Group items tagged

"Below is my categorization of the most important elearning paradigms as of 2014. eLearning Paradigms 2014 Content Presenter (enables content to be presented to learners) Comprehension Tester (enables learners' knowledge to be tested--and feedback provided) Practice Provider (enables learners' decision-making to be tested--and feedback provided) Performance Supporter (enables performers to be prompted toward action) Reminder (enables learners or performers to be reminded to learn and/or take action) Social Augmentation Provider (enables learners to learn from and with each other) Gamification Provider (provides motivational incentives and behavioral prompts to action) Mobile Learning Provider (provides learning and/or performance support through mobile technology) Data Utilizer (enables data collection and data-based interventions) Video Provider (enables video to be utilized in various ways) Learning Organizer (provides organizational structure around learning opportunities) Personalizer (enables content or prompting to be individualized or tailored) Learning-Delivery Augmenter (enables easy delivery of content or prompting) Context-Based Triggerer (enables content or prompting to be delivered depending on context) Cost Saver (enables learning to be delivered at a lower cost)"

"make their compliance e-learning more interesting and impactful. 1. Focus on behaviours not policies If the organisation requires people to read the whole policy, e-learning should not be the answer - put in place an effective system of tracking completion and the right carrots and sticks. What e-learning should be used for is providing realistic ways for learners to practice the desired behaviours and providing the minimum viable knowledge to do this. If you get the attitudes right, people will refer to the policy when they need to. Several entries successfully boiled the underpinning policies down to just a few key messages which could then be communicated in engaging ways. This may take significant trust from your subject matter experts, but this is increasingly the direction of travel that regulators are taking (away from 'tick box' compliance). 2. Make the learning part of a campaign Once you have defined the key messages about how you want people to behave, think about it as a communications campaign. E-learning is just one channel within the overall campaign. There has been much already written on this, so I won't dwell on the benefits of campaign thinking and spaced practice e.g. improved memory, social learning, buzz, ease of learning transfer back into the workplace. Some entries applied campaign thinking very effectively. 3. Pre-test Life is too short to be told things you already know so that your employer is legally protected. It's a far better use of everyone's time if learners have a pre-test. This means that the people who need the learning get it and those who don't don't (pre-testing enables a variety of routes through the learning). To make this viable, the questions in the pre-test need to be challenging and really robust. The amount of learner time that you'll save more than justifies paying for additional instructional design expertise if you need help to step up the quality of questioning. 4. Use role filters Learne

"Designing for Deeper Learning: How to Develop Performance Tasks for the Common Core Instructors: Raymond L. Pecheone, Professor of Practice at the Graduate School of Education at Stanford University and Executive Director of the Stanford Center for Assessment, Learning and Equity (SCALE) Daisy Martin, Director of History/Social Studies Performance Assessment at SCALE Ruth Chung Wei, Director of Assessment Research and Development at SCALE You can take this course for free! Starting September 08, 2014 "

"Questions of quality in repositories of open educational resources: a literature review" Javiera Atenasa,b* and Leo Havemannc Abstract Open educational resources (OER) are teaching and learning materials which are freely available and openly licensed. Repositories of OER (ROER) are platforms that host and facilitate access to these resources. ROER should not just be designed to store this content - in keeping with the aims of the OER movement, they should support educators in embracing open educational practices (OEP) such as searching for and retrieving content that they will reuse, adapt or modify as needed, without economic barriers or copyright restrictions. This paper reviews key literature on OER and ROER, in order to understand the roles ROER are said or supposed to fulfil in relation to furthering the aims of the OER movement. Four themes which should shape repository design are identified, and the following 10 quality indicators (QI) for ROER effectiveness are discussed: featured resources; user evaluation tools; peer review; authorship of the resources; keywords of the resources; use of standardised metadata; multilingualism of the repositories; inclusion of social media tools; specification of the creative commons license; availability of the source code or original files. These QI form the basis of a method for the evaluation of ROER initiatives which, in concert with considerations of achievability and long-term sustainability, should assist in enhancement and development. Keywords: open educational resources; open access; open educational practice; repositories; quality assurance "

Research Questions 1. What are educators' perceptions and reported behaviors associated with participation in informal, online professional development networks? 1.a. What motivates educators to participate in informal professional development networks? 1.b. What types of informal professional development networks do educators report they use to connect with other educators to enhance their practice? 1.c. What specific informal professional development networks do educators report they find most useful in order to improve their practice? 2. Do educators' perceptions and reported behaviors associated with informal professional development networks differ based on current assignment, years in education, or age? "