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Tesseract Learning

Implementing Video-Based Learning Strategy Effectively In Corporate Learning - 0 views

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video based learning video based learning strategy video based learning strategy in corporate training corporate training

shared by Tesseract Learning on 18 Oct 19 - No Cached
  • Tesseract Learning on 18 Oct 19
     
    With the rising popularity of videos, even corporates are leveraging on using them for educating their employees. Videos can be human based or animated. How exactly video-based learning should be implemented is the focus of this article.
Tesseract Learning

Striking a Nerve: The Benefits and Neurobiology of Story-Based Learning - 0 views

tesseractlearning.com/...y-of-story-based-learning.html

story based elearning storytelling in elearning Corporate eLearning Corporate Training Tesseract Learning

shared by Tesseract Learning on 29 Jan 19 - No Cached
  • Tesseract Learning on 29 Jan 19
     
    Wanted to know what are the benefits of story-based-learning? Check the Striking a Nerve: The Benefits and Neurobiology of Story-Based Learning and be fully prepared for the year to come.
Tesseract Learning

[FREE eBOOK] How to Create an Impactful Adaptive Learning Program - Tesseract Learning - 0 views

tesseractlearning.com/...tful-adaptive-learning-program

adaptive learning elearning how to program learning corporate learning

shared by Tesseract Learning on 14 Sep 20 - No Cached
  • Tesseract Learning on 14 Sep 20
     
    Adaptive learning is an innovative personalized learning methodology that uses algorithms, confidence-based assessments, and competency mapping in training and learning. Confidence-based assessments have become popular because they quickly assess the learner's understanding and provide the required remediation immediately. In an adaptive learning course, learners receive the same content, but with a different approach. Content is provided to them based on their confidence level for a topic. The ultimate goal is to help learners achieve mastery over the subject and to save their learning time.
Joh Fra03

