The Best of Times, The Worst of Times: opportunities and challenges for the L&D profession

Charles Jennings

All-in-all the implication for L&D professionals has been to make their traditional offerings of carefully designed, time-consuming and often slowly developed structured modules, courses and programmes relevant to fewer and fewer stakeholder needs.

Survey 235

Content as a Service

Xyleme

Tracking of use and analytics. This data set can be used to generate powerful analytic tools that can measure an individual’s strengths and weaknesses, and use this information to drive personalization. (In In future blog posts, I’ll elaborate on how analytics can drive personalization.). In conjunction with user tracking data and analytics, the delivery of the content can be personalized to the needs, habits, and preferences of the user.

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My 25 Years of Ed Tech

Stephen Downes: Half an Hour

I had designed OLe so that it used free-standing 'modules', and the IMS-LOM was perfect for this. They are now standard parts of LMSs, widely used in educational institutions (as a quick Google search will show), and invaluable to students for job applications, especially in creative fields.

Less is more: A different approach to L&D in a world awash with information

Charles Jennings

Having the metadata and the search skills is far more useful than memorising the detailed information in this and many other situations in the day-to-day pursuit of our work and life. This post appeared on the TrainingZone.co.uk site last month.

Skills 213

performance.learning.productivity: Getting to the Core of Learning Content in the Internet Age

Charles Jennings

Traditional Model – Content-centric learning The standard approach has been to expect people to learn all the content in a structured learning event – whether it’s an ILT or eLearning module, course or programme. There is an argument that we all need to learn less if we want to know more.

The 2016 Look at the Future of Online Learning

Stephen Downes: Half an Hour

Predictive analytics will grow in significance in terms of student retention and learner support. I did a double take when I read this, since I thought we were done with analytics, but the author assumed (I guess) that we need a whole second class of analytics, this time to predict what students will do. Where analytics will be really useful in learning is in the as-yet largely unremarked environment of personal knowledge networks and feedback mechanisms.

E-Learning Generations

Stephen Downes: Half an Hour

Second, it created the idea that these content modules orchunks were sharable. The providers of search and document management services - Yahoo,Microsoft, Apple and Google - have their own social networks, but these arealso-rans. Thecontent itself could have been anything - we have since run courses in criticalliteracies, learning analytics, and personal learning environments.