Learning has changed dramatically, but learning measurement has not. Since we can only effectively manage what we can measure, how we measure learning must change. This article posits that fifty years after Kirkpatrick's work, it is time for new thinking about the measurement of learning to emerge. This article challenges learning and human performance professionals to identify new measures of learning that can have a potentially transformational impact on learning. The article discusses a number of "emergent measures." (Contains 4 figures.)