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momeducator

New York Library Association :: NYLA Calls Upon SED to include Information Literacy in Curriculum for Common Core Standards - 1 views

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    " Advocacy Contact Your Elected Officials Legislative Priorities Advocacy Day Advocacy Tools Snapshot Day Librarians Trustees Library Support Staff Students Public Home » Advocacy » Legislative Priorities NYLA Calls Upon SED to include Information Literacy in Curriculum for Common Core Standards Response to Curriculum RFI Download PDF 1. What are the necessary components for a standards-based curriculum model? A world-class, standards-based curriculum model that will aid school districts and teachers in implementation of the new P-12 New York State Standards in both English Language Arts (ELA) and Mathematics (including the Common Core) for all students must include an Information Fluency Continuum (IFC) led by school librarians. In addition to subject-specific skills, every model curriculum should have embedded information fluency skills that cut across all disciplines and include inquiry, critical thinking, literacy, technology, and digital citizenship skills. An exemplary model of a K-12 Information Fluency Continuum, complete with grade-by-grade benchmark skills and formative assessments at each grade level, has been developed by the New York City School Library System: http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default.htm. An IFC will provide New York state students with: Success in college, career, and participation in democratic society: a standards-based curriculum model for New York State must prepare students for success in college and career as well as active participation in our democratic society Development of understanding and ability to learn on own: the curriculum must focus on essential content and skills, with the expectation that students will go beyond the accumulation of knowledge to the development of understanding and the ability to learn on their own A continuum of development: the curriculum should be coherently sequenced so that students are expected to build on previ
Elizabeth Checkalski

Is Online Learning Right for Me? - 0 views

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    Other than saving the planet, what are the advantages of an online course? 1. Online courses are convenient. The biggest advantage of an online course is that your classroom and instructor (theoretically) are available 24 hours a day, seven days a week. Your only excuse for missing class is not getting online! Otherwise, everything is available to you. You can get announcements, access notes, review assignments, take practice quizzes, discuss questions, chat with fellow students and study any time you want. Other than certain due dates, you make your own schedule for completing the requirements of the course. 2. Online courses offer flexibility. You can study any time you want. You can study with whomever you want. You can study wearing anything you want (or nothing if you prefer!) Online courses give you the flexibility to spend time with work, family, friends, significant others or any other activity you like. You still have to complete the work (and this flexibility can be your downfall; see disadvantages) but for many people, with continually changing work schedules or people who make frequent business trips, parents with small children, students caring for others or whose health prevents them from making it to campus on a regular basis, students whose friends or boyfriend/girlfriend drop in unexpectedly, or for those days when the surf and/or snow is wicked, this method of course delivery can't be beat. 3. Online courses bring education right to your home. Online students often find that their family, friends and/or boy-girl-friends get involved in the course. Oftentimes, a student will study with that special someone present. Children may take an interest in the online environment. Parents may look over the shoulder of an online student while they are surfing across the web. In short, everyone in the household gets involved in learning. Having the support of your family and friends makes you
Helena Grant

kolb's learning styles, experiential learning theory, kolb's learning styles inventory and diagram - 2 views

  • Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it's a matter of using emphasis that fits best with the given situation and a person's learning style preferences. Here are brief descriptions of the four Kolb learning styles: Diverging (feeling and watching - CE/RO) - These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style 'Diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. Assimilating (watching and thinking - AC/RO) - The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through. Converging (doing and thinking - AC/AE) - People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications. Accommodating (doing and feeling - CE/AE) - The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on 'gut' instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective.  
  • As with any behavioural model, this is a guide not a strict set of rules.
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    For Tom - learning styles. From Helena
Patricia Christian

Best Time of Day to Learn: Worst and Best Times of the Day | Suite101.com - 3 views

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    Dunn and Dunn research has found the best time of day for learning. The results are surprising. Prime time for learning in our population is not 8:30-3:30 p.m. Dunn and Dunn has learned that optimal times for learning fall into four categories. 30% of the population learn best in the morning hours. These people are the ones that wake up and are ready to absorb new information. 30% of the population learns best in the afternoon. They come to life after lunch. 30% of the population learns best in the evening. We refer to them as "night owls." 10% show no preference. They seem to learn whenever it is necessary to learn. So, in the morning there is a possibility of 40% of the students at their peak. In the afternoon, 40%. That leaves a possibility of 40% of students learning best when school is no longer in session. So, the long standing opinion that reading and math must be taught in the morning may not be valid
Debi Griggs

