By Elliott Masie, Host, Learning Systems 2008

1. Focus on the Learner: Most Learning Management Systems are focused
on the organization's perspectives on learning and training. They know
how to track attendance, participation and certification. These are
important, but not sufficient. We need to have our Learning Systems
focus on the LEARNER. They should know more about the learner, from
background to style to context, and aggressively make learning easier,
more efficient and continuous for the learner. While reports of
learning consumed are interesting, we really want our learners to turn
to these systems for real support in learning.

2. Content, Content and Content: When the first LMS systems were
launched, they were primarily "vending machines" to dispense and track
the consumption of e-Learning (then called CBT) courses, mostly from
3rd party providers. As the creation of internally-created increased,
many organizations purchased Learning Content Management Systems
(LCMS) to add content creation/management capabilities. Our Learning
Systems now need to hone in on the vast amount of UserContent (from
PodCasts to FAQs to Performance Guides) that will be created by
workers in the workplace.

3. Ratings, Please: Learners want to know how other employees who are
similar to them have rated and valued a program's content before they
start that program. Why not provide ratings, sorted by demographics
and roles, to help a learner select the content and activities that
were most highly valued? This can be a simple Thumbs Up/Down, a
5-point scale or more in-depth rating system. Great content should
rapidly float to the surface and be visible to the workforce. Poor
content should also be labeled and either improved or avoided.

4. More Context: Every classroom experience blends formal CONTENT with
informal CONTEXT. This may be in the form of a side-bar story from the
instructor, comments/questions from fellow students or conversations
at the coffee pot on breaks. Yet, as we moved towards on-line
learning, less attention is paid to the role that CONTEXT plays. We
need to address how learners will get that context - from
collaborative tools like discussion boards/wikis and blogs to more
fundamental design changes - to incorporate the voice of the field
more actively into the learning experiences. I have yet to see a
Context Management System, even though in many situations the quality
of the Context is more impactful than the quality of the Content.

5. Performance Support Tools: Our Learning Systems are mostly geared
for learning in anticipation of need or requirement. I want my systems
to also have a healthy dose of Performance Support resources to allow
for "learning at the moment of need". Ideally, I should be able to
pose a question, requirement or topic to my Learning Systems and be
provided with both an immediate Performance Support Tool that will
walk me through my need, as well as a module to learn about it in
greater depth for future requirements. Our learners need more
Performance Support and our Learning Systems have to step up to the
plate for this!

6. Social Knowledge: Learning Systems will need to include and be
integrated with Social Networking Systems. Some of the best and most
important knowledge will be shared person-to-person in an
organization. The learner wants to know, "Who in this organization has
any experience that could help me as a learner/worker?" In addition to
the LMS pointing to a module or course, we need to be able to link to
a colleague who may have the perfect, relevant experience based on
their work from 2 jobs ago. The social dimension of learning needs to
be harvested and accelerated by a new vision of our Learning Systems.

7. Learning Systems as Components: Most of our workers do not want to
go your "learning portal page". Instead, they want to have components
along the lines of "Gadgets" or "Wizards" that will live on their
screens or pop up based on tasks/situations. Those will feed content,
requirements and reminders from the learning systems. For example, if
I am reading a document and I come upon a term that I don't know, is
there a way to launch a component that would offer me definitions,
social networking and even registration into an on-line or in-person
class on that topic? Can I have a graphic on my screen that changes
color based on my current continuing education requirements?

8. Focus on the Role: Our workplace is increasingly role-based. Most
of our learning systems are more focused on jobs or positions. If I am
assigned a new project, it may shift my role, and the Learning Systems
should help me prepare for and perform in that role. My history in
previous assignments should inform the set of learning activities that
are offered to me in the new role.

9. UserContent Authoring: YouTube is coming to the office! Our
learners are already creating simple and short half-life content,
using simple video, audio and text tools. Many Learning Systems are in
shock at the thought of this new wave of content. How will we author,
approve, edit, tag and make discoverable this content? Should we even
try to track the usage of UserContent? How do we blend authored
learning content with UserContent? What is the lifecycle of content -
when do we expire a module?

