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eidesign

How To Use Gamification To Enhance Compliance Training - Featuring 4 Examples - EIDesign - 0 views

www.eidesign.net/-training-featuring-4-examples

Gamification compliance training gamification for compliance training examples of gamification gamification examples

shared by eidesign on 06 Feb 19 - No Cached
  • eidesign on 06 Feb 19
     
    Gamification is used extensively to create sticky learning experiences, and compliance trainings too can use it to influence user behavior and create higher conformance. In this article, I share 4 examples of gamification for compliance training.
eidesign

12 Examples on How to Use the Powerful Combination of Mobile Learning and Microlearning... - 0 views

www.eidesign.net/icrolearning-for-higher-impact

mobile learning and microlearning mobile learning microlearning combination of mobile learning and microlearning examples mobile learning and microlearning examples

shared by eidesign on 06 Feb 19 - No Cached
  • eidesign on 06 Feb 19
     
    Here are 12 examples that demonstrate how the combination of Mobile Learning and Microlearning can be used to enrich organizations' training deliveries.
eidesign

8 Examples Of Video-Based Learning That Will Help You Deliver High-Impact mLearning - E... - 0 views

www.eidesign.net/-deliver-high-impact-mlearning

video based learning examples of video based learning video based learning examples EIDesign

shared by eidesign on 11 Jul 19 - No Cached
  • eidesign on 11 Jul 19
     
    Video-based learning is an important component of online training delivery today. In this article, I showcase 8 examples of video-based learning that will help you create high-impact mLearning solutions.
anonymous

Ownership and Agency Will Propel STEM Learning | Edutopia - 0 views

www.edutopia.org/...el-stem-learning-matt-levinson

shared by anonymous on 09 Jan 14 - No Cached
  • Learner agency is characterized by a pedagogy that builds on the passions of learners and also has real world relevance. We are seeing numerous examples of this in our schools, and the school structure is also beginning to change to accommodate this transition. Schools are adopting more flexible schedules, new and more personalized methods of reporting are being adopted, and examples of hands-on experiences from outdoor learning to community business partnerships are flourishing. Many do see learner agency as being key to the future of schooling.
  • Kids are learning many STEM skills, but it's not happening in schools.
  • Wozniak experienced inspiration from his high school electronics teacher, who provided foundational instruction that set him on a path of self-directed learning which would revolutionize personal computing.
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  • What the PISA found, according to its manager Andreas Schleicher and as reported by Thomas Friedman in The New York Times, is
  • The single entity and mode of delivery may need rethinking to account for the wealth of access to information now in place with the Internet and mobile technology.
  • that the most successful students are those who feel real "ownership" of their education. In all the best performing school systems, said Schleicher, "students feel they personally can make a difference in their own outcomes and that education will make a difference for their future.”
  • All the building blocks are in place for breakthroughs: the Internet goes everywhere. Everyone has a device connected to the network. And the cost of technology experimentation is so low.
  • Students can grow frustrated by not feeling ownership over their learning, and can get trapped in a power struggle with teachers over choice and direction with learning.
  • The single entity of the teacher needs to be reconsidered and recalibrated.
  • The learning paradigm is shifting toward student "agency."
  • Learner agency is characterized by a pedagogy that builds on the passions of learners and also has real world relevance. We are seeing numerous examples of this in our schools, and the school structure is also beginning to change to accommodate this transition. Schools are adopting more flexible schedules, new and more personalized methods of reporting are being adopted, and examples of hands-on experiences from outdoor learning to community business partnerships are flourishing. Many do see learner agency as being key to the future of schooling.
  • anonymous on 09 Jan 14
     
    Great article that advocated for "Learner Agency" - models of education that give learners more control.
eidesign

