Common wisdom among thought leaders discussing learning in organizations notes that most of the learning that occurs happens informally, or socially. A previous Skilful Minds post, Social Flow and the Paradox of Exception Handling in ACM , asserted:
people learning at work rely on social, or informal learning, around 80% of the time. Interestingly, I noted in a former post, Social Learning and Exception Handling, that John Hagel and John Seeley Brown contend that “as much as two-thirds of headcount time in major enterprise functions like marketing, manufacturing and supply chain management is spent on exception handling.” It is not coincidence that the two numbers are aligned.
The most basic point to remember is that exceptions to formal business processes require efforts to design a scalable learning architecture that supports content co-creation needed to adapt to emergent challenges and manage the flow of that adaptation through an enterprise’s ecosystem. Whether judging an adaptation successful requires it to result in new formal learning content, i.e. content co-creation, or a new business process, i.e. organizational innovation, or both, remains an open question.
Informal, social learning is key to exception handling since both make up most of what people do in organizing work in enterprises.
Of course, for every generalization there is usually an exception. My posts on business exceptions to this point largely focus on Barely Repeatable Processes (BRP) where informal and social learning assists employees solve issues raised by the need to improvise and handle exceptions to maintain a good customer experience, or solve issues experienced by other stakeholders such as business partners, suppliers, etc.
Recently, while reading General Electric’s A Connected World blog, one case described there led me to think about informal learning and collaboration with a different twist. It caused me to reconsider exceptions and look at the way attempts to make processes better by using working knowledge learned informally also produces exceptions in some organizational contexts.
I recently received an invitation from Mads Soegaard, Editor-in-Chief at Interaction-Design.org to offer those who read this blog an early view of a new chapter on Social Computing in their encyclopedia. I’m a little late on this writing for you to get a pre-publication view of the chapter but I wanted to make sure and point it out for those who take topics like social computing seriously. Thomas Erickson wrote the chapter. To be candid, I didn’t really know much about Thomas until I read it. He seems like a very interesting person. Thomas’ chapter takes seriously the point of an early comment I made in a post here in 2008 on Social Software, Community, and Organization: Where Practice Meets Process, specifically my point that not enough of the influential discussion on the topic took seriously the roots of what it means to do social computing.
The distinctions involved are as old as the study of social interaction in organizations, especially the characteristics of routine work. However, we don’t need to go back to the 1950s when the distinction first emerged in the study of industrial organization to understand the significance of Ross’ point. Indeed, the early 1980s will do. Rob Kling discussed computing as social organization as early as 1982 in Marshall Yovits’ edited series on Advances In Computers. Drawing from the symbolic interactionist tradition, Rob distinguished between a line of work which, he contended, indicates what people actually do in computing work, compared to formal descriptions of that work, or what we might today refer to as business processes. Kling’s work was one precursor to the focus on computer supported collaborative work (CSCW) in studies of group collaboration, most notably developed at Xerox PARC.
The social roots of social computing are important for influentials to keep in mind as they discuss current developments in Web 2.0 technologies, especially their use in the enterprise. The point is not a simple academic exercise of giving credit to what came before. Rather, it is to take note that the distinctions made explicit…regarding practice/process are as old as the modern, hierarchical organization and seem to survive regardless of the way communication technology is applied in it. Those who discuss tensions between social software and Enterprise 2.0, or learning management systems and eLearning 2.0, are pointing to persistent challenges in how organizations work.
Thomas’ chapter provides an excellent overview of the roots, history, and development of the concept of social computing as a concept that promises to stand the test of time regardless of the labels used to describe it, e.g. Web 2.0, Social Media, Social Business, Enterprise 2.0, etc. I recommend anyone involved in current discussions related to compound nouns like social media, social business, social “this” or “that” take a look at Thomas’ chapter as well as the Interaction-Design.org encyclopedia which offers in-depth analysis of such topics.
