Review by: Seufert, Sabine (2008-01-04)

The purpose of the article is to develop the concept of "second generation" e-learning as a new paradigm for designing online learning environments. The authors argue that an absolutely new thinking about online learning compared to"first generation e-learning"is necessary and that is the reason why they called their research project "NewMindsets".

The research method represents an action learning methodology and evolved through the stages: 1) conceptuali-zation, 2) rapid prototyping, 3) pilot implementation and 4) continuing refinenment and consolidation.

The results of the research is at first the distinction between "first" and "second generation" E-Learning:

• "First Generation" E-Learning is ideal for:technical skill development,routinized learning for tasks where conformance is needed, e. g. following a safety procedure, installing a piece of software procedures where deviation can be illegal or lethal,
memory based learning/preparing to pass information-based tests.
• "Second Generation" E-Learning is ideal for:soft-skill developmentpersonal, reflective learning, e. g., to do one's job more effectively, engage in critical thinking, cope with ambigu-ity, leadership development,innovation and performance-based learning, addressing complex issues

The authors further explained 6 key characteristics and design principles of "Second Generation e-Learning" as a further research outcome:

1. Technology-driven versus pedagogy driven e-learningIt sounds simple but it seems to be a major issue in the e-learning field. The "second generation e-learning" strives to create the potential for learning to become an inherently self-organisating process. Within the context of soft-skills development, it emphasizes on the need to consider the most important pedagogical drivers:- Learning styles: second generation systems can support a variety of learning preferences by tapping the nonlin-ear open-endedness of the web medium- Context-based learning: encouraging learners to exercise their abilities to judge the relevance of what they are learning- The importance of informal learning: advancing context-specific, unplanned, just-in-time performance-based learning- The importance of provoking new insights to open up possibilities: second generation approaches use provoca-tion-based content as opposed to purely instructional content to invite and engage learning by opening up think-ing and enabling learners to decide for themselves what actions are most appropriate in their own situation.- The need for accelerated learning and performance improvement: Since time resources are always a constraint "second generation" approaches try to solve it by giving learnes the control of their own learning.
2. A linear-sequential logic with the instructor-in-control versus learner-in-control: The "second generation" puts emphasis on learner-in-control pedagogy understood as a highly learner-centered approach which is particulary relevant for developing soft skills where context-specific solutions requiring man-agement judgement.
3. Evaluation based on repetitive practice and passing test versus self-assessment, reflective practice, and suc-cessful application in second generation approaches.
4. Engagement through visual animation versus engagement through provocation: content-based provocations generate deeply engaging learning that can provoke new insights and stimulate new knowledge sharing. The overall aim is to create "space" for learners to get involved.
5. Separation of theory and practice versus integration of theory and practice in real-time by using work issues, or other potential applications, supporting action learning as opposed to just conceptual learning.
6. Separate systems for learning and knowledge capture and dissemination versus integrated learning, knowledge creation, and knowledge sharing.

Overall, the research findings provide a convincing set of design principles for "second generation" e-learning approaches. However, their descriptions are based on a very abstract level what hinders the transfer to practice. The demonstration of examples might have been helpful.