Heutagogy & The Craft of Teaching « The Heutagogic Archives - 0 views

  • From Andragogy to Heutagogy
  • key factors in turning teaching professionals into Learning Brokers;
  • a) Writes the syllabus & develops the learning process; get engaged in defining the syllabus you will deliver and the ‘learning and Teaching’ strategies you will use to deliver it. b) Enable learners to follow the ‘interests’ that motivate them; once you have acquired the experience you need to build a distinct relationship with everyone you ‘teach’ The greatest area of flexibility emerges once you identify which interests best motivates different learners. c) Supports & facilitate collaborative learning; learning is a social process and once you have freed up the motivational drivers in learners you need to support the groups and group learning processes which will eventually enable them to become more self-directed in their learning. d) Allows creative assessments to be developed; this takes us back to teacher-led discussions about which form the necessary learning outcomes can be structured for assessment purposes to better enable the engagement of individual learners in the ‘products’ of their learning. (John Davitt’s learning Events Generator for example.)
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  • Web Quests t
  • The conclusion of this was that socially inclusive e-learning required Tools & Skills rather than any specific learning content that might act as a silver bullet. It was the collaborative affordances of the tools that drove learning.
  • a) the ability to understand how to use their subject for teaching, that is an effective pedagogy 0f b) to understand how to manage the learning environment they are working in and treat each learner as an individual, that is the andragogy of learning relationships c) then having learnt how to manage the learning process related to their subject they then their turned control over to their learners, enabling the heutagogy of creativity to kick in
  • it becomes the Location where we socialise and work. It isn’t just an information resource, nor simply a learning platform, it is also a collaborative work space, where you can hang out with your friends and work at the same time
  • Teachers needed a new skill set if the creative, interactive and participative learning affordances of both dedicated and adapted new learning media were to be realised.
  • But as Web 2.0 emerged the ‘Tools & Skills’ model was driven more by new tools than any fresh thinking about learning.
  • identify new skill sets that enable teachers and learners to deploy the learning affordances that continually emerge from new media technologies.
  • Teachers need to understand a broader skill set related to designing and supporting the learning process as well as their own subject knowledge.
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    Article looking at heutagogic qualities in developing new knowledge.
cc omalley

Alternative Learning Methods: Self-Paced Learning (Part 3 of 5) - 2 views

  • Self-paced or individualized learning is defined as learning directed by the individual in order to meet personal learning objectives.
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    Alternative Learning Methods: Self-Paced Learning (JHIEPO - International health) Self-paced or individualized Learning is defined as Learning directed by the individual in order to meet personal Learning objectives. Although self-paced Learning and individualized Learning have essentially the same meaning, there are some subtle differences. In self-paced Learning, the learner controls the pace of the Learning process.
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    Self-paced or individualized learning is defined as learning directed by the individual in order to meet personal learning objectives.
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    I'll use this as a guideline for constructing online activities
Ryan Brunswick

Science Distance Learning & Education - NSTA Position Statements - 1 views

  • The National Science Teachers Association (NSTA) supports and encourages the use of e-Learning experiences for preK–16 science students, as well as for science educators engaging in professional development in the traditional, informal, or distance Learning environment.
  • NSTA supports e-learning as a promising way to more effectively provide access to certain science concepts and pedagogy when appropriate tools are incorporated for scientific observation, measurements, and investigations (NRC 1996); give science educators opportunities to experience firsthand the appropriate use of technology in teaching and learning, and increase their confidence in using these tools in their own practice; meet the needs of students who have learning styles conducive to and preferences for learning and interacting in an online environment (Dede 2005); reduce the isolation of science educators—especially those in rural areas or teaching specialized science subjects—by providing and expanding access to colleagues and experts; provide diverse learners—both preK–16 students and educators—with equitable access to high-quality courses, content, learning experiences, and instructors by overcoming barriers of place and time (Linn and Hsi 2000); engage a greater number of teachers in ongoing, high quality professional development; provide remote access via computers and networks to scientific instruments that allows students and teachers to conduct scientific investigations that might otherwise be unavailable to them (NACOL 2008), and provide future workers with strong skills and fluency in the convergence of media, which are critical to succeed in the 21st-century workplace (BHEF 2005).
  • Teachers, science supervisors, district leaders, and higher education faculty should be educated consumers of online opportunities, programs, and tools to effectively evaluate their quality and to encourage both preservice and inservice teachers to better understand the value of e-Learning. Science educators should incorporate the effective use e-Learning tools to promote sharing of information, discourse, critical analysis, and collaboration between students and teachers at various locations throughout the world. School districts and science supervisors should seek, evaluate, and provide teachers of science with high-quality, meaningful Learning experiences employing e-Learning technologies. E-Learning experiences should provide teachers of science with accurate, up-to-date information relating to science content and pedagogy. E-Learning experiences should model and be explicit about good inquiry and active Learning practices in e-Learning programs and experiences. E-Learning experiences should give educators opportunities to reflect on the implications of what they are Learning to their own practice.
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    For all the science teachers out there! Interesting position article on NSTA and e-learning in science.
David Stricker

