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REN nyhetsbrev nr. 24, 2004

20. desember 2004
1: Ny rapport fra SRIC-BI  - "The Future of Learning Technology"
2: The basics of elearning
3: Storbritannias største voice/video over IP prosjekt har fokus på læring
4: Nytt og nyttig
5: På kalenderen
God Jul og godt Nyttår til dere alle.

Dette blir det siste nyhetsbrevet i år. 2004 har vært et innholdsrikt år, med flere gode møter og en veldig fin studietur. Vi takker for alle bidrag og tilbakemeldinger som har vært med og gjort dette til et godt REN år.

Planene for 2004 ligger alt klare og vi skal gjøre vårt beste for også 2005 skal bli et godt og lærerikt år for REN medlemmer. Som tidligere annonsert er vårt neste medlemsmøte 9. februar. Denne gangen vil møtet bli holdt på Universitet i Oslo, og temaet er samarbeid mellom universitet og arbeidsliv. Vi holder på å sette sammen et spennende program med fokus på “Research” biten av REN, og håper å se flest mulig av dere der. Vi jobber også med å få over en meget god e-lærings foredragsholder fra USA til dette møtet.

1: "The Future of Learning Technology".
En ny rapport fra  SRIC-BI er tilgjengelig på våre medlemssider

This report explores the future of learning technologies by addressing:
· Technology background. What are the key technologies that will affect learning in the next five years and beyond?
· Commercial development parameters. What factors will  shape the market development of learning technology?
· Areas to monitor. Which issues are uncertain but have high impact on learning-technology development?
· Future vision. Given the commercial development  parameters and areas to monitor, what are some of the likely developments for the future? What are the emerging commercial opportunities and their implications?
· Action agenda. What actions can enterprise adopters and learning vendors take today?

2: The basics of elearning

I’ve been reviewing new trends in elearning, and felt it was time to review the basics of elearning, such as the technology platforms usually considered as necessary concomitants of elearning: Learning Management Systems (LMS), Content Management Systems (CMS), and Learning Content Management Systems (LCMS).  An LMS is for creating and managing courses (,,sid19_gci798202,00.html), while a CMS is for creating and managing content ( Naturally, we’ll go beyond them… [Edutools, by the way, is a powerful engine for comparing LMSs ( Unlike the corporate version of LMS review, notably the analyses by Brandon Hall (, it’s philanthropically supported and consequently free.  While it’s focused on educational institutions and their target systems (no corporate vendors here; Saba, Docent, et al are noticeably absent), it does include evaluation of the major open source systems.  Which is an increasingly important movement; as Morningstar, Schubert, & Thibeault say at the end of their review of the new edition of WebCT: “With so many comparable open source softwares emerging for course management, containing more varied features than WebCT, one has to wonder: how long can such costly proprietary products survive?” (]
One interpretation of an LCMS is a tool for managing the creation of learning content ( I’m a strong believer in single sourcing content (writing once to a structured content model to populate all uses;, so naturally I think a CMS is a valuable tool in support of that goal, and consequently an LCMS might make sense as well.  Another interpretation is that it’s a system for managing the content creation and the learning delivery around the content ( The vision here is along the lines of Wayne Hodgin’s “meLearning” (, where we deliver the ‘right stuff’: just the right content, to just the right person, at just the right time, in just the right place, on just the right device, in just the right context, and just the right way.  All of which is great, and something I’ve been working towards, but there’s more.
For one, learning is obviously more than just content.  It’s activity, and reflection, at least.  Either can be machine-facilitated or human-facilitated, so LMSs typically include support for discussion, and host assessments which can then be tracked.  So an LCMS in the bigger picture would combine discussion and access to individuals and support tracking outcomes as well as managing access to content. 
As long as we’re extending, however, we should also be talking about learning to learn, adding another layer.  While there are courses about how to learn (e.g. the University of St. Thomas’s Study Guide,, for college students, and the SNOW project at University of Toronto’s course, now seemingly under other jurisdiction, I want to argue that we can (and should) start building systems that support meta-learning ( in the context of learning, with standard disclosures about my involvement).  Which is a digression, so I’ll back off.
At some point, however, we start falling apart in all the things that we should incorporate.  Our CMS also has to feed our Knowledge Management (KM) needs, and our LMS has to integrate into our Human Resources (HR) system and/or ERP (Enterprise Resource Planning system), and… Maybe having a CMS that feeds an LMS and a KM system, and a meta-learning engine separate but connected, perhaps through web services (, integrated with our KM, HR, and ERP, etc, e is the way to go. 
Note that this discussion assumes we’re talking about formal learning.  Tools for informal learning are harder to categorize. There are times when just information in the right context and with a self-capable learning, can lead to not just performance but learning.  So, the Google search engine (, for the two people on the planet who haven’t heard of it yet) has been touted as the most powerful learning tool!  We also might want to talk to people, not just see content, so social tools like LinkedIn ( or the other slew of such tools could connect us to others by category.  For more accurate identification of appropriate people, we now have Expertise Management (,1397,1620720,00.asp), where tools troll email and other documents by author and determine who knows what. Such a tool could be one of the most powerful informal learning tools going forward.
So, increasingly we may pull our learning solutions from a rich quiver of specific tools that most optimally match our needs, and link them together with standards for content and interoperation.  For now, however, I recommend that you opportunistically look for organizational initiatives you can leverage to your advantage, and under-design any thing you’re building to see how usage emerges, and support that with flexible resources.  Good luck!

