INDUSTRY INSIGHTS YOUR PEERS ARE READING
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). MORE
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. MORE
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 MORE
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. MORE
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. MORE
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 MORE
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. MORE
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'. MORE
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. MORE
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. MORE
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. MORE
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. MORE
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 MORE
Ok, so I told you the story of the video course I was creating on what I call the Quinnov 8, and now I’ll point to it. I’ve included quizzes for each of the content sections. I can’t control it, but as I mention in the course, you want to space it out. The content is organized around what I’m terming the Quinnov 8, the eight elements I think are core to making the step to better elearning design. design MORE
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. MORE
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 MORE
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 MORE
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. MORE
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. MORE
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. MORE
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. MORE
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? MORE
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. MORE
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. - MORE
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. MORE
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. MORE
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. MORE
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. MORE
[ 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. MORE
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. MORE
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. MORE
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. MORE
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. MORE
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 MORE
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 MORE
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. MORE
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 MORE
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. MORE
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. MORE
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. MORE
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. MORE
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] MORE
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. MORE
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. MORE
Stephen Downes: Half an Hour
OCTOBER 8, 2018
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.
George Siemens
OCTOBER 7, 2014
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.
Jay Cross
AUGUST 12, 2012
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
Clark Quinn
JANUARY 16, 2019
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
Xyleme
JUNE 14, 2018
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.
Clark Quinn
JUNE 9, 2015
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
Clark Quinn
APRIL 11, 2018
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.
Clark Quinn
AUGUST 21, 2014
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
Stephen Downes: Half an Hour
SEPTEMBER 28, 2012
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'.
Jay Cross
JULY 29, 2012
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.
Clark Quinn
JULY 3, 2014
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.
Clark Quinn
JUNE 3, 2014
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.
David Weinberger
NOVEMBER 24, 2014
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.
Xyleme
JULY 5, 2012
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.
Clark Quinn
SEPTEMBER 4, 2013
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
Tony Karrer
NOVEMBER 17, 2008
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.
Clark Quinn
AUGUST 20, 2014
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
Stephen Downes: Half an Hour
JANUARY 6, 2012
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?
Clark Quinn
NOVEMBER 6, 2012
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
Xyleme
APRIL 27, 2012
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
Stephen Downes: Half an Hour
OCTOBER 21, 2018
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.
Stephen Downes: Half an Hour
SEPTEMBER 27, 2018
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.
Clark Quinn
APRIL 10, 2012
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.
Stephen Downes: Half an Hour
DECEMBER 12, 2018
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]
Stephen Downes: Half an Hour
OCTOBER 18, 2011
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.
Stephen Downes: Half an Hour
OCTOBER 8, 2018
[ 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.
Xyleme
JUNE 26, 2014
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.
Charles Jennings
MAY 28, 2010
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.
Xyleme
MARCH 28, 2014
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.
Stephen Downes: Half an Hour
NOVEMBER 16, 2018
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.
Stephen Downes: Half an Hour
OCTOBER 30, 2018
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.
Stephen Downes: Half an Hour
NOVEMBER 4, 2018
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.
Stephen Downes: Half an Hour
OCTOBER 10, 2018
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.
Stephen Downes: Half an Hour
DECEMBER 2, 2018
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. -
Stephen Downes: Half an Hour
OCTOBER 27, 2018
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).
TOPYX LMS
APRIL 12, 2016
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.
Tony Karrer
APRIL 17, 2008
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.
TOPYX LMS
JULY 6, 2016
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.
Xyleme
JUNE 13, 2014
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.
Xyleme
MAY 2, 2014
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.
Xyleme
MARCH 13, 2009
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.
Clark Quinn
JULY 22, 2011
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.
Stephen Downes: Half an Hour
MARCH 4, 2015
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.
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