4 Must-see Examples of Gamification of Compliance Training - EIDesign - 0 views

www.eidesign.net/ication-of-compliance-training

compliance training examples of gamification gamification examples gamification of compliance training learning experience corporate training

shared by eidesign on 05 Feb 19 - No Cached
  • eidesign on 05 Feb 19
     
    Compliance trainings have been a significant part of corporate trainings for a long time now, they have been in the online format for the last 25 years. There have been a lot of changes since then in the way learning strategies are structured. And, compliance trainings have not yet used any new strategies to enhance the experiences of the learner.
Sasha Thackaberry

The Future of Higher Education | Higher Ed Beta @insidehighered - 0 views

www.insidehighered.com/...future-higher-education

future higher higher education education higher ed beta

shared by Sasha Thackaberry on 07 Oct 14 - No Cached
  • With a number of leading for-profits beset by legal and financial woes, enrollment in online education leveling off, and MOOCs off the front pages, one might reasonably conclude that the threats to higher ed posed by what was hailed as “disruptive innovation” have abated. 
  • No so. At this point, institutions are disrupting themselves from the inside out, not waiting for the sky to fall. True disruption occurs when existing institutions begin to embrace the forces of transformation.
  • The innovations taking place may not seem to be as dramatic as those that loomed in 2012, but the consequences are likely be even more far-reaching, challenging established business and staffing models.
  • ...35 more annotations...
  • Innovation 1:  Learning Analytics
  • Innovation 2:  Microcredentialing
  • Innovation 3:  Competency-Based Education
  • Especially attractive is competency-based education’s prospect of accelerating time to degree, since students can potentially receive credit for skills and knowledge acquired through life experience or alternative forms of education.
  • But with the U.S. Department of Education and accreditors increasingly willing to allow institutions to experiment with competency-based models and direct assessment, such programs are poised to take off. The trend is moving beyond just a few institutions like Western Governors University, as even Harvard Business School, for example, launched its HBX CORe program, a “boot camp” for liberal arts college students who want to understand the fundamentals of business. 
  • Innovation 4:  Personalized Adaptive Learning
  • Personalization has been the hallmark of contemporary retailing and marketing, and now it’s coming to higher education
  • But recognition of the fact that all students do not learn best by following the same path at the same pace is beginning to influence instructional design even in traditional courses, which are beginning to offer students customized trajectories through course material.
  • Innovation 5:  Curricular Optimization
  • Convinced that a curricular smorgasbord of disconnected classes squanders faculty resources and allows too many students to graduate without a serious understanding of the sweep of human history, the diversity of human cultures, the major systems of belief and value, or great works of art, literature, and music, a growing number of institutions have sought to create a more coherent curriculum for at least a portion of their student body.
  • Innovation 6:  Open Educational Resources
  • companies like Learning Ace are creating new portals that allow faculty and students to easily search for content in e-books, subscription databases, and on the web.
  • Innovation 7:  Shared Services
  • By promoting system-wide or state-wide purchasing, institutions seek to take advantage of scale in procurement of software and other services.
  • large-scale data storage, and high bandwidth data access, enables researchers within 15 UT System institutions to collaborate with one another
