Learning & Knowledge Architectures

2006-12-03T23:14:00.000-08:00

Role of Content Management in
Learning and Knowledge Management 2.0

The role of content management in learning environments is continuing to expand. Content management improves the workflow process for creating, managing, and delivering personalized content, making the content creation and update process seamless. Without content management, content tends to be isolated and chaotic and therefore difficult to find, which in turn makes content updates difficult.

Learning and knowledge content management technology also maintains control and ownership of the content at both the source and the published content levels. With Web 2.0, updates and publishing can be done instantaneously. In the past, learning portals were separated from the content authoring tools, but in next generation systems, integrated content creation, management and delivery are becoming a central part of learning and knowledge management initiatives. Search technology and the ability to link multiple repositories further the content management system into a single point of access to all of the organizational knowledge content.

2006-11-29T21:32:00.000-08:00

Workflow Learning and Knowledge Management

Workflow learning fuses learning with day-to-day job tasks and business processes, spanning the bridge between learning and work. In the past, classroom learning took place outside the work environment, and it seemed a wall existed between work and learning. With the advent of Web 2.0 and web services technologies and the ability to link or share information between multiple applications over the web, workflow learning is more feasible today than ever before.

Next generation workforce learning is about linking learning with knowledge-worker performance and business results. It’s about stimulating business processes and embedding learning and knowledge resources at the point of performance, as well as measuring impact. Next generation learning is about tapping into the collective intelligence of experts and practitioners to rapidly capture knowledge in real time and manage it so that it may be expressed in the right format at the right time for the right person to ensure optimal performance each time. A medical student, for example, can now have tools to download case studies, do their medical procedures, embed learning within their curriculum, do research, and collaborate with others.

2006-11-29T03:36:00.000-08:00

Mobile Learning and Performance Support or mLearning

More than 50 percent of all job-tasks are now performed by workers while they are on the go. Mobile computing has come of age through internet access and multimedia capabilities and thus, through mobile learning, workers have access to information anywhere, at any time, to support optimal achievement in learning new skills.

With today’s mobile computing, rich multimedia information is readily available at the user’s fingertips. Diverse and appropriate content types may be delivered on multiple mobile devices, depending on the end-user’s tasks and workflow. Wireless and mobile systems may be used to push personalized information, as well as to send reminders and notifications concerning learning and job tasks. A mobile device can be easily carried and becomes an extension of the learning environment.

Mobile learning can also be expanded to obtain information from the field in real time, which would otherwise be difficult. With mobility, learning and knowledge acquisition becomes a two-way medium.

2006-11-29T03:32:00.000-08:00

Using Flexible Portals to Advance Next Generation Learning

Portal technology allows users to pull together a number of different components to create a learning environment that utilizes Web 2.0 technologies. This could include, for example, a listing of the user’s structured e-Learning courses, along with another window in which the user can schedule tasks such as customer service requests, and view learning activities and related knowledge resources. An associated search feature allows the user to search for a topic expert or pose questions to their peers.

Overall, the portal environment is more convenient in that it ties together structured learning, informal knowledge management, electronic performance support, and web and document sharing – all with an available search engine – as opposed to a rigid environment in which the user can only perform a single function. In addition, the flexible portal environment allows for personalization based on the user’s job or membership in a group or sub-community, thus maximizing functionality for the user.

Portals are advancing the learning and knowledge management paradigm in a number of ways. First, they provide a doorway to learning, knowledge sharing, and collaboration. In addition, with the help of portals, next-generation learning environments will be able to break away from rigid boundaries and workflows of a traditional learning management system. Third, portals provide greater control to end-users to manipulate the components of the environment to suit their needs, creating a self-service model. And finally, portals allow for the addition of new functions at a rapid rate through the use of component-based software design.

2006-11-29T03:12:00.000-08:00

Learning and Enterprise Knowledge 2.0:
Breaking out of the eLearning 1.0 box

First-generation learning was centered on automation and e-enablement of classroom training in which learning was organized as monolithic courses.

Today, end-users are working in a very fast-paced environment where they don’t have time to search extensive amounts of information to find the specific piece they seek. The time employees can take away from work to engage in training classes has decreased significantly. In addition, the content generation process for classroom or courseware tends to be very slow and does not match the speed of business processes such as product lifecycles, customer service, channel partner relationship management, and others.

