eLearning, Learning and Informal Learning
406 views | +0 today
Follow
eLearning, Learning and Informal Learning
eLearning, Learning and Informal Learning
Your new post is loading...
Your new post is loading...
Scooped by Katherine Stevens
Scoop.it!

Flashcards Get Smarter So You Can, Too

Flashcards Get Smarter So You Can, Too | eLearning, Learning and Informal Learning | Scoop.it
The old-fashioned flashcard is taking on new, digital life with a promise to make you smarter and more productive.
Katherine Stevens's insight:

Good article that lists many of the tools that allow you to create your own flashcards -- to support spaced learning.

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

How to Engage Learners with Scenario-based Learning by Hans Kövi & Kasper Spiro : Learning Solutions Magazine

How to Engage Learners with Scenario-based Learning  by Hans  Kövi & Kasper  Spiro : Learning Solutions Magazine | eLearning, Learning and Informal Learning | Scoop.it
The demand for scenario-based learning (SBL) is growing rapidly. Learners gather information
throughout an SBL and create solutions based on what they already know and the information they
find. Until recently, creating SBL could be expensive and time-consuming, but this is changing with
some new authoring tools. Here’s an overview of the theory behind the method—and some
guidelines.
more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

The Decisive Dozen - Will Thalheimer

Katherine Stevens's insight:

Will Thalheimer's list of the twelve more important learning factors - based on an exhaustive decade-plus review of research from scientific referred journals. 

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

Why scenarios are the future of e-learning | Clive on Learning

Katherine Stevens's insight:

Want to just convey information? Use a PDF, webpage, or video. 

 

Want to make elearning that is interactive, challenging, engaging, thought-provoking - consider using scenarios.

 

From the article: "Scenarios ... are most productively used as a form of guided discovery. The learner is placed into a situation in which they have to make decisions. The scenario progresses on the basis of these decisions, for better or for worse. With any luck (and careful design) this process will provide the learner with insights which they can take forward and test in the real world. If they are realistic and challenging, they will emotionally engage the learner and increase the chances of lasting learning. This is laboratory learning in a safe environment - not as powerful as real-life decision making but a whole lot safer."

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

The Genericization Of Content | Upside Learning Blog

The Genericization Of Content | Upside Learning Blog | eLearning, Learning and Informal Learning | Scoop.it

"We are starting to ‘genericize’ content, it is starting to look, feel & function in a similar manner. What counts is an engaging learning experience. ..."

 

"We are falling back on the most portable form – HTML, which cannot compare to Flash. HTML in its current form is really incapable of providing the sophisticated artistic and media abilities that Flash provided. ... "

 

"Buyers/Users of eLearning are giving up on developing engaging interactive learning experiences and attempting to replicate a more basic experience across multiple devices, multiple platforms. I am not sure this is the right way to go. Sure, it’s great to have courseware that runs across platforms and devices, but is that really what you need?"

Katherine Stevens's insight:

To support elearning that runs on mobile devices, are we "dumbing down" what we provide?

 

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

I Came, I Saw, I Learned...: eLearning: How to Incorporate Gamification Elements

3 game-like concepts you can use.

 

* Stories, Yes. Bullets, No!

"We've all heard that it is no longer cool to give a presentation of nothing but bullet points. But while it's easy to say 'don't use bullets,' it's a lot harder to figure out what to do instead. One option is to think like a video game designer. The objective of the game may be to save the princess, but to make the game compelling, you have to tell the princess's backstory, make us adore the princess, and then tell us what trouble the princess is in and how we'll save her."

 

"At a minimum, create a work-like scenario. ... An even more compelling story will have actual characters and a string of events. "

 

* Challenge Learners and Promote Creativity
* Provide Continual On-The-Spot Feedback

 

 

 

 

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

The Gamification of Education [Infographic]

The Gamification of Education [Infographic] | eLearning, Learning and Informal Learning | Scoop.it
Gamification has tremendous potential in the education space. How can we use it to deliver truly meaningful experiences to students? Learn all about the impact of gaming on education in this infographic.
more...
No comment yet.
Rescooped by Katherine Stevens from Leadership, Technology and Learning
Scoop.it!

What’s the Difference Between Games and Gamification?

What’s the Difference Between Games and Gamification? | eLearning, Learning and Informal Learning | Scoop.it
Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital...

Via  Duncan White
more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

Creating a Compelling e-Learning Experience

Creating a Compelling e-Learning Experience | eLearning, Learning and Informal Learning | Scoop.it

How do you design effective interactive activities?