We know that most learning in the workplace is informal. Most observers put it at around 80%. Recently, John Hagel and John Seeley Brown contended that “as much as two-thirds of headcount time in major enterprise functions like marketing, manufacturing and supply chain management is spent on exception handling.” Of course, that fact is a result of the successes of process automation over the past few decades. Yet, still, The Barely Repeatable Process (BRP) persists as an organizational challenge for business.
Earlier discussions here focused on the importance of exceptions, to business process and formal learning. I examined the implications of the Kirkpatrick Evaluation model to the use of social media in learning experience design, while addressing the challenges facing learning leaders. Leading the Business-Centered Learning Experience noted that evaluating formal learning is as much about organizational learning and change management as it is about individual learning, largely because much of the learning, and performance, that matters today occurs at the group level. Marc Rosenberg recently echoed the point in an article in Learning Solutions Magazine, The Special Sauce of Social Learning. Marc noted that social learning is largely a change management challenge for organizations.
The most basic point to remember is that exceptions to formal business processes require efforts to design a scalable learning architecture that supports content co-creation needed to adapt to emergent challenges and manage the flow of that adaptation through an enterprise’s ecosystem. Whether judging an adaptation successful requires it to result in new formal learning content, i.e. content co-creation, or a new business process, i.e. organizational innovation, or both, remains an open question.
When an exception happens, we have to step away from our PowerPoint, stop typing an email, or exit a meeting in order to take care of it. Routine work stops. And, our modern reliance on technology to find, aggregate, and alert us to these exceptions has made the task of managing them more burdensome than ever before. Systems that manage exceptions provide the enterprise with vast amounts of data points that have become overwhelming for employees to handle. The applications that we rely on for managing exceptions still rely on process owners to make decisions and respond to the issues. The result is a workforce that isn’t dealing with exceptions well at all. (my emphasis)
The importance of social networking to increasing the effective handling of exceptions is a major focus for those interested in social learning.
What do you think the typical manager might say if you told them their employees don’t gossip and engage one another enough in social interaction at work?
Most managers know about the water cooler effect. However, not enough understand the meaning of the concept and how it relates to performance and collaboration. People thinking about how to support collaboration and performance need to keep in mind the simple fact that employees don’t only gather around the water cooler or coffee pot to get a drink. They often use getting a drink of water, or a cup of coffee, as a pretext for taking a break, and information sharing happens incidentally as they interact in that informal process, sometimes playfully, with their peers and, in exceptional organizations, their managers.
A couple of studies released this summer dealing with performance and collaboration in teams merit consideration in this regard. Not so much for what they specifically say about performance and collaboration as much as what they imply about the importance of social relationships to both.
The consulting firm RW3 recently released a study of distributed teams, reporting that “40 percent of members on virtual teams believe their groups are underperforming”. We previously discussed such distributed teams, noting that team members often disagree with team leaders about who is, and is not, on the team. Michael Schell, CEO for RW3, noted in Chief Learning Officer magazine that, of the teams studied, “Half of these teams never meet in person…They don’t get time to create any kind of rapport, which is very important when you’re working across cultures.”
While the RW3 research points to a salient issue in distributed teams, it fails to acknowledge that merely recognizing and talking about the impact of cultural variation on performance and collaboration, whether in informal online meetings or in training, fails to address the main issue. Members of distributed teams perform more effectively when they understand one another as people as well as employees. Specifically,
Collaboration means getting to know that other employees possess expertise on this or that topic, but also developing comfort with one another by sharing significant symbols relating to self, family, friends, and social activities, thereby understanding one another as people.
Merely orchestrating virtual water cooler meetings on a regular basis does not address the issue, especially when management coordinates the meetings. As I observed in a previous post on the importance of empathy and collaboration to social business design,
People who identify with one another are more likely to share information proactively, without waiting for others to ask for it, because they understand how their own work relates to that of other people and see the flow of work from multiple points of view, spanning silos. Too many social computing experts view collaboration from within a command and control prism, assuming people collaborate because coordination and communication are part of their job description.
