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Informalizing formal learning content brings it closer to the learner and provides for more learning that is “accidental,” or unplanned.

ELearning animated assets, for example quick product demonstrations, are ideal for posting to a site such as YouTube or Vimeo. Not only do these sorts of demonstrations provide concise, targeted training but they can also be teasers to draw people to more formal learning, such as a full training course, of which the demonstration is just a part.

Another easy way to informalize formal learning content is to reposition it closer to a product rather than have it stand alone. It is possible to convert portions of a Web-based eLearning course to “digital cheat sheets” and to incorporate these in product documentation, or embed them into the product itself. These can also serve as teasers to draw people back for additional or advanced formal training.

The purpose of the iPortfolio is for you to reflect on, and demonstrate evidence of your learning achievements, by drawing on experiences both within and beyond the formal classroom.This application enables you to upload evidence of your learning - photos, videos or audio clips - straight to your iPortfolio!iPortfolio is available to all Curtin Students and Staff. More information available at http://iportfolio.curtin.edu.au

One of the many paradoxes of human creativity is that it seems to benefit from constraints. Although we imagine the imagination as requiring total freedom, the reality of the creative process is that it’s often entangled with strict conventions and formal requirements. Pop songs have choruses and refrains; symphonies have four movements; plays have five acts; painters still rely on the tropes of portraiture.

Forget uni, teach yourself, learn more, have fun.

Teach yourself at your own pace and learn what you want, when you want. Keep up to date, buy a few good books, get on Twitter, read articles and have a genuine passion and interest and you’ll do a better job than any university will do.

Design and education

This paper presents a model which distinguishes between planned learner-content interaction and learner-learner interaction and suggests that a blend of planned and non-planned learner-learner interaction is worthwhile. It concentrates on technology enhanced learning using video communications which provide opportunities for more authentic online collaborative learning, formally and informally.