3: Storbritannias største voice/video over IP prosjekt har fokus på læring og er muliggjort av norsk teknologi.
Prosjektet "Broadband for Learning" er Storbritannias største utrulling av voice/video over IP. Per i dag har 700 brukere mulighet for delta på forelesninger, jobbe sammen og dele informasjon/applikasjoner i real-time. Planen er at dette skal vokse til 10000 i løpet av kort tid. Prosjektet som blir ledet av Open Learning Partnership i Nord-London, har som mål å:
· Evaluere nytteverdien av web-konferanseteknologi for å levere en rekke tjenester innenfor utdanning, opplæring og jobbtilpassning.
· Utstyre en rekke skoler og opplæringssenter til å tilby web-konferanser og å lære opp ansatte.
· Utvikle tjenester levert ved hjelp av denne teknologien sammen med lokale tjenestetilbydere innen for opplæring og karrieretjenester.
· Evaluere resultatene og ringvirkningene av systemet ved å utføre brukerundersøkelser.
Dette er et meget spennende prosjekt som faktisk har blitt muliggjort av et norsk teknologiselskap, Paradial.  De leverer nøkkelteknologi for VoIP som muliggjør at både lyd, bilde og annen funksjonalitet når fram til studenter/brukere uansett hvor og hvilke nettverk de sitter på ved hjelp av det som heter "firewall transversal" teknologi. Her satses det, og det er bra og se at norske leverandører spiller en viktig rolle. For mer informasjon se: og

4. Nytt og nyttig

E-Learning Workshop in Tokyo

e-Learning Consortium Japan (eLC: has hosted a nationwide forum early this month for novis-adopters of e-Learning systems, held a workshop in Tokyo at Aoyama-Gakuin University, titled “e-Learning Forum 2004 Winter.”  This forum focused on discussions over how enterprises and academia could benefit from adopting e-Learning training programs in their institutions and corporations.
Once adopt, congratulations for most of them, the adopters of the e-learning systems already step into the world of problem how to effectively apply e-learning-based knowledge and skills afterwards.  This has been on the talks over a hundred times a month.  The e-learning system pre-adopters are as a whole seeking effective application opportunities rather than solving the issues after they set up the systems.  This forum addressed this endless theme, and tried to get prospective e-Learning system adopters to be prepared for better results.
Mr. Atsutoshi Ohshima, Chief Researcher at UFJ Institute, first clarified the current general market situation, said, “e-Learning first started in United States around 1996. And with an enormous expectation from the users, its market had dramatically grown until around 2002, which has now witnessed a gradual declining now, though.  Also in Japan, the growth of e-learning market has recently been slowing.”  Mr. Ohshima continued, “Such a dismal feeling over this market was largely caused by too much hype expectation prevailed in the early days.  The market trend has been shifted generally from “special knowledge or technical skills” or “knowledge training for executives” to “educations for all the workers” or “the common knowledge.”
He clarified why the growth of e-Learning market has been ceased by touching on three major reasons: “e-Learning is not well recognized by the people,” “hesitation of investment on e-Learning due to uncertain effects,” and “the various gaps in levels between the e-learners and the learning materials.” To cope with these challenges, Mr. Ohshima suggested that corporations identify the best programs that well fit their strategies, and always find faults with failure cases if any.
(Source: Mainichi Interactive December 8, 2004

