Trending Sources

Informal Learning – the other 80%

Jay Cross

The start-up stiffed me but the paper morphed into the Informal Learning book. think it’s held up rather well. I’ll be leading a series of master classes on informal learning and working smarter in Europe. Informal Learning – the other 80%. Because organizations are oblivious to informal learning, they fail to invest in it. “Informal Learning.”

Information on E-Learning and WCAG 2.0 Compliance in Australia

Connect Thinking

checklist for more information. If your organisation is using old operating environments such as Windows XP, Office 2003 and Internet Explorer 6-8, then you may have problems even having the capability of complying with WCAG 2.0. If WCAG compliance is imperative to your organisation, you must seek further information from your IT department and LMS provider. compliant? WCAG 2.0

From information to knowledge and the democratization of learning

eFront

We live in the era of the ‘Information Revolution’. For the first time in history billions of people around the globe have access to tons of information digitally stored in what we already call “the cloud” One could reasonably expect unprecedented growth and prosperity for the global economy! We try to make this informal knowledge searchable and transferable.

Designing according to cognitive theory of multimedia design on one place

Edynco

2003). Instructional design bite-sized chunking information cognitive theory e-learning instructional design learning map micro lecture Since I’ve begun to flirt with instructional design years ago, I was faced with several theories about how e-learning content should be prepared to assure that the learners get the most out of it. Enjoy the following Learning map. Pfeiffer.

New research explores the common myths and realities around the 70:20:10 learning model

through informal channels, on-the-job experience. that’s powered by social and informal learning. Companies should couple social and informal. Since 2003, the Towards Maturity benchmarking process has sought to discover which. Does it provide essential information at exactly the right time e.g. for appraisals? Multi-layered, informative and easy to access.

Linear vs Non-linear learning design

Edynco

The instructional designer determines the flow of information from the start to the end. This design may have some non-linear elements, because every page may include some additional information like definitions, comments using hyperlinks or pop-ups. Such design requires preparing content in a form of small information units instead of sequential pages. Linear design.

Video games as Good Teachers

Kapp Notes

References: [51] This information consolidated from Bates, B. 2003). Dr. Celina Byers from Bloomsburg University’s Instructional Technology Program first provided me with this information. [52] This information consolidated from Csikszentmihalyi, M. 2003). 2003, May, 29). 2003, May, 28). 2003, May, 29). 2003, May, 29). It is obvious that games are immensely popular, what is less obvious is that they are also powerful teachers who have been “schooling” a generation for the past 30 years. Games are filled with goals. 2001). 2004).

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How does memory work?

Edynco

As educators we need to be aware of memory functioning, helping us to design such learning materials, that our students can process information successfully. 2003). We can learn when we are able to create new memories, store them and recall them when needed. If we want to help our students to learn efficiently, we should know something about functioning of our memory.  Pfeiffer.

9 Effective Instructional Design Tactics

LearnDash

Questions, Cues, and Advance Organizers - Use questions and cues to help learners draw upon previous experiences and knowledge to make sense of new information. 2003), What works in schools: translating research into action. Effective online (or offline) instructional design is a critical component to improving learning retention. Sources: Marzano, R.J., 2000). Marzano, R.J.

Laura Overton – Crystal Balling with Learnnovators

Learnnovators

We started our research programme in 2003, and since then we’ve seen a lot of change in the field of L&D. How should we be using that to inform our strategy and make it meaningful? Knowing this about our own staff can really inform how we design services to support them. ABOUT LAURA OVERTON (MD, Towards Maturity). THE INTERVIEW: 1. Learnnovators: Hi Laura. Help me’.

Towards Maturity 2015 benchmark shows just how much we've got stuck

Clive on Learning

In case you don’t know Towards Maturity, they were established in 2003 as a government-funded body to promote the use of learning technologies in workplace learning across the UK. Last week I attended a preview of this year’s Towards Maturity benchmark results, due for public release on November 5th (you can register for the launch webinar on this page ). research

Resources for Finding Out How Long it Takes to Develop eLearning

Kapp Notes

Several people have attempted to answer that question in 2003 I gathered data and information about the times it takes to develop instruction and then my colleague Robyn Defelice and I explored the idea in 2009. These two sources should give you lots of solid information to answer the question “how long to development one hour of …&#. A question I am constantly asked is “How long does it take to develop…&# you can fill in the rest with Instructor-led training, elearning, simulations, etc. How Long Does it Take to Create Learning? Design develop

70:20:10 - Beyond the Blend

Performance Learning Productivity

In 2003 the UK Department of Education and Training defined it as “ learning which combines online and face-to-face approaches ”. The term ‘blended learning’ first appeared in the late-1990s when web-based learning solutions started to become more widely used and were integrated on one way or another with face-to-face methods. University of Salford, UK. Work is becoming more complex.

