In an open world as ours, interactive communication technologies generate an impact which has an influence on both individual learners and the organisations administrating learning processes.

This new issue of eLearning Papers aims to contribute to the debate highlighting several articles which address the openness and changing world of learning as well as the pervasive nature of some related public policies.

Richard Straub argues that the idea of “openness” is emerging as a dominant attribute of key developments in our current economic and social fabric. Open systems are like living organisms with significant elements of self-organisation. But now, says Richard Straub, we have the necessary infrastructure and tools to operate in new ways in open systems. These new ways have a clear impact on business, employees, learners and innovation, and they require changes in our individual behaviours and institutional adjustments.

In this changing process, Web 2.0 has a significant role. Antonio Bartolomé offers a clear frame around the concept of “Web 2.0: ideas, technologies and implications for learning.” The article argues that Web 2.0 resources seem to have little impact on the structure and conception of the old learning paradigms on which today’s curricula are built. So, where are the new paradigms? The author says it is too early to speak of a new paradigm, but there are some elements that do not fit easily in the old eLearning models.

What about the changes at eLearning institutions due to Web.2.0? Juan Freire analyses this in the article “Universities and Web.2.0: Institutional challenges.” He describes a list of bottlenecks which constrain the institutional adoption of Web 2.0 when universities and their managers assume an active role to adapt to the new reality. The article concludes pointing out a set of elements for a Web 2.0 adoption in universities.

“Openness” is also associated with values such as tolerance, individual freedom, lifelong learning, intercultural cooperation and innovation. In the interview with Anna Kirah we appreciate her vision of innovative thinking and education. The first question invites us to read the rest: How did an anthropologist end up in teaching person-centred and innovative thinking to business managers?

We experience every day what openness means and the benefits it may offer. The article submitted by Aina Chabert and Monica Turrini describes an intergenerational learning experience and shows us an example of enhancing democratic values in the open world. The digital literacy and eInclusion of older citizens can be promoted with a help of “digital facilitators” and experiential learning, providing the elderly learners with real life experiences when learning to use ICT.

Source: elearningpapers

Ireland – 15th May, 2008 – The skills challenge facing the Irish economy was the subject of a major seminar organised jointly by the National College of Ireland (NCI) and the National Centre for Partnership and Performance (NCPP), and held in Dublin on May 15.

The ‘Learning at Work’ seminar was chaired by NCPP director Lucy Fallon-Byrne and was addressed by Minister for Lifelong Learning Seán Haughey, Leo Casey of the Centre for Research and Innovation in Learning and Teaching and Prof Chip Bruce, National College of Ireland.

Four national initiatives, designed to promote and encourage learning at work, were showcased also at the seminar, providing the 100-plus delegates with real-life examples of innovative responses to the future skills challenge.

Among the issues discussed at the seminar were:

• The role of workplace learning in driving and growing the Irish economy;
• The opportunities for, and obstacles to, workplace learning that exist in Ireland today;
• Effective ways of engaging employers and employees to ensure Ireland is equipped for the future skills challenge.

National College of Ireland president Paul Mooney said the message was simple:

“For Ireland Inc. to succeed, the barriers to workplace learning must be identified and systematically removed. To survive and prosper in a tougher global environment, we need to collectively up our game to out-think the competition.

“The highest performing companies of the future are the ones that are becoming engaged in workplace learning initiatives today. The time is now and there is zero room for complacency on this. The future is decided by those who sense change and actually start to do something to respond to this. For everyone else, the time bomb is ticking.”

A new DVD was launched by Minister Haughey. Produced by NCPP, the DVD profiles the practical experiences of five Irish public and private-sector organisations that have recognised and embraced workplace learning as an enabler of change. Their stories illustrate the value of promoting human talent and creativity in the workplace, and make a powerful business case for lifelong learning and workplace training and development.  Upskilling is now a necessity.

Copies of the DVD are available (free of charge) on request from the National Centre for Partnership and Performance.  Simply drop an email to Conor (conor@ncpp.ie) with your contact details, and he’ll post them out to you as soon as possible.

Source: Education MATTERS

UK – 25th August, 2008 -  The Institute for Learning (IfL) is calling all teachers in an LSC-funded provision not to miss the 30 September 2008 deadline for registration as a teaching professional.

In September 2007, the government introduced regulations aimed at ensuring that the further education and skills sector has a qualified, professional workforce with up-to-date subject and teaching skills.

Work-based learning providers that deliver FE provision through a contract or funding agreement with the Learning and Skills Council are required to ensure that all their teaching staff:

• register as members of IfL
• undertake at least 30 hours’ continuing professional development (CPD) each year (prorated for part-time teachers)
• abide by the Code of Professional Practice

IfL was formed in 2002 and is the professional body for teachers, trainers, tutors and student teachers in the further education sector, including work-based learning.  As an independent body, IfL is run by an elected council and works closely with several sector organisations, unions and employer bodies.  The aim of IfL is to support members and to continue raising the status of teaching practitioners in the sector.

