Monday, October 9, 2017

Learning Culture or Training Culture: Part II: Elements of a True Learning Culture--Engagement

As suggested in Part I of this post, the development of a true learning culture within business organizations is no longer a "we will experiment with this if we have time but lets keep doing what we have always done" choice. It has become an essential to healthy organizational growth that enables an organization to to truly compete on the new digital playing field.

It starts with admitting that we have a problem, as business organizations, in handling change in ways that do not disrupt what we already do well. In admitting this, we need to take a good look forensically at the nature of our present learning culture and ask some key questions.

Credit: www.24x7

Looking at these key questions, we see that they have one thing in common. They emphasize developing employee engagement as a part of their learning culture.

The Element of Employee Engagement

Looking at how much your employees are engaged in the mission and vision of the business organization means that business leaders have to ask themselves some hard questions that reflect directly on their leadership. Some of these questions might be as follows:

  • Do employees know and understand the mission and vision of the business organization? If not it is a problem of clarity and communication.

  • Do employees have faith in the mission and vision of the business organization recognizing that decisions that are made in relation to mission and vision have direct consequences for their professional lives and then their lives outside the walls of the business?

  • Do they see the mission and vision of the organization as being in sync with their connected lives in the 21st century or do they see it as contradictory to being meaningful in the context of the way they live?

  • Are they engaged because they are told to be engaged and must endure endless, meaningless training sessions that for the organization means just another check mark on the mandatory list or are they engaged because they are inspired by the vision and mission?

  • Are they in fact a picture of the "overwhelmed employee" instead of the highly self-motivated and engaged employee who is committed to a clearly defined and communicated vision and mission?


If engagement is such an important element in a true learning culture then it begs some obvious questions:

  1.  Why is employee engagement important?

Credit: Lewis Garrard

Business organizations are finding it is more difficult to retain employees with the necessary skillsets pertaining to 21st century, globally networked business. In particular, the "millennials" as incoming employees are proving to be the most challenging.



2. Given that engagement is a problem, how does this translate as a problem for the bottom line of a business?

Credit: http://

Comparing this with highly engaged employees within business organizations, the business case for employee engagement becomes even more convincing.


In regards to the branding aspect for a business organization that is very much customer focused, how engaged the employees are also translates into sincere efforts of employees to make known to the outside world that this company is not only a good one to work for but also to do business with because it can be seen in the engagement of the employees.


One of the key elements that gives rise to engagement in employees is that the organization is making efforts and progress to make ongoing employee learning systemic throughout their organization. This means that employee needs start to take precedent over organizational needs.

Credit: Harvard Business

In one sense it means that when the learning of employees is concerned that they are given a greater degree of autonomy to developing new skillsets, engaging with co-workers in innovative projects that benefit the company and having a forum by which their ideas may be explored, presented and defended in the presence of key decision making leaders within the organization. In order for an organization to take such steps it requires leadership in the corporate suite with the courage to be innovative in the way that they approach new ideas.


When leadership starts down this path to build and nurture employee engagement through the design of a better learning culture they can take solace in the fact that this is not just a local national problem but it is global in nature and that there is a relationship of need in regards to engagement and learning.

Credit: Deloitte University Press

Credit: Deloitte University Press

The questions that we are left with are:

  • How does the element of collaboration change in order to make a learning culture within an organization more dynamic and in tune with the globally connected economy?

  • What would the business organization look like as one that is different by design?

  • What steps can we take to change a stagnant learning culture to one that is innovative, vibrant and serving the future of the organizations to the benefit of all stakeholders, especially the employees?
These questions will be the focus of Part III...

Wednesday, October 4, 2017

Learning Culture or Training Culture: Part I: What is the 21st Century Mandate?

A phrase that is appearing more and more in the spotlight, especially in the corporate realm, is the "learning culture". A growing tension is occurring in business organizations in regards to how employees may be engaged to be stakeholders in the health and advancement of business organizations. This tension is driven by the face off between the training culture that has been in place since businesses first opened shop with the intent by leadership that someday the apprentices of that business would carry on and teach the skillsets to the next generation versus a new generation born into a world where technology is advancing an exponential rate and that technology is merging into all layers of life and has made itself irreplaceable. The obvious example would be the cell phone which has evolved into the smart phone. More than just a simple communication device, it has become an essential to linking people up to all the necessities of digital life. To see how dependent we are on such a device, consider the human reactions that are displayed if access is suddenly cut off for a lengthy period of time.


