"All that is clicky-clicky bling-bling does not make for an effective learning experience."
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Avoiding the Trap of Clicky-Clicky Bling-Bling - 1 views
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" Ruth Clark and Richard Mayer in the industry classic e-Learning and the Science of Instruction, explain that seductive details are "interesting but irrelevant material added to a multimedia presentation in an effort to spice it up
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Seductive details are those elements in a program that draw you in, attract the eye and engage the brain. They seduce your interest, but distract from the main point.
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It's interactive! It's intriguing! But it's exhausting, and let's face it"—there's no point. Fatigue sets in and you move on
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This is the premise underlying the arousal theory, the idea that entertaining and interesting embedded effects cause learners to become more emotionally aroused and therefore they work harder to learn the material.
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. Designers who don't understand the basics of effective instructional design are committing what Clark Quinn of Quinnovation calls "instructional design malpractice.
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When we force learners to practice without context, they've memorized facts but may not be able to apply them correctly in context.
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Too much clicking can lead to learner fatigue, is distracting to the learner, and doesn't promote deeper understanding
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We need to provide more contextual opportunities for drill exercises that will help the learner both retain and apply the knowledge they are practicing.
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"Well-written, multiple-choice questions teach and assess knowledge within the context of a game. Poor questions simply allow the gamer to play the game without learning.
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that the addition of interesting yet unimportant augmentations can divert learners from learning the main points that are being made
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. You're best served to spend your time designing the right type of course and spending less time looking for ways to 'jazz it up'"
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. Now, take a look at the screen and see where your eye lands first. Is it the flashing Next button in the bottom right corner? Or is it the important content bit at the center of the screen? Ask an objective outsider to take a look, too
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What about your LMS? At Kineo, where I work, we love using Moodle and Totara as an LMS solution for our clients, not only because of the great features and the fact that it's open source, but always because we can make it look like almost anythin
12 Dozen Places To Educate Yourself Online For Free - 6 views
Become a Power Searcher: Join Google MOOC - Getting Smart by Tom Vander Ark - Massive O... - 14 views
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shared by markuos morley on 27 Sep 11
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Digital, Networked and Open : The Digital Scholar: How Technology Is Transforming Schol... - 4 views
www.bloomsburyacademic.com/...-9781849666275-chapter-001.xml
martin weller digital scholarship book mooc change11
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Blogs are also the epitome of the type of technology that can lead to rapid innovation. They can be free to set up, are easy to use and because they are at the user's control, they represent a liberated form for expression. There is no word limit or publication schedule for a blog
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Prior to the Internet, but particularly prior to social networks, this kind of network was limited to those with whom you interacted regularly.
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Dunbar's (1992) research on friends and group size suggests that it has a capacity of around 150. It necessitates keeping in touch with a lot of people, often reinforcing that contact with physical interaction.
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for those who have taken the step to establishing an online identity, these networks are undoubtedly of significant value in their everyday practice.
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Tim O'Reilly (2004) calls ‘an architecture of participation’, an infrastructure and set of tools that allow anyone to contribute.
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It is this democratisation and removal of previous filters that has characterised the tools which have formed the second wave of web popularity, such as YouTube, Wikipedia, Flickr, blogs, Facebook and Twitter.
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Openness then refers not only to the technology but also to the practice of sharing content as a default.
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Fast – technology that is easy to learn and quick to set up. The academic does not need to attend a training course to use it or submit a request to their central IT services to set it up. This means they can experiment quickly.
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Cheap – tools that are usually free or at least have a freemium model so the individual can fund any extension themselves. This means that it is not necessary to gain authorisation to use them from a budget holder. It also means the user doesn't need to be concerned about the size of audience or return on investment, which is liberating.
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Out of control – these technologies are outside of formal institutional control structures, so they have a more personal element and are more flexible. They are also democratised tools, so the control of them is as much in the hands of students as it is that of the educator.
