Group items tagged

Nice examples on using snapshots for introducing topics, showing trends, etc.

Jane Hart's list of 50 workplace learning/training and elearning people to follow on Twitter. Linked to her blog on continuous workplace learning--now, new, next. December 2015

Harold Jarche blog, 11.16.12 Excerpt: summary by participant of keynote that Harold delivered in Denmark "Moving from local to global We live in a less barriered world: self-publication, group forming across the world, unlimited information. In the past we linked up with people with similar interests locally, due to simply physical realities… now we can link up with people from around the world. So from a learning perspective our learning group grows (personal addition: this also means that the group that lives inside the personal zone of proximal development grows, as more people can potentially be in this). Groupforming is now becoming networks. This has an effect on mentorship: per mentor you can only have so many learners, but with the growing group more mentors can stand up and the learners themselves can become mentors."

Edudemic survey of online learning participation, 4/2013

Description of a course offered by the Hague University of Applied Sciences, Fall 2012. Nancy White is one of the faculty. "The intersection of technology and social processes has changed what it means to "be together." No longer confined to an engineering team, a company, a market segment or country, we have the opportunity to tap into different groups of people using online tools and processes. While we initially recognized this as "online communities," the ubiquity and diversity of technology and access has widened our possibilities. When we want to "organize our passion" into something, we have interesting choices. It is time to think about a more diverse ecosystem of interaction possibilities which embrace things such as different group configurations, online + offline, short and long term interactions, etc. In this course we will consider the range of options that can be utilized in the design, testing, marketing and use of engineering products. In this course, we'll also begin to pay attention to "The Four i's of Innovation." You'll be learning a lot about these in the coming courses, but consider this a preview. The first i is the itch; "a hunch" that there is something going on. This inclination can indicate the sublime starting point for change or an innovation The second i is insight; the research framework to base the fundamentals of the innovation on The i for idea; the experimenting towards potential solutions ("what if"- approach) The final i is for impact; the realization of the changes and innovations."

A comprehensive list of e-learning strategies.

Excellent exploration of a PLE and how it may or may not integrate with a formal institutionally based and managed VLE (through a school or employer perhaps?) and how the learner needs to own his/her PLE for lifelong and portable learning. Acknowledges the eportfolio that a school might provide a learner (but this can be set up and managed by learner as a formative and summative device).

Authors did an opening exercise at a conference in 2010 to force choices by educators on organizationally controlled vs. individually controlled PLEs. It clear that the shift is toward individualized learning supported/guided by educators side by side not in front of the learner. Excerpt "To help them in this endeavour, institutions have an important role as guides (not leaders) that have to trespass their own walls and enter the environments (in plural) where learning actually takes place, which increasingly is outside of the framework of formality. In fact, this seems to be answering at the WHAT question: what is learning in the digital era? The rest of pairs (Openness and the Barriers) seem to be pointing at the HOW question: how should learning be carried on in the digital era?. The answer seems to be open and flexible institutions, new educational systems and methodologies and a dire organizational change."

Tony Carr, Shaheeda Jaffer, and Jeanne Smuts devised a really good course on facilitating online learning groups for course leaders in the context of courses and conferences by the Centre for Educational Technology at the University of Capetown, underwritten by a Ford Foundation grant. 2009. 114 pages

resource with people icons

article by Simone C. O. Conceicao, July 2014, on designing online learning for learners. Reviews book: Design Alchemy by Roderick Sims. Excerpt "The learner should be engaged in a learning activity at any point in the course. Sims recognizes the need to test assumptions, construct solutions, adjust variables, and/or introduce content within the online environment. "

Excellent blog post by Mindy Jackson on why less is needed more than ever before in terms of content, July 7, 2014. She explains why practice is more important than content. She writes in a less is more manner, too. Found her via Jane Hart's blog. excerpt: Just-in-time knowledge resources combined with a self-service model is the answer to course content glut. Text is a resource. Practice is instruction. Focus online learning programs on practice rather than knowledge acquisition. Create a risk-free tryout environment, contextualized to performance needs. Enable learners to sip from the fountains of knowledge, rather than to drown by a fire-hose of information. Knowledge is readily accessed. But experience is earned.

one teacher's adoption of collaborative learning online and value she sees in it

Jay Cross on the rise of informal learning and how many HR and learning and development departments talk the talk but then abandon their employees.

blog post by Dean Hawkinson, July 31, 2011 on coordinating, cooperating, and collaborating inspired by Steven Covey webinar.

great post on six characteristics of adult learning--Malcolm Knowles based