In order to cope and adjust to the emergence of technology means that human beings have to exert effort to learn how to use and integrate the technology into their daily lives. This means that learning is not limited to the four walls of the business organization in training sessions but learning needs to be available 24/7, using any device, and available anywhere. This is the requirement of living productive lives in the digital world.

Corporate Training: Putting a Square Peg into a 21st Century Round Hole

An obvious but important question that needs to be asked is:

"Why doesn't the old training paradigm deliver anymore the way that it has always done in the past?"

A simple answer would be that the world changed and is changing faster than business expected or had even planned for.

Credit: www. Biz

A natural reaction when confronted by rapid change that could impact your business livelihood and that of your employees is to freeze in your tracks and retreat back into what was comfortable. This retreat is a double-edged sword because while it may feel comfortable, the changes with the opening up of the collaborative, networked, global economy means that those who are not use to this constant change are being quickly left behind. Past clients and opportunities disappear and join forces with competitors who have learned that in order to increase the ROI, their organizations need to have employees who have developed the necessary skillsets to work on the world wide web.

Credit: David Blake

 With respect to the traditional training sessions involving the "sage on the stage" with his or her multitude of Powerpoint slides, this just does not cut it if the performance goals are based on in house learning alone.

"It is important to remember that the training culture has its roots in the industrial age which is long past. The age of learning, technology and innovation works on a new set of parameters. The differences between the training culture and the newly evolved learning culture are becoming starkly apparent."

On a basic level of comparison, the following would apply:

Credit: Vikas Tyagi (2013)

In comparing the above parameters it can be deduced that there has been a shift from organizational needs to employee needs. Why? The answer lies in the need of an organization to empower employee engagement in an age where personal learning and collaboration in a networked world are the key elements to innovation which is the key to competing in a globally connected digital economy.

Credit: David Blake

If training culture no longer fits the needs of 21st century business, what other evidence supports such a radical conclusion. As we piece the evidence together, we start to see how advancing technology and the explosion in new knowledge is giving shape to a new type of learner who become employees and leaders.

Credit: www. Biz

Credit: David Blake

In this post you will notice that I have not attempted to "train you" but instead to get you to think about your own business organization in the context of the globally connected digital economy. In Part II of this post, I will detail more as to what an effective learning culture in business should look like. I do leave you with the following question:

Saturday, September 2, 2017

Global E-Learning: Rising to the Challenge of Nation Building--Part I

[Author's Note: My apologies to the readers! Part II was published before Part I. This post was the one you should have read first. Cyberspace is not always kind to the creative effort.]

A Story To Tell....

In 1982, I was a classroom teacher in Calgary, Alberta, Canada at the grade 8 level. It was September, the beginning of a new school year and my assignment was to instruct students in the area of Social Studies and Current Events for several grade 8 classes. All the students were bubbling over with excitement. Okay, some were lukewarm. I was informed that I would be receiving a new student, whose family had just arrived from the country of Lebanon. Since I was a current events teacher, I knew that Lebanon had been involved in a civil war with a number of factions still fighting there. Nothing could prepare me for what I was to experience that day when Ali entered my class.
A class assignment was given that day to describe having students describe what a typical daily schedule was like for them at home and then share what they wrote with the rest of the class. This is what Ali read to us:

"..In Lebanon, early in the morning before breakfast my father would gather me and my younger brother together in another room. My father would then blindfold each of us and then place an AK47 automatic rifle in front of us and tell us to take it completely apart and he would time us. After recording our times, he would then then tell us to reassemble it while blindfolded and again he would time us. He would always say that we need to get quicker and more efficient. After our tests we would eat breakfast. Then we would pick up our freshly cleaned weapons and father would tell us to follow him and we would go out quietly and pick spots under cover so that we could kill members of the Christian militia. After doing that we would gather up weapons and ammunition and then go among the ruins to scavenge for things that my father thought we could use..."

After hearing the story, a couple of students asked a question:

Student: " Didn't your mother try to stop you from killing people?"

Ali: "No, my father said that we had to do this or they would kill us. My mother went along with whatever, my father said."

Student: "Why did you come to Canada?"

Ali: "My mother was killed by the militia. My father, with many tears, said that we must leave this place and go somewhere where he could grow old and see his children go to school, get an occupation, get married and have many children. He heard that Canada was a safe place for such things and a beautiful country."

That day many of us grew up after spending most of our young lives taking much for granted.

The Power of Education to Change the World

The power of education to change the world for the better has been an ideal that has been debated through the ages but no more has it been most valued than when a country has lapsed into difficult times brought on by poverty and war. It is at these times when the access to education is removed that we see the growth of injustices, persecution, and that which is morally abhorrent in the eyes of humanity.

