E-Learning 3.0 Course Synopsis

Stephen Downes: Half an Hour

The MOOC environment is designed to support both types of learning. Ideally, course participants will have tools to manage their individual knowledge networks as well as means to interact through social networks. Each person enters the course with their own learning objective.

Course 195

Innovation in open online courses

George Siemens

In a few weeks, our edX course Data, Analytics, and Learning (#DALMOOC https://www.edx.org/course/utarlingtonx/utarlingtonx-link5-10x-data-analytics-2186 ) will start. We (Carolyn Rose, Dragan Gasevic, Ryan Baker, and I) have spent the last several months thinking through the course structure and format. This is a short overview of the innovations that we want to explore during the course. Many MOOCs reflect a structured and linear process of content presentation.

Course 209

Redesigning Learning Design

Clark Quinn

Of late, a lot of my work has been designing learning design. Helping orgs transition their existing design processes to ones that will actually have an impact. That is, someone’s got a learning design process, but they want to improve it. design strategy

Design 181

The game of course

Jay Cross

The largest obstacle holding L&D professionals back from taking advantage of network technologies, distributed networks, social connections, peer interaction, and informal learning may be their bedrock belief that learning = courses. What’s a course? Design Meta-Learning

Course 183

Content/Practice Ratio?

Clark Quinn

So, I’d roughly (and generously) estimate that the ratio is around 80:20 for content: practice. So, two questions: do we just need more practice, or do we also have too much content. Of course, it’s largely wrong, being focused on reciting knowledge as opposed to making decisisions, but there just isn’t enough. Of course, it shouldn’t be the event model, and that practice should be spaced over time. And, of course, we should. design

How to Create a Content Strategy that Resonates with the Modern Learner

Xyleme

Solutions Consultant, Mike Buoy , and Jennifer Rogers , Head of Learning at Anglo American, discussed how learning leaders need to rethink how to create, manage, and deliver content to meet the needs of the modern workforce. In this webinar, Xyleme Sr.

Tools and Design

Clark Quinn

I’ve often complained about how the tools we have make it easy to do bad design. Authoring tools, in general, are oriented on a ‘page’ metaphor; they’re designed to provide a sequence of pages. The challenge isn’t inherent in the tool design.

Design 164

Rethinking Design: Curriculum

Clark Quinn

The notion is that we need to redefine curriculum as a way to get away from a content base, and start moving to an activity base. The goal is to have them process the content in service of accomplishing the task, an approach more consonant with our cognitive architecture. design

Design 280

Resources before courses

Clark Quinn

In the course of answering a question in an interview, I realized a third quip to complement two recent ones. While I’ve previously argued that good learning design shouldn’t take longer, that was assuming good design in the first place: that you did an analysis, and concept and example design and presentation, and practice, not just dumping a quiz on top of content. However, doing real design, good or bad, should take time.

The 'Course' in MOOC

Stephen Downes: Half an Hour

Given the opportunity, these learners have a burning desire to 'complete' the course. Well-designed and smartly-delivered" MOOCs with a valid, transferable certificate of completion (learning experience) may be 1 viable solution. With respect to cMOOCs, the student experience is more like joining a community than working their way through a body of content. Here's why the C in MOOC continues to stand for 'Course'. Hence, a MOOC is a 'course'.

Course 195

udemy Course with Marissa Mayer

Jay Cross

CEO Marissa Mayer, win $1,000 for your best design, and learn how a student just like you is succeeding with what she learned on Udemy. Marissa’s free Udemy course will teach you how to build a culture of innovation at your company. Take This FREE Course.

Course 169

From Content to Experience

Clark Quinn

A number of years ago, I said that the problem for publishers was not going from text to content (as the saying goes), but from content to experience. I think elearning designers have the same problem: they are given a knowledge dump, and have to somehow transform that into an effective experience. What’s a designer to do? And this, by itself, isn’t a foundation for a course. And this ignores, of course, whether this course is actually needed.

[siu] Accessing content

David Weinberger

Alex Hodgson of ReadCube is leading a panel called “Accessing Content: New Thinking and New Business Models or Accessing Research Literature” at the Shaking It Up conference. You import your pdfs, read them with their enhanced reader, and can annotate them and discover new content. “What does content want to be?” JSTOR has 150M content accesses per year, 9,000 institutions, 2,000 archival journals, 27,000 books. It remains a risk, of course.

