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Learning 2.0 in the Enterprise, highlights of the first week of data gathering


As the first week of data gathering for my MSc dissertation comes to a close, here are some of the highlights from the responses I have received thus far:

1) It seems that Web 3.0 hasn't achieved mainstream adoption as a social computing platform yet, with under 8% of respondents stating that they use virtual worlds for learning extensively or often.

2) Learning when I need it seems to be a highly important benefit of social computing, with almost 70% of respondents indicating the 'in the moment' nature of social computing as being highly important to them.

3) The absence of an instructor in the social computing for workplace learning environment splits the audience down the middle, with almost equal numbers identifying it as no or little impact upon effectiveness, as those who identify it as a medium or high impact.

4) An important message for those organisations that do not implement social computing for workplace learning is that 55% of respondents find their overall effectiveness of their Learning 2.0 environment to be good or excellent, only 8% find it to be poor - now go compare those figures with the various industry reports in to satisfaction with corporate Learning Management Systems (which almost always more about the Management than the Learning).

My research continues and if you'd like to be in with a chance of winning a £50 (UKP) Amazon or iTunes voucher, I would appreciate your help in completing this questionnaire

The questionnaire will be available until 20th July 2012 and it takes about 10 mins to complete. Every participant who leaves an email address will receive a 'thank you' in the form of a $10 (USD) store credit to spend with National Geographic's partner - a great way to support artisans in developing nations.

Participation is anonymous (unless you wish to leave your email address), and all my findings, conclusions and recommendations will be published in October, and sent to those who wish to receive a copy.

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