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There is a lot of talk concerning how education has changed, especially when it comes to the teaching of our children in the public school system. The changes in the education of our school children centers around standardized testing, teaching methods, school grades, teacher salaries, and the No Child Left Behind law.

Over the past decade or so, the Internet has become a huge source of information and education, especially for those who might be short on time, money or other resources. And it’s not just crowdsourced data collections like Wikipedia or single-topic blogs that encourage individual learning; huge corporations and nonprofits are making online education and virtual classrooms a very formal affair these days.

The boom in the information technology sector has had far-reaching effects especially on the immigrant population.  It has almost changed the way Canada lives, works and learns.  The new ‘digital literacy wave’ has caught on and that has put demands on most of us and more so the immigrant worker in Canada.  Hence the language instruction is changing in Canada in response to the immigrant settlement.  There are changes in other fields as well but the change is noticeable in the field of information technology as newcomers have learnt French or English and have adapted to the life in Canada.

The paper finds that, in this rapidly changing environment, educators need to consider the implications of these developments for the current design of the LCMS. An emerging generation of users influenced by social networking experiences and empowered to create, publish, appropriate and redistribute content may find the structures of the LCMS traditional and inflexible in contrast with the user-centered approach of Web 2.0 services.

require innovative solutions, including broad institution-wide dialogues on the role of organizations in a Web 2.0 environment, innovative approaches to faculty training, a new emphasis on the role of faculty as learners in a rapidly changing environment, and rethinking the underlying architecture of the LCMS model.

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