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There’s a song lyric from a little known Brooklyn band that goes “information wants to be free.” The band members—a rebellious punk act of urban squatters—sing with a grinning approval of illegal music downloads, the freedom from the bureaucracy of commercialism. But “free” doesn’t need to only mean financially speaking. Digital information “wants to be free” in terms of location (the countless places our emails are stored), accessibility (company-wide access to documents via intranet), and understandability (you don’t have to be an IT expert to comprehend the graphs of Google Analytics). Learner data—employee test scores, training session completions, and participation in any learning event—is another element of our digital lives that “wants to be free.” Last spring Experience API (xAPI) began replacing SCORM as the preeminent industry tool for the capture and documentation of learning events.
In this exclusive interview with Learnnovators, Clark Quinn shares his insights on the significance of innovation for businesses to succeed. He explains the importance of contextual and experiential learning, and offers his recommendations for integrating mobile strategies into organizational L&D. His advice to learning designers for scaling up to meet the challenges of designing informal and social learning is invaluable. Read on…
From two different perspectives, MOOCs and MMOGs, there is a confluence that could be observed by the gamification of the MOOCs (trend 1) and the massification of SG (trend 2), and the educational orientation of the MMOGs (trend 3).
EDUC 8845: Module 4 Questions: How has your network changed the way you learn? Which digital tools best facilitate learning for you? How do you learn new knowledge when you have questions? My parents bought my first computer as I entered college. As with ...
Excited discussions about 'MOOCs' are reaching a fever pitch in some quarters. Separating the hope from the hype related to the phenomenon known as Massive Open Online Courses, in which tens, and in some cases hundreds of thousands of students from around the world participate in (or at least register for) the same university course over the Internet, is not an easy task. There is, to be sure, much here to be potentially excited about. That said, most of news (and hype) is coming out of North America, and the prominent perspectives on MOOCs are, to a great extent, coming out of North America as well. While voices from Silicon Valley and elite educational institutions in the United States (amplified by prominent media personalities) have been the loudest to date, a fair component of the 'hope' surrounding MOOCs has to do with their potential to improve educational opportunities for students in so-called 'developing countries'. Trying to keep up with MOOC-related announcements and news stories, let alone all of the opinions on them and speculations on their future, could be a full time job. (I suspect it probably is a full time job for some people, actually. If you are interested in this sort of thing but don't have that much time, you may be interested in a recent EduTech post on Making Sense of MOOCs -- A Reading List.) Wander through this din of excitement, however, and you discover pockets of relative silence. What are some of the emerging perspectives of key groups in developing countries related to MOOCs?
At various points in the education cycle you will need to provide information which can be used to determine the extent to which your teaching is helping or has helped to achieve learning goals. This course prepares you to use assessment as part of the teaching and learning process.