Effective collaboration really requires proactively sharing information with those it affects, not simply reacting to information requests. It means anticipating the future impact of actions you take on the responsibilities of other employees or business partners, or the needs of customers. People really don’t do this well unless they see other employees, and customers, as people too. Indeed, this is one of the main reasons that social networks increase in importance as collaboration decreases as a face to face activity.
Recent research on collaboration, performance, and job satisfaction in co-located teams provides useful findings to consider in thinking about what social networks add to the mix in distributed teams.
Marketing, especially social media marketing, and learning, including organizational learning, are both essential components of a dialogue strategy for customer experience design and management. A dialogue strategy builds on the assumption that companies learn more from customers when customers learn from them, and doing so benefits both. I increasingly think it provides a basic framework to think about, and consider as part of your experience design strategy, when relating to customers. Thought leaders increasingly refer to the challenge as social business design.
Given the maturity and diffusion of social media, a dialogue strategy provides a framework to discuss communication as an ecosystem, whether addressing collaboration, innovation, segmentation, sales, customer service, or brands. The key to the process is understandingcustomers, attractingthem, engagingthem with sales in mind, empowering them to solve your product and service problems, and learningfrom them to improve products and services, thereby strengthening your brand. It is not simply segmenting them, targeting them, driving them through interactions, and transacting with them through sales.
Over time, people buy things they need from you rather than someone else because they want what you offer, and because they feel an empathic connection, i.e. that you understand them. From my reading, Wim Rampen’s contention that we need to use segmentation the customer’s way gets to the heart of the point. The challenge of learning how to make an empathic connection increases to the extent that CRM (customer relationship management) aims to align customer engagement directly with business transactions.
Those looking for a direct, sustained connection between customer engagement and sales from Social CRM are expecting too much in my opinion. The key question is whether you know that Jane Smith who called for support tonight also chatted with one of your people earlier, or posted (or tweeted) something positive or negative about you on her blog, or posted something about your product/service to a how-to community forum. Knowing any of those things about Jane’s activities and experiences with your brand increases the potential for empathic connection between your people and Jane, meaning your understanding of what Jane needs from your products/services increases.
It would be nice if a monitoring platform could listen for you and, just automatically, determine how influential Jane Smith really is in the scheme of things. It might be nice to have a social media management system that just took care of everything, gauged the influence of anyone commenting about you online, ranked their value relative to your brand, and prioritized the level of response needed. However, in the near term, regardless of how much we want that panacea, your employees, or outsource partners, are going to need to engage with your customers as though their problems are your own.
Nestle’ can speak to that issue recently. It is important to note that the Nestle’ example is not the first time a company’s supply chain management, rather than a product or service per se, came under organized criticism. Nike and Shell, among others, found their own supply chain relationships under fire over the past decade. Indeed, Shell’s early experiment in 1998 with a blog called Tell Shell came under such negative commentary from the public that the company shut it down. Nike, on the other hand, engaged the debate and incorporated the criticisms into its business model, I’ll leave it to you to decide which brand strategy makes the most sense for customer relationships.
Harold Jarche recently offered a framework for social learning in the enterprise in which he draws from a range of colleagues (Jay Cross, Jane Hart, George Siemens, Charles Jennings, and Jon Husband, all members of the Internet Time Alliance) to outline how the concept of social learning relates to the large-scale changes facing organizations as they struggle to manage how people share and use knowledge.
Harold’s overall framework comes down to the following insight,
Individual learning in organizations is basically irrelevant because work is almost never done by one person. All organizational value is created by teams and networks. Furthermore, learning may be generated in teams but even this type of knowledge comes and goes. Learning really spreads through social networks. Social networks are the primary conduit for effective organizational performance…Social learning is how groups work and share knowledge to become better practitioners. Organizations should focus on enabling practitioners to produce results by supporting learning through social networks.