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Overall, this tends to encourage experimentation and innovation in terms of both what people produce for content services and the uses they put technology to in education.
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This reflects a move away from expensive, sophisticated software and hardware to using tools which are easy to use, lightweight and which tie in with the digital, networked, open culture.
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there seems to be such an anxiety about being labelled a ‘technological determinist’ that many people in education seek to deny the significance of technology in any discussion. ‘Technology isn't important’, ‘pedagogy comes first’, ‘we should be talking about learning, not the technology’ are all common refrains in conferences and workshops.
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While there is undoubtedly some truth in these, the suggestion that technology isn't playing a significant role in how people are communicating, working, constructing knowledge and socialising is to ignore a major influencing factor in a complex equation.
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entirely unpredicted, what is often termed ‘emergent use’, which arises from a community taking a system and using it for purposes the creators never envisaged.
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iterating toward openness - 2 views
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One of the areas ripest for innovation is alternative certification of informal learning. Hence, the recent excitement about badges. Badges have incredible potential for providing a viable alternative to the traditional system of credits most universities are tied to by accreditors. It seems to me that there is a critical need for someone to demonstrate that badges are a viable alternative to the traditional accreditation process.
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However, because the gold standard for learning credentials is acceptability by employers, any meaningful badges demonstration project will have to operate in this space.
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We want to create a collection of badges that a top employer, like Google, will publicly recognize as “equivalent experience.” This goes straight for the jugular, demonstrating that badges are a viable alternative to formal university education.
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The bolded items above really represent one version (and certainly not the only one) of the complete package – open content, open learning support, and open badges that help you demonstrate competence to an employer.
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- An initial list of OER (e.g., OLI courses) and Q/A services (e.g., StackOverflow.com or OpenStudy) which will help individuals develop the skills necessary to obtain the badges
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• Combine these and other business models to generate enough revenue so that (1) the marking service can be free in addition to all the badge related materials being openly licensed and (2) employers will respect and recognize the badges resulting from the process.
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If a digital artifact released under a CC BY license is posted on a public website it would qualify as an open educational resource for everyone with internet access. However, if a teacher downloaded a copy of the OER and placed it inside a learning management system it would suddenly cease to be an open educational resource – even though the resource hadn’t changed.
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The efficacy ideal is not realizable in practice. Intuitively we would want the ideal OER to support the educational goals of every user, and some definitions limit OER to “high-quality” materials. However quality, like beauty, is in the eye of the beholder. A resource considered very high quality by an English speaking undergraduate might be very low quality for an English speaking primary school student or a Spanish speaking undergraduate.
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While everyone wants the OER they use to be high quality for them, it is meaningless to talk about OER being “high quality” without simultaneous reference to the user.
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Is the Revolution Justified? : The Digital Scholar: How Technology Is Transforming Scho... - 9 views
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And Oblinger and Oblinger (2005) claim as one of the defining characteristics of the net generation that ‘they want parameters, rules, priorities, and procedures … they think of the world as scheduled and someone must have the agenda. As a result, they like to know what it will take to achieve a goal. Their preference is for structure rather than ambiguity’. This rather begs the question, ‘was there evidence that previous generations had a stated preference for ambiguity and chaos in their learning?’
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It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today's students are no longer the people our educational system was designed to teach. (Prensky 2001)
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I think this statement is anachronistic. In fact, the "new students" today who do not fit into the traditional educational system are in many cases people who were raised in the system, and then either rejected it or were rejected by it in some way. Our educational system is designed to train conformist drones, who do not know how to learn without school. There are many who are also able to live in both of these worlds, the traditional and the new, but I think they can bring new insights to the traditional school environment.
