These posts may be worth reading, but the basic gist is that adoption starts from the personal utility - actually its the perceived usefulness (PU), but that's roughly the personal utility.
Nancy's post has some ideas (slides) about how to facilitate adoption and she points to a few other posts: Focusing, Stimulate people's imagination, trigger inventiveness.
I simply wanted to add to what she is saying that adoption is going to be dependent on us first learning how to use these tools ourselves and then showing others. Maybe take a look at:
These are great resources and will likely open your eyes a bit. I think that Second Life is not going to turn out to be the winner because of technical issues, e.g., firewalls. However, I think that the next generation of Second Life will displace tools like WebEx for many online events. Once you add in presence audio (you hear people close to you) and whiteboarding tools, it will make for very interesting opportunities.
I hate to generalize, but the thing that seems to be missing from most of my conversations with classroom teachers and administrators is a willingness to even try to re-envision their own learning, not just their students.While his audience is a different audience, I think a lot of what he is saying applies to us. This is something that I've mentioned before:
Lots of teachers I talk to want blogs and podcasts and wikis. Without question, there are thousands of teachers, tens of thousands in fact, who are already using the tools with their students. I see new examples every day. But I’m still bothered by the fact that very, very rarely do I see new pedagogies to go along with them that prepare students for the creation of their own learning networks. That allow them to take some ownership (or at least envision the possibility of it) over their learning. That help them learn self-direction and get them to stop waiting for someone else to initiate the learning. And even rarer is to find one of those teachers exploring his or her own learning through the tools.
More than anything else, I think, teaching is modeling.
OK, I know why Tony Karrer is calling this "incredibly cool," but no, it's not, it's a mess. I know it seems really cool, because it brings so much stuff into a page. But I couldn't put my mouse down n it anywhere without clicking on something, windows would stay open, I have tabs piling up on each other, and through all of it I couldn't find anything useful, and there was no place to actually create anything. We're not there yet - Web 2.0 is going to be, more than anything, simple, not a horrendous desktop mess.I just have to respond to the "it's a mess" comment. I agree with Stephen that right now this stuff is early stage and it's a mess. I'm not planning on using that particular tool anytime soon. It's more of a toy than anything else. Oh, I am using something similar to create my personalized home page. And, none of that is the point.
Beyond Search is REAP - Retrieve, Extract, Arrange, Present. We’re still not there with the deeper tools and the whole experience we desire for truly reaping the value from all that’s available to us on the Internet.
Consider the typical information work flow of a professional:Search is just about the retrieve and the -eaping is pretty much left to the person.
- Retrieve — collect information from a variety of sources
- Extract — extract data, facts, examples
- Arrange — arrange documents and facts for use now or later
- Present — compose information into artifacts of value
This feels like the most important battleground in learning how to learn.
November's Big Question on the Learning Circuits Blog has been posted. The question this month is:
Are ISD / ADDIE / HPT relevant in a world of rapid elearning, faster time-to-performance, and informal learning?
To me, this is one of the most important questions facing us today. If you look at the shift between eLearning 1.0, 1.3 and 2.0 – and particularly the shift in who creates content, you’ll notice that the bulk of content creation moves from the learning function to SMEs or workers/learners.
I believe that we will continue to create linear learning experiences (courses, courseware) but that this is going to be a smaller portion of learning. As I've pointed to before: Course and Courseware are Fading - The Future of eLearning. What you have to ask yourself is:
What business are you in? Are you in the business of creating linear learning experiences? Courses and Courseware? If so, then you are the railroads of the future.Instead, I think of our industry as being involved in the convergence of management consulting, human performance, learning and technology. Our job is to understand the business objectives, understand how human performance impacts them, identify the gaps and opportunities, etc.