Content or experience

Clark Quinn

I continue to have a problem with the term content as a component of what our field does. What we do is create content. Even in F2F training, we have content and structure around actions we ask our learners to take. At the end of the day, much of what we’re working on is content that is communicated or triggered by learner actions. I believe we need to focus on the activity , not on the content. design strategy

Content as a Service

Xyleme

For better or worse, the development of learning content has been a one-way push process. As instructional designers, we create our learning products, package them up with all the content and media, wish them well, and ship them off to the LMS’s – never to be seen again. Once gone, we lose all connection and control of our content – and this has some obvious drawbacks: Content is replicated to each LMS. There is no way to monetize the content.

Rethinking Design: Pedagogy

Clark Quinn

In thinking through how to design courses that lead to both engaging experiences and meaningful outcomes, I’ve been working on the component activities. So for conceptual tasks, what we’re looking to do is drive learning to content. design

Design 227

Online Learning Course Design

Tony Karrer

The Work Literacy online learning course is over and Michele Martin - Deconstructing the Work Literacy Learning Event and Harold Jarche - Post Work Literacy have posted their thoughts around the event. Here are some thoughts on the course and the implications for design of similar kinds of online learning courses. Social Network as Course Platform Like social networks generally, Ning, unfortunately feels a bit scattered.

Course 100

Creating the Connectivist Course

Stephen Downes: Half an Hour

So the form was not something we designed and implemented, at least, not explicitly so. One was the beginning of open online courses. We had both seen them in operation in the past, and had most recently been influenced by Alec Couros’s online graduate course and David Wiley’s wiki-based course. What made these courses important was that they invoked the idea of including outsiders into university courses in some way. Why not learn content?

Course 152

Designing Backward and Forward

Clark Quinn

So I began thinking about performance experience design as a way to keep us focused on designing solutions to performance needs in the organization. From there, we can design forward to create those resources, or make them accessible (e.g. design meta-learning

Design 240

Reimagined Learning: Content & Portfolio elaborated

Clark Quinn

In a previous post I laid out the initial framework for rethinking learning design, and in a subsequent post I elaborated the activity component. Two additional components of the model around the activities were content and then products coupled with reflection.

Instructional Design Orthodoxy

Xyleme

I will be dating myself here, but so much of the orthodoxy in the instructional design process was forged back in the late 80’s and early 90’s when the only Computer-Based Training (CBT) tools were Toolbook for the PC, and Hypercard for the Mac. Back then, the metaphor was a deck of cards and each card was a 640×480 screen’s worth of content. The idea that you might allow scrolling was to many an Instruction Designer taboo. Instructional Design

Design 208

Designing E-Learning 3.0 in gRSShopper - 5

Stephen Downes: Half an Hour

We launched the course this week and I did a bunch of things to get ready. First, a media summary view: Figure 63 - media_summary view in the Vide Editor Next, the Course Videos page newly created in the Page Editor. Step 2 Contents work just the same.

Design 186

Designing E-Learning 3.0 in gRSShopper - 2

Stephen Downes: Half an Hour

In the previous segment I decided to create a course with modules and sections, and set up the modules. I'll fill out the actual content of those modules over time. But it's also true that nobody wants to use the course calendar.

Design 189

Designing E-Learning 3.0 in gRSShopper - 13

Stephen Downes: Half an Hour

In this course the evidence comes in the form a blog post. We've already done the first three steps of this workflow, and they are basically one-time per course. The display of the harvested Link content is defined with a view, link_viewer. modal-content').load('[link]

Design 173

Czech Course Followup Questions

Stephen Downes: Half an Hour

I was asked the following questions after my presentation to CZ Course RVP_VT21 yesterday: (Elements of Coop.) Rather, the learner selects the content sources, and makes the decisions about what to read or not to read. Filtering systems, content recommendation systems, analytics and other tools will make the task of recognition easier. It's exactly the same process as selecting useful content instead of advertising.

Course 140

Designing E-Learning 3.0 in gRSShopper - 3

Stephen Downes: Half an Hour

[ Part 1 - Part 2 - Part 3 - ] I have the basic structure of the course in place and now I want to fill it out with some content. The course starts in a couple of days and it's important to ensure people have something to see and work with. Now for the contents.

Module 159

Five Steps to Making Your Content Mobile Ready

Xyleme

To date, however, according to Bersin by Deloitte, only 12% of learning content is mobile-enabled. Sales-type employees require mobile learning for different types of quick content consumption. Looking beyond the course as a mobile output format.

ID - Instructional Design or Interactivity Design in an interconnected world?

Charles Jennings

Instructional design is not only seen as a core competency for learning and development/training specialists, but it’s a huge industry, too. Most learning vendors tout their ‘expertise in instructional design’ as a key reason as to why we should engage them to produce learning content.

Design 246

Are Instructional Designers Making Themselves Irrelevant?