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I think this is a red herring as far as technology is concerned. it's much more to do with a pervasive social issue about inclusion and exclusion, probably worldwide, but much more marked in the UK due to the enthusiastic implementation of Thatcherism by her and subsequent governments. Many students know or suspect that there is no point for them in school and schools exclude like everyone else does those pupils who are likely to be expensive. Cost has truly overtaken value as the main point of reference
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That's interesting. I doubt that the older generation were inherently more moral. I suspect that they regarded plagiarism more seriously because it's easier to hold censorious views about a crime that's difficult to commit. When the crime becomes easy to commit fewer people stand out against it. There is also the issue that plagiarism falls into the category of wrong doing that doesn't obviously hurt anybody - like speeding or smoking cannabis.
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Brown (2009) reports, Recently, the Nielsen Norman Group study of teenagers using the web noted: ‘We measured a success rate of only 55 percent for the teenage users in this study, which is substantially lower than the 66 percent success rate we found for adult users’. The report added: ‘Teens’ poor performance is caused by three factors: insufficient reading skills, less sophisticated research strategies, and a dramatically lower patience level’.
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Summary: discussions about net gen are not significant. There is not evidence of significant difference between net gen and previous gens. Also there is evidence of significant variation within today's younger generation. Issue also lacks significance because we still need to cater for very large number of other gen learners.
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A new generation is behaving fundamentally differently – there seems little real evidence beyond the rhetoric that the net generation is in some way different from its predecessors as a result of having been exposed to digital technologies. There is some moderate evidence that they may have different attitudes. There is a general change in society which has relevance for learning – certainly the overall context is an ICT-rich one, and people are using the Internet for a variety of learning-related activities. People are learning in different ways – although firm evidence of informal learning is difficult to gather, there is much by the way of proxy activity that indicates this is the case. There is growing dissatisfaction with current practice in higher education – there seems little strong evidence for this. Probably more significant to the culture of education has been the shift to perceiving the student as a customer. There is certainly little evidence that the dissatisfaction is greater than it used to be, but what may be significant is that there are now viable alternatives for learners. Universities have lost their monopoly on learning, which reinforces the next point.
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Higher education will undergo similar change to that in other sectors – there are some similarities between higher education and other sectors, such as the newspaper and music industries, but the differences are probably more significant. However, the blurring of boundaries between sectors and the viability of self-directed, community-based learning means that the competition is now more complex.
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The first is that there is lag between society's acceptance of a technology and then its adoption in higher education. Brown (2009) suggests that in society the stages of technology diffusion can be defined as critical mass (ownership by 20–30 per cent of the population), ubiquity (30–70 per cent) and finally invisibility (more than 70 per cent). If higher education were to wait for the invisibility stage to be reached before it engaged with a technology, then given the time it takes to implement policies and technology, it really will look outdated. For example, in 2007, those using social networks might have been in the minority; now they will be in the majority. This is the problem with waiting for data to determine decisions – if you made a decision based on 2007 data that social networks were largely unused, it would look out of date in 2010. What is significant is the direction of travel, not the absolute percentages at any given time.
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I haven't read any of this book yet, but this quote is running along the lines of my own thinking for my own interaction with the web and all its tools and structures. I'm beginning to feel that many of the new tools used for organization, aggregation, and note taking are too regimented for what I want right now, too task-oriented. I'm figuring out how I learn best, and the most important part of that process that has been missing for me in the past is connection to creativity. Of course, the internet is a place where so much creation is going on and I can certainly find inspiration from it. But in terms of working out my projects using solely these new tools, I keep running against a wall. I'm not exactly sure if that's what Oblinger and Oblinger are talking about, but that's what I thought of.
George Siemens Open Online Courses: PLN Environments and Networks at CMC11 - YouTube - 3 views
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digital digs: Welcome to badge world - 5 views
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Colleges are filled with students who could give a damn about learning but desperately need that credential.
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Then it's all about the badges. My kids can just give up on ever having a single moment of joy in their lives. Even if they were going to enjoy something, how can they when they've already committed to this transactional experience instead?
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The commodification of learning was already quite clear in the Reagan era when we stopped thinking of higher education as a social good and instead defined it as an individual's investment in his/her human capital.
