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Lone Guldbrandt Tønnesen

Avoiding the Trap of Clicky-Clicky Bling-Bling - 1 views

elearnmag.acm.org/featured.cfm

#change11 design technology

shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - No Cached
  • "All that is clicky-clicky bling-bling does not make for an effective learning experience."
  • s a load of elearning junk
  • It's just shiny wrapping paper covering up a pair of crummy socks with holes in them.
  • ...17 more annotations...
  • " 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
  • 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.
  • 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
  • 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.
  • . Designers who don't understand the basics of effective instructional design are committing what Clark Quinn of Quinnovation calls "instructional design malpractice.
  • CCBB design shines and sparkles wildly in the sun
  • When we force learners to practice without context, they've memorized facts but may not be able to apply them correctly in context.
  • Too much clicking can lead to learner fatigue, is distracting to the learner, and doesn't promote deeper understanding
  • We need to provide more contextual opportunities for drill exercises that will help the learner both retain and apply the knowledge they are practicing.
  • "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.
  • that the addition of interesting yet unimportant augmentations can divert learners from learning the main points that are being made
  • . 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'"
  • . 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
  • Pilot your program with some test learners
  • heck in with them immediately afterwards, one week, three weeks. See what they remembe
  • , don't take this to mean that elearning shouldn't look good.
  • 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
Jeff Merrell

Mobile learning: A tutor in your pocket « Jenny Connected - 3 views

jennymackness.wordpress.com/...earning-a-tutor-in-your-pocket

#change11 MOOC mobile learning UOM

shared by Jeff Merrell on 21 Sep 11 - No Cached
  • Jeff Merrell on 21 Sep 11
     
    Another good summary/commentary re:Mobile Learning at Open University Malaysia presentation
markuos morley

iterating toward openness - 2 views

opencontent.org/blog

David_wiley blog opensource iterating learning education david wiley

shared by markuos morley on 26 Sep 11 - Cached
  • 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.
  • However, because the gold standard for learning credentials is acceptability by employers, any meaningful badges demonstration project will have to operate in this space.
  • 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.
  • ...6 more annotations...
  • 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.
  • - 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
  • • 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.
  • 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.
  • 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.
  • 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.
  • markuos morley on 10 Oct 11
     
    David Wiley's Blog
tatiluna

A Language Learning MOOC #EFL #ESL « A Point of Contact - 4 views

apointofcontact.wordpress.com/...language-learning-mooc-efl-esl

shared by tatiluna on 21 Sep 11 - No Cached
  • One important aspect of such a context is that often non-Western, and thus non-English speaking cultures do not have as much or the same experience with Distance Learning and Autonomous Learning. A MOOC structure seems to assume a certain level of familiarity with both, so this is one reason why more activity and guidance are a must in an LMOOC.
    • tatiluna
      tatiluna on 26 Sep 11
       
      This is an important point that also should be emphasized more in the current Change11 MOOC, and also in the future with any other MOOCs if other kinds of students are going to participate.  In talking about education in other parts of the world, such as we have already hearing Zoraini Wati-Abas speak, we have to first understand the difference in structure or approach in that country.  OUM and the SMS strategy are more interesting when placed in the context of a country that has never seen such widespread distance learning before.  From my time spent in China, I think distance education would work well and be very appealing for many young people, but it may not be adopted for its inherent openness and difficulty to control.
  • wayupnorth on 21 Sep 11
     
    great thoughts about flexibility and self-directed potential of LMOOC
anonymous

Beyond Competence: It's the Journey to Mastery That Counts - 5 views

www.learningsolutionsmag.com/...journey-to-mastery-that-counts

competence mastery marc j. rosenberg

shared by anonymous on 26 Jun 12 - No Cached
  • all learners, at all levels, collaborate; but how they do it, the degree to which they do it, and the relative importance of the collaboration shifts with their increasing know-how. Bottom line: as people move up the mastery ladder and their capabilities grow, predominant learning strategies change.
  • as learners become more competent and experienced, and especially as they approach master/expert levels, learning embraces much more of a “pull” strategy, where learners take what they need from the repositories of knowledge, tools, and advice available to them. How they navigate these resources is increasingly a decision they make.
  • . Putting too little structure on entry-level learners may make learning more difficult, confusing, and demoralizing for them.
  • ...1 more annotation...
  • Putting too much structure on advanced-level learners may make learning boring, frustrating, inefficient, and off-target for them.
  • anonymous on 26 Jun 12
     
    as people strive to move up the ladder they get better at their jobs. As they do, they exhibit increasing performance fluency, agility, and ability to share knowledge. Fluency refers to the smoothness with which they perform their jobs. The lack of hesitancy and the ease at which they perform tasks all improve as workers move up the mastery ladder. Agility, the ability to adapt and react to new situations, to "shift on the fly" based on new information, also increases as people go through the four phases. And as people get more expertise and experience, they become better at sharing it with others through collaboration, coaching, mentoring, and teaching.
Lone Guldbrandt Tønnesen

