A follow-up to his best-selling E-Learning, past E-Learning explains the most up-tp-date pondering on how companies examine and practice what they comprehend to achieve success, and explores the more and more very important function that know-how performs, no longer as an result in itself yet as an important potential to get there. The ebook additionally offers a transparent course for supporting to combine learning-including e-learning-knowledge administration, and function aid, and should aid education execs and the corporations they serve transcend universal myths and misconceptions approximately education and e-learning, concentration training/learning actions at once on organizational information, and enforce a framework which can (at final) be a catalyst for real organizational studying.
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Additional resources for Beyond E-Learning
Com) for contributing several of these myths. 11. Drucker, P. (2000, December). Interview. T&D Magazine, p. 27. In the Land of E-Learning Myths A Knight’s Tale Lance Dublin Myths began as invented stories that the ancient Greeks used to explain why things are, where things came from, who did something, and how human beings should be (that is, what human ideals and values are). Think of them as entertaining stories with a serious purpose. Although the word myth means “untrue” to some people, to others the word embodies a different kind of truth—one that expresses their deepest and truest values, fears and concerns, hopes, and beliefs.
They say that advocates of e-learning have squandered opportunities to demonstrate real value and have lost credibility. The half-empty contingent suggests that 16 BEYOND E-LEARNING training organizations are failing to get outside the classroom model in a serious way. They note that with lots of money already spent, it will be hard to get more and that a critical mass of funds and personnel will be almost impossible to bring together. Naysayers point out that the emphasis of technology over instructional design has so diminished the professional skill sets of practitioners within many organizations that those skills are no longer identifiable, and that too much time and effort is still being spent on “Webifying” classroom courses rather than redesigning learning to leverage the true interactive nature of the Web.
4 In many cases when e-learning does get off the ground, it fails to deliver on expectations. Martin Sloman and Mark Van Buren reported that as much as 62 percent of all learning technologies fail to meet expectations. 5 Do these findings suggest failure or greatly diminished expectations, or is e-learning advancing out of the wisdom gained from past experience? Can training organizations alter their mission to more effectively employ e-learning even as e-learning continues to evolve? Is the glass half-empty or half-full?
Beyond E-Learning by MarcJRosenberg