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Corporate eLearning has seen its share of eLearning trends, hype as well as some sure-shot strategies to success. However, most organizations are still not satisfied with what their corporate eLearning program can achieve. The reason behind this fact is that most eLearning programs don’t focus on the individual learning or training needs of the employees/learners, and try to impose a one-size-fits-all approach on all of them. The result is a general eLearning course that does not take into consideration the learner’s past knowledge, their interests nor their personal and professional goals. It is no wonder that such courses fail to engage their learners, and thus fail to inculcate the required skills in them. What corporate eLearning requires is a learning system which adapts in real-time to the needs of every employee/learner. Adaptive learning is exactly that, which is why it is the need of the hour. In this article we’ll further discuss why adaptive learning is exactly what corporate eLearning needs.

Estamos en un mundo de “herramientas” y en educación, también, ahora solo falta ver como las utilizamos.

Por eso la nueva visión de la educación promueve el uso de la tecnología para facilitar el aprendizaje mediante la participación de los estudiantes, la promoción de la creatividad, fomentar el aprendizaje autodirigido, la colaboración y habilidades de pensamiento avanzado, lo que hace que pase a ser un aprendizaje abierto, inclusivo, ubícuo y ahora, AUTOMATIZADO.
Modelo de integración de BYOD en lo que sería el contexto
Se utilizan las herramientas que cualquier contexto necesitaría.Abre la base de la libertad que da a los estudiantes, diferentes modelos de integración de la BYOD, por lo que su emergencia puede ser circunstancial o no.

En un presente donde la educación superior es cada vez más costosa y la deuda estudiantil sigue creciendo, ¿puede la educación en línea salir al rescate?

Aunque una credencial alternativa, como los MOOC, puede parecer una solución, hay muchos factores que se deben considerar antes de decidir que la educación en línea puede reemplazar el aprendizaje tradicional, entre ellos, el dinero que desembolsan tanto los estudiantes como la institución e incluso la calidad de la misma.

Un meta-análisis de la Universidad George Mason examinó más de 100 estudios sobre aprendizaje en línea para descubrir si está a la altura de su promesa. De acuerdo a este análisis, las clases tradicionales son mejores para niños pequeños, adolescentes y adultos jóvenes que no se han unido a la fuerza laboral debido a que la asistencia regular a clases les permite interactuar con otras personas de su edad, ser más disciplinados, seguir un horario establecido y mejorar sus habilidades sociales.

In this episode Daniela Duca, a former Jisc senior co-design manager1, and Kenji Takeda, director of the Microsoft Azure for research program, have a fascinating chat about some pretty big ideas; the equipment data project, post-quantum cryptography, big data, the Cambrian explosion, AI and cloud and quantum computing.

We also hear from Miranda Mowbray, lecturer in Computer Science at University of Bristol, who dispels the magic surrounding machine learning. She also discusses her work identifying a tax on computer networks, discovering previously undetected malware.

Colleges and universities will be transformed over the next decade by the introduction of artificial intelligence (AI). Rose Luckin, who has done visionary work as professor at UCL’s Institute of Education in the field of learning sciences, educational technology and AI, sets out the best and worst case scenarios for educators.

As an indicator, Artificial intelligence in U.S. education will grow by 47.5% from 2017-2021 according to the Artificial Intelligence Market in the US Education Sector report. Even though there is a still a firm belief of the critical presence of teachers is in the classroom, there will be many changes to a teacher’s job and to educational best practices.

Entrepeneur.com put out an article about the top 11 reasons millenials get fired, and the top five are: the need for independence, lack of confidence, anxiety, miscommunication, and that millenials lack vision. Essentially, the main reason millennials get fired is because they can’t collaborate, they lack confidence in themselves and their decisions, which can lead to anxiety, they struggle presenting and communicating, and are not critically thinking to see overall goals and vision.

These are what we in the education world call “soft skills.”

They’re secondary to the “essential” work of school, which is English, math, science, history, algebra, British Literature, the starting and end date of the French Revolution, what an igneous rock is- okay, now I’m being sarcastic.

I think it’s time we stop calling them soft skills, because there’s nothing soft about getting fired from your job, or never getting hired in the first place.

Rentar un espacio en la casa de un extraño al otro lado del mundo, compartir lugares de trabajo con otros profesionales creativos independientes, descubrir las últimas noticias antes que los propios periodistas: a menudo sin saberlo, muchos ciudadanos del siglo XXI llevan una vida que se encuentra profundamente marcada por la Web abierta y sus valores de colaboración. Una nueva conciencia de nuestra interdependencia transforma la manera en que consumimos, trabajamos y viajamos.