Interaction in Learner-Paced Learning - CIDER - 0 views

cider.athabascau.ca/...Interaction

self-paced research constructivism

shared by Joh Fra03 on 17 Oct 09 - Cached
  • 63.6% for the 2002-2003 period. Completion rates for the same courses offered in seminar format (either through synchronous technologies or face-to-face) averaged 86.9% over the same period (Athabasca University, 2003, p.12).
  • Nor do we know how to create and structure collaborative activities within independent study courses so that desirable characteristics of both collaboration and learner pacing can be retained. Further, we know little about demographics, learning styles, attitudes, or lifestyles of students who are more likely to appreciate and participate in collaborative activities at a distance.
  • Face-to-face interviews
  • ...29 more annotations...
  • We also posted invitations on 17 applicable listservs for non-AU faculty to participate in telephone interviews about the topic.
  • Twenty-nine respondents were interviewed by telephone, two sent their replies via email, and one participated through an online audio conference with the help of a translator. 
  • students who are most motivated are also more likely to participate in collaborative activities and finish the course in quicker times. 
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      students most motivated more participation
  • effective, collaborative and interactive activities must be designed and integrated
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      collaborative and interactive activities added to the class
  • efforts must be expended by institutional staff to promote, monitor, coordinate, and assess these activities
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      instructor interaction is needed
  • Requiring participation only makes sense if the learning outcomes that result are sufficient to justify the reduction in learner control and flexibility that accompanies such prescribed activities
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      interaction must be justified in order for the learner to loose control
  • cooperative learning, which is somewhere in between, in the spectrum of learning, individual and collaborative learning. Cooperative learning, in my opinion, is to work with others, but you are not really dependent upon their input to complete your assignment or to progress in your studies. You cooperate with other students when they are there, and they can have some input into what you are learning, but you are not really dependent upon them.
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      cooperative learning, not dependent upon other students in order to complete the assignment
  • I could do that in three ways: as individual, cooperative or collaborative learning
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      implementation
  • I would write the task in slightly different ways. In individual learning, I would say, ‘Write down your thoughts on this and submit it to your teacher as an email.’ If I wrote it as a cooperative assignment, I would say something like this, ‘Discuss this with a colleague or a peer student. Using this discussion as a background, you should submit your assignment as an email to your teacher.’ If I should write it as the third alternative, collaborative learning, I would say something like this, ‘Contact a peer student and write the assignment together, and submit it as something you have written together to your teacher in an email.’
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      differing forms of implementation
  • The respondent suggested that interaction need not be student-to-student within a particular course to be beneficial, but could consist of employee-employee or employee-employer interaction. Another respondent noted that a community necessary for lifelong learning has to exist outside of a single structure, stating: “Why should people want to be part of a community? I am not sure that course-based learning, unpaced or paced, is compelling enough to engage the learner in that context because the course is not the thing they are there for - the community is bigger than that. It is something that has drawn them into this
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      student choise in community and collaboration
  • noting that is unlikely that sufficient numbers of students will be registered in low-enrollment courses and be at approximately the same place to make collaborative activities possible. One respondent argued that this activity therefore should be used only in large-enrolment courses, commenting: “A learning community is feasible with undergrad
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      low enrollment andon participati
  • Students may choose to participate in online group activities instead of completing individual, written assignments. If they choose online activity, their participation is marked. Besides engaging in asynchronous discussions, these students are required to evaluate and critique a submission from one peer. Students can self-register in the discussions.
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      choice of particiption in group activities
  •  About 40% of students choose the online discussion option in the current version of the course, compared to about 5% in the prior version, when facilitators were not used.
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      more participation when moderator / instructor
  • The respondents in general were experienced online and distance learners. The average number of online courses completed by each student was 2.1 with a range from 0 to 19. The number of courses that were based on self-study (that included older print-based correspondence model courses) was only slightly lower (m=1.9 range from 0-29).
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      variable how seasoned as online distance learners , or online courses in general
  • 24% reported working with friends, family, or co-workers. The majority of student respondents (71%) chose not to participate in the interactive components of their courses, which consisted mostly of online discussion groups. Of the respondents who did participate in asynchronous conferences, 24% read or posted responses daily, 53% participated once or twice per week; and the rest only a few times during the course. Most respondents (79%) contributed 4-5 postings in each course.
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      results
  • Eighteen percent felt that participation would take too much time. A further 17% were not aware that discussion forums were available, 14% thought that participation would not significantly increase their learning, and 10% indicated that they felt they had nothing to contribute. About 10% of respondents cited a lack of recent posti
  • 78% of respondents either agreed or strongly agreed that they would interact with other students as long as they were able to proceed through the course at their own pace. When queried how they would like to interact, 70% preferred asynchronous media like email and computer conferencing, 27% preferred a combination of synchronous and asynchronous technologies, and only 3% preferred synchronous interaction alone (for example, audio conferences or face-to-face interaction).
  • 95% of student respondents reported a desire to access the work of students either currently or previously enrolled in the courses. About 77% of respondents indicated an interest in accessing animated student-content interaction devices such as a “ChatBot.” Only 25% of students felt that participation should be graded.
  • 49% indicated they would not; 29% indicated they would; and 22% were unsure. When queried for the reasons that they did not wish to engage in collaborative activities, 58% said they preferred to learn on their own. About 25% indicated that they have a strong support group at work or at home, and 17% provided a variety of other reasons.
  • student survey results indicate that peer collaboration in general, at least in the form of asynchronous discussion groups, is not perceived as an important part of the learning experience within Athabasca University undergraduate individualized study courses
  • significantly increase faculty and administrative costs to the institution
  • The ability of students in each course to “see” when other students are online, and engage each other in online chats
  • student assessment incentives
  • communicate with other students in their courses at learner-determined times, and with a degree of social presence that meets their individual needs
  • designed to allow students to work with other students enrolled in the course as well as other non-registered members within and outside of the learning community. Where required, systems should be designed to permit spontaneous formation of groups of 4-5 students at a particular point in a course to perform a specified group task, after which the group would dissolve. 
  • Students can locate learning partners and participate in a variety of informal discussion groups. Some of these may be directly related to course content, others to more general socializing, informal learning, employment and family concerns
  • “Study Buddy”
  • Anderson, T. (2003a). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research on Open and Distance Learning 4 (2). Retrieved September 2004 from: http://www.irrodl.org/content/v4.2/anderson.html
  • Hislop, G. (2000.) Working professionals as part-time online learners. Journal of Asynchronous Learning Networks 4 (2). Retrieved April 2003 from: http://www.aln.org/publications/jaln/v4n2/pdf/v4n2_hislop.pdf
  • Joh Fra03 on 17 Oct 09
     
    Good research on self-paced constructivism courses. Primary research
dominknow

Benefits of Cloud-Based eLearning Authoring Tools - 0 views

www.dominknow.com/...ased-elearning-authoring-tools

elearning authoring tool elearning authoring tool cloud based elearning authoring tool benefits

shared by dominknow on 09 Sep 19 - No Cached
  • dominknow on 09 Sep 19
     
    A decade ago, when eLearning as we know it today was an emerging practice, developers installed authoring tools on a local computer. Their organizations controlled all installation, storage, and security. It was, truly, a different world!
Pinhopes Job Site

Online hiring challenges | Ways to tackle jobs | Pinhopes - 0 views

blog.pinhopes.com/...g-challenges-ways-to-tackle-it

Online hiring challenges & Tips Ways to tackle Jobs Pinhopes Jobsite

shared by Pinhopes Job Site on 17 Jun 14 - No Cached
  • Pinhopes Job Site on 17 Jun 14
     