The government will meet the full cost of standard registration for teachers in LSC-funded institutions; teachers will not be asked to pay any fees when registering. Teachers, trainers and tutors who do not work on LSC-funded programmes are also welcome, but will need to pay their own annual subscription.

Source: e-skills UK

Learn Skills will provide a range of high quality web-based teacher training courses that will address the needs of teachers from the viewpoint of CPD.

USA – Oct 22 2007 – Nearly one in five higher education students now takes at least one class online, according to a new study of more than 2,500 colleges and universities nationwide. The 2007 Sloan Survey of Online Learning, released today by the Babson Survey Research Group, reveals that online enrollment rose by nearly ten percent in fall 2006, to 3.49 million students. Approximately 3.18 million students had at least one online course in fall 2005.

“The growth in online learning continues to far outpace that of the broader student population,” said study co-author Dr. I. Elaine Allen Associate Professor of Statistics & Entrepreneurship, Babson College. “Enrollment has increased at an average annual rate of 21.5 percent over the past five years compared with just 1.5 percent average annual growth for the overall higher education population.”

The fifth annual survey, a collaborative effort between the Babson Survey Research Group, the College Board and the Sloan Consortium, represents the state of online learning in the United States. The complete survey report, “Online Nation: Five Years of Growth in Online Learning” is available at www.sloan-c.org/publications/survey/index.asp.

“The survey results speak to the significance of online learning in America today,” said Frank Mayadas, Program Director, Alfred P. Sloan Foundation. “With online students making up about 20 percent of the higher education population, we are seeing – and will continue to see – online learning playing a major role in the education of America’s college students.”

The Babson Survey Research Group in the Arthur M. Blank Center for Entrepreneurial Research at Babson College conducts regional, national, and international research projects, including survey design, sampling methodology, data integrity, statistical analyses and reporting.

The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,000 schools, colleges, universities, and other educational organizations. The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns.

The Sloan Consortium is the nation’s largest association of institutions and organizations committed to quality online education and administered through Babson College and Franklin W. Olin College of Engineering.

Source: Sloan-C News

UK – May 12th, 2008 – The skills survey report from the Chartered Institute of Personnel and Development reveals that in 45 per cent of public sector organizations there has been a cut in training budgets over the past 12 months. The indications are that the continued post-Gershon squeeze is encouraging employers to reduce the head count and to cut costs across personnel activities.

Voluntary sector organisations continue to spend more per employee per year on training, compared with both the private and public sectors.  With 77 per cent in the sector reporting that funding for training has remained stable or increased, compared with 75 per cent in the private sector and 54 per cent in the public sector.

The report also shows a disconnect between what government is offering employers and what they feel they need from young people coming out of school, college or university.  Literacy and numeracy are still concerns for employers, but also there is a need for the so-called soft-skills.  Two thirds of respondent organisations feel that new employees lack both communication and interpersonal skills and over half report a shortfall in management and leadership skills.

“Learn Skills can offer employers web-based skills and compliance training to address these key concerns, by giving them access to a comprehensive course catalog”, said Sean Griffin, Co-Founder of Learn Skills, “and the Learn Skills platform can deliver both cost savings and consistent quality instruction to all employees and management resulting in increased and enhanced performance.”

Most companies need to provide some sort of training or instruction to their employees, customers and suppliers.  This is especially true for technology-based organisations.  Typically these companies provide needed training by sending people to colleges, holding in-house training classes, or providing manuals and self-study guides.  In some situations it is advantageous for them to use e-Learning instead of the traditional training.

“Companies need to be aware of both the advantages and disadvantages of e-Learning”, according to Sean Griffin, Co-Founder of Learn Skills, the web-based skills and compliance training company.  “e-Learning needs to be understood for employers to maximise the benefits associated with this training.”

e-Learning, has many advantages over traditional classroom training for the employees in a company, customers using a product, or students in school. These advantages include:

• Better than reading the manual – more interactive and engaging
• Cost-effective – up to 60% more cost effective than traditional training
• Practical – where employees are based countrywide or globally
• Standardized learning – more consistent delivery of training

There are some drawbacks on using eLearning:

• Need access to computer – at home or at work
• Some need access to Internet and broadband
• Must know who to use computer – user must be somewhat computer literate
• Personnel resistance – phobias concerning using computers and tecnology
• Must be well-done – else it’s like being thought by a poor teacher

Businesses make most sound decisions based on potential return-on-investment (ROI). It is assumed that the company has already determined that training their personnel and/or customers is a value-added activity.   Now, the question is whether or not e-Learning is the best route to take.

Criteria for deciding on using eLearning include:

• Cost and practicality of sending learners to class
• Availability of computers and literacy of learners
• Development cost versus number being trained

Weighing these issues, an effective and informed decision can be made.  Companies should consider using eLearning when it is cost effective and practical and when they want standardized training.  PCs must be available, students must not resist using the PCs, and the e-Learning material must be informative and engaging to provide the best results.

Reference: School of Champions website, article by Ron Curtis (revised 4 April 2004)