I3 Update: KM Standards: Do We Need Them?
I3 Update: KM Standards: Do We Need Them?A well balanced article that takes a sincere look at both the pros and cons of KM standards, and suggests...
So do we need KM standards? Yes and no. We do need a well maintained and highly respected synthesis of good practice. No, we don't need inflexible frameworks promoted by standards afficionados... But in the end you must make your own judgement as to how valuable such standards are when compared to the numerous other rich source of knowledge you can access about knowledge management.
knowledge management Add tag Permalink | Friday, November 01, 2002
eLearn Magazine: E-learning in Japanese Universities
eLearn Magazine: E-learning in Japanese UniversitiesAlthough there has been a lot of activity in areas such as videoconferencing, so far use of the Internet within most Japanese universities has been restricted mainly to e-mail, marketing and distribution of printable material. There is growing concern about the prospect of competition from prestige universities overseas offering Web-based courses, but given the conservative nature of the Japanese higher education system it seems likely that Japan will continue to lag behind other countries in this arena for the foreseeable future.
Add tag Permalink | Friday, November 01, 2002
Internetworld: On Target: The Key to Customer Relationships
Internetworld: On Target: The Key to Customer RelationshipsThe real return on investment is to build a lifetime value from each customer, not use technology to weed him or her out of the business entirely because they don't meet corporate criteria. The fact that so many companies still do this, however, is evidence enough of a failure of thinking and of business model.
Add tag Permalink | Friday, November 01, 2002
Cool Game: Table Chase
Cool Game: Table ChaseReal nice Flash animation used to teach multiplication tables
Add tag Permalink | Thursday, October 31, 2002
Optimize: Model Behavior
Optimize: Model BehaviorA fast-paced economy requires flexible, adaptive structures that self-organize internally in response to external changes. Managers don't need pictures of hierarchy; they need visualizations of the wide-ranging connections that make up companies' learning systems. Rather than charts showing who reports to whom, they need charts to show who knows what and whom, and who works most often with whom. That's the purpose of organizational-network analysis, the application of social-network theory to organizations. ONA paints a much more accurate picture of how a company actually works, shares knowledge, and completes processes.
visualization Add tag Permalink | Thursday, October 31, 2002
CIO: The Dangers of Efficiency
CIO: The Dangers of Efficiency"The challenges of knowledge management in a post 9/11 world when national security conflicts with the public's right to know." -- The premise behind the debate further reinforces the notion that there's no one-size-fits-all approach to KM. Organizations and governments alike need to closely examine how KM fits within the context of their environment and then choose to apply its concepts
Add tag Permalink | Thursday, October 31, 2002
Jay Cross: eLearning is NOT important
Jay Cross: eLearning is NOT importantIn his trademark entertaining way, Jay Cross points to where the real value of e-learning lies--in the doing and not in the learning...for all the learning is of no value to an organization if there is no change in the way things are done. Jay uses the examples of Dell, Sun, Unisys, and Cisco to drive home his views.
Add tag Permalink | Wednesday, October 30, 2002
eLearn Magazine: Playing to Learn: Blending Learning with Stories, Games, Toys, and Simulations
eLearn Magazine: Playing to Learn: Blending Learning with Stories, Games, Toys, and Simulations Blended approaches to learning, which mix play and other techniques in a variety of media, help ensure that we are engaged, attentive, and fully involved in the process through which we master knowledge. Bygaming, simulation Add tag Permalink | Wednesday, October 30, 2002
eLearn Magazine: The Best of the Best
eLearn Magazine: The Best of the BestAdd tag Permalink | Wednesday, October 30, 2002
Business Courier: ‘Special librarians’ handle research
Business Courier: 'Special librarians' handle researchWhen you seek legal expertise, you find a lawyer, when you seek tax advice, you find an accountant, and when you seek valuable information
research Add tag Permalink | Tuesday, October 29, 2002
The Chronicle: Phoenix Rises
The Chronicle: Phoenix RisesThanks to an increasing number of such students, Phoenix Online is one of the nation's largest online-university businesses in a growing field of private, for-profit competitors. For many years, the University of Phoenix's expansion into new classroom-based campuses around the country went largely unnoticed in traditional academe, which was focused on younger, full-time students. But the financial success of Phoenix's online operation has raised the visibility of the university and stirred new interest in its unique combination of business acumen and pedagogical focus.
Add tag Permalink | Tuesday, October 29, 2002
University of Kentucky: The Comic Book Periodic Table
University of Kentucky: The Comic Book Periodic TableA very interesting expertiment to use comics in describing elements of the periodic table. Here, each element links to a list of comic book pages involving that element. Cool!
Add tag Permalink | Tuesday, October 29, 2002
Learning Circuits: Transitioning Technical Instructors to the Web
Learning Circuits: Transitioning Technical Instructors to the WebInteresting article on how the New Horizon Computer Learning Centers planned and executed their transition to e-learning, especially live, synchronous learning... "Customer trainers and traditional New Horizons classroom instructors who want to teach in the synchronous environment take the New Horizons train-the-trainer course and certification for teaching online, which each instructor must go through before delivering their first class."
