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Catherine Davis outlines 5 simple things to do when designing e-learning for adults with low level literacy skills or for non English speaking adult (ESL) populations. Basically it is: simple interface without bells and whistles; simple short sentences; lots of visuals (infographs) and photos; on-screen text and visuals that support audio - audio is the driver of the pages; provide supplemental full audio transcript

Good to incorporate this into the proposal and brings up the need to investigate using audio and video as much as possible

how to do audio on WordPress

Audio creation/hosting/sharing recommendations by Richard Byrne

One person's view of using the chat box in a webinar. Also mentions audio feedback issues.

interesting discussion on video/audio sharing interruptions and resetting during meetings

Blog post by Jeff Cobb, the author of Ten Ways to be a Better Lifelong Learner and Mission to Learn blog, on EvoLLLution (illuminating the lifelong learning movement), 3.26.2012 See excerpt below for obstacles that keep people from lifelong learning: "AA: What are the major gaps keeping today's adults from effectively continuing their education? JC: There are two ways to come at that question, at least. It's high-level at first, to differentiate between education-which I consider to be primarily a formal, structured activity-and learning, the vast majority of which is informal and not necessarily structured. And learning encompasses education, but learning is just so much broader. When it comes to education, there can be any number of barriers that prevent an adult from continuing her education. Time and money tend to be two of the biggest. Those barriers can be overcome; like anything in life it's just often a matter of priorities and planning, both on the part of the individual and the society, but they do have to be overcome. On the other hand with learning, there's really nothing that can prevent an adult from continuing learning if they are in fact dedicated to doing that. We really can't help doing it; we're pretty much hard-wired to be continually learning. But we all know how overwhelming the flow of information can be around us these days; on the one hand it's this sense of being overwhelmed that can hold people back, I think another factor is that we simply don't look at a lot of the amazing new opportunities that we have, primarily through what the web now enables. … We don't necessarily look at these as learning tools and as things that can really help us to engage with and grow in life. Really, once you recognize that and once you start thinking in terms of effective strategies and effective approaches, the sky's the limit."

Blog post by Ann Michaelsen, January 27, 2012 "Have you ever sat down in front of your computer, expecting a lot of work to be done in a certain amount of time, only to find that you have done nothing work-related at all? Or that you've done a lot - just not what you planned to do? Many people are thinking about the way we spend our time and what gets our attention in this digital age. Howard Rheingold calls it infotention and I've been learning a lot about it recently thanks to his challenging but rewarding online course, "Introduction to Mind Amplifiers." It's a five-week experience using asynchronous forums, blogs, wikis, mindmaps, social bookmarks, synchronous audio, video, chat, and Twitter. Participation requires a serious commitment of time and attention by every member of the learning group. Believe me, the skill of staying focused on what is important certainly proves to be helpful here! The world demands "infotention" Infotention is a word I came up with to describe the psycho-social-techno skill/tools we all need to find our way online today, a mind-machine combination of brain-powered attention skills with computer-powered information filters. ~ Howard Rheingold"

Good infographic of the top 3 device features designers report using for mobile learning: wifi connectivity (74%); audio/video player (64%); browser capability (61%). Reports that 34% of organizations have mobile learning programs. from edtechllearninginfographics.com

Stephen Downes presentation that draws the distinction between personalized learning and personal learning from the AMEE 2015 conference in Glasgow, Scotland. 78 Slides with audio

blog by George Siemens reflecting on his first week of a dual-layer MOOC, October 28, 2014. "I'm biased toward learners owning their own content and owning the spaces where they learn. My reason is simple: knowledge institutions mirror the architecture of knowledge in the era in which they exist. Today, knowledge is diverse, messy, partial, complex, and rapidly changing. What learners need today is not instructivism but rather a process of personal sensemaking and wayfinding where they learn to identify what is important, what matters, and what can be ignored. Most courses assume that the instructor and designer should sensemake for learners. The instructor chooses the important pieces, sets it in a structured path, and feeds content to learners. Essentially, in this model, we take away the sweet spot of learning. Making sense of topic areas through social and exploratory processes is the heart of learning needs in complex knowledge environments. " Though I am biased toward learner-in-control, I do recognize the value of formal instruction, particularly when the topic area is new to a learner. Even then, I would like to see rapid transitions from content provision to having learners create artifacts that reflect their understanding. These artifacts can be images, audio, video, simulations, blog posts, or any other resource that can be created and shared with other learners. Learning transparently is an act of teaching.

4 minute interview with Harold Jarche by Nigel Paine, May 2014, on what personal knowledge mastery really is--the adoption of disciplines, changes in behavior, interacting with others, be transparent about insights with others in public. "We have used each other's ideas, we can not only learn for ourselves but learn with each other." Great example of short, effective single topic podcast on audio boo. Effimova, Pollard, and Jarche use personal knowledge management terminology--Jarche changed it to mastery--practice, outlook, way of improving ourselves. If you are working in any kind of knowledge work, this is a component for everyone to use.

The scoop on what happens in audio conference calls--Katie Hafner, December 4, 2015. 

Stephen Downes's keynote to the World Congress on Continuing Professional Development, San Diego, CA from May 19, 2016 He begins with the assertion that learning is personal - based on personal practice - then put into practice in a learning network. Progress and evaluation through practice is based on performance in authentic communities. Contains slides, audio, and video

This is a branding and income generating idea...to use a radio network, one must purchase a product ... audio acrobat.

Get free online courses from the world's leading universities. This collection includes over 500 free courses in the liberal arts and sciences. Download these audio & video courses straight to your computer or mp3 player.

We definitely want to include this in our directory. Stanford just appointed and administrator who deals exclusively with online learning. Over 3,000 Stanford audio and video programs are available on Apple's popular iTunes platform, including course lectures, faculty presentations and campus events. The iTunes U app provides access to additional course content from several Stanford courses.

Google+ has many great features besides adding your friends to circles. The network's video chat tool, Google+ Hangouts, has awesome audio and video quality. If you're curious about the tool but not sure how to get started, the points below will help you be successful when you're video chatting with others on Google+.

Article by Jena McGregor, Washington Post, on HP and other big companies moving to virtual or hybrid meetings to lower cost, expand participation, etc. March 17, 2015