November 2nd, 2009 by Melissa

Online training has revolutionized the learning and training experience as we know it. Not too long ago we were still using windows dos, dial up, computers the size of an entire room, and big floppy disks. Now we live in an age where we have streamline laptops, portable computers that we can take with us. We have internet on our smart phones, and wireless internet connection. The internet has slowly but surely become an indispensible resource that most of us use continually throughout the day. It has been created into a streamline convenient instrument for us to gain minute by minute updates, and enable continuous communication with people all over the world.

So if we are able to take the internet with us, why can’t we take learning portable too? This advanced technology has enabled learning to take place in the home with various online training curriculums, whether it is for higher education, organizational or government training. The variety in courses is vast, making it easy to find credible courses that pertain to the need for any specific individual. Some specialty Colleges have based degrees on the online learning platform, and various content creating or eLearning companies are receiving government grants for organizational training as well as school training to educate them on health and safety via online training.

New advances within online training module’s are state of the art, bringing 3D graphics, interactive courses, quizzes, and videos with sound and picture into the mix, as well as 24/7 mentorship with highly trained instructors who are available at the learner’s disposal to ensure full comprehension is achieved. With so many style options that these courses provide, learners are exposed to different types of training that could enhance productivity, comprehension, and creativity.

Among the revolution of online training in the education systems, Organizational training is receiving revisions as well. Organizational training no longer means outdated, long, and uninteresting training videos that are played in an isolated room. Online modules and interactive curriculum enables employees to gain working experience as they learn new systems and make the mundane training something that is enjoyable and effective.

As efficient and convenient online training has proven to be, an additional bonus to this new method of learning is the varietal topics of courses made available on the web. For students looking for higher education, they have multiple options of language courses, science courses and math courses. For those in the IT industry they have various system training courses that stay current as new updates within systems and platforms are created. Certifications, such as A+, Network +, Security + in the IT industry, as well as driver, helicopter, first aid and safety certifications are just a few certifications that are offered.

Online training truly is changing the way we think about learning and the mundane training that normally is included when we enter into new positions in the workforce, new systems are implemented or those annually required safety or corporate training seminars. Just as computers and the internet has been streamlined and made portable, training and education is following suit.

March 16th, 2009 by Learning Systems

Status updates on sites like Facebook, Yammer, Twitter and Friendfeed are an increasingly popular form of online communication. So much so, that people are starting to call it “email 2.0.” This burgeoning breed of real-time, pervasive internet is developing right before our eyes. In what form will it take in our learning systems, and the way in which students communicate with each other and with their professors? 

Activity streams between students in a learning system might be developed in the same way that social networks are being created for companies and organizations. Activity streams–which include not only micro-updates and comments but features like video and photo sharing–are coming to replace many of the purposes which email once served. How might these streams be tapped into to form collaborative and interactive learning systems?

February 4th, 2009 by Learning Systems

Another way to build momentum and overcome procrastination of LMS coursework is to avoid internet addictions. You’re not alone–more and more people are wasting precious time each day on unproductive, time-consuming online activities when we really should be working, completing LMS coursework, or getting outside and exercising. 

According to a survey conducted by online compensation company Salary.com, six in every ten workers admit to wasting time at work on the internet. The average employee wastes 1.7 hours of a typical 8.5 hour work day.  

The most insidious online time-wasting activities are probably web searches and email checking/writing. The internet can be a treacherous place–a quick email check can turn into a half hour writing spree or labyrinthine Facebook visit. Even work for an LMS class, such as looking up references or course-related information, can lead you off-track to intriguing but totally irrelevant sites. 

November 20th, 2008 by Learning Systems

Teaming Web 2.0 technologies with online courseware is providing many students with a more interactive learning experience. And more online courseware teachers are beginning to choose which technologies they’d like to try out. Advertising styles becomes one factor worth considering for many online courseware teachers, and fortunately an increasing number of Web 2.0 companies are choosing less glaring and unobtrusive approaches.

But how do successful Web 2.0 companies like Facebook get away with running such miniscule ads? The key is thinking more creatively. Facebook uses what it calls “engagement ads” to invite users to comment on videos, attend an event, or send a virtual gift. For example, this year on election day, Ben & Jerry’s bought an ad that let users send a virtual ice cream cone to their friends (to advertise its offer of a real cone to anyone who votes). The beauty of social software is its voluntary interactivity, and advertising shouldn’t be an exception.

November 20th, 2008 by Learning Systems

The obstacles schools face in integrating Web 2.0 technologies into their existing LMSs or courseware systems are often tough to overcome. However, if your school does have the means and you’ve got some ideas you want to explore, using blogs, discussion boards, wikis, podcasts, etc, the vast terrain of Web 2.0 is your playground. And although intrusive ads may bother some educators and courseware system students, it’s comforting to know that some Web 2.0 companies are making efforts to choose advertising that doesn’t dazzle and distract. 

When incorporating your courseware system with Web 2.0 technologies, choose technologies that respect their users. Of course, most social networking companies still fill their pages with enormous ads. On MySpace’s login page, for instance, it’s difficult to even find the login box amidst a sea of hypnotically dancing images. But companies like Facebook and Google–whose choices often inspire smaller companies–are sticking with tiny ads. 

November 13th, 2008 by Learning Systems

The internet harbors an enormous power to mobilize people toward a cause. It becomes a vast web of learning systems and social linking networks, educating the masses on a topic and connecting individuals to other people. 

Take the recent U.S. election. Highly influential political learning systems on the net included everything from YouTube to Facebook, with campaign videos and supportive messages. The Obama campaign raised $650 million–two times the amount achieved by the McCain campaign–mostly through small donations made online. It also mobilized an army of about 7 million volunteers to register new voters. 

Websites for social and environmental causes become influential learning systems for potential movers and shakers. Maybe you read a newspaper story about oil drilling in the Amazon. Want to do something about it? It’s not difficult to find a group of activists fighting for your cause and donate a buck.

September 17th, 2008 by Learning Systems

YouTube broke the mold early on. Whether we’re dealing with learning content per se or music videos, YouTube has always been both a site and a mediator of “its” learning content: viewers could go to the web site and watch videos, and they could embed and watch them on other web sites, e.g. blogs.

YouTube always knew that if viewers had to make their virtual way over to the web site, they were going to get a lot less traffic than if they made their learning content this flexible. YouTube videos can be found on MySpace, Facebook, etc.—places many people spend countless time perusing, and may rather browse than YouTube alone. Of course, when people want to browse through categorized learning content, the YouTube site is always available.

September 11th, 2008 by Learning Systems

Creative educators and recruiters using LMSs may consider taking into account applications like the ones used by Facebook. Although the most popular activities on Facebook are profile- and picture-browsing, there are many features available that educators and business trainers might tap into as part of their LMS. 

Features that LMSs could adopt include course-based chat rooms and instant messaging, where students can discuss ideas and thread conversations; their own profiles where they can pose questions and create their own discussion points; and homework assignments that can be sent, graded and returned as email attachments. 

Social networking sites like Facebook can be used to post notifications, to acquaint students with one another, to form groups and networks, and to handle authentication. The best part is that Facebook applications are extremely user-friendly, and a good portion of your students or trainees are already familiar with and comfortable using them.