Avoiding the Trap of Clicky-Clicky Bling-Bling - 1 views
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"All that is clicky-clicky bling-bling does not make for an effective learning experience."
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s a load of elearning junk
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It's just shiny wrapping paper covering up a pair of crummy socks with holes in them.
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eLearning Learning - 1 views
Checklist for strong elearning - 0 views
Elearning Tips - 2 views
eLearning Conferences 2012 - 2 views
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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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.
Five critiques of the Open Educational Resources movement | jeremyknox.net - 5 views
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One of the most noticeable effects of the privileging of learning in the OER movement is the lack of consideration with regards to pedagogy and the place of the teacher.
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Given that movements such as OER are not advocates of chaotic, unpredictable learning, but in fact appear to desire similar outcomes to those achieved by organised education, we might contend that reasoned thinking must play some part the structuring of the OER project. Therefore, it is not the concept of negative liberty itself that is problematic, but rather the premise that its realisation will achieve predefined goals; that an expected order will somehow emerge from unrestrained action.
30 Top Online Resources For Instructional Designers - 10 views
Ideas from the thirteen weeks of MOOC « Not Worth Printing - 4 views
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Search: Not Worth Printing open source, elearning trends, ethics in technology and education About
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In terms of formal learning, Tony Bates believes that changes can occur within the existing education institutes
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Martin Weller points to the importance of academic institutes recognizing digital scholarship, moving away from the inefficient and costly publishing model and moving towards online publications that better promotes interdisciplinary endeavours
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Between the By-Road and the Main Road: Bold Schools: Part I - Learner as Knowmad - 1 views
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When we conceive of learner as knowmad, the traditional roles assigned to teacher and student become less relevant, necessary, and linear. The knowmad is mobile and learns with anybody, anywhere, anytime. As such, the place we now know as school may be too small and perhaps unable to contain the range of learning engagements necessary for those with nomadic tendencies. Rather, think of the extended community--one that is physical, virtual, and blended-- as potential learning spaces that our knowmadic traveler composes, accesses, participates in, abandons, and changes.
Knowmads in Society 3.0 | Education Futures - 10 views
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In the pre-industrial age, nomads were people that moved with their livelihood (usually animal herding) instead of settling at a single location. Industrialization forced the settlement of many nomadic peoples… …but, something new is emerging in the 21st century: Knowmads. A knowmad is what I term a nomadic knowledge worker -that is, a creative, imaginative, and innovative person who can work with almost anybody, anytime, and anywhere. Industrial society is giving way to knowledge and innovation work.
Nuts and Bolts: The 10-Minute Instructional Design Degree by Jane Bozarth - 0 views
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Good eLearning is about design, not software
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When approaching a project, ask: “What is it you want people to do back on the job?” Then, “What does successful performance look like?” “How will you measure that?” Design that assessment first. Then design the instruction that leads to that goal.
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instructional design and visual design are different things. Visual design is just as important (and it isn’t about making things “pretty”), and it needs to be done before the development phase begins.
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