 

From the article:

"The performance objective normally expects the learner to DO something. Start there. Think about how the learner could DO that thing online. I don’t mean 'read about that thing' or 'answer questions about that thing,; ...” I mean ... how can learners be made to feel like they are really doing THAT thing? online."

 

"... this is where the second idea from my title comes into play: that is, much of a good interaction is really just a great illusion."

 

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

Converting ELearning To Tablet Learning: Cost-effective Solutions | Upside Learning Blog

Converting ELearning To Tablet Learning: Cost-effective Solutions | Upside Learning Blog | eLearning, Learning and Informal Learning | Scoop.it

Good, practical advice on how to convert existing elearning courses to work on tablets.

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

20 Coolest Augmented Reality Experiments in Education So Far - Online Universities

20 Coolest Augmented Reality Experiments in Education So Far - Online Universities | eLearning, Learning and Informal Learning | Scoop.it

How can augmented reality be used effectively in education? The article describes 20 augmented reality experiments in education.

more...
No comment yet.
Rescooped by Katherine Stevens from Brain-based learning
Scoop.it!

Learnlets » The third goal of learning

Learnlets » The third goal of learning | eLearning, Learning and Informal Learning | Scoop.it

"Formally, our goals for learning interventions should be retention over time until needed and ransfer to all appropriate situations (and no inappropriate ones). And these are important goals."

 

A third goal is also important - learner confidence. It's a "desirable, maybe even necessary outcome of any really successful learning."


Via IdeaLearning Group, Katherine Stevens
more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

Personalize Learning: 10 Trends to Personalize Learning in 2015

Personalize Learning: 10 Trends to Personalize Learning in 2015 | eLearning, Learning and Informal Learning | Scoop.it
Check out the 10 Trends to Personalize Learning around Learning Culture, Learning Environments, Deeper Learning and Partnerships in Learning.
Katherine Stevens's insight:

Providing personalized learning has been one of the promised benefits of  educational technology and elearning for decades. Will we really get there in 2015? The author seems to think so, saying "2015 is the year the focus will finally turn the corner by organizations in education and the business world to get it right: it is about the learner."  (The article focuses on education, rather than corporate training.)

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

How to start a training design project using action mapping

How to start a training design project using action mapping | eLearning, Learning and Informal Learning | Scoop.it
Do you feel like you're an assembly line worker in a course factory, expected to crank out training on demand?
Break free of the assembly line with a strong kickoff meeting that puts you in charge of the design. Here are some ideas on how to avoid an information dump and win the happy obedience of your stakeholders.
Katherine Stevens's insight:

I am a big fan of using action mapping to start a training project because it puts on the focus on identifying the desired outcomes.

more...
No comment yet.
Rescooped by Katherine Stevens from Innovative Instructional Design
Scoop.it!

How To Improve eLearning Course Design Usability By Adopting The 10 Usability Heuristics

How To Improve eLearning Course Design Usability By Adopting The 10 Usability Heuristics | eLearning, Learning and Informal Learning | Scoop.it
Asynchronous eLearning is different from traditional classroom studying and requires strong motivation and self-discipline from learners. As there is no person-to-person contact and immediate reaction to problems emerging in the process of learning, eLearning professionals should pay special attention to eLearning course navigation and usability. To help you remove all the barriers to effective eLearning course design the article provides an idea of what eLearning usability is and how to improve it by applying common usability heuristics. 

Via callooh
more...
callooh's curator insight, April 2, 2014 10:04 AM

I occasionally say that as an instructional designer, I apply human factors thinking to learning. 

Scooped by Katherine Stevens
Scoop.it!

Tips for webinars or virtual training

Tips for webinars or virtual training | eLearning, Learning and Informal Learning | Scoop.it

"

"My main recommendation: Include many, many thought-provoking questions for people to answer in the chat."

 

"I try to ask a question like this every couple of minutes. In my personal notes for the presentation,


"This results in slides that tend to be activities instead of information presentations. For example, I’ll display a slide that has a draft of a scenario question and ask what should be done to make it better. Information that might have spawned a series of bullet-heavy slides called '97 rules of scenario design' goes in the handout, where text belongs."

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

aconventional: There's no such thing as 'Formal Learning'

aconventional: There's no such thing as 'Formal Learning' | eLearning, Learning and Informal Learning | Scoop.it
Katherine Stevens's insight:

From the article:
"There's no such thing as formal learning ... ...if we are going to start being a little more honest about learning then we might as well go the whole way. ... people click through e-learning as quickly as they can, engaging in 'token learning' where they are required to pass a quiz; and recall next to nothing of classroom content. In their feedback they tell us that they value the 'networking opportunity' - which as it turns out is informal learning. ..."