 Due to the fact that education has the power to free people from ignorance, enables them to help themselves improve the quality of their lives and in the end, collectively build democratic, viable nations. Tyrants, dictators and others who cherish power and the wealth it provides them, fear the power of education. In many countries where military coups have occurred, educators have been targeted by those who do not want the people under their control to be led to hope that a better life is possible.

Education in Conflict Zones

Most rational individuals would agree that if young people had the opportunity to grow up and be educated free from an atmosphere of hate, mistrust, war and civil instability, that we would see the rise of doctors, lawyers, engineers,..etc dedicated to improving the quality of life of their people in their own countries and perhaps also contributing to the quality of life of peoples on a global scale. Given the truth of such a statement, we are faced with a sobering question:

"How many generations are we willing to sacrifice who have the potential to become nation builders?"


Looking at the current conflict zones, the statistics and conditions speak to the frightening answer to that question:


For those children who survive but remain in a conflict zone surrounded by hate and destruction and with no access to education, they become part of the violence in order to survive.

Those who don't survive do not just become statistics but become a nail in the coffin of hope for a country.


Credit: www.baodatviet.un

The Case of Syria

In a recent newspaper series titled: "The Great Exodus of Our Time" by Michael Petrou, the journalist meticulously  highlights individual cases of children who as a result of the devastation in their homelands and the need to labour in order to support their families because their parents have been physically incapacitated or even killed, have no hope for an education in any form. As he points out:

"...What chance does a 12 yr. old boy---who was six when the Syrian war began and has never been to school---have of catching up to his peers elsewhere or even learning to read?.."(Petrou, 2017)

For girls, early marriage, robs many Syrian refugees of an education. As one female student by the name of Safa Zreiqi points out:

 'Some of us don't want to get married. We didn't go to school for nothing. What's a shame is that we studied and got degrees and can't get work.'

As Petrou very aptly points out:

"These boys and girls, an entire generation of Syrians, will one day be men and women who will shape Syria and the Middle East. They will have a far more consequential impact on the region than now." (Petrou, 2017)

My question to you, as educators, is one that is daunting to our souls:

" Given the state of lack of education for thousands of refugee children in Syria and abroad, will the cycle of hate and destruction continue to grow with no end in sight or will it finally be broken so that the coming generations will be peace builders?"

Global E-Learning and Nation Building

Coming back to Nelson Mandela' s statement that education is the most powerful weapon which you can use to change the world, as an educator you either believe this to be a true statement or you write it off as just another cute meme.

The numbers of refugees from the Syrian conflict have overwhelmed the resources of the countries taking them in. For example Jordan, a country of 6.5 million people is host to 1.5 million refugees whereas the country of Canada with a population of approximately 36 million people has taken in 40 000 refugees since 2015. We could look at the different European countries and the numbers of refugees that they have taken in but that is not the point of this article.

Credit: Filippo Grandi-UNHCR
As Filippo Grandi points out, how we educate refugee children will determine what the future Syria, Iraq, and other conflict areas in Africa, South America, and Asia will look like. What we are talking about is developing nation builders or re-builders who will break the perpetual cycle of violence found in their home countries. On reading this your response might be:

"Noble sentiment! But how?"

Global E-Learning and Empowering Generations to Be Nation Builders

The nation of Canada just celebrated 150 years as an independent and free nation on July 1, 2017. When we look back to the sacrifices made by past Canadians we recognize that it took real nation builders to unite a land into the second largest country in land mass in the world and yet with a comparatively small population compared to our powerful neighbours to the south. People of those times said that what we were attempting was impossible. Our fathers of confederation built the Canadian Pacific Railway that would unite our land from west to east coast. At the time all bets were against accomplishing such a feat given the varied terrain but we accomplished in 10 years what others said would take 25 yrs.

We know that the key to developing nation builders is to provide an environment where hope for the future of a country can be nourished. Obviously, this can not be done in a war zone.

What I am going to propose to you is an unorthodox solution, a solution as impossible as building a railway across a sea of mountains using only equipment from the 19th century and yet it may spark other thoughts because it has become the moral imperative of our time to counter those who have spent the last generation as nation destroyers with a new generation of nation builders.

Global e-Learning is part of this solution that I will describe in Part II.

