Designing E-Learning 3.0 in gRSShopper - 1

Stephen Downes: Half an Hour

For example, instead of creating a course simply by filling in boxes in predefined forms, I can think about the structure and format ahead of time and design it exactly how I want. I did a bit of searching around and determined that the overall structure is pretty common: - course - modules - an array of individual units of instruction - sections - an array of individual offerings of the course Like this: Figure 1. I'm making a module table so I typed 'module' in the form.

Module 135

Designing E-Learning 3.0 in gRSShopper - 6

Stephen Downes: Half an Hour

Also, I wanted to be able to put videos on the Event page and even on the Modules page. I need to associate each video with an event, and with a module. I could do this in either the Media Editor or the Event Editor and Module Editor. Figure 70 - Media form in Form Editor I've added course, module and event as keylists. Here's a sample event page with the video: Figure 73 - Event Page Videos in Modules Now for the modules.

Module 131

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Designing E-Learning 3.0 in gRSShopper - 3

Stephen Downes: Half an Hour

From this I created a set of nine topics that constituted the structure of the course - the course modules. Then, for each module, I considered the topic from four distinct perspectives: philosophy, technology, media and learning. This synopsis will be used for a variety of purposes: it creates the content for each module, it defines the sort of tasks and activities we can engage in, it creates the outline for my introductory E-Learning 3.0 So that's my module page.

Module 119

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. What I want to do is list the course modules and events (there's only one course so I don't need to list courses). Figure 15 - where are my modules? The problem is that gRSShopper doesn't know how to display modules. What I need to do is to define a View that will display modules.

Design 143

Designing E-Learning 3.0 in gRSShopper - 13

Stephen Downes: Half an Hour

This is something that can generate a lot of labour in a hurry (9 modules times 10 people means 90 badges issued.). It works like this: Create module (associated with knowledge (in the future, maybe, associated with competencies or whatever) Create Task (associated with Module) Create Badge (associated with Badge) Receive Link (to a webpage) (associated with Task) Award Badge (to author associated with link) Notify author (via Badgr, WebReference, other?)

Design 130

Designing E-Learning 3.0 in gRSShopper - 12

Stephen Downes: Half an Hour

Figure 140 - The 'Authorize' button on the Swagger sample API Interface page In Perl I decided to create a Perl Module that would handle all the Badgr API tasks. Each time I want to use Badgr I call up a new instance of this module, that is, 'a new Badgr object'. For gRSShopper I found a way to encode images into Base64 using a Perl module. The Badge API and Setting Up Badges This actually represents almost a week's worth of work.

Design 119

Designing E-Learning 3.0 in gRSShopper - 8

Stephen Downes: Half an Hour

Of course we've done that with the Your Feeds page, but that page is designed for humans. I could use a Perl Module to create the OPML file. The disadvantage is that it means installing yet another Perl module. Again, I could use a Perl module specifically designed for this, and in some cases I will. Syndication Syndication is the core of the cMOOC approach to learning and we haven't talked about it at all yet.

Design 119

Designing E-Learning 3.0 in gRSShopper - 10

Stephen Downes: Half an Hour

I took a few minutes to comment out the references to the Facebook OAuth module (which is now depreciated) and also to remove a 'defined' operator (which is also depreciated). Harvesting, Again I'm having issues with the harvester again. There are two distinct problems: - The harvester isn't harvesting - When I do harvest, it's downloading things that were downloaded before I'm going to deal with the second thing first. I think the problem is that the previous things were deleted.

Design 127

Designing E-Learning 3.0 in gRSShopper - 4

Stephen Downes: Half an Hour

But I know that Chatter is run by cchat.cgi, and this in turn calls the Net::Twitter::Lite::WithAPIv1_1 module. Activities Each week of the course will feature some events. These are mostly live video conferences with guests. I also want to be able to show slides and to include the activity feed. I've been creating these using xSplit and then broadcasting the entire screen, but it's a bit unreliable.