Preparing Teachers To Use Learning Objects - 0 views

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    This article points out the advantages of using 'learning objects' (a term used to describes an object that is designed to facilitate learning (in this case). This categorization enables users to search for, access, and reuse objects as needed. Reusing learning objects makes online learning more cost effective. For example, the learning object used with the fifth graders is the "same" learning object reused for high school students to check that they have the prerequisite skills for a lesson about distance, velocity, and acceleration.for technology-supported instruction. For online educators, such learning objects may include a wide range of reusable digital resources: graphics, Web pages, electronic forms, audio and video files, and interactive content produced with graphics software packages or programming languages. These learning objects enrich the educational experience to a great extent. At the same time, for many teachers, selecting and creatively incorporating learning objects seems overwhelming - this acticle offers helpful suggestions about where to begin.
Dennis OConnor

News: The Evidence on Online Education - Inside Higher Ed - 0 views

  • WASHINGTON -- Online learning has definite advantages over face-to-face instruction when it comes to teaching and learning, according to a new meta-analysis released Friday by the U.S. Department of Education.The study found that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction. Further, those who took "blended" courses -- those that combine elements of online learning and face-to-face instruction -- appeared to do best of all. That finding could be significant as many colleges report that blended instruction is among the fastest-growing types of enrollment.
  • the positive results appeared consistent (and statistically significant) for all types of higher education, undergraduate and graduate, across a range of disciplines, the study said.
  • On the topic of online learning, there is a steady stream of studies, but many of them focus on limited issues or lack control groups. The Education Department report said that it had identified more than 1,000 empirical studies of online learning that were published from 1996 through July 2008. For its conclusions, however, the Education Department considered only a small number (51) of independent studies that met strict criteria. They had to contrast an online teaching experience to a face-to-face situation, measure student learning outcomes, use a "rigorous research design," and provide adequate information to calculate the differences.
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  • Using technology to give students "control of their interactions" has a positive effect on student learning, however. "Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals," the report says.
  • n noting caveats about the findings, the study returns to the issue of time."Despite what appears to be strong support for online learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium," the report says. "In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction."
  • " What the study demonstrates, she said, is that colleges need to think broadly about using online education, and not be "artificially limited" to face-to-face instruction.
  • Successful education has always been about engaging students whether it is in an online environment, face to face or in a blended setting. And fundamental to that is having faculty who are fully supported and engaged in that process as well."
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    Timely information for our group! The learning time issue in particular is an important finding that points to a cost effective way to increase student learning time without tackling the issue of a longer school day head on. We know that more time on meaningful tasks is crucial, but the physical cost of attending a bricks and mortar classrooms is prohibitive.
Lisa Griebel