Week 10: Erik Duval Learning in a time of abundance ~ #change11 - 3 views

change.mooc.ca/359

Erik Duval abdundance MOOC #change11 learning

shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - No Cached
  • As in most courses I ‘teach’, I expect that I will be the one who learns most…
  • e resul
  • Secondly
  • ...4 more annotations...
  • The third effec
  • In this week, I’d like to explore how this abundance and the ‘connected, open and always on‘ world it has created influences what and how we learn and teach
  • , then we need to prepare them to leverage that abundance
  • Really big caveat: of course, all of this abundance talk is only relevant to us who are the privileged few, who do not need to worry about where we will sleep this evening, or how we will feed our children…
James Mackenzie

Using mLearning and MOOCs to understand chaos, emergence, and complexity in education |... - 5 views

www.irrodl.org/...2026

ChangeMOOC

shared by James Mackenzie on 29 Nov 11 - No Cached
  • James Mackenzie on 13 Dec 11
     
    ChangeMOOC
  • James Mackenzie on 13 Dec 11
     
    what is a self-organising system? They don't define. In a strict sense there cannot be such a thing - if any thing is in touch with its environment then it is being organised by its environment as much as by itself. Alternatively, "self-organising" is an unnecessary tautology - it doesn't add anything to the idea of a thing being a system. At best, chaos/complexity is a very loose analogy, not very helpful - because this learning network process is not shown to behave in exactly the ways prescribed by Prigogine etc (the makers of chaos theory). At best it suggests that the learnings gained by the participants are not initially foreseen (as they are supposed to be in a more formal education programme). In principle chaos/complexity theory could be used to explore the trajectory of learning in the system, if not that of individual participants.
anonymous

The Agile Learning Train is Leaving the Station - 3 views

jaycross.posterous.com/ing-train-is-leaving-the-stati

jay cross change leadership

shared by anonymous on 26 Jan 12 - No Cached
  • A sustainable workscape must provide the means and motivation for corporate citizens to learn what they need: the know-how, know-who, and know-what to get things done and get better at doing them. This takes more than access to social networking tools, blogs, and wikis. Self-organization helps but L&D professionals need to supplement social systems with scaffolding that focuses on learning. Without that, many organizations will descend into an aimless world of social noise and meaningless chit-chat.
anonymous

CNN video experience - 1 views

www.learning2011.com/cnnvideo

social learning design #cck12 #change11

shared by anonymous on 01 Feb 12 - No Cached
  • anonymous on 01 Feb 12
     
    Using video for learning
Lone Guldbrandt Tønnesen

#change11 or what is a MOOC? « Cathy Anderson - 2 views

www.cathyandersonblog.com/?p=393

shared by Lone Guldbrandt Tønnesen on 21 Sep 11 - No Cached
  • MOOCs are boundaryless and test our capacity to learn and absorb informatio
  • Mobile technology is changing not only how we learn but where and whe
  • 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
  • ...1 more annotation...
  • 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
  • Lone Guldbrandt Tønnesen on 21 Sep 11
     
    Blog about MOOC´s
Allan Quartly

Five critiques of the Open Educational Resources movement | jeremyknox.net - 5 views

jeremyknox.net/...-oer-highered-elearning-edtech

connectivism education OER MOOC social learning

shared by Allan Quartly on 09 Apr 12 - No Cached
  • 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.
  • 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.
Keith Hamon

Vygotsky, ZPD, Scaffolding, Connectivism and Personal Learning Networks | Brains - 6 views

brains.parslow.net/1558

Pat Parslow Vygotsky scaffolding ple connectivism ZPD #change11

shared by Keith Hamon on 16 Dec 11 - Cached
  • Keith Hamon on 16 Dec 11
     
    There is a fascinating distributed dialogue about the nature of instructional scaffolding, the Zone of Proximal Development (ZPD) and how they can be viewed in the domain of today's learning landscapes.
Lone Guldbrandt Tønnesen

#Change11 Social Media Literacies and Multiple Intelligences | Learner Weblog - 2 views

suifaijohnmak.wordpress.com/...ies-and-multiple-intelligences

howard Gardner Video multiple intelligence social media literacies intelligences multiple learner change11

shared by Lone Guldbrandt Tønnesen on 09 Jan 12 - No Cached
  •  The use of Personal Learning Environment (PLE) might better align with this MI way of thinking, where the learner would decide which of those capacities he or she has would be of interests for development.
  • Lone Guldbrandt Tønnesen on 09 Jan 12
     
    Great point in the end about learning managment systems
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