Design 123

Designing our new web site

Dave Snowden

We are also doing a few barter deals with marketing and design experts who want to contribute so feel free to volunteer! All of the methods will be organised by module which will link directly to the training programme. The last web site was a one-time fail-safe design with limited involvement, the opposite of what we teach.

Design 100

Designing E-Learning 3.0 in gRSShopper - 7

Stephen Downes: Half an Hour

For [link] the URL would be as follows: [link] Feeds However, this won't generate the 100% live page, because page.cgi prefers to use a locally cached version for requests like this (this is especially useful for things like posts and modules, etc., [ Part 1 - Part 2 - Part 3 - Part 4 - Part 5 - Part 6 - Part 7] OK, I've put on some Cœur de pirate and am set for today's work. Feeds One of the key attributes of gRSShopper is the harvester.

Design 113

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. Let’s Forget About Events Undoubtedly instructional design is crucial if the mindset is learning events – modules, courses, programmes and curricula.

Design 189

Concept Maps and Learning

Clark Quinn

However, as an educational innovation, the intended pedagogical design is worrisome. As a personal example, when I was in high school, our school district decided that the American Civil War would be taught as modules. design mindmap technology

Module 225

More Marketing Malarkey

Clark Quinn

The thing that concerns me is that all these things are different, and take different design approaches. My problem, in this case, wasn’t the push for microlearning (there were some meaningful distinctions, though no actual mention how they require different design).

Module 219

A Crash Course in Design Thinking for Network Leadership Skills

Beth Kanter

Last month, I participated in a Design Thinking Lab with network leadership practitioners convened by the Leadership Learning Community. The session was an introduction to design thinking methods and to generate ideas for instructional modules for networked leadership development. The design challenge was: How do we come up with concrete tools, frameworks and methods for helping people better understand and adopt network systems leadership?

Microsoft Expression Web Designer

Stephen Downes: Half an Hour

I downloaded and tested the Expression Web Designer software. Pages are designed using CSS and standard HTML elements. Somebody working the server backend (databases, etc) can very easily set up this product to allow non-technical people to design complex websites. I didn't see any explicit support for Web 2.0 - that would have been a nice touch but will probably be included later as a module or update.

Design 100

How To Think Like An Instructional Designer for Your Nonprofit Trainings

Beth Kanter

I’ll be sharing my best tips and secrets for designing and delivering training for nonprofit professionals that get results. And, if you are attending NTEN’s Nonprofit Technology in March, join me, John Kenyon, Andrea Barry, and Cindy Leonard for a session on designing effective technology training. All of my work these days is focused on designing and delivering effective training for nonprofits -primarily on the topics of social media, strategy, networks, and measurement.

Trainer’s Notebook: Reflections on Designing and Delivering Training To Get Results

Beth Kanter

Design for Participants To Apply. It’s been great to discuss instructional design with other trainers that Deborah has brought together. Recently, Jennifer Ahern Lammer who is the program director for the Alliance of Nonprofit Management , shared several good design points developed by Peter York from TCG and how she applies it. Design for Different Levels of Capacity and Skills: Adapt in Real Time. So, you have to design for that. Training Design

Another model for support

Clark Quinn

For each, my role was to lead the design. In one case, it was for a series of elearning modules. In a more recent instance, it was on a specific focus, but there were several modules that used a similar structure. So, it’s a slightly more involved approach, with a much more variable scope, but in conjunction with other approaches I’ve mentioned like critiquing content or design processes, it’s one way to get a jump on deeper learning science.

Serverless Computing - An Innovative Approach to Software Development

Irving Wladawsky-Berger

Serverless is an approach to software development for quickly building and deploying applications as a collection of loosely coupled modules and microservices. All designs involve tradeoffs. The biggest overhead is in the design of the application. Serverless applications are woven or composed from a collection of loosely coupled, lightweight modules or microservices. Developers are only charged for the resources used during the time their modules actually run.