Indeed, Jay Cross suggests that the whole discussion needs framing in terms of collaboration, and I tend to agree. Yet, saying social learning occurs largely through collaboration means delving into the subtleties of how social networks relate to the organizing work of project teams as well as to their performance. After all, much of the work done in Enterprises involves multidisciplinary teams, often spread across departments, operating units, and locations.
One of my earlier posts posed the question Who’s on Your Team? to highlight the importance of social networking to establishing team identity and enhancing knowledge sharing across distributed, multidisciplinary teams. Its focus was on the importance of social software applications in the Enterprise to the ability of distributed project team members to recognize who is on their team at any point in time, and who isn’t. Organizational analysts refer to the challenge of establishing team identity as a boundary definition problem for teams, when members are spread across large distances whether geographic or cultural in nature.
The emergence of social media provides people inside and outside organizations with a way to actively speak about, speak to, and engagethe product and service offerings of enterprises. Currently, 25% of search results for the World’s Top 20 largest brands are links to user-generated content and 34% of bloggers post opinions about products & brands. Enterprises, on the other hand, listen to, engage, and act on insights gained from social media.
A recent study of social media engagement by Ben Elowitz and Charlene Li covered the 100 largest brands and, among other conclusions, noted that,
One recurring theme throughout these case studies is that engagement cannot remain the sole province of a few social media experts, but instead must be embraced by the entire organization.
Channels, policies, processes, touch points and transactions are increasingly viewed as parts of the social experience organizations use to encourage employees in collaboration (also known as — Enterprise 2.0), and engage customers in conversation (also known as — social media) for the purposes of innovation and transformation of the business. The common goal of the ongoing discussion involves transforming business practices to incorporate social relationships into the value proposition to customers and other stakeholders.
Integrating engagement into enterprises is crucial to strategic efforts to use social software throughout an ecosystem, inside and outside the formal organizational hierarchy, as social business design. My contention is that such integration is most likely to succeed with a focused approach to informal learning. In my last post, Scalable Learning and Learnscapes in Social Business Design, I offered the following point.
The concept of learnscape is a useful framework for thinking about the strategic challenge to the range of learning activities occurring as companies attempt to create feedback loops between their brand experience and the functional areas of their enterprise, especially in regard to the multidisciplinary collaborationneeded to make these efforts successful.
The concept of a learnscape, initially outlined by Jay Cross, focuses our attention on designing ecosystems to heighten the innovation and performance of people. I lay out some thoughts about learnscapes and shaping ecosystems below, using key concepts from the Dachis Group’s framework, initially discussed in an earlier post on HP’s WaterCooler project. I don’t claim these insights provide proven techniques for shaping enterprise ecosystems. But, I do think they point in a useful direction for those thinking about Enterprise 2.0 and social media strategy to keep in mind. Read the rest of this entry »
About a month ago I read What Would Andrew Do?, an unbook by Jay Cross and friends. I’ve mentioned Jay’s work in previous posts dealing with elearning 2.0 and collaboration in informal learning. In particular, its important to remember that focusing on informal learning doesn’t mean we must disregard the relevance of formal learning because learning is never 100% formal or informal.
However, the term scalable learning probably does require a bit of clarification. After all, isn’t elearning supposed to scale to the size of the learning group and remain available when they need it, where they need it, as long as they are connected to the Web? Well, yes–and it does pretty much. Nevertheless, instructional designers too often fail to incorporate emergent learning requirements of the organization, the enterprise, into their learning architecture largely because the approaches used to evaluate learning content (whether elearning, blended, or instructor-led) do not incorporate assumptions about the larger ecosystem’s need for the co-creation of knowledge.
The concern for whether the learner is exposed to every thread of content in every course, and assessed for mastery of the information, tends to predominate design thinking about learning,and for compliance training sometimes this is required. However, too often, instructional design fails to focus on whether the learning scales to support the learner’s ability on-the-job to recognize a problem as a particular kind of problem, much less provide the ability to find the learning content that provides a solution.