10. Learning Systems as Service: Each business unit may want or need a
very different front end experience for its Learning Systems. Do we
allow our enterprise LMS to evolve into a cluster of Learning Services
that are tailored for our business units, but that share a common set
of data profiles? In other words, are our Learning Systems ready to be
part of a Learning "Cloud", where the functionalities are delivered as
a software service rather than from a single enterprise system? This
is Web 3.0 - are our systems ready?

11. The Lifecycle of Learning Systems: Many of our Learning CONSORTIUM
members are in the midst of re-evaluating their LMS and LCMS. Some are
shocked that this point of re-evaluation has arrived only 36 or 42
months after the original purchase point. What are our realistic
Lifecycle expectations for our Learning Systems? We need to take an
industry perspective on those systems which will serve valiantly, but
for a 2 to 3 year period. How do we have the Lifecycle conversation
with our IT department and even learning suppliers?

12. Learning Systems as Human Capital/Talent Systems: Ultimately,
there is also a lifecycle of the knowledge/skill sets of an employee.
>From the moment we start the recruitment/interview process, through
hiring/training to succession and promotion, and eventually
retirement, we have a need to integrate learning resources and
information into the larger Human Capital/Talent systems. If your
organization were about to be purchased by another company, what
information lives in your Learning Systems that would assist the
valuation or merger process? Learning Systems must become more
friendly and integrated with their cousins.

These issues and more will be address by Elliott Masie and Cushing
Anderson at our annual User Group event, focused on LMS and LCMS
utilization:

Learning Systems '08
April 10 and 11, 2008
Las Vegas, Nevada
http://www.learningsystems08.com


The MASIE Center, PO Box 397, Saratoga Springs, NY 12866
trends@masie.com

Conference Overview

The International symposium on open, distance and e-learning 2007 (ISODEL 2007) will provide a unique forum for engagement and interaction between policy makers, practitioners, scientist, academician from across the globe to acknowledge and share ideas, inputs and recommendation in solving multinational problems with current strategy and tactics from experts within a mutual synergy and collaboration.

The aim of the symposium are to acquire ideas and inputs on implementation of information and communication technology for open, distance and e-learning and to share and distribute the results of implementation of information and communication technology for open, distance and e-learning. It also aims at acquiring recommendation for development of implementation of information and communication technology for open, distance and e-learning, especially in Indonesia.

This symposium is organized by Information and Communication Technology (ICT) Center for Education, Ministry of National Education Republic of Indonesia (Pustekkom, Depdiknas)

Objective
* Acquiring ideas and inputs on implementation of information and communication technology for distance and e-learning for open and distance learning.
* Sharing and distributing the results of implementation of information and communication technology for distance and e-learning.
* Acquiring recommendation for development of implementation of information and communication technology for distance and e-learning especially in Indonesia.

Themes:
The Emerging Technologies for Teaching and Learning: A New Paradigm of Learning

Sub Themes:
1. ICT in Education:
* The policy in ODEL implementation in basic and secondary, higher and nonformal education
* Policy in facing globalization trends in education areas

2. New Technologies and New Learning:
* Latest instructional technology (TV, radio, computer, internet, mobile, virtual reality)
* Learning model innovation (blended learning,etc)
* Technology support in education (e-learning,open resources, open source)

3. Quality Assurance in ODEL:
* ODEL Quality standard
* Quality management system and ODEL framework
* Methodology and approach in ODEL assessment and benchmark
* Issues in standardization, assessment, acreditation and certification

4. ODEL Sustainability-Implementation:
* Management of ODEL in Indonesia (Open University, State University, Local University, Teacher's accessibility)
* Best practices in ODEL Management (ODEL for teacher training, compulsory education)

for further information, please visiting http://www.e-dukasi.net/symposium

Taqabbalallahu minna wa minkum
Shiyamana wa shiyamakum
Kullu 'am (in) wa antum fii khair (in)

Minal 'aidin wal faidzin
Mohon maaf lahir dan batin

Selamat Hari Raya Idul Fitri 1428 H

Harry, QQ Dalilah, & Khalil