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La sociedad actual se encuentra inmersa en una profunda revolución digital desde hace unos años. El desarrollo tecnológico ha provocado unos profundos cambios estructurales que afectan a todos los estamentos de la vida, desde nuestra forma de relacionarnos hasta nuestra manera de viajar, trabajar o consumir. El diverso abanico de opciones que nos ofrecen las herramientas digitales ha generado una demanda de nuevos perfiles profesionales, más especializados, completos y multidisciplinares. Por lo tanto, si vivimos, nos relacionamos y consumimos de otro modo, también tendremos que aprender de otra manera.

Does the training you create really reflect your audience? Have you considered someone’s geographical location, learning preference, or accommodation needs? These types of questions should be core to the instructional design process. In this course, learn how to make sure your training is inclusive by considering everything from your graphics to the subject matter experts (SMEs) you select. Instructor Samantha Calamari illuminates ways in which individuals with different learning styles, abilities, and cultural backgrounds can be left out of traditional learning experiences. Throughout the course, she shares techniques and design methods that can help your training resonate with these—and all potential—audiences.

Topics include:

• Designing for a global reach
• Addressing the digital divide
• Using inclusive language
• Designing for diverse cultures and multiple generations
• Creating content for various learning styles
• Building learning communities
• Accessibility for differently abled learners
• Using learning analytics to assess your goals

In this episode we’ll discuss strategies for watching webinars and making the most of your time as an attendee of a virtual presentation. You’ll hear 10 tips to make the most of teacher webinars so you are ready for your next virtual professional learning experience!

Do you believe the skills gap exists or continues to grow? If so, you aren’t alone. According to a 2018 Skills Gap Report, over 85% of those surveyed believed there is a skills gap in the U.S., compared to 60% in 2014.

The skills gap is defined as the “gap between the actual knowledge, skills, and abilities of candidates or employees, and the knowledge, skills, and abilities that employers want or need their employees to have.” In fact, 81% of employers said prospective employees lack critical thinking and analytical reasoning skills and 75% think graduates lack adequate innovation and diversity skills. The skills gap is also illustrated by the discrepancy in the level of career-readiness perceived by college graduates and employers: while 87% of college grads believe they are ready for the workforce, only 50% of hiring managers agree.

Capella University has a history of doing things a little differently. Founded 26 years ago as a graduate university aimed at working adults, it was one of the first online-only institutions. Five years ago, it was an early mover into competency-based learning, with its FlexPath program.

"We're constantly trying to find ways to help learners fit their education into their lives," said Richard Senese, Capella's president. "We're always looking to keep innovating."

I recently came across the idea that the phrase "soft skills" isn't actually the best term. I've been using the phrase for a long time but now I agree: calling these skills "soft skills" leaves out a lot of nuance and it implies some assumptions that aren't true.

This article is about editable courseware, and how it can be a beneficial option between the off-the-shelf courseware and the custom content. It discusses the advantages and disadvantages of all 3 options, and how you should take a look at your course catalog and see where you can benefit from each option.

Microlearning has proven itself as a learning intervention that’s capable of driving learner engagement, perhaps more than any other form of training. When your employees need quick help performing a specific task, microlearning is the right solution as it enables learners to achieve one specific learning objective in a short span.

With the Internet being an infinite supplier of content, how do you think you can make your eLearning courses stand out? Apart from merely disseminating information, eLearning courses have to be engaging. Using interactivities in eLearning can be one way to engage learners. ELearning interactivities give learners opportunities to interact with the content, either by thinking or doing. They help learners connect, understand, retain, and recall information better.

Una charla para imaginar el futuro del aprendizaje. Más allá de aparatos o sofisticados dispositivos, esta conferencia nos muestra diferentes experiencias de cómo pensar el aprendizaje en 360 grados, de manera constante, social y multidisciplinaria. ¿Cuáles son esas formas de pensar? ¿Cómo se combina la creatividad y la curiosidad con el pensamiento crítico y el trabajo colaborativo? ¿Es posible conectar el Pensamiento computacional con la ciudadanía digital? Esta charla explora diferentes experiencias que muestran a niños y jóvenes como diseñadores de soluciones para los problemas de hoy y de mañana.

La industria de los videojuegos ha cambiado mucho en las últimas décadas. Ha pasado de ser un producto de nicho cuya producción apenas necesitaba un grupo pequeño de personas a ser un sector enorme más grande incluso, que el negocio del cine y la música juntos.

Tan solo en Estados Unidos se facturaron 211 billones de dólares en ventas de videojuegos y la cantidad de puestos de diseñador de videojuegos, que es solo uno de los ahora cientos de trabajos que ofrece el sector, creció un 7 % en los últimos tres años.

La razón por la cual la disponibilidad de puestos en este sector está aumentando, es por la alta demanda de los videojuegos como producto. Cerca de 17 millones de personas entre 16 y 54 años, han jugado videojuegos en el último año. Con estas cifras ya hablamos de la producción de juegos para consumo masivo.

Un cambio así en el mercado tiene repercusiones en la oferta educativa general de nivel superior. ¿Qué están haciendo las universidades para preparar profesionales que se puedan integrar a la industria de los videojuegos?

The Internet Trends 2019 report is a comprehensive outline of the current statistics and important technology trends on the web. The report comes from Bond Capital founder and former Wall Street securities analyst, Mary Meeker. Meeker has been analysing and reporting the stand-out statistics on the internet since 1995. She presented the report at the Code Conference in Scottsdale, Arizona on Tuesday.

Some of the main take-aways from Meeker’s report include slowed growth of e-commerce sales, increased spending in online advertising, the rise of freemium subscription models (free for basic, pay for premium e.g. Spotify) and increased photo-sharing and interactive gaming. “If it feels like we’re all drinking from a data firehose, it’s because we are,” confirmed Meeker at the conference.