I don’t intend to delve here into the minutiae of distinctionpossible between types of learning. Suffice it to say that when a learning architecture supports all types of learning along the range of formal, non-formal, and informal experience, it must design formal learning in small enough chunks to serve as resources for non-formal and informal learning activities. It also means that the knowledge created using non-formal learning (whether mentored or accomplished in collaboration with peers), or informal learning taken on its own, needs to become a performance resource in developing new formal learning content.
Jay contends that the performance challenges facing organizations are most aptly conceptualized as a learnscape, a concept initially articulated by John Seely Brown and Paul Duguid. In the August 2009 issue of Chief Learning Officer magazine, Jay offers the following synopsis.
Learnscapes are the factory floor of knowledge organizations. The “scape” part underscores the need to deal at the level of the learning environment or ecology…The “learn” part highlights the importance of baking the principles of sound learning into that environment rather than leaving it to chance.
Companies must move beyond their fixation on getting bigger and more cost-effective to make the institutional innovations necessary to accelerate performance improvement as they add participants to their ecosystems, expanding learning and innovation in collaboration curves and creation spaces. Companies must move, in other words, from scalable efficiency to scalable learning and performance. Only then will they make the most of our new era’s fast-moving digital infrastructure.
The participants that Hagel, Brown, and Davison refer to consist of consumers, customers, partners, and employees using social media to talk about, talk to, and engagethe products and services, i.e. brands, that an enterprise markets. Don’t misunderstand the focus on performance in the discussion of scalable learning. It isn’t about the traditional focus on efficiency, pursuing ever leaner processes for the sake of officially recognized best practices. Rather, the focus is on creating the knowledge needed to adapt to emergent challengesand manage the flowof that adaptation through the enterprise’s ecosystem. For learning architecture it begins with understanding the importance of keeping the focus on distinctions between push and pull learning.
Thanks to Tony Karrer, Skilful Minds is now a Featured Source for the eLearningLearning Community. The focus on eLearning offered here so far covers issues in experience design for the learning process. As the influx of social computing into the learning processes of organizations continues, the focus of Skilful Minds’ concern with eLearning is shifting to targeted discussions on how to design for effective informal learning experiences within an ecosystem of learners.
Jay Cross calls the domain a Learnscape, a design approach for developing co-creation, innovation, and self-service learning to shape the relationship between knowledge work and informal learning. As our discussions of social business design imply, the focus on learning and the social software stack needs to extend beyond the edge of organizations to their larger ecosystems, including consumers, customers, and strategic partners.
As a previous post noted, assessing the business value of instructional design involves more than measuring the contribution of formal training to Level 3 and Level 4 outcomes defined in the Kirkpatrick model. Training professionals also need to understand and support informal learning processes, on-the-job and off, that enhance performance. Most of the learning that produces business value occurs informally, dealing with exceptions to formal business processes, yet most of the attention paid to learning is focused on formal training.
One can reasonably say that Web 2.0 applications, such as social software and social media, are changing the relationships between instructional designers and subject matter experts much like those between customer communities and product designers. Both increasingly involve situations of co-creation.
The emerging recognition of eLearning 2.0’s importance to enhancing collaboration and performance means that training professionals, especially instructional designers, can add value to their employer/client’s business by learning to facilitate and manage the co-creation of learning content with employees, or even customers. Anyone experienced in instructional design in recent years is familiar with the general challenge of co-creation whenever they use information content for course design ( slide shows, documents, etc.) that subject matter experts originally created as a resource for a presentation. The presentation content too often is substituted for observation and in-depth interviewing as a first step in analysis.
