E-learning Curve Blog at Edublogs

In yesterday’s post I looked at a systems approach to instructional design and development, and suggested that this approach was an emergent property of the process whereby instructor-led courseware developers in the 1990’s attempted to apply previously-effective training development techniques to the new domain of e-learning.
As an example, I looked at the ADDIE design appraoch [...]

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In yesterday’s post I looked at a systems approach to instructional design and development, and suggested that this approach was an emergent property of the process whereby instructor-led courseware developers in the 1990’s attempted to apply previously-effective training development techniques to the new domain of e-learning.
As an example, I asserted that the ADDIE design solution [...]

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Onwards with our investigation of the e-learning ecosystem and learning & development in organizations. Today’s post looks at the similarly-sounding but fundamentally different Systems Approach to instructional design and learning, and why the doubtful provenance of ADDIE combined with a misunderstanding of the role of content delivery channels have failed a generation of e-learners.
Now read [...]

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Onwards with our investigation of the e-learning ecosystem and learning & development in organizations. Today’s post looks at the similarly-sounding but fundamentally different Systems Approach to instructional design and learning, and why the doubtful provenance of ADDIE combined with a misunderstanding of the role of content delivery channels have failed a generation of e-learners.
Now read [...]

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As I discussed in the previous blog entry, formal, structured approaches to learning (such as to both instructor-led and traditional CBT-type training interventions), which by their nature are long in duration, relatively generalized in terms of subject matter, and are best deployed to novices in the relevant discipline or skill area. As such, they represent [...]

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As I discussed in the previous blog entry, formal, structured approaches to learning (such as to both instructor-led and traditional CBT-type training interventions), which by their nature are long in duration, relatively generalized in terms of subject matter, and are best deployed to novices in the relevant discipline or skill area. As such, they represent [...]

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During this series of posts on evaluating non-formal learning programs, I have mentioned carrying out an e-learning readiness survey without characterizing or discussing how to implement such a research instrument.
This was deliberate; in my view e-learning readiness surveys represent an alpha and an omega of evaluation: on one level they are the starting point for [...]

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During this series of posts on evaluating non-formal learning programs, I have mentioned carrying out an e-learning readiness survey without characterizing or discussing how to implement such a research instrument.
This was deliberate; in my view e-learning readiness surveys represent an alpha and an omega of evaluation: on one level they are the starting point for [...]

[Read more]

I have suggested in a previous blog entry that non-formal learning (NFL) is located on a continuum between so-called informal and formal learning (see Figure 1)
Figure

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I have suggested in a previous blog entry that non-formal learning (NFL) is located on a continuum between so-called informal and formal learning (see Figure 1)
Figure 1 the Learning Continuum
and that learning is situated in a larger socio-cultural context – a cognitive web – that provides the knowledge-centric framework within which learners operate (see Figure [...]

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