Deeper activities

Clark Quinn

So for each module, I’m looking for a meaningful practice. For design A while ago, I argued for an activity-based curriculum. The The point was to rebel against the usual content-based curriculum, and push us to more meaningful learning. And, of late, I’ve had a chance to reexamine both the curriculum ideas, and the pedagogical implications.

from training to learning

Harold Jarche

What we have collected is a motley set of insights, of pragmatic maxims and design recommendations that serve as reminders of what the important issues and pitfalls are in this kind of endeavor.

Driving a 75% Reduction in Translation Costs at Ford Motor Company


They were specifically focused on streamlining the way they designed, developed and produced translatable learning content, in order to reduce translation time and generate significant cost savings. CUSTOMER STORIES. Driving a 75% Reduction in Translation Costs at Ford Motor Company.

Cost 130

What’s New in Pastiche™ Version 1.4?


Publishers can now group the lessons of a course within modules, offering learners a more convenient navigation through the content when courses are long. On top of the glossary and module feature, we have updated the look and feel of the questions in the Quiz Me section in our demo app. The new design is cleaner and more user friendly. The Pastiche iPad app version 1.4 is out! You can now download it from the App Store. This new version comes with support for glossary.

Module 122

The need for order

Dave Snowden

The same is true in organisational design, software programming or counterterrorism; we should never neglect order, but neither should we see it as a disabling constraint. So start with mapping constraints and modulators and then simulating likely effects of change. When I was at school, way back in the days of the white-hot heat of technological optimism, the local printers made a gift to the school of their old platen press and a case of font trays.

Module 172

Digital Learning Research Network Conference 2016

George Siemens

Online Readiness Modules and Student Success. Using Learning Analytics to Design Tools for Supporting Academic Success in Higher Education As part of the Digital Learning Research Network, we held our first conference at Stanford last year. The conference focused on making sense of higher education. The discussions and prsentations addressed many of the critical challenges faced by learners, educators, administrators, and others. The schedule and archive are available here.

“… intire of it selfe”

Dave Snowden

So I want to look at what that means for organisational design, and then for the role of the individual and coaching/facilitation in consequence. Designing an idealised building without first exploring the natural lay of the land over the seasons can be dangerous.

Module 229

Giving 2.0: The MOOC Launches Today: Sign Up for Free

Beth Kanter

It offers one module per week with a theme. Each week is packed with content and activities as well as video modules exploring that theme. Gives you empathy for designing your own syllabus and course. The course has been delivered offline at Stanford to students and is teaching students about giving. Training Design Giving 2.0:

It’s Only 65% !

Charles Jennings

Training describes a structured set of events that when designed and assembled carefully can provide an effective way to help people accelerate learning (learning = behaviour change). I don’t want this post to be a criticism of an individual survey design, but I do think that the designers of data-gathering surveys such as these need to think about the terminology they use carefully. The results of yet another 70:20:10 survey were published recently.

Survey 182

“How do I get my Word content into XML?”


Home > Instructional Design , Single Source > “How do I get my Word content into XML?&# “How do I get my Word content into XML?&# My latest talk is “Designing Content for Reusability Across Multiple Audiences and Contexts.” You just need to organize the content into modules, lessons, topics or chapter and topics as you see fit. Home About Podcasts Videos Xyleme Inc.

EPortfolios and Badges Workshop - #OEB14

Stephen Downes: Half an Hour

Three specific aims: - create an EP environment for the organizers - create an EP environment for the students - help people create their own EP The design principles for the course modules: - non-stop, always open, self-study, self-paced - customizable, task-oriented - use and reuse OER (content) - creation of the ''learning scenario'' - orient them toward tangible results - create sharing options through the social web The course is made up of 7 modules (which I won''t list here).

Module 196

The Knowledge and Learning Transfer Problem

Charles Jennings

The overwhelming majority of staff development budget is spent on the acquisition, design, development and delivery of formal development in the form of programmes, courses, and eLearning modules. This approach needs a detailed understanding of the issues to be addressed, the ability to architect and create solutions that stretches well beyond instructional design, and the trust of stakeholders so they play their part in the process.

