"Happy action mapping users say that the model helps them create lively elearning. But would it fit into your design workflow? Action mapping makes stakeholders work together to analyze the performance problem, commit to the same measurable goal, and agree to focus on activities rather than information. This can be a big change to the typical course development workflow..."
"Learning lurches between extremes: the formal v informal, didactic v discover , self-paced v social, teaching v learning. But is there a bridge between these extremes, something that cleverly combines teaching and learning? Over the years, starting with Judith Harris’s brilliant (and shocking) work on peer pressure, then Eric Mazur’s work at Harvard but also through several presentations at a recent JISC E-assessment conference, I’ve been smitten by peer learning. The idea is to encourage learners to learn from each other. Compelling arguments?"
Colors affect us in countless ways—mentally and physically, consciously and subconsciously. Psychologists have suggested that color impression can account for 60% of the acceptance or rejection of a product or service.
An excelent post by Stephen Downes about so called "E-Learning generations":
From "placing learning content online", passing through "the network itself", "computer games to online learning", "LMS", "e-learning 2.0" and ending in the "sixth generation, a generation characterized by commercialized web 2.0 services, a consolidation of the CMS/LMS market, the development of enterprise conferencing and simulation technology, cloud networking and - at last - open content and open operating systems."
In the second part of the article, Downes writes about his experience with MOOC's.
Finally he ends with some great conclusions:
"...the first three generations of e-learning (and the web generally) represent a focus on documents, while the second three represent a focus on data. Sometimes people speak of the second set as a focus on the Semantic Web, and they would not be wrong. Data does not stand alone, the way documents do; the representation of any object is connected to the representation of any number of other objects, through shared features or properties, or by being related by some action or third party agency.
Indeed, if the first three generations are contents, networks and objects respectively, the second three generations are those very same things thought of as data: the CMS is content thought of as data, web 2.0 is the network thought of as data, and the MOOC is the environment thought of as data. So what comes after data is pretty important, but I would say, it is also to a certain degree knowable, because it will have something to do with content, the network, and the environment.
Here's what I think it will be - indeed, here's what I've always thought it would be. The next three generations of web and learning technology will be based on the idea of flow.
Flow is what happens when your content and your data becomes unmanageable. Flow is what happens when all you can do is watch it as it goes by - it is too massive to store, it is too detailed to comprehend. Flow is when we cease to think of things like contents and communications and even people and environments as things and start thinking of them as (for lack of a better word) media - like the water in a river, like the electricity in our pipes, like the air in the sky."
So many information that I need a lot of days to read it and to came to some conclusions.
An expert educator working group with more than 25 innovative and master instructional technology leaders from across the country worked to develop these toolkits filled with helpful resources for all stakeholders. The toolkits include links and references organized in a succinct way to meet the needs of the following stakeholders recommended by practitioners just like you. These resources are not the totality of good information available. Instead, they are designed to help you think about how technology may strengthen your insructional strategies.