  • Innovation 8:  Articulation Agreements
  • As more and more students enroll in community college to save money, a great challenge is to insure that courses at various institutions are truly equivalent, which will require genuine collaboration between faculty members on multiple campuses.
  • Innovation 9:  Flipped Classrooms
  • By inverting the classroom, off-loading direct instruction and maximizing the value of face-to-face time, the flipped classroom are supposed to help students understand course material  in greater depth.
  • Institutions like MIT, “Future of MIT Education” and Stanford, “Stanford2025,” aware of such tensions and risks, are taking both bottom-up and top-down approaches to ensure they get the best of the flipped classroom without sacrificing face-to-face interactions.
  • Innovation 10:  One-Stop Student Services
  • A growing number of institutions are launching a single contact point for student services, whether involving registration, billing, and financial aid, academic support, or career advising.  The most innovative, inspired by the example of the for-profits, make services available anytime. When it opens in Fall 2015, the new University of Texas Rio Grande Valley, which will serve an expansive 60-mile-wide region, will offer students a holistic student lifecycle management and CRM and support system accessible across the region.
  • Even as these ten innovations gradually become part of the higher education ecosystem, several new educational models are appearing, which potentially challenge business as usual.
  • Model 1:  New Pathways to a Bachelors Degree
  • Early college/dual enrollment programs that grant high school students college credit.  Expanded access to Advanced Placement courses. Bachelor degree-granting community colleges. Three-year bachelors degree programs. All of these efforts to accelerate time to degree are gaining traction. Particularly disruptive is the way students now consume higher education, acquiring credits in a variety of ways from various providers, face-to-face and online.
  • Model 2:  The Bare-bones University
  • The University of North Texas’s Dallas campus, designed with the assistance of Bain & Company, the corporate management consulting  firm, has served as a prototype for a lower-cost option, with an emphasis on teaching and mentoring, hybrid and online courses (to minimize facilities’ costs), and a limited number of majors tied to local workforce needs. 
  • Model 3:  Experimental Models
  • Minerva Project, seek to reinvent the university experience by combining a low residency model, real-world work experience through internships, and significantly reduced degree costs through scaled online learning
  • the University of Phoenix, Kaplan, and other online-only institutions have created physical locations and even MOOC providers stress the importance of learner MeetUps and are focused on implementing hybrid courses on traditional campuses.
  • While some corporations partner with academic institutions (GM, for example, offers a MBA through Indiana University), the number of stand-alone corporate universities now exceeds 4,200
  • Model 4:  Corporate Universities
  • Although these corporate units do not offer degrees, they may well pose a threat to traditional universities in two ways.  First, by their very existence, the corporate universities infer that existing undergraduate institutions fail to prepare their graduates for the workplace. Second, these entities may well displace enrollment in existing graduate and continuing education programs.
  • Model 5: All of the Above
  • The irony may be that all the so-called disruption will actually bring higher education back to its core mission. In the words of the public intellectual du jour, William Deresiewicz, “My ultimate hope is that [college] becomes recognized as a right of citizenship, and that we make sure that that right is available to all.”
  • Sasha Thackaberry on 07 Oct 14
     
