Institutions and vendors

Here are some of the things I learned via Twitter this past week.

You can’t measure discovery learning with an LMS but that doesn’t mean it’s unimportant; by @jaycross

I fear the training community is on the wrong side of these questions. The world is open-ended; it’s not assembled from black and white answers. Real life is painted in shades of gray.

You can’t measure discovery learning with an LMS but that doesn’t mean it’s unimportant. This does it mean you shouldn’t use an LMS to monitor compliance and formal learning either. In a healthy learning ecosystem, “Pull learning” and “Push learning” are symbiotic; you need a bit of both.

Clay Shirky: “Institutions will try to preserve the problem to which they are the solution” via @jayrosen_nyu

@gminks “What I learned this week at the #e2conf in Boston

No matter what anyone tells you, no one really has a clue how to “do” social in the enterprise.

Here’s why I say that:
There is way too much posturing and selling from vendors

There seem to be two vendor camps (which are pretty traditional tech camps I think):

1. Buy one application to rule them all. Let it sit on top on top of all your current business apps, and create social using this one application.
2. Pay a consultant to create apps for a custom social layer between social apps and business apps
My take-away is that there seems to be a gold rush going between vendors and consultancy firms to gain mind share about the best way to create and manage this social layer.

@c4lpt “A MUST-READ blog post from Charles Jennings “Real learning let’s not confuse it with completing templated exercises”

Most of us have been persuaded that the majority of real learning occurs in the workplace through experience and practice and over the water cooler through conversations and reflection. It may be an interesting intellectual pursuit to argue whether the % of learning that occurs outside classrooms and other formal module, course, programme, curriculum structures is 70%, 80%, 90% or some other figure and whether the evidence supports one assumption over another, but arguments like that add little value to the fact that there is an increasing body of empirical evidence that says we learn as we work.

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