The quality and integrity of higher education in Australia is dependent on the quality of the academics who staff our universities. The supply pipeline of the academic workforce needs careful planning if it is to continue to be effectively renewed by fully rounded academics who are engaged in research and can contribute to sustaining the quality of Australian higher education.

Unfortunately, the higher education sector response to this challenge has been reactive and haphazard. We believe the problems in the sector are wide ranging and can be profoundly destructive to the future of all Australians unless we co-operatively address them and get government and policy action to change what is happening.

To understand how to make the most effective use of their edtech applications, educators and researchers must look closely at the available data. And for better or worse, there’s more data available to conduct that analysis than ever before, executives from the edtech research firm Evidentally recently told the audience of a webinar hosted by edWeb.net.

In years past, educators could count the number of edtech programs they used on one hand. Usage eventually grew and schools began using spreadsheets and written reports that could take months or years to yield actionable data. But in 2019, said Denis Newman, co-founder of Evidentally, data is available to educators and researchers nearly in real-time.

Along with Evidentally’s Kylene Shen, Newman explained three reasons that this sort of usage research is critical for educators and developers alike.

Videos are the future of eLearning. Visual information is processed much faster and is easier to remember than text-based information. So why wouldn’t you use that to your advantage and utilise video-based learning to boost your staff’s training? However, today’s viewers have a much higher expectation of video content. In educational videos the need to be engaging is more necessary than ever. With that being said, we’ve laid out seven expert tips to make your eLearning videos more engaging than ever, and keep your staff’s eyes glued to their screens.

No cabe duda alguna de que el e-learning se ha erigido como una de las principales vías a la hora de impartir educación. Su gran alcance y rápida difusión lo han convertido en la mayor alternativa a la educación más tradicional, aquella que se basa en la asistencia a clase. Así, el e-learning ha crecido de una manera exponencial en los últimos años, a la par que evolucionaban las tecnologías de la comunicación.

Digital Learning:

• Allows us to create a blend.
• Allows us to personalize and individualize education and training.
• Provides better opportunities for feedback.
• Allows us to remix and recreate. (Reusable learning objects anyone? This gets us to the concept of learning campaigns which can create new opportunities for learning experiences.

El conocimiento está bien introducido en el lugar de trabajo o la información que se presenta en un contexto relevante, tal vez en forma de un video, un poco de lectura, una entrevista , una prueba de autoevaluación o un proceso de reflexión impulsado por preguntas, como ya hemos mencionado en Educación Disruptiva.

La etapa de procesamiento comienza cuando el grupo se reúne para discutir la información, a pensar en el razonamiento detrás de él y su aplicación potencial. El tercer elemento – la aplicación, se lleva a cabo en el lugar de trabajo y es donde el aprendizaje se aplica y pone en práctica...

Deberemos tratar de dividir el aprendizaje en trozos pequeños, de fácil asimilación para dar cabida a la capacidad de atención de 20 minutos del cerebro: Incluir mensajería multimedia que involucra a múltiples sentidos y aumenta las conexiones neurológicas.

With all these new technological advancements, it makes sense that the use of smartphones plays a much stronger role in life nowadays, especially in the life of younger generations. Learners are quite literally flooded with distractions in all kinds of digital shapes and sizes. Simultaneously, they have instant access to infinite amounts of information. It's increasingly hard for Learning and Development (L&D) to compete with social media and apps as well as everything that can be found on the internet.

School-issued devices harbor a scary secret.

The Chromebooks, iPADS, or other tech devices your child borrows from school each year are digital spies. They are intimately familiar with your child’s private information and browsing habits.

When most people think of digital surveillance, images of cameras come to mind. Digital surveillance is already in place at shopping malls, traffic lights and even classrooms where surveillance cameras monitor behavior.

Surveillance is supposed to improve security and increase safety. School employees watch cameras in trouble spots like stairwells, halls, and common areas. Surveillance systems then store images in the cloud. If administrators need to determine who vandalized school property or engaged in a fight, the documentation is available.

Gamification has been a hot topic in elearning for some time now and it’s no surprise. We all love playing games. The feeling of accomplishment, of improving, of beating an opponent, and the feedback and rewards that you get are the sorts of things that keep you coming back for more. Here’s why gamification in elearning gets so much air time.

Las aplicaciones educativas están fracasando en educar a los niños de preescolar, según un estudio de la la Universidad de California. En los últimos años, ha habido un creciente interés por desarrollar herramientas educativas innovadoras, como las aplicaciones móviles. Más de la mitad de éstas atienden a niños de entre 3 y 5 años; aún así, su efectividad ha sido poco investigada.

En esta etapa los niños procesan la información de manera diferente. Tienen un período de atención más corto, limitaciones visuales y motrices, por mencionar algunas diferencias. Por eso, es de suma importancia que las aplicaciones estén diseñadas para alinearse con sus capacidades cognitivas y sean realmente educativas.

Con esto en mente, un reporte de la Escuela de Educación de la Universidad de California (Irvine, California), analizó 171 aplicaciones educativas de matemáticas y lectura para Android e iOS, con el fin de investigar cómo están diseñadas estas aplicaciones y si sus características de diseño se entrelazan con métodos educativos que se haya comprobado apoyan el desarrollo de niños en esta etapa escolar.

In my previous post I explored the subtle, yet significant, difference between brute force computing and ANN (Artificial Neural Networks), and how that distinction is slowly producing what one would call “true” AI products in the classroom.

According to a 2018 research report, AI-based technologies are primed to grow within the edtech market by just under 47%. ANN-based AI programs have enormous potential to redefine what we understand to be personalized learning, and while in the early stages, it is well worth looking at the innovations that are at the cutting-edge of Learning Management System design.