E-Learning 2.0: Proven Practices and Emerging Technologies to Achieve Real Results

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We foresee that the investment in these emerging technologies will increase exponentially over the next few years, but it will be targeted. To better understand the impact that this investment will have on the training industry, we asked a group of leading learning and development companies to share their perspective on how learning delivery methods like AI, AR, VR and machine learning will shape the future of corporate learning. We hope that the perspectives shared in this report will provide a context for decision-making going forward, and offer a deeper understanding of how technology can add depth to learning.

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Not only can we keep the experience interesting and engaging for the learner, but we can now understand how to actually achieve what learning was intended to do: get a behavior change and business outcome through growth in knowledge. Using a variety of delivery modalities via software, and being able to measure their effectiveness deeply and granularly, has allowed us to optimize the experience for everyone.

Now companies can leverage data that was previously impossible to get, adjust it automatically through machine learning, and get value for the learner and for the business that is orders of magnitude greater than at any time in history. Gone are the days of boring, one-size-fits all, static and unmeasurable investments in learning.

New experiential learning methods can help organizations improve the feedback experience required for skill development. Too often the gap between when someone performs a skill and when they receive feedback is too long.


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In addition, the nature of the feedback is often incomplete. Consider the case of a feedback form used in a role-play exercise. The leader may not realize how they showed that. Richer and immediate feedback can be provided with tools such as facial recognition to detect a furrowed brow, voice analysis to detect tension, and wearables to detect posture.

Adding interaction with virtual reality avatars can even further improve the immediacy and richness of feedback, accelerating self-awareness and skill development. The use of emerging technologies in learning has launched an era of unparalleled opportunity when it comes to developing full potential of employees.

VR and AR will enable organizations to deliver more immersive learning experiences that have not been possible before. Developing immersive VR experiences takes learning out into the streets. This is real life learning like never before. Soon, haptics will be raising the bar further, allowing learners to experience touch, temperatures, pressure, spatial awareness and more within immersive learning environments. Experiential learning is proven to be more effective in comprehension and retention compared to text or video-based content.

It is a final phase pitch to the customer, and the deal could make a substantial dent in his quarterly targets. In the morning, he received an email from Tina. All the best for your pitch today.


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I have collated a document set to enhance your pitch containing comparisons with our competitors, a video nugget on our USPs and a short write-up on the client. I hope they will help you. The meeting went well. The customer asked about the infrastructure peripheral costs which Robert was not fully prepared for.

Thankfully he could connect with Tina over chat. She supplied him with the relevant documents as well as connected him to an expert within the organization over a conference call. Rule-based engines and data analytics have been around for ages. The next generation of LMS would bring these together for a learning experience that is intuitive and enjoyable.

e-Learning Book Reviews

And that future can be now. These emerging learning delivery methods are helping us get closer to the ideal learning experience for target audiences to meet business and performance objectives. Mixed reality VR and AR is already in its infancy. This opens up great possibilities for teaching topics that are challenging in standard e-learning — such as empathy — with subtlety and consistency. Augmented reality is evolving.

Next generation technologies known as AR 2. This provides a 3D reference model that native AR software in your smartphone or tablet can use to overlay additional digital information. The result: an immersive experience that provides enhanced information about the environment you are actually standing in. Just imagine standing on the site of Ground Zero, or the Berlin Wall, or a London Street, and being able to overlay historic images and information on the scene you are looking at.

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Or, open the hood of your car and watch a step-by-step guide on how to change the oil, overlaid on your engine. Or, walk around a patient and view the skeleton, muscles and organs. These technologies are currently being incorporated, as standard, in next-generation smartphones, and the applications, described above, already exist. Imagine where you could take AR 2.


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The influence of emerging delivery technology in the corporate learning space will ultimately depend on a few factors. First, the form and shape of learning will continue to largely depend on its acceptance and adoption by the class of rising learners. Regardless of method, organizations will continue to demand bottom line results and have a frontline role in the provision of time, monies and infrastructure for these efforts.

Now more than ever, with so many avenues available for deployment, there is a critical need for learning analysis and design. That effort will make all the difference between fun or engaging, and truly effective. For years, corporate learning has failed the employee.

The Internet and Education

The Internet has certainly extended the significance of databases, data mining, analytics, and algorithms, with organizations and institutions functioning increasingly through the ongoing collection, aggregation, and re analysis of data. The collection and analysis of online data is now a key aspect of how actions are structured and decisions are made in many areas of education. These data are used for a variety of purposes—including internal course administration, target setting, performance management, and student tracking.

There are, of course, many potential advantages to the heightened significance of online data. Yet, there is a clear need for caution amidst these potential advantages—not least how the increased prevalence of online data in education is implicated in the shaping of what people can and cannot do. For example, how are individuals and their learning being represented by data collected online?

How does the Internet support the connection, aggregation, and use of these data in ways not before possible? Thirdly, is the need to recognize the role of commercial and private actors in the growth of Internet-based education. Indeed, the role of the private sector is integral to many of the forms of Internet-based education described in this chapter. A range of multinational commercial interests such as Pearson, Cengage, and McGraw-Hill are now involved heavily in the business of e-learning and online provision of teaching and training—competing with countless smaller commercial concerns and a range of nonprofit organizations.

Of course, the increased involvement of commercial interests in online education could be seen to have many potential benefits. The private sector is able to focus considerable technological resources and expertise on educational issues. Face it. For example, how committed are IT producers and vendors to the public good of educational technology above and beyond matters of profit and market share?

What are the moral and ethical implications of reshaping education along the lines of market forces and commercial values? Why should education correspond automatically with the needs of the digital economy? Finally—and perhaps less tangibly—there is also a sense that the Internet might be altering the psychological, emotional, and spiritual bases of education.

This raises questions of what is perhaps lost when one is able to engage with education at all times of the day and in all contexts? Is there something to be said for being able to disconnect from the pressures of education? Is learning best suited to some contexts and circumstances than others? Many of the forms of online education described in this chapter could also be said to frame learning often inadvertently as a competitive endeavor.

Thus while a sense of achievement at the expense of others may not be immediately apparent, the Internet could be seen as a means of humanizing, disguising, and intensifying the competitive connotations of learning. All these points also relate to the correspondences between the Internet and the altered emotional aspects of educational engagement. In particular, many of the forms of Internet-based education described earlier in this chapter such as the virtual school or the MOOC could be said to involve learning being experienced on less immediate, less intimate, and perhaps more instrumental grounds.

How Technology is shaping the future of Education... - Adarsh Sudindra - TEDxGokulam

Certainly, the remote, virtual sense of learning online is qualitatively different to the embodied sense of face-to-face learning—both in advantageous and disadvantageous ways. The predominantly optimistic rhetoric of transformation and change that currently surrounds the Internet and education distracts from a number of significant conflicts and tensions that need to be better acknowledged and addressed.

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