Start with the 70. Plan for the 100.

Charles Jennings

This article draws on ideas and supporting material from a new book published for the first time in English last week. 12 page bibliography with a wealth of references to supporting papers, books, articles, case studies and other material.

The future of business education will be centered on contextual learning

Ross Dawson

If you are interested you can read the full article online: Global Social and Technology Trends Shaping the Future of Universities. When an obstacle is encountered the solution is sought in the form of a specific module of learning needed to solve that particular problem.

Designing E-Learning 3.0 in gRSShopper - 12

Stephen Downes: Half an Hour

TL:DR here's the badging workflow: Create a Badgr account. The Badge Workflow One of the tricky parts about working with badges is that the badge infrastructure has its own vocabulary and a workflow that might not be obvious.

Design 158

From Courses to Campaigns : using the 70:20:10 approach

Charles Jennings

Virtually all of them are wrapped up in an ‘event’ concept – often called the course, workshop, programme (or program), module etc. My previous article here ‘Start with the 70.

Course 219

Managing Learning?

Charles Jennings

Donald Taylor recently published an article titled ‘ What does ‘LMS’ mean today ?’. Keeping the CEO out of Jail In his article Donald quotes Andy Wooler, Academy Technology Manager at Hitachi Data Systems Academy, as saying: “LMS too often stands for Litigation Mitigation Service.”

PKM 225

Designing E-Learning 3.0 in gRSShopper - 13

Stephen Downes: Half an Hour

Workflow The next step in the use of badges is to develop a mechanism for awarding them. This is something that can generate a lot of labour in a hurry (9 modules times 10 people means 90 badges issued.). Right now all I have to do is type in the module and then click 'Publish'.

Design 172

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