The focus has to be on the learning experience design first, and then you can worry about how you might build the delivery environment
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Learnlets » Quip: design - 0 views
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Learnlets » Slow Learning - #change11 - 0 views
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I like Collins, Brown, & Holum’s Cognitive Apprenticeship as a model for thinking more richly about learning. Other learning models are not static
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I think this framework will need to start with considering the experience design, what is the flow of information and activity that will help develop the learner
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I don’t need or want an LMS and I often don’t need a ‘teacher’ in the traditional sense, though I welcome the wisdom of coaches and mentors.
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. Much of what my students discussed is similar to my ideal. Briefly, here are some elements, organized under the four categories of appreciative inquiry: 1) Discovery-the best of what we have previously experienced: sense of accomplishment, respect, sharing ideas, supportive atmosphere to enable taking risks. 2) Dream-best of what might be: have real life application, synergy and energy, flexible and fun, open discussions, clear direction, ideas flying around, taking on complex ideas, confidentiality in that “what happens in Vegas, stays in Vegas”. After these discussions, we went on to 3) Design-what it might truly look like and 4) Delivery-what will we commit to, an individual ranking of items central to creating a best learning experience.
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The majority of us cannot live on the farm or in the bush; but can we design learning experiences along a similar model where learners contribute something of value to the community?
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Learnlets » Learning Experience Design thru the Macroscope - 0 views
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But with mobile technologies, we have the capability to truly start to deliver what I call ‘slow learning’: delivering small bits of learning over time to really develop an individual.
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to develop individuals in micro bits over a macro period of time rather than macro bits over a micro bit of time (which really doesn’t work)
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We have pieces of the puzzle ( smaller chunks, content models) and we have the tools (individualized delivery, semantics), but putting them together really hasn’t been done yet.
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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
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Learnlets » The 7 c's of natural learning - 2 views
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Yesterday I talked about the seeding, feeding, and weeding necessary to develop a self-sustaining network
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Choose: we are self-service learners. We follow what interests us, what is meaningful to us, what we know is important. Commit: we take ownership for the outcomes. We work until we’ve gotten out of it what we need. Crash: our commitment means we make mistakes, and learn from them. Create: we design, we build, we are active in our learning. Copy: we mimic others, looking to their performances for guidance. Converse: we talk with others. We ask questions, offer opinions, debate positions. Collaborate: we work together. We build together, evaluate what we’re doing, and take turns adding value.
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With this list of things we do, we need to find ways to support them, across both formal and informal learning.
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In formal learning, we should be presenting meaningful and authentic tasks, and asking learners to solve them, ideally collaboratively.
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While individual is better than none, collaborative allows opportunity for meaning negotiation. We need to allow failure, and support learning from it. We need to be able to ask questions, and make decisions and see the consequences.
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I think there are 8 elements!! I miss Collate, this is not the same as Choose, it is about organising anbd structuring what we learn, (constructing our emergent uderstanding) as opposed to the selection of a direction.
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in informal learning, we need to create ways for people to develop their understandings, work together, to put out opinions and get feedback, ask for help, and find people to use as models. By using tools like blogs for recording and sharing personal learning and information updates, wikis to collaborate, discussion forums to converse, and blogs and microblogs to track what others think are important, we provide ways to naturally learn together.
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the intersection of 1) self-organized learning and 2) online collaboration is what I consider should be a primary focus of organizational learning professionals
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Common web 2.0 practice is to link back to what has been copied, a form of collaboration or perhaps cooperation.
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However, real learning involves research, design, problem-solving, creativity, innovation, experimentation, etc
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just trying to raise awareness that what we typically do formally is not well aligned with how people really learn, and that supporting some of these activities is the key to unlocking organizational innovation.