Tuesday, August 29, 2017

Global E-Learning: Rising to the Challenge of Nation Building--Part II

[Author's Note: Be sure to read Part I of this article first for the sake of continuity]

It would be an understatement to suggest how unprepared Europe and North America were for the waves of refugees fleeing the conflict zones in Syria and Iraq in particular. Regardless of what the media headlines say in order to sell their wares, heroic efforts were made by all countries to accommodate the families now  arriving and continue to arrive at their borders, many requiring food, shelter and immediate medical care.


However, in settling refugee families, there is a fundamental mistake being made in regards to the education of children and a missed opportunity.

Refugees vs. Immigrants---Education

In order to understand the educational needs of new families arriving from foreign lands, it is important to make a distinction between landed immigrants and refugees. Landed immigrants make a personal choice to leave their home countries and apply for landed immigrant status in another country. It may be for such reasons as:

  • better employment opportunities
  • better education opportunities
  • better opportunity to acquire and settle on land
  • to join other members of the family already living in the host country

The important point to emphasize is that it is the family's personal choice to move which is often based upon the pros and cons of moving to a host country. As such, the focus of helping families adapt to the host country involves an education that allows for a smooth "assimilation" into the culture of the host country whether based upon the "mosaic" or "melting pot" models.

Does the assimilation always work? Not always! Some groups seek to stay closely associated with their cultural and linguistic roots once they arrive in the host country. In Canada, as an example, big cities such as Vancouver, Montreal and Toronto often have areas of the city where specific cultural groups have chosen to work and live together. They still have pledged allegiance to their host country but it is a hyphenated allegiance.

For refugees, the situation is quite different because their choice to leave has been a forced choice in order to survive. So, the questions that need some reflection are:

"Do these refugee groups want to be assimilated into the culture of the host country and even more important, should the education they receive have as its focus the preparation for assimilation?"

As has been witnessed in many European countries, such as Germany, failure to ask these questions have led to clashes of very different civilizations with violence and mistrust on both sides.

Point of View of Refugees

If you were to speak to refugee families about what life was like for them before their homeland became a conflict zone, you would see hesitant smiles as they remembered their family's lives and the lives lived by their fathers and grandfathers. In some instances life was hard but for many despite the hardships, they still had peace, even if it was enforced by a dictator such as Saddam Hussein. Many would tell you that they would like to pass on their traditions to their children and grandchildren but only if there was a democratic government in place that guaranteed certain freedoms that citizens in a country like Canada enjoys. 

If such a future was made possible in their ancestral homelands, would they want to return with their families? Many would say "yes!" Many would like to see their children grow up to become doctors, engineers, nurses, agriculturalists, scientists, lawyers, teachers, writers...etc. and especially if their children could be the ones to re-build their nations. However, such an opportunity is not available in a war zone. However, such an opportunity could be made possible in the host countries.

The Phoenix Project----A Radical Proposal

Rationale for Name: The choice of the name of the project reflects the desire to see nations rise from the ashes through the efforts of those whose futures were forfeited  as a result of being born into a conflict zone. This represents an opportunity for those most affected to re-build their homelands and re-claim their heritage.


Purpose: To establish "sanctuary education zones" within host countries where the children of refugees (roughly ages 12 and up) may go to access a networked online school system dedicated to educating the children of refugees in all areas of knowledge related to the necessary skillsets for nation building.

Credit: Nefertari (1984)

Mission: To educate and empower the children of refugees in the skills of nation building for the purpose of helping to create a viable future for their homelands. By being educated in professions vital to re-building their homelands, they would return to their homelands to fill the vacuum created by conflict and sow the seeds of peace for their people.

At first glance, such a vision might seem improbable, impossible or even grossly naive but even now in the Middle East there are model visionaries for the children to learn from. Such an example is the one set by Sheikh Mohammed Bin Rashid Al Maktoum of the UAE.


Creation of a Global Networked Online School and Sanctuary Education Zones

In order to layout a framework for how such a project would be structured, it is best to think about some pertinent questions:

1. How do we identify and encourage parents of refugee children to consider this type of education path for their children? When refugee families enter host countries and are being processed, we describe what we have in mind and why we see this as a good path for their children. For those who are living in temporary refugee camps and are receiving medical help, this offer can be made to parents of age appropriate children. Otherwise, public announcements made in the different languages of the refugees are posted in areas where refugee families go to get food and water.