Xyleme

So what does that mean for the poor instructional designer when over 70% of the learning they create delivers poor customer experiences? The easy thing for an instructional designer to do is to rely on simple instinct and maintain the status quo. 1: Reusing Content is a Game Changer.

Design 275

Designing E-Learning 3.0 in gRSShopper - 10

Stephen Downes: Half an Hour

The way I have it set up is that there is a variable, $loglevel, which can be a number between 0 and 10, and there's a variable $log that contains the log contents. If $loglevel is above a certain value, the content is added to the log. course as well.

Design 170

Designing E-Learning 3.0 in gRSShopper - 8

Stephen Downes: Half an Hour

It's pretty easy to get caught up in things like video events and content and to forget that the true purpose of the course is connection. Of course we've done that with the Your Feeds page, but that page is designed for humans.

Design 159

Designing E-Learning 3.0 in gRSShopper - 4

Stephen Downes: Half an Hour

Activities Each week of the course will feature some events. Plus, using the backchannel with the rest actually crashed my web server recently, so I need to fix that if I want to use it for the course. When I went to create a new chat channel for the course, I got this error.

Design 165

Designing E-Learning 3.0 in gRSShopper - 9

Stephen Downes: Half an Hour

The RSS Feed The course isn't truly distributed until it has an RSS feed. We'll use the course newsletter as our RSS feed, except we'll publish the output in rss2 format instead of HTML. It's worth noting that I could put anything into an RSS feed like this - courses, modules, whatever.

Design 152

Designing E-Learning 3.0 in gRSShopper - 12

Stephen Downes: Half an Hour

These requests have four major components: - The URI - this is the address to which the request will be sent (at some time in the future we will have 'content addressable APIs', which will be addressed to dat://hash addresses, but this doesn't exist yet. -

Design 159

Designing E-Learning 3.0 in gRSShopper - 7

Stephen Downes: Half an Hour

A feed is a content source. For me, that means any content source, whether I'm actively harvesting it or not. This is another type of post (maybe I should make 'Article' a different type of content entirely, but I didn't, and I don't feel like changing that).

Design 152

3 Ways to “Spring Clean” eLearning Content

TOPYX LMS

Are you using LMS-based learning or utilizing any eLearning content? To get a little more technical, Elliot Massie defined online learning as “ the use of network technology to design, deliver, select, administer, and extend learning ,” wrote Jay Cross.

eLearning Design and Development Training Course

Tony Karrer

Someone on LinkedIn asked: Can anyone recommend a really good e-learning design/development training course? This is for a colleague who is new to instructional design & development so something that covers the basics at an introductory level would be best. link] RPI An introduction to instructional design and course development and guidance on selecting the right design and development tools.

Course 100

How Effective are Video-Based Training Courses?

TOPYX LMS

It’s amazing how the same exact training content is more effective delivered through one method as opposed to another. 3 Benefits of Video-Based Training Courses. Video-based training courses pack an impressive punch in the area of benefits. Course summaries.

The top 10 opportunity costs for single source content strategy

Xyleme

When you think about your company''s digital learning content strategy, what''s the first thing that comes to mind? eLearning Courses? Employees find relevant content more quickly. Dispersed Subject Matter Experts and Designers work together more creatively and efficiently.

Cost 204

3 reasons to change your learning content management strategy now

Xyleme

When we step outside of our learning silo, we find that virtually every function in today’s organizations is sustained by a content strategy driven by a content management system that enables content developers to create dynamic content and reuse it across multiple formats.

A jot of design

Clark Quinn

First, it was an iPad app supporting design. Given that I’m very much about improving design, *and* quite into mobile, this was of interest. Second, I mistakenly thought it came from Michael Allen’s company Allen Interactions, and he’s not only been an early advocate of engaging design, but also he’s a supremely nice guy to complement his smarts. design mobileOrdinarily, I don’t even look at vendor products when offered free trials.

Design 162

single-source learning content development…

Xyleme

Home > Instructional Design , Single Source > Single-Source Learning Content Development… Single-Source Learning Content Development… March 13th, 2009 Goto comments Leave a comment If the number of people in my recent conference sessions are any indication more and more organizations are seeing the promise of single-source learning content development. Ah… now I get why there’s so much interest in Single-Source Learning Content Development.

Design Elements in a Personal Learning Environment

Stephen Downes: Half an Hour

In this paper I would like to address the core design elements in the development of a personal learning architecture being developed in the National Research Council''s Learning and Performance Support Systems program. This is an area that includes content management systems, talent management systems, and the LMS. It also impacts content developers and e-learning distributors, including MOOC distributors and educational institutions.

Design 197