    "With a number of leading for-profits beset by legal and financial woes, enrollment in online education leveling off, and MOOCs off the front pages, one might reasonably conclude that the threats to higher ed posed by what was hailed as "disruptive innovation" have abated.  No so. At this point, institutions are disrupting themselves from the inside out, not waiting for the sky to fall. True disruption occurs when existing institutions begin to embrace the forces of transformation."
Sasha Thackaberry

Taking Serious Games Seriously in Education (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

www.educause.edu/...ious-games-seriously-education

games education educause review gamification

shared by Sasha Thackaberry on 23 Jul 15 - No Cached
  • Sasha Thackaberry on 23 Jul 15
     
    "About Learning and Literacy.1 In this early book, Gee drew most of his examples from entertainment games, rather than education-specific games. At the time, many learning games consisted of drill-and-practice activity that promoted skill automaticity, but far fewer sought to promote conceptual understanding. Since then, concentrated work has created serious games - games with more than just entertainment as a goal - that embody the principles of deeper learning. At the same time, the fields of cognitive psychology, educational psychology, and computer science have come together to create the interdisciplinary field of learning science. Many people in the field have turned their attention to games, along with other digital learning environments like intelligent tutors and simulations"
Sasha Thackaberry

Competency-based education gets a boost from the Education Department @insidehighered - 0 views

www.insidehighered.com/...ets-boost-education-department

education department gets competency-based financial aid

shared by Sasha Thackaberry on 10 Nov 14 - No Cached
  • On Tuesday the department announced a new round of its “experimental sites” initiative, which waives certain rules for federal aid programs so institutions can test new approaches without losing their aid eligibility. Many colleges may ramp up their experiments with competency-based programs -- and sources said more than 350 institutions currently offer or are seeking to create such degree tracks.
  • the federal program could help lay the groundwork for regulation and legislation that is better-suited to competency-based learning.
  • Supporters of competency-based education called the experimental sites announcement a big win.
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  • “The department recognizes that this is new territory and they don't have a regulatory framework for it,” said Paul LeBlanc, president of Southern New Hampshire University.
  • Colleges have faced plenty of red tape as they seek to give competency-based education a try. That is particularly true for “direct assessment” programs, the most aggressive version, which does not rely on the traditional credit hour standard.
  • Only two institutions -- College for America, a subsidiary of Southern New Hampshire, and Capella University -- have been successful in the lengthy process of getting the department and regional accrediting agencies to approve direct assessment programs. Other institutions have tried and either were rebuffed by the feds or are still waiting for the final word.
  • For example, the University of Wisconsin-Extension last year created ambitious direct assessment degree tracks. But the university has had to cover for the absence of federal aid for its “Flex Program” by spending more on grants for students. Officials with the system said Tuesday they were eager to participate in the experimental sites program.
  • Clearing the Way
  • The latest round of experimental sites grew out of a request for ideas the department issued last year. Many colleges sent in suggestions.
  • Mitchell drew rave reviews from several participants in the Washington, D.C., meeting of the Lumina Foundation-funded group, which is called the Competency-Based Education Network (C-BEN).
  • Jim Selbe is a special assistant to the chancellor of the Kentucky Community and Technical College System, which is a pioneer in competency-based programs in the two-year sector.
  • Experimental site status would give the Kentucky system the ability to “be broader and have more flexibility,” said Selbe. “This is going to give us a chance to really go field test.”
  • For example, Selbe said, the system is considering new programs that would charge students a monthly fee for all they can learn. This subscription-style approach could also apply to four-month terms.
  • A move by the Kentucky system to try subscriptions is “impossible right now” under federal aid rules, said Selbe. But experimental sites could open the door to monthly aid disbursements, saving students time and money. “This will give us a boost to go forward.”
  • The department said it is seeking experiments in four areas. They should increase academic quality and reduce costs, the feds have said. And the announcement said the department would conduct evaluations of the selected programs, to test their effectiveness
  • The four targeted areas include self-paced competency-based programs, such as direct assessment degree tracks. Colleges can also test “hybrid” programs, which combine elements of direct assessment and credit-hour-based coursework. That version is currently not allowed under federal rules.
  • The new experimental sites will also include prior-learning assessment
  • Finally, the program will test federal work-study programs under which college students mentor high school students in college readiness, student aid, career counseling and financial literacy
  • Experimental sites programs have rarely been so promising, said Amy Laitinen, deputy director of the New America Foundation's higher education program and a former official at the department and White House.
  • “We don't have to wait for a reauthorization,” she said. “We can inform a reauthorization.”
Sasha Thackaberry

Competency-based online program at Kentucky's community colleges @insidehighered - 0 views