El aprendizaje también es transformado profundamente por esta nueva proximidad global. Pero mientras muchos educadores y empresarios tecnológicos están redefiniendo los estándares de clases, pocas iniciativas, dentro y fuera de las escuelas, cuestionan el mismo dogma en el que se construyen nuestras instituciones educativas: El concepto de educación no es otra cosa que la transmisión de información de uno a muchos. El experto sigue actuando como difusor del conocimiento, mientras que los participantes limitan su papel a espectadores silenciosos.

Los Knowmads trabajan por innovar constantemente en un mundo donde los problemas y las soluciones se crean a diario. Su realidad exige una opción de educación adaptable y personalizada que simplemente no puede ser proporcionada únicamente por el actual modelo de educación broadcast. ¿Cuál es ese eslabón perdido que puede contribuir a entregar la educación «just-in-time» que requiere nuestra sociedad knowmádica? Creemos que es el aprendizaje entre pares.

La importancia del pensamiento crítico en el aprendizaje.

The traditional approach to facilitating a business course is outdated. Technology has made courses more efficient and cost-effective. Making a transition from top-down, Instructor-Led, off-site training to bottom-up training independent of location and time ever more relevant. The act of having to attend a course at a specific time and location causes for indispensable employees to be removed from critical tasks, making them non-productive for elongated periods.

Online learning, and its role in higher education sustainability, is increasingly the topic of conversation. Resting at the heart of this conversation is the question of how to build capacity to deliver a diverse education that includes online program options at scale. Should universities go it alone, creating capacity through insourcing, or partner with an online program management (OPM) provider, expanding resources through partnership?

For many institutions, this is often not an either-or question, as the OPM market continues to respond to university demand by segmenting its products across a range of activities -- marketing, recruitment, course design and student support services.

The MSMIT is a one-year executive-format master's degree program offered by UVA's McIntire School of Commerce. The program is designed for working professionals and attracts students across public and private sectors. MSMIT students have a broad range of experience and come from a wide variety of professional and educational backgrounds. Some students have highly technical backgrounds; others have consulting, project management, or finance backgrounds.

Converting general-purpose classrooms to active learning spaces can be tricky. Funding is always tight. Often the campus group responsible for furniture acquisition and maintenance is separate from the IT group, so furniture and classroom technology are purchased and managed separately. Some faculty members may feel threatened by the new layouts or feel that they are being asked to change the way they teach. Finally, active learning spaces almost always require more square footage per student, which means a room that once held 60 students might only hold 45 in an active setup with moveable furniture. Registrar's offices can be hesitant to give up those seats.

Campus Technology spoke with executives at four universities about their approach to redesigning spaces for active learning. Each has developed a process for doing a needs assessment; gaining buy-in from faculty, students and administrators; and assessing the impact of the new classroom designs.

EdTech can satisfy the classroom teacher’s desire for bringing technology in the classroom, but how relevant are the tools it offers?

Many teachers want a 1:1 ratio between students and digital tablets because they recognize the potential technology has for augmenting academic growth. Not all schools have reached that goal, however. Limited budgets and fast-growing tech trends often prohibit mass adoption. Therefore, teachers and administrators have to decide which tech tools offer the most bang for the buck.

Rapid eLearning is a training solution to think of when you need to overcome the barriers of time and cost in eLearning development. While rapid eLearning may not be able to meet the demands for an eLearning course that contains additional frills, it can provide effective learning as it’s based on robust instructional design principles. Rapid does not mean it can only be used as a quick fix to plug gaps in training. It’s much more than that.

There have been a lot of misconceptions surrounding rapid eLearning. For instance, many are under the impression that it is quite rigid and delivering learning solutions that are customized is not possible. That’s so not true. Though rapid eLearning makes use of templates for faster development, these templates can be customized to meet your project requirements. And what’s more, rapid eLearning can be applied when you convert your ILT material into eLearning or when you’re considering eLearning translations.

eLearning projects of all kinds take a lot more than just Instructional Design and technology. Whether it's designing a college course, developing a self-paced training module, or creating hybrid workshop events, eLearning projects have several moving parts. They take planning, preparation, budgets and tracking, leadership and quite often a bit of an iron will to navigate the landscape all the players involved.

Yet something I have found in common across all the projects I’ve managed has been that they all seem to fall nicely into 4 concurrent tracks: management, content, design, and technology.

At the risk of giving away my own model (Intellectual Property is all we really have after all), I offer this to you in the hopes that it may assist you in organizing your own successful eLearning project.

It’s official - up to 800 million global workers will be replaced by robots and AI by 2030. A rethink of education is needed to keep humans employed, but should universities be concerned about the robotic takeover?