Such Rapid eLearning, though shifting content development toward the subject matter expert’s control, maintains the traditional role of training in incorporating design principles. The process of co-creation in eLearning 2.0, on the other hand, shifts control over development and distribution of learning content toward subject matter experts willing and able to share what they know, especially when they see other people who need to solve familiar problems.
I recently attended a meeting of the St. Louis Chapter of the American Society for Training and Development (ASTD) to listen to a presentation on the Kirkpatrick model of training assessment, offered by Jim Kirkpatrick, the son of the model’s creator — Don Kirkpatrick. Jim’s major point was that most training departments fail to measure learning outcomes at Levels 3 and 4 of the model. Without detailing the Kirkpatrick model’s four levels of analysis, the following are Jim’s definitions:
Reaction: involves what training participants thought of the training
Learning: the knowledge, skills, and attitudes gained through the training
Behavior: the degree participants apply what they learned on the job
Results: the business results gained
Suffice it to say that the model provides a unique framework on how to assess the learning outcomes of training. However, practitioners are prone to overlook a key issue in measuring learning. I previously noted the following about the Kirkpatrick model.
It is not a stretch to contend that Level 4 measurement is as much about organizational learning and change management as it is about individual learning. In the e-Learning Guild survey on measurement practices, Roy Pollock characterizes this situation as the “Catch-22” for training and development. He notes that, “assessment of on-the-job application and results is as much or more an assessment of the transfer climate…as it is of the quality of the instruction” (p. 167).
Based on what I heard from Jim Kirkpatrick as well as Nick Denardo, a presenter from Edward Jones’ strategic learning services group, the point about organizational learning also applies to Level 3 measurement, to the extent that existing organizational practices either facilitate or impede application of competencies and sharing of knowledge learned from formal training, whether on-the-job, or just informally.
The eLearning industry is taking a step into visual tagging this fall with the eLearning Guild announcement that each attendee at DevLearn08 will receive a personalized QR code containing their contact information. As we noted in earlier posts,
Peter Kim offers an interesting observation on the way social networking relates to the qualities of Jeremy Bentham’s Panopticon and the insight offered by Michel Foucault that Bentham’s design served as an exemplar for organizational discipline in the industrial age. Peter notes that Bentham’s design made prisoners uncertain whether the prison guards were watching their behavior at any particular moment. He also points out that the design of modern cube farms in offices not only foster collaboration but also afford observation by managers and peers.
Ross Mayfield of SocialText recently pointed to a longstanding issue involving the relationship of organizational practices and organizational processes. He offered a discussion of distributed collaboration and community, specifically on the question of which organizational stakeholder is the most effective leader of community (internal and external) initiatives. Ross suggests that even though we may see the emergence of a Chief Community Officer to align and coordinate internal and external communities, communities are more likely to arise around organizational processes as 360 degree process communities.
In my view, approaching distributed collaboration from the standpoint of community alone, especially communities internal to the enterprise, is overly restrictive. Collective understanding and collaborative understanding, as Thomas Vander Wahl makes clear, are different parts of what he refers to as the social sofware stack. Without getting overly picky, let me agree with Ross’ point that the development of internal communities in enterprises will most likely occur around the way process owners manage routine work and its exceptions. Nevertheless, the distinction Ross makes, following Mike Gotta, about the difference between processes (how work is supposed to get done) and practices (how work actually gets done) really indicates a need to keep in focus the range of connections and interactions that social software enables.
For those who think discussions of semantic value and meaning are pointless, with no relationship to technology adoption, you may want to skip this post.
We first discussed visual tags in 2006. Many people today refer to them as 2d barcodes. However, a crucial difference exists between what things are like and what they in fact are. Calling visual tags (v-Tags) 2d barcodes is like calling YouTube a video database, Flickr a photo database, or Del.icio.us a favorites list. Literally, the description is accurate. Functionally, it is meaningless. Read the rest of this entry »
We first discussed visual tags a couple of years ago as Web 2.0 technology initially emerged in mobile devices such as cell phones. Referring to two visual tagging techniques available at the time, we noted:
Shotcode and Semacode make mobile information seeking over the web work like scanning a bar code to determine the price of an item. They make offline media interactive. It is pure pull, unless you consider the offline advertising “pushy”. The metadata necessary for accessing relevant information is largely in the context, the embodied situation of the user.
