In an attempt to discover a concrete taxonomy on e-learning models I found that no such model exists. Rather, e-learning models evolve with time and any inferences to a model as “traditional” or “benchmarked” is incorrect. This is due to the dynamic nature of e-learning technologies, people, places, protocols and knowledge participating in a learning management system. How does one create a Learning Organization using e-learning tools in a learning management system? One comprehensive view of the concept of e-learning is that it is not an individual experience. Knowledge gained is never individual, rather, it is a socio-genic activity, in which groups in communities interact and undergo “distributed cognition” (Pachler & Daly, 2011). How are processes created in a learning management system to create learning organizations? In this article, we uncover some of the best practices in andragogy utilized in TalentLMS. Is yours a learning organization? Not yet? Read on to learn how you can apply these models and fine tune your learning management system.
Laurillard’s Conversational Framework: Training facilitators for optimum e-teaching in learning organizations
At the heart of every LMS is a facilitator or a moderator who intelligently monitors all activities. Laurillard’s framework emphasizes on the deliberation of exchange of conversations, thoughts, ideas and task allocation between learners. The role of the facilitator is challenging. They need to intervene, moderate, guide and direct conversations in the direction of the learning goals of the lesson. They need to refrain from dominating a conversation. They cannot misguide or allow discussions to go off-track or beyond the scope. This ensures that the learning environment engages and interacts with learners in a way that promotes knowledge construction from multiple perspectives. The addition of key concepts from the facilitator is so discrete that the learners feel empowered and updated without feeling intruded upon.
The successful process of inquiry, rejection, acceptance and internalization of ideas leading to learning and attitude change is apparent when we learn how to hold intellectual discussions. The facilitator guides in an environment of “social conflict vs individual adaptation” also re-affirm the need for learner adaptive e-learning management systems. In an ideal learning context, the facilitator answers to discussion threads/blogs under the relevant topic. The facilitator also offers resources and more ideas in accordance with the discussion groups’ ZPD (zone of proximal development). A productive exchange of multimedia messages (text, image, web resources, audio etc) leads to associative learning (initially) and later Communities of Practice (COP). The last form of knowledge exchange is the ultimate goal and realization of complete potential of the learner.
Technological Pedagogical Content Knowledge
Peter Senge was the man behind the learning organization show.
Peter Senge’s vision of a learning organization as a group of people who are continually enhancing their capabilities to create what they want to create has been deeply influential. We discuss the five disciplines he sees as central to learning organizations and some issues and questions concerning the theory and practice of learning organizations.
Pedagogical emphasis on designing and utilizing Web 3.0 technologies in the TalentLMS e-learning environment is prominent. It allows learning and knowledge exchange to be meaningful and individualized for all learners. Learn how companies become learning organizations by integrating these models.
Six Theoretical Perspectives on Ecological View of E-Learning: Creating the optimum e-learning environment for learners
Haythornwaite (as cited in Pachler & Daly (2011) along with his colleagues developed a comprehensive list of Ecological View of e-Learning.
- Living Technologies: Technology as a non-obtrusive, non intrusive tool contributing to the productivity of the system. Designing a CUI (common user interface) accessibility and ease of use. Also incorporating gamified features to motivate active participation in all five technologies.
- Optimum pedagogical and technological progression in terms of functionality as a mutually contributive, cohesive whole system.
- Social context of technology: The pedagogical re-configuration of various media to promote socially situated learning.
- Community-based learning in which constraints for social norms, (workplace and learning environment) culture, religion and politics define the learning process.
- Learning leaders: The active and proactive sharing, questioning, rejection and acceptance of ideas and opinions amongst co-learners.
- Braided learning: E-learning environment in which textual exchange of knowledge and didactics leads to theories and hypothesis effecting policies for education and technology use reform
Towards Readiness to create Learning Organization using LMS tools
The Forbes Magazine suggests five keys to building learning organizations. Use your company LMS to collaborate with your team in the following ways to:
- Formalize informal learning and collaboration
- Experience learning through active interchange of ideas.
- Learning on demand
- Content management
- Simple dashboard and portal design
Technology literacy is directly related to cultural literacy. TalentLMS implements design features that support best practices in community learning. It is geared towards transferring the learner as a personal knowledge-seeker to a socio-cultural knowledge contributor. It is also aimed at the facilitator and the learner to re-construct knowledge using data from e-learning resources and the society to make it meaningful and beneficient to the economic growth. An LMS in an organization, if used efficiently can create learning organzations that lead to human-intellectual resourced econmy. An independent economy.