2. Do we have the technology available for creating a globally connected online school? The fact that we already have online schools and universities established means that we do have the technology and the knowledge for setting such a school up. The technology is advancing in such a way as to give more control to all individuals regardless of their status and language is becoming less and less of a barrier

Credit: Roger Hamilton

3. What do these "sanctuary education zones" in the host countries offer? These zones contain technology centers that are set up for children to go and login to their education. They are manned by mentors who are trained to interact with the children in English but also interpreters could be added so that they can receive instructions in their own languages. These zones also offer the opportunity for children to collaborate with children in other sanctuary education zones to exchange ideas, solve real world problems and educate each other with respect to their cultural traditions. Part of the path to peaceful co-existence is to be able to communicate with each other in a non-threatening environment.

4. What happens if these "sanctuary education zones" should be threatened in some manner? Having the school and its courses online would also mean that children could access their education from mobile devices such as Smart Phones, tablets and any other mobile device on a 24/7 time basis. This means that if the centres need to be closed down because of a potential threat, children would not be prevented from continuing their education. With the creation of virtual online communities and worlds, access to education becomes more and more of a collaborative experience.

Credit: Roger Hamilton

Although the above is just an example, our lessons from the experience with virtual worlds in "Second Life" has taught us that we can collaborate on a global scale. The caveat is that cybersecurity is just as important in the online world as it is in our very real world.

5. How will this project be financially supported? This would require participation by stakeholders willing to do their part in seeking to achieve a higher purpose. LMS providers to digital entrepreneurs would be involved. In order for something like this to happen, we have to come to terms with what value nations place upon providing education for its children and especially in these times, the education of displaced children living in refugee camps and in host countries. The facts speak for themselves:



It is time to change the above ratios!

6. Of what benefit is such a project to the host countries and the rest of the nations? 

Considering the financial drain that the cycle of conflicts have placed on the economies such as the United States , Russia, and other European nations, such a plan would present an opportunity to break that cycle and allow nations to divert funding into more peaceful endeavors. This brings forth a sobering question:

"Is it not about time that we re-task our spending as nations so that we break the cycle of having children who are born into a cycle of violence in favor of spending more to educate new generations to become nation builders?"


Credit: Thaer Mohanmmed

Global e-Learning presents us with an opportunity to educate, nurture and connect generations of children who could become re-builders of their homelands if provided with a peaceful sanctuary in which to grow and acquires the skills of nation building. The inheritance of a peaceful future where they can grow, build families and establish life long friendships on a global scale should not be kept from them any longer. We have the knowledge and the evolving technology to make it happen but do we have the wisdom to put self-interest aside and work for something far more precious and greater than ourselves? That is the tipping point of this proposal.

(If you are passionate about not losing more generations of potential scientists, doctors, engineers, nurses, educators to the vicious cycle of war where children are taught to embrace death, make these two articles go viral on the web! 

For business organizations this should be a wake up call because if you hope to prosper on a global level, keep in mind that the generations that we don't pull from the quagmire of cyclical violence will wage war against society on the new battlefield, the world wide web! Not a threat, just a growing reality.)

Friday, August 11, 2017

Update: Important Article

Greetings to all those who follow this blog.

I wanted to update you on an important article that I am having published in two parts in LinkedIn in the e-Learning Industry forum starting tomorrow (Aug. 12). It is an important article because it connects global e-Learning to the prospect of nation building in conflict zones. The title of this article is:

"Global E-Learning: Rising to the Challenge of Nation Building-Part I"

Part II of this article will be published in this same forum on Aug. 16.

What makes this article so important

It is important because it ties all the advances that we have made both pedagogically and technologically to a very real world problem that needs to be addressed now because the future of nations are at stake.

When you read it, you might say: "How can we possibly accomplish what is proposed?" A better question that should be considered: "What will happen if we don't and can we live with the consequences?"

For people to think about this, they first need to be aware and so I am asking, if it is within your power, make this two part article go viral on the web. It seems that we are able to make many trivial things become a thousand hit wonder on the web, so, now I hope that you will consider this article as something of substance dealing with something that is greater than ourselves.

For myself, I am not looking for recognition. I am satisfied that I rest knowing that I stood up for something that was important to me with passion.


After this article, I will be devoting some postings in this blog to creating realistic learning cultures within business organizations using e-Learning.

Monday, July 3, 2017

The Desperate Need for Inspiration and Brilliance As Drivers in E-Learning

When we observe the rising changes in technology and the exponential rise in information and from it new knowledge, we have to ask the question:

"Are we making the best use of these waves of change or are we like mice in a maze going great distances through the lure of a quick meal but never really being able to synchronize these forces of change to achieve greater meaningful progress in e-Learning?"

