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Jeff Cross

Learning Organizations, eLearning 2.0 and Edupunk : eLearning Technology - 0 views

elearningtech.blogspot.com/...izations-elearning-20-and.html

shared by Jeff Cross on 30 Jun 08 - Cached
  • Is the edupunk ideology saying that the use of social media in commercial learning management systems is an assault on the very philosophy of learning 2.0?Ideologies shouldn’t be rigid should they? Rather they should be adapted and used in pragmatic ways don’t you think? If you’re a trainer embracing learning 2.0, who gives a rats ass where it lives.
  • If you have a population of learners who have already adopted tools (such as blogging and social bookmarking) for themselves that are different than the corporate tool (the LMS) do you ask them to move?
  • If your population has not adopted a tool yet, do you have a responsibility to the individual to show them tools that can live beyond their engagement at the company?
  • ...1 more annotation...
  • I would claim that if you are talking about blogging as an ongoing learning and networking tool, then you are doing a disservice to learners if you show them only internal tools bundled with the LMS or any tool that is locked inside the walls of the corporation.
  • Jeff Cross on 30 Jun 08
     
    It is interesting how there is a backlash against - or at least some concern about - LMS vendors incorporating web 2.0 type features into enterprise software.
Matt Fisher

New ANGEL ePortfolio 2.1 Advances ePortfolio Assessment - 0 views

www.transworldnews.com/NewsStory.aspx

angel eportfolio eportfolio 2.1

shared by Matt Fisher on 29 Jul 08 - Cached
  • ANGEL ePortfolio 2.1 is even easier to use
  • Tight integration with the ANGEL Learning Management Suite (LMS) enables instructors to implement ePortfolio activities and assessment from within a course
    • Matt Fisher
      Matt Fisher on 29 Jul 08
       
      Sounds a lot like a line taken from our KEY BENEFITS :)
  • provides students enhanced usability
    • Matt Fisher
      Matt Fisher on 29 Jul 08
       
      How?
  • ...4 more annotations...
  • As learning outcomes and portfolio assessment become increasingly important across the educational spectrum
  • A new ePortfolio drop box in the ANGEL LMS allows instructors to assign ePortfolio work from within the LMS, making it much easier for faculty to incorporate ePortfolio activities and assessment into course curricula. Tight integration with the ANGEL LMS means ANGEL’s comprehensive suite of native tools extends to evaluation and reporting of ePortfolio activities.
    • Matt Fisher
      Matt Fisher on 29 Jul 08
       
      Okkkay. Are you kidding me ... where did they get this idea from?
  • ANGEL ePortfolio 2.1 and ANGEL LMS 7.3 now sport the same user interface and both use ANGEL’s inline HTML editor
    • Matt Fisher
      Matt Fisher on 29 Jul 08
       
      This is also something that we talk about in our ePortfolio Overview. The same interface reduces training, etc.
  • User-by-user permissions to view publications give students control over who can access which ePortfolio publications
  • Matt Fisher on 29 Jul 08
     
    develops and markets enterprise elearning software. Our flagship products are the ANGEL Learning Management Suite and the ANGEL ePortfolio system. Our products have been honed by use - with millions
Matt Fisher

eLearning RSS Feeds - 8 views

Lets share RSS feeds that you regularly look at that have interesting / relevant content

started by Matt Fisher on 26 Jun 08 no follow-up yet
Jeff Cross

Video Ratings : eLearning Technology - 0 views

elearningtech.blogspot.com/...video-ratings.html

shared by Jeff Cross on 07 Jul 08 - Cached
  • Imagine being able to search and having one of those search returns be a tag within a video that takes you right to that context within a longer sequence.
    • Jeff Cross
      Jeff Cross on 07 Jul 08
       
      Any way we could do this with video & audio artifacts in eP? Since we already have a tagging paradigm in place, this would seem like a natural extension.
  • So a tagged section in essence IS chunking the videos. But in the case of Vimeo it's user chunked.
  • Tagging also makes possible a true mash-up. If I am easily able to tag a section of a video, reference it externally and pull that stream through some type of API on call / on cue -- wow.
  • ...1 more annotation...
  • I'm thinking we need to get out of the mindset of cubby-holing everything in neatly organized boxes. Once we get it stored in this manner, it's notoriously hard to re-employ in any way other than prescribed by the method of organization.
Matt Fisher

elearnspace: Net Gen Nonsense - 0 views

www.elearnspace.org/...003391.html

digital natives elearning net gen

shared by Matt Fisher on 26 Jun 08 - Cached
  • our education systems needs to change, but as Mark notes, the reason for that change is likely not to be found in "changing learners". Instead, in my eyes, we need to change education for two primary reasons:
  • 2) the changed ways in which we can access, interact with, and connect to each other.
    • Matt Fisher
      Matt Fisher on 26 Jun 08
       
      this fits nicely with what we were talking about today for Costa Rica
    • Matt Fisher
      Matt Fisher on 26 Jun 08
       
      Jeff - since George is going to be at UC08 perhaps we should have a discussion with him about some of the "social learning" that we are looking at for eP Costa Rica
Jeff Cross

Microsoft Research Launches New Tools for Knowledge Sharing ~ Stephen's Web ~ by Stephe... - 0 views

www.downes.ca/...page.cgi

elearning

shared by Jeff Cross on 06 Aug 08 - Cached
  • Now Microsoft has added a set of tools, described in detail here, to support use by the scientific community.
    • Jeff Cross
      Jeff Cross on 06 Aug 08
       
      This sounds similar to eP - there's a diagram on this page that looks a bit like the collect, reflect, share, etc. diagram. Might want to keep an eye on where this is going - also, we might be able to extend eP to the scholarly community to help groups collect references and co-author articles.
  • It includes a virtual research environment (VRE) to allow research teams to share data, an authoring tool to capture metadata during the authoring process, a hosted e-journal service, a repository
Jeff Cross

Center for Teaching, Learning, & Technology: Transforming the Grade Book - 0 views

wsuctlt.blogspot.com/...transforming-grade-book.html

elearning eportfolio rubrics

shared by Jeff Cross on 29 Jul 08 - Cached
  • Instructors start the process by defining assignments for their classes and “registering” them with the program
  • The student works the assignment and produces a solution in any number of media and venues, which might include the student’s ePortfolio (we define ePortfolio broadly)
  • The student combines their work with the program’s rubric (in a survey format)
  • ...9 more annotations...
  • the survey collects a score and qualitative feedback for the student’s work. We are imagining the survey engine is centrally hosted so that all the data is compiled into a single location and therefore is accessible to the academic program
  • the instructor can combine the rubric score of an assignment with the student performance on the assignment to improve the assignment. Instructors might also present this comparison data in a portfolio for more authentic teaching evaluations.
  • They can also learn from giving rubric-based reviews to peers and by comparing themselves to aggregates of peer data.
  • Instructors can use the data (probably presented in the student’s course portfolio) for “grading” in a course.
  • Students can review the data for self-reflection and can use the data as evidence in a learning portfolio.
  • We have imagined a model where the students (in conjunction with their sponsoring country), and interested NGOs, bring problem statements to the program and the program designs itself so that students are working on aspects of their problem while studying.
  • input from stakeholders would be more prominent than in the traditional university course
  • Review of the assignments, and decisions about the rubric, would be done within this wider community (two universities, national sponsors and NGOs)
  • following Downes, learners would present aspects of their work to be evaluated with the program’s rubric, and the institution would credential the work based on its (and the community’s) judging of the problem/solution with the rubric.
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