PRINCIPLES OF ADULT LEARNING - 2 views

  • Compared to children and teens, adults have special needs and requirements as learners.
  • Adults are autonomous and self-directed. They need to be free to direct themselves.
  • Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base. To help them do so, they should draw out participants' experience and knowledge which is relevant to the topic. They must relate theories and concepts to the participants and recognize the value of experience in learning.
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  • Adults are goal-oriented.
  • Instructors must show participants how this class will help them attain their goals.
  • Adults are relevancy-oriented.
  • This means, also, that theories and concepts must be related to a setting familiar to participants. This need can be fulfilled by letting participants choose projects that reflect their own interests.
  • Adults are practical, focusing on the aspects of a lesson most useful to them in their work. They may not be interested in knowledge for its own sake. Instructors must tell participants explicitly how the lesson will be useful to them on the job.
  • adults need to be shown respect. Instructors must acknowledge the wealth of experiences that adult participants bring to the classroom. These adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely in class.
  • ecause of these responsibilities, adults have barriers against participating in learning. Some of these barriers include lack of time, money, confidence, or interest, lack of information about opportunities to learn, scheduling problems, "red tape," and problems with child care and transportation.
  • The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the barriers. Instructors must learn why their students are enrolled (the motivators); they have to discover what is keeping them from learning. Then the instructors must plan their motivating strategies. A successful strategy includes showing adult learners the relationship between training and an expected promotion.
  • Educators must remember that learning occurs within each individual as a continual process throughout life. People learn at different speeds, so it is natural for them to be anxious or nervous when faced with a learning situation. Positive reinforcement by the instructor can enhance learning, as can proper timing of the instruction.
  • four critical elements of learning
  • Retention by the participants is directly affected by their amount of practice during the learning. Instructors should emphasize retention and application.
  • Transference. Transfer of learning is the result of training -- it is the ability to use the information taught in the course but in a new setting. As with reinforcement, there are two types of transfer: positive and negative.
  • Transference is most likely to occur in the following situations:
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    Adult learning theory - keep in mind when designing online learning programs.
Naomi Orlovsky

A Three-Step Model for Designing Initial Second Life-Based Foreign Language Learning Activities - 2 views

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    Wang, F., Burton , J., & Falls, J. (2012). A three-step model for designing initial second life-based foreign language learning activities. Journal of Online learning and Teaching, 8(4), 1-13. doi: http://jolt.merlot.org/index.html In a "Three Step Model for Designing Initial Second Life-Based Foreign Language learning Activities," Feihong Wang, post-doctoral research associate for the Center for Instructional Technology Solutions in Industry and Education, first explains that learning in the Second Life (SL) arena involves a two-fold process: learning the concept, which in this case is foreign language, and learning the SL learning environment itself. He goes on to explain that it is this second step of allowing learners time to learn the SL learning environment that most educators skip and which leads to failure at foreign language learning in SL. Wang and his co-authors, Professor John Burton and retired Coordinator, Jane Falls, also of the Virginia Polytechnic Institute and State University, go on to explain their three-step model for overcoming this failure: setting the stage, acclimating and testing the waters, which is based off of the principles of task-based learning, authentic activities, and collaborative learning. The clear goal of this three-step process is to help language learners overcome the steep learning curve in SL and therefore, the technical limitations that would delay the learning process. The proposed three-step model suggested in this article has yet to be tested and would best benefit instructors of high school-aged students or adult language learners. I would like to have seen more examples given for each of their three steps. Their "testing the waters" step did not give even one application in SL and assumed that learners were ready for this final step only because they had completed the two previous steps.
Michael McHugh

eLearning Learning - 2 views

  • Concepts Learning (29671) Blogging (13786) Develop (13538) Create (12897) Informal (12477) Train (12429) Design (11942) Technology (11620) eLearning (11212) Social (11017) MORE >>
  • Fewer Full-Sized Courses. More learning snacks, ePubs, Videos, and Reference Tools This is an excerpt from  Sharon Boller’s  newest white paper,  learning Trends, Technologies and Opportunities. The white paper describes today’s learning landscape… then predicts 7 trends for the next 12 – 18 months. As tablets and phones enter the workplace, we also see clients getting excited by “just-in-time” access to ePubs and reference tools. complete. ePubs. Videos. MORE >>
  • Infographic on Making Money with an Educational App Here is an interesting infographic. In the span of 2 years an independent developer earned nearly $700,000 in profit from educational apps. Here’s a look at how he did it and what we can learn from his experience. thought you and your readership might be interested in the infographic. Please take a look and feel free to reuse it on Kapp Notes or elsewhere. Sent to me by Muhammad Saleem. MORE >>
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  • 50 suggestions for implementing 70-20-10 50 suggestions for implementing 70-20-10. part 1 of 5. People learn their jobs by doing their jobs. Effective managers make stretch. assignments and coach their team members. Experience is the teacher, and managers shape those experiences. These posts offer guidance to managers who want to make learning from experience and conversation more effective. The potential is great. Quite the contrary. MORE >>
  • Exploration On the flight from Houston to San Jose for ASTD Tech Knowledge , I once again marveled at how much open space there still is left in this country. Somewhere Over New Mexico. few years ago I went to New Hampshire to do some user testing for SkillSoft. remember mentioning to a colleague during the flight that I was surprised how much undeveloped land there was. has actually been developed. Explore.
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    Related to Tony Karrer's blog Elearning Technology
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    eLearning Learning is a community that tries to collect and organize the best information on the web that will help you learn and stay current on eLearning.
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    Great site. Check out the web 2.0 related links down the left side of the screen.
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    Great elearning site to search for web 2.0 technologies.
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    Most current and up-to-date information on e-learning.
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    Great layout here, with articles of note in the center and links for filtering content down the left-hand side.
Tracy Ponder