However, the question, despite its length, does speak to a problem that exists in the way that we view e-Learning. In order to save time in whatever our daily pursuits are whether in the business or academic world, we are constantly in search of the quick fix that doesn't require of us to do much thinking beyond the bullet points.

In following this pattern, what are we sacrificing or missing as a result?

"Are we mastering the increasing forces of change in technology, pedagogy and individualized learning or are they mastering us?"

Where have those who use to inspire our imaginations to see things in a different light gone? Where are the Nikola Teslas, the Da Vinci's , the Michelangelos, of the 21st century? 


We have young people who need such people as a source of inspiration so that they too can be nurtured and mentored so that they in turn may be an inspiration to others. We need to recognize and celebrate the appearance of brilliance in young people and not shuttle them off to their own intellectual ghettos to be with their own kind as we presently do. 


The debilitating cycle of cynicism that seems to be the driver in many of our societies needs to be broken so that young people can become the architects of a future that has hope for the improvement of the quality of life for all people. E-Learning represents a vehicle that when orchestrated and driven by a vision that believes in hope for the future can have a tsunami effect both in education and in the business world that reaches out and connects young people globally so that what they are tasked with is no longer a local initiative but one on a global scale. Not to persevere in creating such an environment results in young people who will learn and use technology to subvert and use  to increase their own personal gain to the detriment of the good of all people.

"As a business organizations, what kind of new employee do you want to have, one who seeks to use their brilliance to further the cause and health of your organization or one who will use their digital skills to hack your systems and sell your prized innovations to the highest bidder on the web?"

For business directors, some sobering questions to ask your self are:

"How well do you know the intellectual and creative abilities of the employees you depend upon as an organization? Do you have in your midst pockets of brilliant people whose abilities you are not recognizing and as a result are not using to the potential that they are capable of ? Are these the people who are disconnected from your vision for your organization?"

For business organizations, e-Learning when done right can open up a whole new dimension of increased  ROI that you had not possible. The question is how badly do you want it? 

What is the state of your organization's learning culture with respect to the use of e-Learning? Still doing things the way you have always done them?

Or, have you discovered the great benefits of identifying brilliance, nurturing it among your employees and encouraging them to be an inspiration to all?

If you are a business organization, it is time to truly maximize your potential by identifying and nurturing a learning culture where brilliance and inspiration can lead to breath taking innovative ideas that will move you forward in the global economy. If you are in education, your take away from this is to get off the assembly line education model because in today's world one size does NOT fit all and then you will be able to truly appreciate brilliance and be inspired to accomplish great things with young people.

Global Collaboration

We do not need an army of non-thinking, non-creating, non-inspiring conformists. We need those whose brilliance we will nurture, encourage, and showcase through their innovations to the world, so that many of the real world problems that are plaguing our societies can finally be resolved so that quality of life of all people will be enriched.
Effective, well designed, innovative e-Learning is a means to reach globally and heal the wounds of our societies. Build it into our higher education systems and build it into the fabric of the learning cultures of our global business organizations. Our survival truly depends on it.

Thursday, May 18, 2017

An Honourable Request

Many of the ideas that I have been exploring in this blog on the evolution of e-Learning and the rising technologies are starting to come into fruition as a result of technological advancement. As a result, I have a request that if you make reference to ideas that have been mentioned here, that you also share the link to this blog which is:

Of Hope and Inspiration!

One of my goals was to stimulate the imaginations of what could be through effective e-Learning and inspire young people to have an active voice in how the future of e-Learning will take shape and how they can be the architects as agents of change of a brighter future that would enrich the quality of life of all people. Unfortunately, too many young people are entangled in the despair of what they see around them and have bought into the cynical mindset that is prevalent in many societies. We see this being played out in countries where living each day is one more day under siege both physically and morally.

If innovation and collaboration are to be nurtured as benefits to our societies, we need to inspire young people to work together for something that is far greater than themselves. This can be accomplished through the effective development of e-Learning in such a way that young people believe that they can make a meaningful difference to their societies as agents of change.

What is required is to mentor them to start to build bridges collaboratively and on a global scale. This process, like any process that is worthwhile pursuing, is not without risks. To take this journey, we need young people who are a "thinking generation" which means a generation who welcomes the challenge of debating ideas that will bring about a transformation that will improve the quality of life for all people instead of a generation addicted to "group think". 

So, my appeal to you is to check out previous posts in this blog in terms of challenging ideas and invite young people to see them and most importantly, use their own imaginations to push the boundaries of all areas of learning to the benefit of all. The future they create is one that we will all have to live in.