Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor‐controlled, adaptive learning to learner‐driven, generative learning
对比了传统适应性学习与生成性学习，探讨Web 2.0技术如何支持后者，并通过案例和设计建议帮助培训专业人员转型。
Abstract 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.