One of the major positive trends in adult lifelong learning over the past several years is that more organizations have recognized the need to do a much better job of grounding learning experiences in what we actually know about how adults learn. In a nutshell, we need to move away from the excessive emphasis on […]
A colleague on a board I serve on commented recently that he’s not sure how to keep millennials in their job for 18 months, much less get them involved in an association. It’s a concern I’ve heard echoed by numerous association executives and board members, but I think it is one that is largely misplaced.
This is the second part of a two-part series. Read Part I. 5. Realistically assess resources, capabilities, and organizational “will” By the time you have worked through the areas in Part I, you probably have a general idea of the types of technology that would be desirable for supporting your learning initiatives. At this point,
We have done a lot of technology selection work over the years and have delivered many Webinars and workshops related to our 7-step selection methodology (which, while often aimed at learning management system (LMS) selection, really applies to selection of pretty much any type of learning technology platform). My aim in this two-part series is
If all learning is social, then it seems clear that those of us in the business of lifelong learning, professional development, and continuing education need to understand social learning – and understand what is involved in designing social learning – if we’re to succeed in our business. If, as Jeff and I wrote in the
In case you haven’t noticed, online learning has become big business – more so, and much more credibly so than back in the mid 90s when I joined my first e-learning start-up. Venture capital firms have jumped back into the game head first, major universities have been jockeying for position, and big Web firms like