USDLA - United States Distance Learning Association - 0 views

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    United States Distance Learning Association. "Our mission is to serve the distance Learning community by providing advocacy, information, networking and opportunity. We will help you stay connected and ahead of trends in Learning - distance Learning, e-Learning, mobile Learning, computer-based training (CBT), web-based training (WBT), instructor-led training (ILT), online training, online Learning, blended Learning, classroom training, webinars..."
E Nelson

US DOE Evaluation of Evidence-based Practices - 2 views

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    The article Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies is a study undertaken at the behest of the U.S, Department of Education to evaluate online Learning practices through a meta-analysis of research. It is intended for policy-makers, administrators and educators to use to make research based decisions on online Learning and teacher preparation at the K-12 level. The original plan was to have it completed by 2008, but there were so few rigorous studies available that they waited until 2010 to include more. In a search of the literature from 1994-2008, only 5 studies were found of sufficient rigor to measure effectiveness of online Learning in K-12 students. The remaining 43 studies were for older learners, with most content being from the medical or health care field. The lead author, Dr. Barbara Means, directs the Center for Technology in Learning at SRI International, an independent nonprofit research organization. Her focus is on the relationship between technology, education systems, and student Learning. Four research questions were addressed: * How does the effectiveness of online Learning compare with that of face-to-face instruction? * Does supplementing face-to-face instruction with online instruction enhance Learning? * What practices are associated with more effective online Learning? * What conditions influence the effectiveness of online Learning? The findings that were most interesting to me were: * Guiding questions provided to discussion groups influence the way students interact, but not the amount they learn. * Learning is enhanced when students can manipulate media or reflect. * Videos do not influence Learning more than assigning homework, unless students can manipulate them. * Online quizzes do not influence Learning more than homework. * Explicitly taught self-reflection, self-regulation and self
Stephen Reznak

Key Trends for 2012: New Era of Personal Learning is Transforming the Training Industry | Training Industry - 0 views

