Armed with a provisional understanding of learning, it becomes possible to consider education and the role it plays.

The role of education now seems clear: it is to adapt the complex matrix of concerns that make up each learner to fit with the complex system of concerns that comprise a society (or an organisation). Yesterday I saw a child’s drawing entitled ‘What I want to be when I grow up’. They had drawn a vampire. Society does not need vampires, it needs accountants. Education makes accountants out of vampires.

And so we can ask about the role of the educator.

I reckon I spend about an hour a day learning online. I get in early, so I have time to look at blogs, posts and tweets from the people who have something interesting to say. I have always found listening a great way to learn. 

Tools like Twitterfall enable me to listen to what people are saying about specific topics - such as elearning - and I learn something about elearning by listening to those people who use it, and those who produce it.
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The diagram to the left represents another way of illustrating the Affective Context Model, which explains how learning takes place.

As we experience the world our brains need some way of deciding what to encode and how to encode it, so as to retrieve it in a way which is useful. Our minds solve this problem by encoding information along with its affective context – that is, our affective response to what we experience.

You’ve seen these, right? Lots of people have them: ‘Lucky Cat’.

I am not actually aware of any evidence that they make you more lucky – but they sell ok. They run on two AA batteries, so they’re not terribly expensive and if there is a chance they might make you more lucky… well, why not? There might even be some kind of placebo effect. Imagine if you did some research and found that statistically ‘lucky cat’ owners reported feeling more lucky? They probably do.
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As Roger reminded us recently, Online Education is dead. Online learning though, has become a way of life for most of us - almost overnight. For knowledge workers most of their learning (I.e. Informal learning) is now done online (I estimate that I average 90 mins a day, learning online). And as Jane's research shows networks, blogs and Google are now how we get things done.

I’m not going to waste any time circling the black hole of the ‘Future of Education’ debate.
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We’ve recently implemented Yammer, and I’ve noticed some patterns when people start having online conversations.

Initially they lurk. Scoff at the chatter. Then something touches a nerve – something of deeper importance to them. Something that is not to be taken lightly. 

And they feel compelled to participate. AND THEY CRASH THE CONVERSATION, YELLING ‘THIS IS THE TRUTH. I HAVE SPOKEN. NOW YOU MUST STOP’

But they discover that online you cannot draw a line under a conversation.
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These days it seems to me like most of what I say is obvious; it's only when I encounter surprise that I wonder if it is worth further explanation. 

I had this reaction when I was talking about how meeting the needs of businesses and meeting the needs of learners are very different things - something beautifully illustrated by Jane Hart's Learning in the Workplace 2013 survey In essence learners find training of little value, but love Google, blogs etc.
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Several years ago I stopped creating e-learning courses and switched to creating portals (and more recently apps) that serve up short media resources (checklists, video, infographics etc.). Instead of spending two days on a course, or forty minutes with e-learning, the typical portal user might spend ten.

And the question is sometimes asked 'But can you really compare 10 minutes on a website with two days on a course?' And the answer - perhaps surprisingly - is yes.
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Peter Senge is often credited with popularising the notion of the 'learning organisation' in his book The Fifth Discipline (1990), but the work does not extend to details and mechanics. In addition, it's hard to find exemplar 'learning organisations' so difficult to derive such principles from observation.
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In my last post I talked about the dangers of content-centric thinking in learning design, and I thought maybe that needed a little more explanation.

Quite often a blended learning design conversation becomes about the ‘content bucket’: a collective term for all the information that various stakeholders want to put into a course.
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