Conversation Matters

On the Linkedin Q&A channel, someone posed a question: How do you learn? My answer was as follows:

Nothing works better for me than conversations - face-to-face or online. They work wonders for both comprehension and retention.

Talking about the value of conversation in the learning process, learning expert Jay Cross said:

Conversation is easily the most important learning technology ever invented.

Conversation also breeds and crystallizes ideas. Charles Dudley Warner, an American novelist, wrote:

The chief effect of talk on any subject is to strengthen one's own opinions, and, in fact, one never knows exactly what he does believe until he is warmed into conviction by the heat of attack and defence.

The Cutting Edge of eLearning

To have an overview of the current debate and innovation in the field of eLearning, I would make a distinction between the area of eLearning design and that of eLearning delivery and deployment, even though the two areas significantly influence each other.

In the area of design, eLearning designers are now increasingly using media such as video and 3D animations to create authentic, life-like learning experiences, called immersive learning. They are also becoming more conversant with designing learning games.

In the area of eLearning delivery and deployment, I think the following four technologies represent the state of the art:

• Social learning (Informal learning; Learning 2.0)
• Mobile learning
• Embedded learning (learning embedded within applications, EPSS, job aids, process documentation, or reference)
• Context-aware learning

It is to be noted that the above categories do overlap; for example, mobile learning or embedded learning can also be context-aware.

Is eLearning 2.0 Going to Replace eLearning 1.0?

Definitely not.

eLearning 1.0 (WBT/CBT) and eLearning 2.0 (social/informal learning) are two different solutions for two different workplace learning requirements. The former addresses specific performance-based learning objectives, whereas the latter caters to broad, unspecified learning needs. Although eLearning 2.0 has become crucial in the constantly-changing knowledge environment of today, it is certainly not going to replace either synchronous training (ILT) or asynchronous training (eLearning 1.0). There will always be certain learning needs in the workplace that would be best met through training interventions.


In a recent blog post Kevin Jones described training and social learning as subsets of a broader category, namely, workplace learning. Each of these subsets has a unique and irreplaceable role. Kevin's post has a nice graphic too.

As I see it, eLearning is a subset of Training is a subset of Learning is a subset of Performance Improvement is a means to the end: Accomplishing goals – in this case business goals, but more often personal goals.

There are many ways to learn. Training is one way. Whether that be eLearning or ILT (instructor led training). Other ways? Social learning (of course), job aids, experiential discovery, mentoring and a thousand other subtle ways.

Learning 2.0

I answered the following question about Learning 2.0 at Linkedin Answers:

How does Collaborative Learning support/extend existing formal learning? (Asked by Mark Friedman)

My answer (Incidentally Mark selected it as the best answer):

Mark, I am not sure if your question pertains to learning in school/university or learning in the workplace. I'd assume the latter for my answer. Lately I am myself deliberating on this issue: how useful are Web 2.0 collaboration tools in the context of workplace learning, especially in situations where the learning objectives are very specific. Though a sceptic earlier, I am becoming more and more convinced that collaboration can indeed support learning.


Workplace learning always has a performance focus. It is useful only if it is transferred to work. It is here that collaboration tools like discussion boards, blogs and wikis can play a very useful role. After training, when learners go back to their workplace and apply the newly-acquired knowledge and skills to their work, they may have queries, feedback, and comments that they would want to discuss with a subject matter expert or fellow learners. Such discussion may be relevant to other workers as well. Moreover, the comments and feedback from learners may trigger revision of the learning material. The potential of such collaboration for workplace learning is really high.