First-generation eLearning is no longer a good fit for many businesses and often does not match the natural learning processes within today’s performance- and knowledge-centered work environment. In most cases, the context, relevance, and immediate access to information or knowledge are missing.

Web 2.0 technologies enable the rapid creation of content. The flow of information no long occurs in only one direction from the instructional designer or subject-matter expert to the learner. There is now a big push to encourage participation from end-users/knowledge-workers in a community-based learning- and knowledge-management environment. Learners tap into the intelligence and expertise of practitioners in the field to achieve the best possible results. They are given tools to quickly capture and share their knowledge. That knowledge is made searchable as search engines are becoming a part of both the creation and deployment of knowledge-content. In addition, Web 2.0 technologies allow for integration through the use of web services similar to mashups – websites or web applications that seamlessly combine content from more than one source into an integrated experience. These technologies allow the information to be more easily linked with business processes. This results in the ability to create and dissemintate content more rapidly, and, more importantly, to put that content into context.

Already, many consumer-oriented internet applications and social networking technologies such as calendar, photo, video, and contact sharing are making use of eLearning and knowledge management.

2006-11-29T02:43:00.000-08:00

Key Trends Shaping Next-Generation Learning and Knowledge Management Technologies

A number of key trends today are proving to be factors in shaping next-generation learning and knowledge management technologies. Among those are the following:

Blended Learning: While the notion of blended learning is not new, an entirely new spectrum of tools and delivery technologies enables structured learning and unstructured knowledge sharing today.

Informal Learning and Networking: It is said that more than 80 percent of learning occurs in informal settings and until now, technology platforms focused only on structured learning models, but that is beginning to change.

Engaging Content: Simulations and learning games are entering into business/enterprise learning at a faster pace, with the delivery now facilitated through the internet and even mobile devices.

Flexible Component-Based Knowledge and Performance Portals: New methods of sharing knowledge break away from rigid boundaries and give the end-user greater control.

Web Services/Component-Based Architecture: Knowledge management and learning systems easily connect with one another and other mission-critical enterprise systems.

Content Personalization : Content is personalized to allow for greater relevance and engagement in the learning process for the end-user.

Mobility: Learning features such as eBooks, short courses, surveys, the ability to look up information, and more can be delivered to Blackberrys, iPods, and PocketPCs, allowing for greater mobility throughout the learning process.

Content Management/Content Objects: Flexible, collaborative, and role-based access with workflow capability allows content creation to match business needs.

Metrics/Business Intelligence and Enterprise Performance Management: User actions are analyzed and content is tracked to provide insights into what resources are most valuable.

Workflow Learning: As more and more job tasks and business processes are being facilitated by online systems – from project management tools to sales force automation tools – online learning can be linked with those systems to provide timely embedded knowledge support to aid in the optimal performance of the task at hand.

2006-10-03T02:36:00.000-07:00

Electronic Performance Support (EPSS) 2.0

The Electronic Performance Support System, or EPSS, is one of the key ingredient of future eLearning and Knowledge Management systems. A key feature of the EPSS is that it provides electronic access to information while a task is being performed as opposed to accessing the information before or after performing a task. This notion is not new, however, it is becoming more widely available and increasingly sophisticated.

One well-known example of the EPSS concept is the Global Positioning System, or GPS. The GPS has become a common feature in automobiles, allowing travelers to access step-by-step guidance as they travel from point A to point B.

Similar technologies are now available for software application training and performance support where the user is given step-by-step guidance on how to perform one or more applications or complex tasks. For example, an employee working on a spreadsheet can use an EPSS tool to walk him/her through each step in completing the spreadsheet. Similarly, a loan officer could use such an application to plug in factors like income and credit history and go through all of the steps to determine the correct loan amount and type of loan to provide to a customer.

What’s unique about sophisticated EPSS tools is their ability to gauge the context of the tasks that the person is performing and then provide very specific content or information to address those tasks. Since the EPSS has the ability to reach out through the web, related information can also be provided. The situation is ideal because the proper information is provided without overwhelming the user with other information that isn’t relevant at that exact moment.

As more and more individuals carry mobile devices this kind of support through such devices is becoming more common as well, and may be best described as Mobile Performance Support, or Mobile EPSS. With immediate access to the internet available through these devices, users can have access to the exact guidance and information needed, anytime, anywhere.