  • For the very first time, learners have the ability to take control of his or her own learning experience.
  • what’s responsible for this shift in the learning landscape? 
  • the advent of new technologies
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  • search engines have become the most competitive technology to the training profession
  • social platforms,
  • the Internet has become the first option as they take greater responsibility for their own learning experience
  • Savvy training organizations are adjusting to this new era by creating personal learning environments and other initiatives aimed at assisting both learners and companies.
  • conservative spending practices will resume in 2012.
  • large and established training suppliers will again be the winners in 2012 while independent trainers and consultants continue to persevere.
  • TrainingIndustry.com predicts that companies will increase spend an average of 2% more on training in 2012 than in 2011, a growth rate that mirrors the overall U.S. Gross Domestic Product.
  • estimates the global market for training services to grow to $292 billion in 2012,
  • We expect higher than average spend in sales and IT training to support strategic business investments
  • Corporate training departments continue to feel the uncertainty of the global economy.
  • Competition is also heating up among higher strata suppliers as they are dealing with the fact that many educational institutions have entered the corporate market.
  • a bearish outlook for job growth within the training profession
  • the search engine
  • user-friendly portals that feature highly customized content.
  • Personal Learning Environments (PLE).
  • the next generation of learning management systems
  • personal learning environments are defining a new relationship between the training professional and today’s learner.
  • to deliver training in a variety of modalities preferred by any learner including laptops, mobile devices or video.
  • PLEs,
  • are highly personalized portals
  • recognize individual users and their preferences and provide them with highly customized experiences.
  • driving the trend is the massive increase in social media and the access to informal learning content.
  • Allowing workforces to gain greater access to informal knowledge-based content is clearly the objective of most organizations.
  • That means providing a platform that enables learners to discuss and share relevant content, but which also incorporates tools that allow content to be measured, monitored and controlled for accuracy and timeliness.
  • The spirit of competition not only makes learning more enjoyable, it increases retention and boosts all important time-to-competency measurements.
  • gaming is not just a training phenomenon. It is a social and marketing phenomenon
  • Everyone wants to be recognized for their achievements.
  • games incentivize employees to learn and accomplish more skills, which raises competency levels throughout the organization.
  • Retaining and protecting corporate knowledge is a critical objective for any company,
  • trainers are wise to endorse and encourage them within recognition activities.
  • Trainers need to recognize that people are incentivized in ways other than learning.
  • key strategy for talent retention is in new hire, or on-boarding programs.
  • Whenever a talented individual leaves for another opportunity, more than that person’s skills and career potential are lost. Knowledge and intellectual property leaves also.
  • highly mobile and globally competitive corporate culture,
  • companies are accelerating efforts to identify and retain high potential talent.
  • priority begins with differentiating high potential employees earlier, and channeling them into customized, and oftentimes, fast-track programs that emphasize training and advancement opportunities.
  • social media has demonstrated that business professionals long for other forms of recognition.
  • first and best opportunity to reach top talent.
  • top talent quickly perceives the difference between good and bad.
  • 2012 will continue to see consolidation among suppliers of training products and services,
  • Our industry is an incredibly fragmented and diversified market of training suppliers, which is always an indicator that mergers and acquisitions will be the norm.
  • Consolidation is also a trend among buyers of training services.
  • the strategy is to consolidate redundant processes, technologies and organizations to minimize duplicate and wasteful spending. 
  • buyers consolidate suppliers.
  • involves selective outsourcing.
  • bulk of business process outsourcing (BPO) in the training space
  • a common myth that social learning is an open, free-for-all world where learners go online, communicate with peers, and comment about what they’ve learned.
  • the highest quality social learning environments are differentiated by the continued involvement of facilitators and instructors.
  • Contrary to the myth that the instructor is going away because of e-learning, the reality is the instructor is still with us, and they are not going anywhere any time soon.
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    An analysis of present and future trends in the corporate training industry.
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    Interesting read on current and future challenges in the world of corporate training.
Dennis OConnor

European Journal of Open, Distance and E-Learning - 2 views

  • Abstract The digitalisation of educational communities has increased rapidly in the last decade. Modern technologies transform the way educational leaders such as teachers, tutors, deans and supervisors view and manage their educational communities. More often, educational leaders offer a variety of gateways, guiding the e-learners in their search for finding and understanding information. A new type of leader is required for understanding the needs and requirements of geographically dispersed e-learners. This calls for a compassioned kind of leader, able to reconcile the dilemma of high-tech versus hi-touch in the online classroom. This article examines servant-leadership and its implications for e-learning in the 24/7 classroom where community building is key. Keywords: e-learning, online servant-leadership, awareness raising, community building.
  • However, so far, less attention has been paid on servant-leadership and e-learning. This is remarkable because, especially in virtual learning communities where you do not meet face-to-face, the meaning of trust, talent nurturing and commitment are very much at stake. In understanding and serving a wide range of culturally diverse learners, the stewardship role of the teacher is an asset.
  • Transformative learning includes environmental factors such as social presence, authentic learning and interdependency.
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  • Social interaction among e-learners needs to be nurtured by good leadership. Learning engagement is accelerated by interdependency and reciprocity in the Learning community,
  • This interdependent learning dialogue is characterized by reciprocity in communication. Reciprocity binds e-learners together, in both process and spirit.
  • According to Wojnar and Uden (2005) the teacher’s role in a trustful online learning environment is primarily a facilitator (a reminder of a servant-leader’s role). Facilitating successful online learning begins by leading, then supporting and fostering group empowerment. Finally the teacher steps aside and intervenes only when appropriate.
  • There is an ethical responsibility for servant-leaders in their roles as educationalists on the virtual campus. This role requires them to enforce the competences, motivation and inspiration of e-learners.
  • right to gain access to a good quality online learning community and to be engaged in a process of lifelong learning.
  • It is vital that e-learners are served with empathy and afforded the necessary tools to engage effectively with other e-learners on the virtual campuses.
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    Here is an article currently being discussed in the E-Learning Practicum. Servant Leadership and the fundamental values underlying our approach to facilitation are highy congruent.
Dennis OConnor

Online Professional Development Courses | University of Wisconsin - Stout - 0 views