Take a look at the following video for an overview of how visual tagging works, in this example it is for advertising services.
So, how does this relate to mobile learning, or m-Learning as the eLearning Guild refers to the practice? Read the rest of this entry »
Screencasts are effective ways to share ideas, images, concepts, experiences, and a range of information for a variety of purposes including eLearning, collaborative problem solving, or just fun. I just ran across a new technique for doing screencasts called a Flowgram. Eric Schonfeld over at TechCrunch describes it as,
…a full-screen player with what appears to be a screencast with a voiceover. Except that you can control the pages by scrolling up and down, watching any videos that might be on the page, or clicking on the live links (which takes you out of the Flowgram to that Website, but if you hit the back button it picks up where it left off). You can also add comments and share the Flowgram via a widget…It’s an interactive screencast, a way to synthesize the Web by pulling different pieces together The voiceover acts as the glue. It can be used for slide shows, travel guides, tutorials, sales pitches, or just to explain something to a friend.
I’ve signed up for the private beta access program so I can build a few Flowgrams of my own to get a better sense of how this tool compares to applications like Captivate or Camtasia. After briefly interacting with several of the Flowgrams available it looks quite promising. I like the ability to scroll pages as well as play videos embedded in pages presented in the Flowgram. I’m not sure why the developers decided to navigate out of the Flowgram when you click on a link that takes you to a page outside the Flowgram, rather than opening a window to view it, but when you click the back arrow the flow of the Flowgram seems to pick back up where you left it. Take a look at Flowgram for an overview.
Back in the late 1980s, I worked in the telecommunications industry as a methods analyst, a euphemism for a technical communication staff member who primarily analyzes business processes. One of my assignments involved work on the design team for a records management system. The company served a regulated industry with regular audits from both federal and state agencies. It, therefore, needed to make sure it retained all paper records only as long as regulations required, and no longer. In other words, records management was essentially a risk management function. Well, you may ask, how does this relate to e-Learning 2.0 and LMS?
Before getting to that discussion, we need to clarify the terminology used here. The term e-Learning 2.0 refers to implementations of Web 2.0/social networking technologies to complement traditional learning processes managed by the training or human resource functions in organizations. Blogs, wikis, and other social software are useful in nurturing e-Learning communities of practice and enabling knowledge sharing in new ways. The eLearning Guild’s recent 360˚ Report on Learning Management Systems 2008 offers a few unique insights into the relationship between e-Learning 2.0 and LMS. Read the rest of this entry »
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Skilful Minds discusses Experience Design
and the ways it matters to client stakeholders, whether users, consumers, customers, learners, or just plain people.
Well, I have a disabled iPad that will not let me connect to iTunes cause I don't have an iTunes account and they w… twitter.com/i/web/status/1…1 year ago
RT @odannyboy: If users don't see any value in doing something, it doesn't matter how easy you make it to do. 1 year ago
RT @MightiJamie: All technology entrepreneurs should study sociology.
The technology that has been produced has not done much to improve… 1 year ago
RT @davegray: I’m looking for ways to make online visual collaboration more “sticky” and habit-forming for senior executives and leaders wh… 1 year ago
Posted by Larry Irons 
What do you think the typical manager might say if you told them their employees don’t gossip and engage one another enough in social interaction at work? 
Harold Jarche recently offered 
The emergence of social media provides people inside and outside organizations with a way to actively 
About a month ago I read 
As a 
The eLearning industry is taking a step into 
Ross Mayfield of SocialText recently pointed to a longstanding issue involving the relationship of organizational practices and organizational processes. He offered a discussion of 
Skilful Minds 