Add tag Permalink | Monday, October 28, 2002
W3C: Web Content Accessibility Guidelines 2.0
W3C: Web Content Accessibility Guidelines 2.0W3C published the Web Content Accessibility Guidelines 1.0 (WCAG 1.0) as a Recommendation in May 1999. This Working Draft for version 2.0 builds on WCAG 1.0. It has the same aim: to explain how to make Web content accessible to people with disabilities and to define target levels of accessibility.
web content Add tag Permalink | Monday, October 28, 2002
Mercury News: Tools coming for connecting information
Mercury News: Tools coming for connecting informationDan Gillmor writes about new tools that help us make sense of all the information hitting us each day... "[w]e need more sophisticated methods for gathering, massaging and making connections among all the pieces of information that enter our lives each day -- everything from e-mail to Web pages to phone numbers and more."
Add tag Permalink | Monday, October 28, 2002
FlashSim: How to Build Product Simulations with Flash MX
FlashSim: How to Build Product Simulations with Flash MXWhile there is a lot of talk today in the e-learning world about the need for more interactivity and simulation, few if any tell you exactly how to build them.
simulation Add tag Permalink | Friday, October 25, 2002
CIO: Fed Up with Feedback
CIO: Fed Up with FeedbackInteresting article that attacks a software program that aims to automate performance evaluation.
"What's most pernicious (to me at least) about this software is that it "provides employees with continuous and timely feedback on all areas of their performance..."All areas" takes in a lot of ground, doesn't it? Imagine that you're sitting at your computer, writing up a report, and flashing on your screen is the latest feedback from your peers: "Bass, you were a little too grumpy at today's project meeting."
Add tag Permalink | Friday, October 25, 2002
Digital Web Magazine: Client Centered Design
Digital Web Magazine: Client Centered DesignUnfortunately there is no general rule for the task of keeping a client's expectations within reasonable limits. Some clients are easily convinced by someone who knows what he's talking about, while others will rigidly maintain their point of view, aided by their nephews who've gone through a Front Page book and therefore know everything there is to know about Web sites... Nonetheless there are some specific rules.
- First of all, don't promise too much, which is an easier mistake to make than you'd think.
- Find out what the client expects from his site.
- Don't try to explain your job to the client.
Add tag Permalink | Friday, October 25, 2002
Learning Circuits: E-Learning: The Second Wave
Learning Circuits: E-Learning: The Second Wave"I'm not interested in courseware that's based on simple branching, hyperlinks with pop-ups, or student evaluation based on multiple-choice or matching questions. Show me multiple-path active simulations, complex branching with high levels of constructivist activities, and methods for individual feedback--and you've got my interest."
Add tag Permalink | Thursday, October 24, 2002
Sydney Morning Herald: E-learning will be par for the course
Sydney Morning Herald: E-learning will be par for the course"The other side of the coin is that during tough times, companies might lay off their least e-trained employees first. With e-learning they will have centralised records of exactly who has done what, which will help them decide where to wield the axe."
Add tag Permalink | Thursday, October 24, 2002
NY Times: Your Mentor in Cyberspace Is Standing By Now
NY Times: Your Mentor in Cyberspace Is Standing By Now"You get home from school, post something you don't understand and then check it after dinner... Then you see what you're supposed to be doing. It's just as helpful as personal tutoring."
Dozens of Web sites link students to tutors who can help with the complicated and the mundane via e-mail, chat rooms or bulletin boards.
Add tag Permalink | Thursday, October 24, 2002
T&D: Breaking through e-barriers
T&D Magazine: Breaking through e-barriers (pdf, 37kb)A few years ago, the advice to trainers was to cut costs by making deals with an e-learning supplier. It sounded good on paper, even to the CEO. Then... it all went wrong: The technology, cost-savings, and content didn't live up to the hype...Making generic Web-based material available via intranets and hoping learners willabsorb it won
intranets Add tag Permalink | Tuesday, October 22, 2002
LLRX: “Show Me the Money” - Measuring the Return on KM
LLRX: "Show Me the Money" - Measuring the Return on KMFueling concern is the fact that it has been well documented that few knowledge management initiatives have been successful, unless firms are willing to invest substantial resources to manually collect and organize research material. But most firms in the United States are unwilling to invest non-billable time in this effort, especially when the benefits of such investment are uncertain. In order to help law firms evaluate their KM strategies, this article proposes a framework to measuring the return on investment (ROI), the cost of information (COI), and proposes tools to evaluate alternative knowledge-sharing strategies.
Add tag Permalink | Tuesday, October 22, 2002
Learning Circuits: Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators
Learning Circuits: Wearing Four Pairs of Shoes: The Roles of E-Learning FacilitatorsAs e-learning facilitators put on and take off the four different pairs of shoes that define their roles--instructor, social director, program manager, and technical assistant--they should keep these action items firmly in mind:
- address the needs of adult learners by guiding self-directed, realistic, problem-based learning experiences
- structure learning opportunities in which learners make their own meanings by discovering content on their own
- encourage high degrees of participation and interactivity
- offer prompt, informative feedback
- provide strong leadership
- help learners feel comfortable with technology.
Add tag Permalink | Tuesday, October 22, 2002
eLearn Magazine: Support in a Distance Education Environment
eLearn Magazine: Support in a Distance Education EnvironmentEvidence is accumulating, both empirical and anecdotal, that a key ingredient for success in distance education programs is support