Your Revenue Driver
Drucker provides three very simple design components for online learning:
1. You must hold the student's attention
2. Allow students to go back and forth
3. It must be in context
As you compare traditional elearning with social learning against these criteria - how do they compare?
Which one holds their attention? Do we complain about people spending too much time in an elearning course? using Twitter? Facebook?
Which one allow the most control to the learner?
Which one provides better context?
What conclusions can be drawn from your comparisons?
While we might complain about people spending too much time using Twitter, Facebook or other Social Learning tools I find it fascinating that in all likelihhood no one told these people that they had to do so. Most are using it voluntarily.
And yet, do these same people volunteer to log into the corporate learning system with the same energy and interest as they do with Twitter or Facebook? Is my question irrelevant?
Today is the day associated with Drucker's hint to bring earplugs when asking employees opinions regarding online services.
With IoT, wearable technology, cloud and data - context is even more important than when Drucker provided the design concepts.
Drucker's point I think is that because online learning controls how and what is communicated that there is risk of it becoming irrelevant. How ironic - the internet enables "freedom" and yet elearning may in fact restrict that freedom.
While there are accompanying pains - social media - leverages the "freedom" of the internet. As learning professionals we are at risk of being defensive on this topic. Could we be more effective by leveraging social media to create social learning innovations that benefit from user-generated content?
What are some learning examples where social learning has made an impact?
(https://en.wikipedia.org/wiki/Livemocha was my favorite example as much can be learned from its approach.)