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eidesign

Simulate to Elevate: Unveiling the Power of Training Simulation - 0 views

www.eidesign.net/e-power-of-training-simulation

simulation training EI Design Experiential Learning

shared by eidesign on 04 Jan 24 - No Cached
  • eidesign on 04 Jan 24
     
    Simulation training is a form of experiential learning that replicates real-world scenarios for practice, learning, or assessment. It helps create real-world scenarios to enable individuals to practice specific tasks.
Elizabeth Merritt

Introduction and overview of responses | Pew Internet & American Life Project - 0 views

pewinternet.org/...Overview.aspx

future of education higher education PEW

shared by Elizabeth Merritt on 02 Aug 12 - No Cached
  • Morley Winograd, co-author of Millennial Momentum: How a New Generation is Remaking America, similarly argued, “The deflection point for the more fundamental change will occur when universities no longer grant degrees, but rather certify knowledge and skill levels, in much more finite ways as your scenario envisions. Major university brands will offer such certificates based on their standards for certifying various competencies that employers will be identifying for their new hires.”
    • Elizabeth Merritt
      Elizabeth Merritt on 02 Aug 12
       
      Adaptable to Digital Badging
anonymous

It's the Learning, Stupid | The EvoLLLution - 0 views

evolllution.com/...its-the-learning-stupid

shared by anonymous on 15 Feb 16 - No Cached
  • In this new world, providing students smarter pathways into and through higher education will be critical. All learning should count. Everyone should know what degrees represent so they can be put to use most effectively, whether it’s for employment or further education, and everyone should know the next step they need to take to move toward their personal goals.
  • At its root, we need to rethink and reimagine the entire premise of higher education. We must ask ourselves what type of product we want to be sold and produced by the nation’s colleges and universities and other providers of postsecondary learning.
  • “Many of those who have lived and learned in colleges as we know them cherish their memory and institutions,” Carey writes, “But the way we know them is not the only way they can be. Our lifetimes will see the birth of a better, higher learning.”[11]
  • ...8 more annotations...
  • Perhaps the most outdated feature of our current higher education system is how we measure learning. Today, this is done according to the amount of time spent at desks and in classrooms—or sometimes even time spent online—rather than by how much students actually absorb and subsequently what they do with that knowledge.
  • But what would happen if we turned this system on its head? What if college credits were awarded based not on seat time, but rather on measurable learning? What if we prioritized outcomes over inputs?
  • So it’s time for a change. It’s time for a system that awards learning credits that are based on learning, not time. It’s time for a student-centered credentialing system that prioritizes what you know and can do over where and how you get your education. And the only way to do this is to remove and replace the credit hour.
  • we know the basic aspects of the higher education system the nation needs: At its core, it’s a system that offers multiple, clearly marked pathways to various levels of student success—pathways that are affordable, clear and interconnected, with no dead ends, no cul-de-sacs and plenty of on- and off-ramps.
    • anonymous
      anonymous on 15 Feb 16
       
      Yes.  Cite this.
  • all learning certified as high-quality should count—no matter how, when, or where it was obtained.
  • In the ideal scenario, then, in this new system every student will know where they are going, how much it will cost to get there, how much time it will take, and what to expect at journey’s end—both in terms of learning outcomes and career prospects.
  • We must focus on learning outcomes as the true measure of educational quality. Not time, not institutional reputation (like the US News & World Report and other rankings do), but genuine learning. That is, those competencies that are informed by the real world in which students must thrive.
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