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Anyone can open their own diploma mill, err I mean badge-selling operation? Of course not. Badges would have to be accredited by someone.
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I think the presence of a badge could actually be a detriment to an otherwise genuine learning experience.
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]The whole point of education organisations adopting elearning is to cut costs. They are not doing it to improve education standards. They say it's to educate more. But we know this is a smoke screen. Bean-counters run universities and colleges just like they run commercial companies.For example, The Briish Council is planning to move into distance learning big time. 10,000s of new students. Their reasons (am I #cynic) won't be to improve educational outcomes (mostly English language teaching) but to get more qualifed teachers for for their bucks.
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Thank you for compiling this info and posting for us all. I believe this is an interesting way to engage the learner and increase their extrinsic motivation to learn. I don't see elearning as a way to cut costs but rather a way to expand the reach of learning. Learning on line is different from face to fact and therefore it's possible that this commodification of learning is necessary as a result of these changing times.
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#change11 or what is a MOOC? « Cathy Anderson - 2 views
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This new territory has no history upon which to draw from experience to make decisions..we have only the present and we can only speculate about the future and impact upon humans, our knowledge and new technologie
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This course will allow us the opportunity to collaborate together and experience first hand this new way to learn. In addition to this we can evaluate whether or not this is an effective way to learn
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1.1. Connecting learning objects to instructional design theory: A definition, a metaph... - 9 views
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The purpose of this chapter is to introduce an instructional technology concept known commonly as the “learning object.” First a review of the literature is presented as groundwork for a working definition of the term “learning object.” A brief discussion of instructional design theory is followed by an attempt to connect the learning objects approach to existing instructional design theory, and the general lack of such connective efforts is contrasted with the financial and technical activity generated by the learning objects notion.
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An instructional technology called “learning objects” (LTSC, 2000a) currently leads other candidates for the position of technology of choice in the next generation of instructional design, development, and delivery, due to its potential for reusability, generativity, adaptability, and scalability (Hodgins, 2000; Urdan & Weggen, 2000; Gibbons, Nelson, & Richards, 2000).
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build small (relative to the size of an entire course) instructional components that can be reused a number of times in different learning contexts
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Moreover, those who incorporate learning objects can collaborate on and benefit immediately from new versions. These are significant differences between learning objects and other instructional media that have existed previously.
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Supporting the notion of small, reusable chunks of instructional media, Reigeluth and Nelson (1997) suggest that when teachers first gain access to instructional materials, they often break the materials down into their constituent parts.
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if instructors received instructional resources as individual components, this initial step of decomposition could be bypassed
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The Learning Technology Standards Committee chose the term “learning objects” (possibly from Wayne Hodgins’ 1994 use of the term in the title of the CedMA working group called “Learning Architectures, API’s, and Learning Objects”)
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Learning Objects are defined here as any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning. Examples of technology-supported learning include computer-based training systems, interactive learning environments, intelligent computer-aided instruction systems, distance learning systems, and collaborative learning environments. Examples of Learning Objects include multimedia content, instructional content, learning objectives, instructional software and software tools, and persons, organizations, or events referenced during technology supported learning (LOM, 2000).
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The proliferation of definitions for the term “learning object” makes communication confusing and difficult.
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It would seem that there are almost as many definitions of the term as there are people employing it.
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In addition to the various definitions of the term “learning object,” other terms that imply the general intention to take an object-oriented approach to computer-assisted instruction confuse the issue further.
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Depressingly, while each of these is something different, they all conform to the Learning Technology Standards Committee’s “learning object” definition. An in depth discussion of the precise meanings of each of these terms would not add to the main point of this discussion: the field is still struggling to come to grips with the question, “What is a learning object?”
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At the same time, the creation of yet another term only seems to add to the confusion. While the creation of a satisfactory definition of the term learning object will probably consume the better part of the author’s career, a working definition must be presented before the discussion can proceed.
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Therefore, this chapter will define a learning object as “any digital resource that can be reused to support learning.”
