In the past 10 years, the business world has come 'round to being able to 'hear' the Customer's Voice, and turn it into a competitive advantage with considerable impacts.
With the advent of the Internet and all these nifty software tools, learners and teachers (and educational administrators!) have the ability to collaborate and share information in real-time. However, there's a greater sense of an accelerating paradigm shift ~ that the Customer with increasing power and choice is the Learner. It's not just lip service and business-as usual-anymore, but reality. Educational organizations and practitioners who embrace and include the Learner in their activities are the innovators / early adopters (to take a page from Geoffrey Moore's Crossing the Chasm) are leaders in their own right. Educational leadership and mindshare are benefits from closer connections to their Customers. Those organizations which lag behind will still benefit in this evolution / revolution, but to a lesser degree. We all have to do our part to educate the educators who don't get it right now, and graciously inform them, that when they are ready to get on board, We (and WE) will be available to support them in their own evolution / revolution. Fascinating discussion - thanks! - Randy 2008/7/16 NELLIE DEUTSCH <[EMAIL PROTECTED]>: > The Internet has strengthened the idea that teachers are not the sole > providers of knowledge. However, for many learners teachers never were. > > 2008/7/16 Stephen Downes <[EMAIL PROTECTED]>: > >> > there is a need to redefine the "e" from formally meaning "electronic" >> to include the meaning of "experience," "engagement," and other high level >> contexts. >> >> Well, no... >> >> While it is important about e-learning that it *can* include all of these >> things, and that these are good things, it is more fundamentally important >> that what e-learning enables is the capacity for choice on the part of the >> learner. >> >> What this means is that it is up to the learner to choose whether he or >> she wants learning to include experience, engagement, and the like, and to >> what extent. There is no longer a sense of the teacher making these >> decisions for the learner, and hence, no imperative to include these terms >> in a definition. >> >> -- Stephen >> >> Wong Leo wrote: >> >> Thank you all , >> >> The reason I asked about this is many times I found many times people pay >> attention to the form more, in my own teachinhg practice , including some ( >> very small ) part of Elearning was a good choice , coz internet technology >> has opened up many new exciting avenues for learning providers to explore in >> trying to promote and encourage learning at all levels. >> >> The concept of learning-on-demand( or learning at needs ) increases >> relevancy. The concept of anytime, anywhere learning promotes lifelong >> learning and makes distance a problem of the past. >> >> However, to promote use of an formal e-learning site and to retain >> customers at the site, there is a need to redefine the "e" from formally >> meaning "electronic" to include the meaning of "experience," "engagement," >> and other high level contexts. Then, there is a chance to provide >> appropriate attention to content development and to return to the basics and >> fundamentals of a teacher-learner situation. >> >> I am a Chinese teacher of college I teach mass media research , To further >> reflect on my own teaching , that is why I asked the question , last year I >> began to introduce my students with the idea of networked learning , however >> I found it is not helpful for most of students ( for most of them it is just >> the tool) ,for so called self-regulated learning ,most of them need to be >> helped in many ways , and the assignment they gave me are full of data , but >> lack of a clear focus and logic , and some are too messy to read , with >> some fancy stuff they are trying to impress me , and some of them don't know >> how to give a good presentation ,one of my students called Kevin .his final >> assignment is called The problems and solutions of self-learning,you can >> watch his slides here <http://www.haokanbu.com/story/5258/>, ( he is one >> of my favourite students) he did a survey based research on how his peer >> classmate treat the web2.0 technology and found amazing result , let me know >> if you are famliare with this situation , >> >> If it is really the learning are different , but how ? and how as a >> teacher can trigger these kind of learning happen ? >> >> and I totally agree with what Derek said , I think sometimes we just need >> a term to make a difference , like education2.0 , when people despise this >> term ,however manytimes they still use this term to talk about things . >> >> Stephen , thank you for your feedback , would you please specify with what >> is exactly the type of thing or learning to make Elearning different , or it >> is just a mindset thing like Derek said ? >> >> Thank you >> >> >> >> -- >> --- >> >> Stephen Downes ~ Researcher ~ National Research Council >> Canadahttp://www.downes.ca ~ [EMAIL PROTECTED] ** Free Learning >> >> >> >> > > > -- > Nellie Deutsch > Doctoral Student of Education > http://www.nelliemuller.com > http://www.integrating-technology.com/pd > http://www.building-relationship.com/education > http://blendedlear.ning.com > > > -- ________________ Randy Fisher - Facilitating Change, Connections and Collaboration to Improve Performance. * Engaging People in Teams, Communities and Organizations....and WikiEducator! + 1 604.684.2275 [EMAIL PROTECTED] http://www.wikieducator.org http://www.wikieductator.org/Community_Media http://www.wikieducator.org/User:Randyfisher Cool WikiEducator Video on YouTube: http://www.youtube.com/watch?v=tc9-CNlIqsY Skype: wikirandy --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "WikiEducator" group. 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