The survey was carried out in more than 40 OUM learning centers throughout the nation with close to 3,000 respondents
Designing e-Learning for Maximum Motivation - 5 views
Mobile Learning at Open University Malaysia ~ #change11 - 4 views
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it was found that 82.8 percent of the respondents said they would be ready for m-learning. Based on the survey, it may be generalized that 99 percent of OUM learners have mobile phones.
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About 2,000 students enrolled in the May semester received a total of about 30 SMSes over a period of about 14 weeks. The responses from students were positive.
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Empowerment: the emperor's new clothes - 5 views
The Agile Learning Train is Leaving the Station - 3 views
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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.
What's Up with Gamification and Employee Engagement - 0 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.
A Pedagogy of Abundance : The Digital Scholar: How Technology Is Transforming Scholarly... - 0 views
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If we use this perspective to examine education we can consider how education may shift as a result of abundance. Traditionally in education expertise is analogous to talent in the music industry – it is the core element of scarcity in the model. In any one subject there are relatively few experts (compared with the level of knowledge in the general population). Learners represent the ‘demand’ in this model, so when access to the experts is via physical interaction, for example, by means of a lecture, then the model of supply and demand necessitates that the learners come to the place where the experts are located. It also makes sense to group these experts together, around other costly resources such as books and laboratories. The modern university is in this sense a solution to the economics of scarcity.
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As a result, a ‘pedagogy of scarcity’ developed, which is based around a one-to- many model to make the best use of the scarce resource (the expert). This is embodied in the lecture, which despite its detractors is still a very efficient means of conveying certain types of learning content. An instructivist pedagogy then can be seen as a direct consequence of the demands of scarcity.
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It may be that we do not require new pedagogies to accommodate these assumptions as Conole (2008) points out: Recent thinking in learning theory has shifted to emphasise the benefit of social and situated learning as opposed to behaviourist, outcomes-based, individual learning. What is striking is that a mapping to the technologies shows that recent trends in the use of technologies, the shift from Web 1.0 to Web 2.0 echoes this; Web 2.0 tools very much emphasise the collective and the network.
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Though i think it is true that students learn collaboratively, and always have done, they don't act as if they do (any more than teachers act as if they do, and quite often less). Perhaps our students still come from experiences that value authority and, whatever is said, do not value constructivism and collaboration.
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Openness in Education : The Digital Scholar: How Technology Is Transforming Scholarly P... - 3 views
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Anderson (2009) suggests a number of activities that characterise the open scholars, including that they create, use and contribute open educational resources, self-archive,
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From my own experience I would propose the following set of characteristics and suggest that open scholars are likely to adopt these.
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Leslie (2008) comments on the ease of this everyday sharing, compared with the complexity inherent in many institutional approaches:
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