    Today employers face multiple challenges with traditional online hiring portals such as:

    ü  Escalating cost of accessing candidates database which is largely unused

    ü  Time-consuming candidate search and review process

    ü  Hard to zero-in on the right resource

    ü  Limited branding options

    Needless to say, all the above factors slow hiring online which delays bringing candidates on-board. To help employers tackle these online recruitment problems, Pinhopes - a new-age online hiring destination, has introduced innovative profile filtering features, video based online hiring process, multiple branding avenues combined with cost-effective payment option. Here are the key differentiators which help employers hire 3x faster:

    Get relevant applications from interested candidates - Every time

    Unlike existing online recruitment portals Pinhopes doesn't deal in database business which means employers are not required to search for right candidates, in a database which is largely unused. Instead employers get relevant applications directly from active job seekers for a job opening, without putting much effort.

    No tedious candidate search process - Advanced built-in search bubbles best ta
Tesseract Learning

Blended Learning Model as an Effective Training Solution - Examples - 0 views

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Blended Training Custom eLearning Corporate eLearning Corporate Training Tesseract Learning

shared by Tesseract Learning on 27 Mar 19 - No Cached
  • Tesseract Learning on 27 Mar 19
     
    Blended learning is an important model of learning where large amount of knowledge and skill-based content needs to be imparted in phases and redundancies need to be avoided. I will share few examples of blended learning in this write-up.
Joh Fra03

http://www.unisa.edu.au/odlaaconference/PPDF2s/13%20odlaa%20-%20Anderson.pdf - 1 views

www.unisa.edu.au/...13%20odlaa%20-%20Anderson.pdf

social design

shared by Joh Fra03 on 09 Jul 08 - No Cached
  • Joh Fra03 on 09 Jul 08
     
    Article on social presence and course design on how to increase
  • ...4 more comments...
  • Joh Fra03 on 17 Oct 09
     
    and individual pacing, is often perceived and experienced as a lonely way to learn. It is likely that the implicit requirement for self motivation reduces accessibility to many students who have little exposure to, or sufficient experience with, programming that is not structured and orchestrated by a live (and often face-to-face) teacher. This challenge - to permit maximum student freedom, while supporting opportunity for community building and mutual individual support in cost effective ways - is perhaps the greatest challenge (and opportunity) facing the distance education community Page 1
  • Joh Fra03 on 17 Oct 09
     
    developing models of learning based upon cohort groups of students page 1
  • Joh Fra03 on 17 Oct 09
     
    student teacher interaction can be substituted by student-student and student-content interaction
  • Joh Fra03 on 17 Oct 09
     
    Community of Inquiry, from Garrison, Anderson, and Archer (2000) page 2
  • Joh Fra03 on 17 Oct 09
     
    social presence in not only setting the educational climate but also in supporting discourse and creating the educational experience. We defined social presence as 'the ability of learners to project themselves socially and affectively into a community of inquiry' (Rourke, Anderson, Archer, & Garrison, 1999 Page 2
  • Joh Fra03 on 17 Oct 09
     
    social presence is correlated with student satisfaction and higher scores on learning outcomes (Richardson & Swan, 2003). Page 2
Joh Fra03

Will Colleges Friend Facebook? :: Inside Higher Ed :: Higher Education's Source for New... - 0 views

insidehighered.com/...facebook

facebook socialnetworking

shared by Joh Fra03 on 31 Jan 09 - Cached
  • That’s not so much an oversight as a hesitation, with many institutions still debating whether to adopt social networking capabilities of their own or grit their teeth and take the plunge into Facebook, with all the messiness and potential privacy concerns that would imply.
  • privacy and authentication sought by institutions.
  • ult, Schools, upends the traditional application framework. Rather than make it available to anyone with a Facebook account
  • ...3 more annotations...
  • ince then, several applications built on the social network’s developer platform (such as Courses 2.0) have sought to restore the functionality, but none has achieved a significantly wide user base among many campuses.
  • The university, he said, is finding it can have the benefits of “living within the Facebook world” without ignoring “prudent concern to retain Facebook as a true social networking site.”
  • With the applications, students will be able to play a “name game” to learn classmates’ names, Staton said — an idea that he suggested would also be useful to faculty members at the beginning of the semester. There would also be a campus news feed, and features that current Facebook users would find familiar, such as the ability to give gifts (like a cup of coffee) to frazzled classmates.
  • Joh Fra03 on 31 Jan 09
     
    application eases colleges' privacy worries by adding an extra layer of authentication, usually using official student IDs or e-mail addresses, and adhering to any federal privacy restriction
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