Yes, both corporate trainers and professors absolutely have to address the implications and opportunities of Web 2.0

But the contexts and cultures of corporate training and higher education are so vastly different.

Tom Werner posted some ways they differ.

Source: Futurelab

Source: JOLT - Journal of Online Learning and Teaching

Blogs and podcasts are making their way into traditional college classrooms, changing the way students learn and professors teach.
Learning becomes more interactive and can take place in the middle of the night.
Professors said the new learning modes improve their ability to communicate with students and foster more interaction among students.

Source: Tucson Citizen

Source: Pontydysgu - Bridge to Learning

The good news is that while you can’t make a person learn, you can create an environment that is more conducive to learning

Source: The Rapid eLearning Blog

In addition to a counterintuitive organizational scheme, integrated commercial systems have a built-in pedagogy, evident in the easiest-to-use, most accessible features. The focus on presentation (written documents to read), complemented by basic “discussion” input from students, is based on traditional lecture, review, and test pedagogy. This orientation is very different from the development of knowledge through a constructivist, learner-centered, or inquiry-based approach, which a number of faculty use successfully in the classroom. In constructivist pedagogy, the instructor’s role is to provide a rich learning environment, which often includes extensive social interaction, self-assessment, and independent projects. These techniques are better supported by Web 2.0 applications or by learning management systems that encourage such pedagogy at the novice level. The more a CMS promotes traditional pedagogy, the more likely it will limit faculty creativity—and flexibility and creativity are the foundations of academic freedom and good teaching.

Source: EDUCAUSE Quarterly

- Adults Motivated to Return to College
- Adult Learning Styles - Patterns in Adult Learning - How Adults Learn
- Principles of Adult Learning
- The Role of Aging in Adult Learning: Implications for Instructors in Higher Education
- We can do Better at Helping Working Adults Continue their Education

These are the best posts I have read, so far, about how to start to network to build your own community

You can read how these Seven Principles are used to evaluate good practice in online undergraduate courses:
- TLT Group
- The Technology Source Archives
- SUNY Learning Network
- Journal of Online Learning and Teaching
- Journal of Asynchronous Learning Networks
- Learning In a Flat World

Until now Popurls and Original Signal only tracked a few popular topics. Recently Alltop covering a much broader range of topics, was launched by Guy Kawasaki, who wants to change the world by aggregating RSS For The Masses .

Alltop will certainly appeal to those who need an easy way to follow many topics or don’t use yet a feed reader.

I have my own Single Page Aggregator at emapey | FeedRaider where I can quickly scan the feeds from the Education sites I follow. You can create yours too. Now, by using Alltop, I can also follow feeds in many other topics.

emapey | FeedRaider and Alltop are both part of my PLE (Personal Learning Environment)

Finally, I was struck by how difficult it felt to accept much of what I was hearing because, and this is something that is really concerning me (seriously), few if any of these folks had the network creds to be “trusted.” Now I know this is an admission that is going to get me in trouble, and it likely should. But it is also a consequence of being rooted so deeply in this network. It’s not that I distrust their “traditional” creds out of hand, but it’s almost like for me, these days, if you’re not doing at least a little bit of social, networked learning and publishing that I can tap into and track and engage with, I’m just not as inclined to buy in when you’re talking about reforming education with or without technology.

Source: Weblogg-ed

The biggest problem is how few of our educators still cannot relate to this description. They are neither networks unto themselves or nodes of a larger system, and they understand little about what it means to be either in a world that is more globally interconnected. And our students are not only left without models of what it means to be networked, they also get relatively little content that is contextualized through the network. So network literacy, the functions of working in a distributed, collaborative environment (Jill Walker), is an important aspect of learning and education that precious few of our students get a chance to practice. And it is only by practicing these skills, whether teachers or students, that they can truly be learned.

Source: Weblogg-ed