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Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor‐controlled, adaptive learning to learner‐driven, generative learning
Author(s) -
London Manuel,
Hall MJ
Publication year - 2011
Publication title -
human resource management
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.888
H-Index - 94
eISSN - 1099-050X
pISSN - 0090-4848
DOI - 10.1002/hrm.20455
Subject(s) - computer science , generative grammar , adaptive learning , generative model , knowledge management , active learning (machine learning) , experiential learning , educational technology , synchronous learning , multimedia , artificial intelligence , cooperative learning , teaching method , mathematics education , psychology
Traditional instruction is adaptive—that is, instructor‐driven, face‐to‐face and/or online training to teach skills and knowledge and convey information, policies, and procedures. In contrast, generative learning is learner‐driven, collaborative, and problem‐focused. Web 2.0 technologies can support both types of learning but are especially valuable for generative learning. This article reviews learning processes and Web 2.0 capabilities, describes two case examples, outlines ways to design Web 2.0 training applications, and discusses the changing role of learning professionals from delivering structured, one‐way adaptive learning to designing and facilitating generative learning opportunities. The article concludes with ideas for corporate education and research on Web 2.0–based learning processes, including utilizing the technology to track and improve learning. © 2011 Wiley Periodicals, Inc.