GPS and other automated mapping tools show us what future EPSS tools may look like in the web and mobile internet world. The EPSS has merits in a variety of fields for a variety of tasks ranging from claim processing or business process automation to healthcare procedures to digital coaching while playing the game of golf

2006-09-17T22:25:00.000-07:00

Informal Learning in the Web 2.0 World

First generation eLearning led to the proliferation of web enabled classroom learning. First generation eLearning is typically organized around structured learning materials prepared by the instructor or instructional designer and disseminated via the web. Traditional learning management systems track the progress of learners and provide a score upon completion. This allows instructors to see their success as a teacher. Most of the time, however, learners are not able to apply the majority of the content to their job environment.

Limitations of online classroom learning models include:

Limited content supplied by the instructor
Content is mainly linear and can only be disseminated in one direction
A lack of time to complete the classroom or online learning course
Slow content development and update cycles
Limited shelf-life
Limited application to the learner’s job environment – since content is compiled tightly into an online course, it is difficult to find the exact content needed at the right time

Informal learning is not new. In fact, more than 80 percent of learning is informal – for example, ‘water cooler’ or hallway conversations during which knowledge or idea exchange may occur. What is new is the proliferation of what is now being described as Web 2.0 technologies and tools that facilitate and promote social networking, informal learning, and collaborative knowledge sharing.

Attributes of informal learning include:

Informal learning promotes collaboration from all participants – facilitators and learners
Informal learning is self-directed and self-organized – it’s not hierarchical and not centrally controlled
Informal learning is driven by learners or participants. It taps into the collective intelligence of everyone involved
Informal learning, in contrast with event-based training/classroom learning, is ongoing and constantly evolving
Informal learning is non-linear and encourages new nodes of information to be linked
As a part of informal learning, rapid content development can match business process requirements. Multiple contributors can edit or adjust the content and corrections can be made at a moment’s notice

Examples of Web 2.0 enabled informal learning include:

Blogs can be used to rapidly disseminate knowledge about a product
Wikis can be used to collaboratively document business processes
Collaborative tagging can help users to search content such as customer service scenarios
Collaborative bookmarks can be used to gather research data

2006-09-10T22:51:00.000-07:00

Blended Learning in the Web 2.0 World

The notion of blended learning is not new. Learning and instructional designers have spoken about blending web/online learning with classroom instruction since the late 1990s. What is new, however, is that blended learning is evolving into a whole new sphere wherein a spectrum of new tools and delivery technologies exist from which to choose.

Furthermore, the ability to easily combine or integrate multiple components and technologies into a seamless and cohesive learning program has become more practical.

Today, blended learning may include combining:

• Formal learning with informal learning – The past few years have seen the creation of structured online leaning programs, however, informal learning models are now exploding onto the scene. These informal models enable collaborative and informal knowledge sharing through online discussions, web conferences, IM, VoIP and other tools which are integrated into the learning experiences.

• Job tasks and learning – As more and more job tasks and business processes are being facilitated by online systems – from project management tools to sales force automation tools – online learning can be linked with those systems to provide timely embedded knowledge support to aid in optimizing performance on the task at hand.

• Learning with performance support – GPS (Global Positioning System) -based online map applications showcase a new level of context-based performance support that enables anyone to find their way from point A to point B in a new city. A navigation system installed on an automobile’s dashboard is the ultimate example of online performance support. Imagine the ability to receive guidance and step-by-step instructions through any task in a similar manner, and also having the ability to dig deeper into a learning nugget for additional help, as needed.

• Learning with knowledge management – Learning traditionally involves the creation and delivery of a premeditated set of instructions with the intension of promoting optimal performance. For highly complex tasks and constantly evolving knowledge, however, a structured learning program may not be sufficient. In this case, blending learning programs with ongoing and active capture and dissemination of best practices and expert knowledge becomes necessary.

• Learning with social networks – Learning has been, and remains, a social experience. Online knowledge communities and social network models can be linked with learning programs to encourage peer-to-peer dialog, exploration, sharing, and co-creation of knowledge networks to stretch learning programs far beyond a traditional training event.

Next-generation learning content and knowledge management systems allow both content and content delivery applications to be organized as standardized components which are easy to configure. This also allows application interfaces to link learning and knowledge content with business applications in the context of user preferences, tasks, and intentions.

While the technology toolbox has expanded, we also need to develop the art and science of picking the right ingredients within a blended learning program to meet the desired business outcomes.