It seems that everywhere you look these days there are articles about AI. It’s certainly the matter of the moment, but how can we best prepare our learners for the new careers that are being ushered in by these technologies? Moreover, how do universities need to change, and should we be concerned?

Dame Wendy Hall’s 2017 review of artificial intelligence concluded that “industry should sponsor a major programme of students to pursue masters’ courses in AI, with an initial cohort of 300 students”.

Further recommendations include creating an additional 200 PhD places dedicated to AI at leading universities, and the recently published Industrial Strategy white paper earmarks £30m funding to test the use of AI and innovative education technology in online courses.

As times change, so must the practice of leaders to establish a culture of learning that is relevant, research-based, and rooted in relationships. Digital leadership is all about people and how their collective actions aligned with new thinking, ideas, and tools can help to build cultures primed for success. It represents a strategic mindset and set of behaviors that leverage resources to create a meaningful, transparent, and engaging school culture to prepare learners now and well into the future.

The digital before leadership implies how mindsets and behaviors must change to harness current and emerging resources to set the stage for improving outcomes and professional practice. The Pillars of Digital Leadership provide a focus that can move us from talk to implementation and eventually evidence of improved outcomes. These guiding elements are embedded throughout all school cultures, which compel us in many cases to do what we already do better. I hope to flesh out each of these pillars more than I did the first time while also including many more strategies to aid in practical implementation. As for other significant inclusions, efficacy will be a substantial component of this edition as it was reasonably absent the first go around.

If you woke up today and felt like you didn’t recognize the world around you - or see your clear place in it - you were not alone. It feels to me like the world has just hit puberty, and there is a whole lot of confusion going on in our collective bodies that we don’t understand, and feel ill-equipped to interpret, much less control. Though much like puberty, we are going through a massive change of progress - we as a unified globe of 7.5 billion, are growing up; we’re getting stronger, faster, and smarter.

Which is what makes the following chart from Kathleen Cushman’s Fires in the Mind compelling. Rather than simply a list of alternatives to homework, it instead contextualizes the need for work at home (or, “homework”). It does this by taking typical classroom situations–the introduction of new material, demonstrating a procedure, etc.), and offering alternatives to traditional homework assignments.

In fact, most of them are alternatives to homework altogether, including group brainstorming, modeling/think-alouds, or even the iconic pop-quiz. Food for thought, yes?

According to the UNESCO Institute for Statistics (UIS), universal primary and secondary education worldwide will need to recruit 69 million teachers by 2030. Can technology help fulfil this mammoth task by taking on the teacher’s role? Certainly not. Nevertheless, technology is changing how society works, lives and learns and will also leave its mark on education. Teachers may evolve into coaches, who accompany the learning process rather than fill children’s minds with knowledge; at the same time, educational technology (EdTech) tackles issues in learning from K12 to lifelong education. EdTech encompasses gaming, virtual reality and augmented reality, and is set to change the role of teachers and the learning approach for children and adults alike.

An important component of any training program is tracking. You need to know how well your learners or employees are doing with the training. This is especially vital in required training where you need evidence that everyone completed it and met the requirements. Here are 6 tips to keep in mind regarding tracking for your mobile training strategy:

El sector académico, consultado por la Guía Laboral Hays 2019 lo tiene claro: las especializaciones son más importantes que los estudios generalistas. Así lo constatan el 75% de los expertos educativos y que además ha aumentado respecto el 2019, que era solo el 56%. De hecho, los académicos recomiendan a los alumnos que escojan carreras vinculadas a la ingeniería con un 82%, ciencias sociales y jurídicas, 52%, o ciencias de la salud, con un 46%. Por último, artes y humanidades con un 18%.

Además, un 90% de los académicos considera que los alumnos de hoy no están suficientemente en contacto con el mundo laboral durante la fase de estudios. Más de la mitad de ellos cree que las prácticas en empresa deben empezar en el primer ciclo de estudios en la universidad, mientras que el 37% restante en el segundo ciclo. Finalmente, tan solo un 4% cree que no son necesarias las prácticas en fase de estudios.

With eLearning awareness on the rise, the world is (fortunately) getting to experience better and better eLearning courses. With new and improved technologies replacing the old ones, eLearning is going to surpass our wildest imaginations in the future. However, let’s talk about the present first. Due to increasingly better eLearning courses being available to everyone, the pressure is on every instructional designer or eLearning course creator to create amazing, flawless eLearning experiences. But doing so doesn’t only require knowing what to do, it also requires knowing what not to do. In this article, we’ll discuss 5 fatal mistakes one should avoid when creating eLearning courses, if you want your courses to be flawless, desirable and relevant.