The E-learning Curve at Edublogs

Well now. Back from NY and totally energised by my trip to Manhattan. Where were we…? Oh yes -
The methodology I’ll be describing is a generalised account of the type work I carry out when developing and implementing non-formal learning initiatives in organisations - I invite you to argue, discuss, praise etc. as [...]

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I’m going to begin this post by mentioning Donald Clark’s view on Donald Kirkpatrick’s model - the post has the tongue-in-cheek title Donald Talks Bollocks, and it gives an alternative view on the four levels; have a read, it’s good stuff.
However, as Mr. Clark points out, rejecting Kirkpatrick doesn’t provide a answer to how [...]

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Donald L Kirkpatrick first published his ideas on evaluating learning in 1959 in a series of articles in the US Training and Development Journal. The articles were subsequently included in his book Evaluating Training Programs (originally published in 1975; I have the 2006 edition).
In this text he outlined and further developed his theories on evaluating [...]

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I consider a case study methodology to be the most effective strategy to use when evaluating non-formal learning because this approach provides the means to develop a rich description of the non-formal learning (NFL) initiative.
This assists in providing a context, and helps define the NFL initiative’s value to the learners and to the organisation. An [...]

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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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In previous posts, I’ve suggested that knowledge workers under time-pressure and with high demands on their skills are motivated to continually educate themselves on new topics. In small- to mid-sized enterprises, for example, workers are required to learn new skills, behaviours and attitudes in the context of their functional tasks. As they do not necessarily [...]

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Donald Clark pondered the question “Wherefore art thou M-Learning?” on his Plan B blog recently.
Here’s my response:
I believe that part of the resistance to a broader take-up of m-learning is the issue of plain old content formatting. Given that we still have to jump through any number of hoops to ensure content is delivered as [...]

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This month’s Learning Circuits Blog Big Question is “For a given project, how do you determine if, when and how much an instructional designer and instructional design is needed?”
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I wonder how many of you are familiar with this situation? A PowerPoint presentation and demonstration script for some end-user training on a certain process arrived [...]

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Non-formal learning initiatives such as the Information Sessions are a great way for organisations to enable staff to find out about (current and proposed) procedures, standards, and best industry practise implemented in any project they are might be involved in. Both the initiative as a whole and the individual events themselves adhere to a [...]

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As discussed in my last blog entry, learner intention - specifically deliberative learning (where the worker schedules time to learn) is a key definer of non-formal learning. As such, the development of an educationally sound theoretical framework, pedagogical approach and instructional design process (are essential in create a learning environment (both synchronous and asynchronous) [...]

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