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    "E-learning and Online Teaching Courses and Certificate You may enroll in individual courses for professional development or to renew a license or complete all five courses if you are pursuing the E-learning and Online Teaching Graduate Certificate. The courses are approved electives in the Master of Science in Education and the Master of Science in Career and Technical Education degree programs. EDUC 760 E-learning for Educators  3 graduate credits Summer: June 10 - August 2, 2019 Fall: September 9 - November 1, 2019 Register EDUC 762 Assessment in E-learning  3 graduate credits Fall: October 21 - December 13, 2019 Register EDUC 763 Instructional Design for E-learning  3 graduate credits Fall: October 21 - December 13, 2019 Register EDUC 761 Collaborative Communities in E-learning - Online Facilitation Skills  3 graduate credits Summer: June 24 - August 16, 2019 Fall: September 23 - November 15, 2019 Register EDUC 764 E-learning Practicum  3 graduate credits Note: The practicum may only be taken after all other courses for the Certificate in E-learning and Online Teaching are completed. Prerequisite: Consent of Instructor Fall: September 9 - December 13, 2019 Register"
Brenda Mickens

Case Study: Converting an Exiting Course to E-Learning - 4 views

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    Qualls, B. (April 9, 2009). Case Study: Converting an Existing Course to E-Learning. ASTD. Retrieved June 28, 2011, from http://www.astd.org/LC/2009/0409_qualls.htm Bill Qualls examines converting an "Instructor-led Training" (ILT) course to an online course. He holds a Master of Science in Education degree in Instructional Technology, and is a certified Project Management Professional, Java Programmer and Statistical Analysis System Programmer. This work was written in 2009 when Qualls was Vice-president of Curriculum and Instruction at Caliber Data Training. He shares "lessons learned" from the endeavor with online course designers, and begins by describing the process of developing an ILT course for a Caliber Data Training client to train staff on the use of new software. After using the course in a face-to-face environment for a year, the client decides to convert the training to e-Learning using Macromedia Captivate. According to Qualls, "Many factors contributed to the success of this effort, or might otherwise have contributed to its failure." The "many factors" are addressed by asking and answering sixteen (16) questions regarding the "conversion effort". Questions include: Does the course already exist in ILT format?; Is the person doing the conversion already familiar with the ILT course?; What is the approval process-Who will sign off on the project?; How will Learning be measured?; and Is the person doing the conversion familiar with the e-Learning software-Does the person doing the conversion have prior experience with similar projects?. The article concludes with "benefits of e-Learning" which considers training time and documentation; and "cost of conversion" which considers labor invested. The author does a comprehensive job of breaking down the elements involved in moving from traditional to online Learning.
Debi Griggs

School of Education at Johns Hopkins University-Seven Characteristics of Highly Effective Adult Learning Programs - 0 views

  • However, adult students grew significantly only in one type of learning environment; they tended not to grow or to regress in another type. What was the difference?
  • seven key factors
  • An environment where students feel safe and supported, where individual needs and uniqueness are honored, where abilities and life achievements are acknowledged and respected.
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  • An environment that fosters intellectual freedom and encourages experimentation and creativity.
  • An environment where faculty treats adult students as peers--accepted and respected as intelligent experienced adults whose opinions are listened to, honored, appreciated. Such faculty members often comment that they learn as much from their students as the students learn from them.
  • Self-directed learning, where students take responsibility for their own learning. They work with faculty to design individual learning programs which address what each person needs and wants to learn in order to function optimally in their profession.
  • Pacing, or intellectual challenge. Optimal pacing is challenging people just beyond their present level of ability. If challenged too far beyond, people give up. If challenged too little, they become bored and learn little.
  • Active involvement in learning, as opposed to passively listening to lectures. Where students and instructors interact and dialogue, where students try out new ideas in the workplace, where exercises and experiences are used to bolster facts and theory, adults grow more.
  • Regular feedback mechanisms for students to tell faculty what works best for them and what they want and need to learn--and faculty who hear and make changes based on student input.
  • students grow more in student-centered as opposed to faculty-centered programs.
  • He reminded us that in optimal adult learning programs, where adults learn best, both students and faculty also have fun, for it is exhilarating to REALLY learn.
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    Ideas that involve adult learners and increase their chances for educational success.
Barb Jacobson

Applying Learning Theories to Online Instructional Design - Annotation - 0 views

Patsula, P. J. (1999). Applying learning theories to online instructional design. Retrieved from http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html This tu...

e-learning instructional design

started by Barb Jacobson on 11 Jun 13 no follow-up yet
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