goldred 's Profile

he's also helped create a rather remarkable social memory system, in which all
of us are able to find more and better information than we would on our own. As
Schachter puts it, "The one who stashes a page doesn't have to be the one who
ends up recalling it. Del.icio.us is a storer of one's own attention. But it
also means you can share it with others." And that ability will only become more
valuable over time. "The better you understand the world, the better you'll do,"
Schachter says. "I really think that in the end, more understanding wins."

It was hard to get the first person to buy a fax machine, because a fax machine
is useless if you're the only one who has one. But even for the first person to
use del.icio.us--Schachter--it worked.

感谢Michael Coghlan发来Tony
Buzan的
演讲短片。这个短片是在讨论围绕着创造力如何教孩子们学习。我非常赞同他的观点。我一生都保持创造性，我也看来了在教育过程中它是怎样被视作“不正常”并 且得不鼓励的。但是如Buzan所说：“‘正常’是非自然的…… 我们在教授非创造力。”很好的短片，在11分30秒左右时关于什么是“创造力”的重复阐 述也很好。

在美国9岁到17岁之间96%的的青少年登陆互联网使用社会化网络技术，诸如聊天，短讯息，写Blog或者访问象Facebook和MySpace这样
的在线社区”。我想知道他们其中有多少人读书的，不是说哈利波特，而是课本。

Dave Pollard创建了他自己的PLE图表（尽管他没这么标识），并且考虑了学习和社交网络的整合。象McLuhan一样，他将交流工具描述成我们身体感觉
的延伸，然后，观察到我们更愿意拥有而不是分享这样身体上的延展。“所以，我们希望将工作中获得的知识在自己的空间里以对自己有效的方式来进行组织，这一
现象也许不显得那么令人惊讶了。我们讨厌被动地收到那些我们不需要也没有要求过的信息，无论它们是通过电邮、邮寄或者电话的方式发送来的。”有趣的是，他
说博客和维基都不能很好地服务于这一需求（我想，这大概是许多OLDaily读者得要通过电邮或RSS订阅才看到这帖子的原因吧。）

‘嵌入式学习’发展

也就是加入了一个新的“TeamworkRoom”(团队工作室)。它是IBM内部团队合作的一种方式。

从今年开始在IBM,可以把自己的专业技术水平做好评估放到网站指定的位置上去,就会有人来找你一起工作。

它与普通网站上的社区的不同之处在于,它是三维的,介于真实与幻想的世界之间,参与的人可以根据自己的喜好设计自己的形象、性格和所拥有的空间

这就是IBM倡导的“反向导师制”(ReverseMentoring),“反向导师制”是让新人给老人做导师。

反向导师制度的另外一个好处是,新老IBMer之间的工作关系和效率都有了大幅度的提升,“80后”的问题也不再那么让管理者们头痛不已了。IBM全球主管学习与发展的副总裁TedHoff说:“导师制的核心是一个双向关系。这种关系可以使人们能够分享经验和互相学习,使他们能够在一个更高的层次上思考。以我的经验,无论是从工作上还是从个人生活上,我都从自己‘师徒’关系中受益匪浅。”

The key components to Web 2.0 are the ease of using the tools and the
collaboration/social interaction that naturally results. One of the interesting
results from Web 2.0 is something called collective intelligence. For example,
consider how Amazon's user ratings and comments influence buyer behavior. If you
expand this notion to other forms of content, the potential to leverage
information from peers and experts is exponential. More important, value is
amplified by the fact that an increasing number of people are actively
connecting to each other using the web, enabling users to find and gather
information from peers and experts. This has a significant implication for
knowledge workers.

Over the coming years, it will be increasingly rare to buy software for
installation on a local machine. Instead almost all software will be delivered
as a service through the web, and these same applications will often provide
components that can be used seamlessly in other applications.

The best example of this is the many mash-ups of Google Maps, which allow users
to view real estate listings, sales prospects, and other data points on a map.

The reality is that the impact of E-Learning 2.0 tools on day-to-day work and
personal learning is difficult to understand until they’ve been experience by an
individual.

Beyond this kind of support for personal and group informal learning, E-Learning
2.0 is making an impact in formal learning settings, and they are particularly
useful for collaborative formal learning. For example, wikis can be used as part
of group projects; blogs can be used to submit written work and offer the
opportunity for peers to provide feedback in a collaborative learning setting;
and social bookmarking tools can be used as part of collaborative research.
Again, the ease-of-use and collaborative nature of these tools make them a
natural fit for learning.

For that reason, learning is not always accessed via the LMS, but pushed to the
learner through email or accessed via links on an organization's intranet.

exist simultaneously, so will E-Learning 1.0, E-Learning 1.3, and E-Learning
2.0.

E-Learning 1.0 solutions are going to continue to be used for content in which
there is a relatively large audience with common, identifiable needs who have
relatively the same level of knowledge around the subject matter. E-Learning 1.0
also will be used when there are compliance issues and high cost-of-errors or
when significant up-front training makes sense. E-Learning 1.3 will be used for
quick-hit learning opportunities or basic information transfer around new
products, procedures, systems, and so forth. E-Learning 2.0 makes sense when
there are widely different learning needs. E-Learning 2.0 also is a solid option
when content cannot be cost effectively identified up-front because there is too
much information or specific learning needs are unknown and will be generated as
part of work. Considering these descriptions, it should be clear that for most
workplace learning professionals, the vast majority of their personal learning
needs fall into the realm of what E-Learning 2.0 aims to address. It should also be clear that most employees today are in the
same situation.

As a starting point, workplace learning professionals need to get smart on the
tools and begin the skill building process. In other words, you need to spend
time to learn how to learn.