the learning takes place. A central pillar of this discussion is the type or format of the learning taking place. In the literature, [...]

[Read more]

Well, I had to redefine all learning in order to write the book because the world is changing so fast. The concepts we had when knowledge was fixed in place, like something you could put in a library, don’t work anymore. So I look at all learning as adaptation to the communities that matter to [...]

[Read more]

Well, I had to redefine all learning in order to write the book because the world is changing so fast. The concepts we had when knowledge was fixed in place, like something you could put in a library, don’t work anymore. So I look at all learning as adaptation to the communities that matter to [...]

[Read more]