 

"The archetypal case of formal learning - school - fares no better. Students sit wearily through lessons in which they often do little more than take notes. Why do they take notes? Because they know they will need to learn in preparation for an exam. What is cramming? Informal learning".

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

Learning about learning from the London Underground

Learning about learning from the London Underground | eLearning, Learning and Informal Learning | Scoop.it

From the article "... many teachers, including myself, often hold our students’ hands and lead them from A to B ... We give our students scaffolds that tell them exactly what to do. We work through questions in worksheets as a whole class so all students have to do is copy the answers from the board or write down what they heard from another student. Students look like they know what they are doing, but really they were like me, just following someone who knows what they are doing."

 

"But what if we just let our students get from A to B by themselves? Why are we so scared of letting them find their own way?"

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

The future of MOOCs

The future of MOOCs | eLearning, Learning and Informal Learning | Scoop.it

Katherine Stevens: Good article about how Massive open online courses (MOOCs) might impact higher education and corporate training.

 

Here are some of the intriguing predictions from the article:

1. Universities will finally accept they are service providers.

2. The vast majority of students will be overseas.

5. Universities will flip their classrooms.

8. Content providers will charge for assessment.

11. Academic inflation will skyrocket.  ... Outcomes-based activities that demonstrate the applicant’s knowledge and skills will become a component of best-practice recruitment.

14. The corporate sector will embrace xMOOCs.

more...
No comment yet.
Rescooped by Katherine Stevens from Leadership, Technology and Learning
Scoop.it!

The Flip: End of a Love Affair

The Flip: End of a Love Affair | eLearning, Learning and Informal Learning | Scoop.it
Most teachers who opt for the flipped classroom strategy are not pursuing a student-centered approach to learning. The traditional model is simply being reversed.

Via  Duncan White
more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

Create High-Impact Learning

Create High-Impact Learning | eLearning, Learning and Informal Learning | Scoop.it

Summary of Bersin's findings from looking at high-impact learning organizations. 

 

Here are some of the newer findings -- from the article:
"Today’s learning organization deals with amazing amounts of content: self-authored, professionally developed and that which is developed in-house. High-performing organizations understand how to curate content, create standards, tag and categorize content. Again, being able to build good content is not enough."

 

"They understand how to build simulations, game-like training and videos, or they know enough to direct a vendor to do it well. Video today is what HTML and Flash were five years ago — a must-have capability in learning and development."

 

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

Assessing the Value of Online Interactions

Assessing the Value of Online Interactions | eLearning, Learning and Informal Learning | Scoop.it

How do you determine the value of using social media to support and extend learning?

 

This article by Jane Bozarth describes a conceptual framework developed by Etienne Wenger, Beverly Traynor, and Maarten De Laat for understanding and assessing value in social media interactions.

 

more...
No comment yet.
Scooped by Katherine Stevens
Scoop.it!

Why Learning Games Succeed Where Traditional Training Fails

Why Learning Games Succeed Where Traditional Training Fails | eLearning, Learning and Informal Learning | Scoop.it
Why is everyone always picking on traditional training? And what makes learning games so special anyway?
more...
Γιώργος Παπαναστασίου's curator insight, January 16, 2013 5:03 PM

Πόσο δίκιο έχει. Αλλά πώς θα ...βγει η ύλη; είναι το ερώτημα των περισσοτέρων από εμάς όταν φτάσουμε στο σημείο να αποφασίσουμε, να κάνουμε τη μετάβαση από τον "μαύρο"πίνακα, στον προτζέκτορα και τον Η/Υ.

Χρειάζεται χρόνος για την ουσιαστική μετάβαση και να απαγκιστρωθούμε από το "σχολικό εγχειρίδιο". Τότε οι δυνατότητές  μας θα είναι απεριόριστες.

Scooped by Katherine Stevens
Scoop.it!

Can you apply Google's 20% time in the classroom?

Can you apply Google's 20% time in the classroom? | eLearning, Learning and Informal Learning | Scoop.it

From the article:  "Google offers its engineers 20% of their timetable to work on their own projects – things that they are truly passionate about and not things necessarily in their job description. Fairly radical. And I couldn't help thinking, if it works for Google, could it work for education?"

 

more...
No comment yet.