Group items tagged

Very low level of development of learning assets specifically for mobile devices.

Just-in-time knowledge: Short bursts of information and learning assets that can be consumed anywhere in just a few minutes.

Moderate to high levels of technology frustration in making learning assets fully viewable and optimized on devices — Flash on an iPad, for example.

make sure your learning technology platform can launch a mobile course.

You want to spur the adoption of mobile learning. So direct users to a course that’s only available in a mobile format. Make the course easy to access. 

The goal is delivering a lot of instructional value in a small package.

the transition to mobile learning is not an easy one for most companies to make.

Prior instructional design was developed for the PC, not iOS or Android devices, so animations and interactions that work well on a desktop computer do not carry the same functionality on a mobile platform. Additionally, learning management systems exist behind layers of security firewalls that make it difficult for users to access courses on their mobile devices.

2. Create Powerful Learning Experiences.

1. Set Important Goals:

3. Manage Productive Learning Environments.

Consider your learning goals

Figure out your digital curriculum strategy

Pick your management style

Big data policy:  more measures for improvement and accountability.  Specific issues: school accountability, teacher evaluation, instructional improvement, and student matriculation.

Customized learning: emerging strategies for adaptive, personalized and social learning.  Specific issues: role of curriculum architects, mixing open and proprietary content.

Improving conditions & careers: how blended learning is improving the teaching profession. Specific issues:  evaluating in a team-based differentiated environment, managing a distributed staff with dynamic scheduling, and a really big issue–providing rich JIT PD during the shift.

One reason why paper textbooks cost so much is because publishers need to recover their costs of producing new books in the first or second semester, Brady said. That's because the books end up in the used book market after that time, where publishers don't get a cut. And digital textbooks have kept a similar high-priced model, he said, which encourages students to break the encryption on them or stick with paper books because they can sell them back.

And videos, of course, can't be printed.

By using the HTML5 online content language, Brady hopes to give students cheaper instructional books that will give them all their material in one place. And the material will be updated in near real time.