- Paperback: 232 pages
- Publisher: Association for Talent Development (Oct. 16 2012)
- Language: English
- ISBN-10: 1562868462
- ISBN-13: 978-1562868468
- Product Dimensions: 15.2 x 1.1 x 22.8 cm
- Shipping Weight: 318 g
- Average Customer Review: Be the first to review this item
- Amazon Bestsellers Rank: #1,984,033 in Books (See Top 100 in Books)
Learning On Demand: How the Evolution of the Web Is Shaping the Future of Learning Paperback – Oct 16 2012
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About the Author
Reuben Tozman is the founder and chief learning officer of edCetra Training. Reuben obtained his master’s degree in educational technology from Concordia University in Montreal, Quebec in 1998 and has worked in the field of technology-based training since. An instructional designer, Reuben managed production teams and product development and founded edCetra Training in 2002. Reuben constantly tests new theories for applying latest technologies to learning interventions; he has been an active member of standards committees such as DITA for Learning, an active contributor to industry publications, and a speaker at industry events. Reuben is the author of Learning on Demand: How the Evolution of Technology Is Shaping the Future of Learning. He is also a motorcycle enthusiast and can be found riding the roads of southern Ontario any chance he can get.
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Most helpful customer reviews on Amazon.com
Reuben's message is important. The book is a light illuminating the 21st century's roadway to how learning happens in our age of digital disruption. The dude gets it. And, what he wrote, you need to read. Pay attention training world. Yo
This is where the future of on line learning is heading.
Instead, Tozman uses the Semantic Web as his paradigm. On the Web, learning takes place "accidentally" through a variety of resources, such as YouTube, social media, or, even, employee-generated instructional videos. Thus, to replace our dependence on "design," Tozman encourages us to move towards a model of "content curation" and greater "accessibility" to a Web that exists beyond the Learning Management System (LMS).
Reuben's thesis is very challenging to practitioners of instructional design. Some might say that it is incomplete, since he admits that he does not know exactly what shape "design" will take in the next few years. Still, more than any other expert on this subject, Reuben points a way out of the "closed circle," which currently traps us.