Why, After All?

This is not a question to be pondered upon, or even touched, when I have already demeaned Dad by making him to succumb to the grumpy bank manager and pushing him to deign to request his professional acquaintances to get me that lump sum of an education loan. This is not the time to reflect on how nice a job I was involved in, how caring Becky was, how big the salary was, and how much fun David and I had roaming the monsoon-struck streets of Hyderabad and whistling and winking at those beautiful college-going girls, and think why I had to make this decision. There is no moment left to examine whether it is actually a "gambling" as Derek mentioned. Whether I get to pay back, or first sustain, is less important now than doing what I wanted to do for the past five, long years. I wanted to study, study for studies - étude pour l'étude - and nothing else.

However, after saying that, I dwelled deeply on the congruousness of the decision of quitting jobs and getting back to studies at the age of 29 and I think it was the need to fill the void I had on the e-learning domain and the disgust towards the working environment that is assumptions at its core. I see writers - everybody is a writer now - and designers - as they know how to create a PowerPoint template - and e-learning professionals - as they are able to speak in English - and I feel there is a need for serious study. It was a two-year stint at Convergys as an editor, and not a single learner came to us to change a course, and I felt no body actually studied. And then the questions started surrounding my crazy brain and I couldn't stand any more. That I have decided on living by developing courses, I resolved to develop those that not just attract the learners, but provide them with a life-long learning experience. And how to do it? Here I am for.

While I stay here, I will try to answer:

• Why is it that our (educational) thinking follows technology, and not the other way round? Why there is YouTube, why there is Google Wave, why there is SharePoint, and why then e-learning 2.0?
• Why adults learn? And how best they learn? Will e-learning be the best and how to make it the best?
• Why informal learning has been blind-sided and how to make it the frontline education medium? How to assimilate the new technologies for educational needs?
• Why organizations mistrust its employees that they put them to tests (assessments) like animals?

I am here: "To learn how to develop an e-learning environment that not just fosters and facilitates informal learning and also provides the required insights into all the aspects of organisational learning. " The environment is flocked by the learners who are self-motivated and are here by themselves and none allotted a course to them.

Why even in University of Oxford, the WebLearn is just used as a calendar augmented with professor's PowerPoint presentations? And not as effectively as it should have been?
I am here to change this.