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Tesseract Learning

Supporting Learning in the Flow of Work - Tesseract Learning - 0 views

tesseractlearning.com/...g-learning-in-the-flow-of-work

tesseract learning employee development corporate training employee training instructor led training

shared by Tesseract Learning on 14 Oct 20 - No Cached
  • Tesseract Learning on 14 Oct 20
     
    Today, corporate training is all about - 'Out of the training room and into the flow of work'. Organizations are working towards changing their approaches in delivering learning and reshaping their learning models to deliver meaningful content, which is accessible as just-in-time training to support employee development.
Christopher Pappas

E-Learning Developer Opportunity at Houston Area - 0 views

elearningindustry.com/...er-opportunity-at-houston-area

developer opportunity houston area eLearning Developer Opportunity at Houston Area ELearning Developer job at Houston ELearning Specialist job at Houston Experience designing and developing training content in enterprise settings Experience using Captivat

shared by Christopher Pappas on 27 Sep 12 - No Cached
  • Christopher Pappas on 27 Sep 12
     
    E-Learning Developer Opportunity at Houston Area, Retail Industry, Houston area (Katy specifically),Rate: $35-40+ (W2) This team-oriented E-Learning Developer or E-Learning Specialist. In this role, you will make daily contributions leading to success in the areas eLearning development and design. Work location is in the Houston area 5 days a week.
  • Christopher Pappas on 27 Sep 12
     
    E-Learning Developer Opportunity at Houston Area, Retail Industry, Houston area (Katy specifically),Rate: $35-40+ (W2)
Joh Fra03

Facebook as LMS? « Experiencing E-Learning - 0 views

christytucker.wordpress.com/...facebook-as-lms

facebook

shared by Joh Fra03 on 28 Jan 09 - Cached
  • I agree with Sarah that using social networking tools for a course increases the amount of interaction and probably encourages more assessment of how people interact together. I
  • I wonder for people who already use these tools if the community of a course would really feel any different than the community of their friends.
  • f we’re trying to create lifelong learners, then using social networking tools for learning might be more effective. It has a stronger intrinsic context for interacting with others than a more artificial classroom environment. Practice that is as close to real life as possible is more effective, so practicing using tools for learning in the real world should make it easier for students to transition out of the course and continue using the tools.
  • ...1 more annotation...
  • The field test for one of the courses I developed recently finished, and I got the initial feedback today. This is the first course where I have used blogs, wikis, and other tools. A lot of what students do for this course is outside of the LMS, but they also come back in for the discussion boards. One point in the feedback was that students had a hard time jumping back and forth between the blogs and the discussion boards. The conversations didn’t seem connected to each other, and the discussions “didn’t have a home.” It is one of the problems with all of these tools that everything is so scattered. RSS can aggregate a lot of content into one place, but you still have to be able to bounce back and forth between resources and connect it all. Using these tools creates a much less centralized experience than a traditional LMS.
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
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