www.insidehighered.com/...m-kentuckys-community-colleges

online program kentucky community colleges competency-based elearning

shared by Sasha Thackaberry on 10 Nov 14 - No Cached
  • Sometimes potentially “disruptive” approaches to higher education arrive on campuses with little fanfare. And they can become solid additions to traditional colleges rather than an existential threat. Take Kentucky’s two-year college system, which three years ago began an online offering aimed at working adults. The project, dubbed “Learn on Demand,” hits most of the buzzwords du jour, featuring modular courses that lead to stackable credentials, with both self-paced and competency-based elements. All that’s missing is a MOOC.
  • Roughly 1,000 students are enrolled in Learn on Demand at any one time, according to officials at the Kentucky Community and Technical College System. Many heard about it by word of mouth, and a growing number of the system’s 33,000 online students have been attracted to the convenience of the classes, which can be broken into modules that take as little as three weeks to complete.
  • On-campus students have also begun “plugging their schedules” with the courses, says Jay Box, the system’s chancellor.
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  • “There was still an audience that we were missing, and that was working adults,” Box says. The problem was one of scheduling, because many “could not commit to a traditional semester.”
  • Under Learn on Demand, students can enroll whenever they want. There are no class schedules or assignment deadlines in the self-paced courses. And students can leave without facing problems when they re-enroll. As Box says, with modular courses, students have “exit points along the way.”
  • The program offers full, 15-week courses as well as ones that are broken into three or more “bite sized” pieces. Faculty course developers “determine the most logical competencies or learning outcomes to group together in a module,” Box says. Some of those modules come with a credit hour. Some don’t, and offer fractional credit. But all of them build toward a certificate or associate degree, including ones in business administration, information technology and nursing.
  • Each module is worth a half-credit, and the course is pay-as-you go, like other modular classes. Tuition is a flat $140 per credit. So in the management course, that’s $67.50 per module. With additional fees, such as charges for e-texts, the course’s modules range from $88 to $105, which is fairly standard across the program. So students can expect to drop no more than a c-note per credit.
  • The project also attempts to make remedial education more efficient.
  • The project, however, includes a college readiness course which enables a student to test out of individual modules -- breaking down their remedial requirements into small pieces. “A typical developmental education student who might test into the highest level of developmental math and would normally have to take a 16-week long course to get the credit for the course,” Box said via e-mail, “might only have to be enrolled through Learn on Demand in one three-week module.”
  • Faculty members at Kentucky’s two-year colleges studied the Western Governors model when they were building their new online program, officials said. They also took a long look at the University of Phoenix, mostly to try to duplicate how the for-profit runs its online programs all day, every day, with instructors and student services always on-call. Rio Salado College, an online two-year institution that is part of Arizona's Maricopa Community College System, also served as an example.
  • For example, the University of Wisconsin System and Northern Arizona University this year announced new degree programs with heavy competency elements. And Western Governors, a nonprofit, online institution that offers bachelor's and graduate degrees, keeps expanding.
anonymous

Did you love watching lectures from your professors? - The Hechinger Report - 2 views

hechingerreport.org/e-least-effective-way-to-learn

lectures interaction interactivity

shared by anonymous on 22 Dec 15 - No Cached
  • anonymous on 22 Dec 15
     
    found that video lecturers were the least effective way to learn. Students who primarily learned through watching video lectures did the worst both on the 11 quizzes during the 12-week course and on the final exam. Students who primarily learned through reading, or a combination of reading and video lectures, did a bit better, but not much. This story also appeared in U.S. News & World Report The students who did the best were those who clicked on interactive exercises. For example, one exercise asked students to click and drag personality factors to their corresponding psychological traits.  A student would need to drag "neuroticism" to the same line with "calm" and "worrying," in this case. Hints popped up when a student guessed wrong. On the weekly quizzes, the "doers" who did nothing but the interactive exercises scored about the same as the "doers" who also did some combination of watching and reading. It almost seems as if you don't need to watch lectures or read at all. Thankfully, reading and lecture-watching mattered a bit on the final exam.
eidesign

4 Examples On How To Use Migration From Flash To HTML5 To Enhance The Impact Of Your eL... - 0 views

www.eidesign.net/ance-impact-elearning-examples

migration flash to html5 flash elearning to html5 online training migrate flash to html 5

shared by eidesign on 07 Feb 19 - No Cached
  • eidesign on 07 Feb 19
     
    As adoption of mLearning (or mobile learning) increases, organizations need to migrate their legacy Flash eLearning courses to HTML5. In this article, I highlight how you can use this opportunity to enhance the impact of your online training.
anonymous