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This definition includes anything that can be delivered across the network on demand, be it large or small.
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This definition of learning object, “any digital resource that can be reused to support learning,” is proposed for two reasons.
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First, the definition is sufficiently narrow to define a reasonably homogeneous set of things: reusable digital resources. At the same time, the definition is broad enough to include the estimated 15 terabytes of information available on the publicly accessible Internet (Internet Newsroom, 1999).
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Second, the proposed definition is based on the LTSC definition (and defines a proper subset of learning objects as defined by the LTSC), making issues of compatibility of learning object as defined within this chapter and learning object as defined by the LTSC explicit
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With that compatibility made explicit, the proposed definition differs from the LTSC definition in two important ways.
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The definition also drops the phrase "technology supported" which is now implicit, because all learning objects are digital.
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Second, the phrase "to support" has been substituted in place of "during" in the LTSC definition. Use of an object "during" learning doesn't connect its use to learning
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The definition adopted for this chapter emphasizes the purposeful use (by either an instructional designer, an instructor, or a student) of these objects to support learning
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Armed with a working definition of the term learning object, the discussion of the instructional use of learning objects can proceed.
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[I]nstructional design theories are design oriented, they describe methods of instruction and the situations in which those methods should be used, the methods can be broken into simpler component methods, and the methods are probabilistic. (p. 7).s11 {margin-left:0; line-height:2.400000; text-indent:36;}
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Because the very definition of “theory” in some fields is “descriptive,” design theories are commonly confused with other types of theories that they are not, including learning theory and curriculum theory (Reigeluth, 1999a).
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The following discussion takes a step in this direction, by recasting two of the largest issues in the learning objects area – combination and granularity – in instructional design terms
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there is astonishingly little conversation around the instructional design implications of learning objects.
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To enable computer agents to automatically and dynamically compose personalized lessons for an individual learner
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at this point a brief discussion of metadata, the focus of the Learning Object Metadata Working Group’s efforts, is necessary.
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he Learning Objects Metadata Working Group is working to create metadata for learning objects (such as Title, Author, Version, Format, etc.) so that people and computers will be able to find objects by searching
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The problem with 7(d) arose when people began to actually consider what it meant for a computer to “automatically and dynamically compose personalized lessons.”
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his meant taking individual learning objects and combining them in a way that made instructional sense, or in instructional design terminology, “sequencing” the learning objects.
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The problem was that no instructional design information was included in the metadata specified by the current version of the Learning Objects Metadata Working Group standard.
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The lack of instructional design discussion at this standards-setting level of conversation about learning objects is disturbing, because it might indicate a trend.
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Once technology or software that does not support an instructionally-grounded approach to learning object sequencing is completed and shipped to the average teacher, why would he or she respond any differently
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Discussion of the problem of combining learning objects in terms of “sequencing” leads to another connection between learning objects and instructional design theory.
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The most difficult problem facing the designers of learning objects is that of “granularity” (Wiley, et al., 1999).
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Reuse is the core of the learning object notion, as generativity, adaptivity, and other –ivities are all facilitated by the property of reuse.
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designating every individual graphic and paragraph of text within a curriculum a “learning object” can be prohibitively expensive
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shared by anonymous on 10 Sep 12
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Modelling, not shaping - 4 views
www.jarche.com/...modelling-not-shaping
harold jarche modelling collaboration communities of practice networks
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There is strong evidence that we need to integrate learning into our work in order to deal with the increasing complexity of knowledge work. The valued work in the enterprise is increasing in variety and decreasing in standardization. I have suggested that communities of practice are the bridge between work teams and open social networks, with narration of work an enabler of knowledge-sharing, and of course, modelling behaviour.
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Communities are more like dance halls than factories. Platforms that have too much control will not be adopted on a community level. As a consultant, I would like to be able to recommend a variety of these platforms, that can inter-operate on some level, so that enterprise communities can choose the most suitable ones for their stage of development.
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