Monday Broken ID Series: Seriation

Clark Quinn

The intention is to provide insight into many ways much of instructional design fails, and some pointers to avoid the problems. The point is not to say ‘bad designer’, but instead to point out how to do better design. Instructional design has established that the correct order of elements is introduction - concept - example - practice (and feedback) - summary. We had the elements of each of the 3 modules labeled from a learner perspective (e.g.

Module 100

Boxing gRSShopper

Stephen Downes: Half an Hour

I also wanted to install a number of Perl modules. I used server_test.cgi to see what modules I still needed to install. Since not all of the Perl modules are yet loading, I had to edit the scripts to disable some functions. What, again? Yes, again.

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

Charles Jennings

If we put all our effort and resource into designing, developing and delivering courses we may be helping people, but we’re only supporting one aspect of organisational learning and performance improvement. Business education has understood this fact for years, but rather than designing ways that allow experienced business school professors to support and mentor managers to solve their own real problems in their own context, most use a proxy called the case method.

Course 168

Five Steps to Making Your Content Mobile Ready


A common misconception among instructional designers is that in order to go mobile, formal content needs to be recreated and separate sets of formal and informal content maintained. As in software development, where Agile can be started with just a single module, Xyleme customers begin Agile development with a single content nugget, such as a topic, lesson, or procedure.

Emerging Leaders Need More than Leadership Development

Beth Kanter

Join us on May 2 for a special session led by Beth Kanter, and take a deeper dive into the Playbook and learn how to apply the mini-modules in different settings with your team. Guest Post Leadership Organizational Culture Training DesignFlickr Image – ImageGroup.

Sea wall or salt marsh?

Dave Snowden

As I thought about this it also has implications for organisational design and cultural mapping. As I say I’m playing with metaphor in the context of constraint management and also in mapping, but over multiple metaphors seen as modulators of identity. When we lived in St Albans, way back in the days before children, we occasionally made a winter day trip to the Essex Coast (pictured). The cost is flat as is the land and bleak.

Module 126

Start with the 70. Plan for the 100.

Charles Jennings

10 solutions include training and development courses and programmes, eLearning modules and reading. The ‘10’ has primarily involved designing, developing and implementing structured training and development interventions. The 70:20:10 approach recommends that solution design should start with options that are most likely to produce fast and efficient results , and those that are most likely to realise the greatest value.

Re-thinking Workplace Learning: extracting rather than adding

Charles Jennings

Adding Learning to Work Many learning professionals and training companies have taken the lesson about the criticality of context to heart and are designing courses and programmes that link learning with work more closely than was done in the past. A decade ago the Corporate Executive Board published a report detailing the findings of a study into the role managers can play in employee development.

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

Charles Jennings

ON THE SURFACE THERE IS GENERAL SATISFACTION WITH EXISTING LEARNING INTERVENTIONS The vast majority of people attending learning events or learning interventions (classroom training, eLearning modules, virtual sessions) reported that they were satisfied with the event or intervention (in the survey 84% declared they were satisfied or very satisfied). Expertise in instructional design and programme development and delivery is not going to be enough.

Survey 181

Nothing Has Changed. Everything Has Changed.

Charles Jennings

Winchester is one degree 19 minutes west of Greenwich, the point designated as ‘absolute zero’ in terms of longitude. We produced smarter modules and courses, better learning pathways, or integrated new technologies but the overall outcome was to make the learning landscape more complex and full of ‘busy work’. A Revolution or a Slow Demise? I’ve recently read Clark Quinn’s excellent new ‘Revolutionize Learning & Development’ book.

Change 183

Content as a Service


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. The courses are monolithic; not designed for rapid access, and don’t work the way we’d hope on our beloved mobile devices. This includes your eLearning modules, PDFs, movies, podcasts, articles, etc. For better or worse, the development of learning content has been a one-way push process.