The Learning Paradigm in Online Courses - 2 views

www.facultyfocus.com/...ing-paradigm-in-online-courses

learning

shared by anonymous on 14 Oct 15 - No Cached
  • 1995 Change magazine
  • Robert B. Barr and John Tagg
  • “A paradigm shift is taking hold in American higher education. In its briefest form, the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction. Subtly but profoundly we are shifting to a new paradigm: A college is an institution that exists to produce learning. This shift changes everything. It is both needed and wanted.”
  • ...9 more annotations...
  • The Learning Paradigm (as opposed to the Instruction Paradigm), emphasizes the students’ active role in learning and the purpose of that learning, which can be strong motivators for students. The challenge for instructors is to cede some control of learning to the students.
  • “Rather than feeling responsible for delivering material, instructors need to be responsible for monitoring the students’ progress, giving feedback, and intervening when the students have problems,”
  • the instructor’s role is to guide students in the right direction rather than simply delivering the content.
  • And with the wealth of resources available online, the instructor is no longer the only source of knowledge.
  • In addition to giving students control of their own learning, the Learning Paradigm puts learning in a broader context than a single course does, helping students understand the purpose of the learning beyond the course itself and how they might be able to apply their knowledge to the learning at hand.
  • it’s important for instructors to set expectations and take measures to prepare them to learn in courses that embrace the Learning Paradigm.
  • Having students work together on a paper that each student could more easily do individually is not an effective way to do cooperative learning.
  • offers the following example of an effective way to foster positive interdependence: Have a group of three create a collaborative wiki in which each student contributes a section that he or she then needs to link to the other two students’ contributions. Such an assignment requires each student to teach the other group members his or her content and learn their content.
  • Barr, R.B., & Tagg, J. (1995). From teaching to learning—a new paradigm for undergraduate education. Change, 27(6),13-25.
  • Walter Antoniotti on 18 Oct 15
     
    Interesting topic. Going from teaching to learning as a goal will require that areas students can learn vary widely as do the goals of why a student is trying to learns, their goals. See another paradigm from England. http://www.textbooksfree.org/Teacher's%20Internet%20Library.htm
anonymous

Group of seven major universities seeks to offer online microcredentials | InsideHigherEd - 3 views

www.insidehighered.com/...-offer-online-microcredentials

competency-based prior_learning_assessment digital_badges

shared by anonymous on 17 Aug 15 - No Cached
  • Highlight
  • Highlight
  • Tentatively dubbed the University Learning Store, the project is a joint effort involving the Georgia Institute of Technology, Northwestern University, the University of Washington, the University of California’s Davis, Irvine and Los Angeles campuses, and the University of Wisconsin Extension.
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  • The idea is to create an “alternative credentialing process that would provide students with credentials that are much shorter and cheaper than conventional degrees,”
  • As with a department store, Schejbal said, the University Learning Store is about offering students different products from different providers.
  • “Those distinctions start to fade” with microcredentials, Bushway said. “The degree is almost a distraction.”
  • Schejbal said the project’s pricing would be of the “freemium” model. That means some of the content would be free, but students would have to spend money when the universities do.
  • “Students really do need to come in and out of education across a lifetime,” said Schejbal, adding that the microcredential project is “looking at people who need them regardless of their degree level.”
  • Tutoring or other support services would also be fee based.
  • “Students will be able to buy these à la carte,” said Schejbal, “or in a package.”
  • The planned online store would not be designed to be federal aid eligible,
  • The quality of the microcredentials in many ways will hinge on the assessments students must successfully complete to earn them
  • The project’s leaders had been working with an outside provider to help build the platform. But Schejbal said the universities eventually had to change gears and begin an open-bid process. That sort of red tape, which affects public universities much more than ed-tech companies, is an example of the challenges the University Learning Store likely will face. (All but one of the group of seven universities are public.)
  • Assessments would come with a price, he said, in part because they would be graded by people rather than computers.
  • The plan is for some of the online content to feature modular instruction, said Schejbal, meaning instructors will interact with students as they progress through the material -- as with a conventional online course, but for a shorter duration.
  • Students will be able to use online content and assessments -- with pieces from different universities -- to prove what they know and can do.
  • “We’re imagining that this would be cheap enough for a student to afford without financial aid,”
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