Collaborative Learning Styles

As we move from traditional learning to what it means to collaborate and share, we need to focus on what would make this an effective way to learn, and how can technology help make this possible in a structured form.

We need to be able to:

• identify the pre-conditions for collaboration to occur effectively 
• identify and list collaborative styles that different learners exemplify
• research the best practices in collaborative learning techniques and provide templates for each technique
• evaluate group dynamics and the challenges for effectiveness in a group environment
• design tools that provide a structured collaboration experience that can be shared with others
• evaluate the post-conditions post a collaboration experience for effectiveness
• compare collaboration effectiveness across multiple techniques and learner collaboration styles

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Content Equivalence

Can we really achieve easy morphing from one content type to another? Imagine a well structured lab printed manual being converted to an audio file into an actual video showing steps of a process? All automagically, of course. 

Well, not so magical after all! Just when I was looking at Content Equivalence, comes New Scientist with an exciting report on a new innovation called CarSim. This allows written text to be converted into 3D images! I got yet another reference to the work being done in this area – with WordsEye. Wordseye is at http://www.semanticlight.com/ .

And while you are at it, do go look at this really imaginative site – Ecomagination.

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Fusing the learning experience

As more customers have started looking at Web 2.0 and learning 2.0 as a way to encourage greater learner engagement and learning effectiveness, I believe the way web based training (WBT) courses are created right now should change.

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Pervasive Learning

I found some great stuff on Pervasive Learning at the KnowledgeLab site. I would think there are strong parallels with Personal Learning and collaborative learning in that we talk about the sources of knowledge and the processes by which learning takes place. However, there is one additional key differentiator which is that pervasive or ubiquitous learning needs not only knowledge to be codified but also that the context in which learning is made possible also is codified. By that I mean that context is key.

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Web 3.0 and the Big Five in Five

Albert Lai, founder of bubbleshare recently presented his view of where we are headed next as part of the Mind-to-Market Breakfast series organized by the Ontario Centre of Excellence, Canada. The network is the phone is the key slogan for Web 3.0.

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