Discussion on e-Learning for Higher Education

Universities and graduate schools are increasingly adopting e-learning systems in Japan.  To discuss how the school authorities should be dealing with e-learning platforms for higher educations, an IT supporting group in Japan, early this month, held a special forum in suburb of Tokyo, titled “Thinking About e-Learning for Higher Educations.”
In his plenary speech, Mr. Takaaki Matsuzawa from Ministry of Educations (MEXT) said, “Our ministry has a system to officially support universities’ e-learning adoptions called “Practical Distant- and electric-educations with IT” program (NIME program).  He insisted that NIME be the core research and development support institute for multimedia products designed for higher-education e-learning systems.  Then he suggested that NIME, MEXT, and universities be work together to construct e-learning systems.  NIME is currently ramifying guidelines for higher education e-learning systems.
As part of the guidelines for higher education e-learning systems, Mr. Yasutaka Shimizu from NIME signified on the requirements of five functions including bulletin boards, tutorials, peer-to-peer or to-faculty communications, mentoring, and grade evaluations. NIME will further look after the models in the United States, and will develop the guidelines by February 2005.
(News Source: Mainichi Interactive  December 7, 2004

Creating Experiential Learning
December 2004 - Sam S. Adkins
“If the key to survival in the knowledge era is to ‘learn a living’ by integrating work and learning, then we must understand the relationship between education, work and technology.”
–Robert K. Logan, “The Sixth Language: Learning a Living in the Internet Age”
Corporate learning professionals have begun to achieve a better understanding of this relationship, and a new type of learning model is taking hold in the business world. The technology is new, but the learning theory has been around for some time. Organizational behavior specialists and learning theorists have been hammering out the dimensions of this type of learning model for more than 20 years. It is called “experiential learning” or “experience-based learning.”
Les resten av artikkelen her:

6: På kalenderen

REN medlemsmøte på Universitet i Oslo, 9. februar 2005. |
Tema er samarbeid mellom Universitet og Arbeidsliv. Agenda vil komme senere, men vi kan love et spennende og interesant medlemsmøte, hvor vi også har invitert en kjent amerikansk foredragsholder. Påmelding til

Hvilke kunnskaper og ferdigheter trengs for å være fullverdige deltakere i dagens digitale samfunn? Med fokus på eborgerskapet, er konferansen høyst aktuell for alle som jobber med ikt.
Tirsdag 18. januar 2005 arrangerer Vox i samarbeid med andre aktører en konferanse i Oslo om e-borgerskap.
Informasjon om konferansen

Økt salg og kundelojalitet? Kundeveiledning på Internett -
Har du lyst å vite mer om hvordan nettbasert kundeveiledning og opplæring kan brukes i e-handel, merkevarebygging, for mersalg og økt kundelojalitet? Torsdag 27. januar har du anledning til å høre mer om hvordan fremtredende foretak som blant annet Jotun, MAXBO og FotoKnudsen tenker om, planlegger med og anvender nettbasert kundeopplæring og veiledning. Seminaret arrangeres av Abelia Innovasjon i samarbeid med Sintef IKT. Velkommen!
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ASTD TechKnowledge® 2005
eTensify: Take eLearning to the next level and join us in Las Vegas, Nevada, February 2-4, 2004, for ASTD TechKnowledge® 2005, the industry’s leading conference and exposition. The Schedule Builder is now available on the Website

For mere informasjon ta kontakt med:
Veslemøy Barnes
Research and Educational Network (REN)
Innovation Norway
20 California Street 6th Floor
San Francisco, CA 94111-4833
Tel: +1 415 986 0770
Fax: +1 415 986 7875