C·2·C System: The International Journal of Learning
"Improving the productivity of knowledge workers is one of the most important challenges for companies that face the transition from the industrial economy to an economy based on information and knowledge (Drucker, 1999). However, most "knowledge management" efforts have failed to address this problem and focused on information management instead.
This paper briefly explores the failure of traditional knowledge management to adress the problem of knowledge worker productivity and argues that a deeper understanding of knowledge work is necessary to improve it. It then explores knowledge work and how it is supported with information technology tools today, focussing specially on the email client as a knowledge work tool.
The paper introduces weblogs as personal publishing tools for knowledge workers and shows how personal publishing supports knowledg work processes, is personally beneficial to the knowledge worker and helps the dissemination of knowledge through an organisation."
from the mindgenius website
Several years ago, Andy VanGundy did some research that showed that the simple process of reading brainstorming guidelines to the ideation group resulted in 50% more and better ideas. Alex Osborn, the father of brainstorming, defined four basic brainstorming rules which have been added to and modified for the past half century. Here is a list of the ones we currently use:
link to website
by Philip C Candy for DEST
"This study was undertaken to explore the extent to which and ways in which Information and Communication Technologies or ICT (basically global networks of computers and other associated digital devices) have impacted on learning. Instead of looking at learning in formal education and training settings, I have chosen to consider the dynamics of independent self-directed learning, especially that which is undertaken by adults."
link to website
from the Masie Centre
"Here are some of the wonderful responses that we received to this recent query in our TRENDS Newsletter to the following question:
* A significant number of full-time classroom trainers are being asked to take on e-Learning development or design functions.
In some cases, this works out wonderfully. The trainer may bring deep subject matter expertise and/or a crisp sense of the learning from the learner's perspective. However, sometimes the match between classroom training competencies and instructional design competencies is not there. There also seem to be a wide range of investment in re-training the trainers (from no investment to full instructional design classes)."