Competition & Cooperation in Gamification

Kapp Notes

For more information on content and structural gamification, click HERE. Crawford, 2003). 2003) Chris Crawford on game design. Some thoughts on competition and cooperation for learning within the context of gamification. Competition. Competition is often associated with structural gamification. Competition is when students are “constrained from impeding each other and instead devote the entirety of their attentions to optimizing their own performance.” In structural gamification, this is manifest by students accumulating points and appearing on a leaderboard. Cooperation.

Is E-learning Implementation in Your Organization Smooth?

CommLab India

Note: The bold arrows indicate direct influence, while the dotted arrows indicate indirect influence (Mungania, 2003). Personal Barriers: Employees who are used to traditional classroom training rely on the information provided by an instructor who is physically present throughout the training program. With all its benefits, you would assume e-learning implementation is a breeze.

7 Things About eLearning Your CEO/Executive Director Wants to Know

Association eLearning

If you’re thinking about repurposing an old PowerPoint presentation with tons of text (there was a lot of information to cover), you might want to consider hiring an instructional designer. You will probably require subject matter experts (SMEs) that can provide information necessary to build instructional courses. You’ve decided that it’s time to move your courses online.

Embedding Learning in Work: The Benefits and Challenges

Performance Learning Productivity

further 2010 study of manager development activities by Casebow and Ferguson at GoodPractice in Edinburgh, Scotland reported that informal chats with colleagues was both the most frequently used development activity and was also seen as the most effective by the majority of managers. There are many other studies with similar findings, and more being published on a regular basis. itashare

How to Prevent Member Education Burnout

Association eLearning

Curating the most interesting news stories, posting regulatory changes, and bringing experts together for annual meetings helps reinforce the association’s position as the “go to” source for information. Discussion groups where learners can share ideas and facilitate information exchange can help them see real-world applications. 2003). Then the waiting begins. NOW WHAT?

Interactivity

Kapp Notes

Studies, as well as common sense, indicate that interactivity helps the learner retain information as well as increasing the learner’s willingness to spend time with the material. 2003). The Advantages of Interactivity. There are many advantages of having learners interact with the subject matter they are learning. In fact, Michael Grahame Moore editor of the American Journal of Distance Education, writes that interactivity between a learner and the content is “the defining characteristic of education. Horton [3] writes, “Interactivity boosts learning. References. [1] Moore, M.

diverse networks, strong relationships

Learning and Working on the Web

strong interpersonal relationships that allowed discussion, questions, and feedback were an essential aspect of the transfer of complex knowledge” – Hinds & Pfeffer (2003). In times of crisis, when information is critical, then having a diversity of opinions can ensure that drastic measures are not taken for the wrong reasons, or that viable options are not ignored.

What Games Can Teach Us about “Communicating” with Learners

Kapp Notes

Calm Messaging –Games tend to provide information and messages to players in an unobtrusive manner that doesn’t require the player to dismiss, acknowledge or click on them. In most e-learning interfaces, you must click on something to see information, the interface is not aware it just demands clicks. Here are some of the ideas. learning, not so much. Dyck, J., Pinelle, D.,

SharePoint. Useful or useless for corporate learning?

SharePoint and Assessment

My first contact with SharePoint (2003 version)was at U&I Learning. If you build it correctly, you can have a mixture of formal and informal learning. We often give the example of information about specific topic like Project Management. So if you don’t need that information, you really don’t need a learning management system. Danny, what is your background?

SharePoint. Useful or useless for corporate learning?

SharePoint and Assessment

My first contact with SharePoint (2003 version)was at U&I Learning. If you build it correctly, you can have a mixture of formal and informal learning. We often give the example of information about specific topic like Project Management. So if you don’t need that information, you really don’t need a learning management system. Danny, what is your background?

Game Based Learning – Why Does it Work?

Bottom-Line Performance

This replication gives us context, and context makes it easier to retrieve information later. [i] Van Eck, Richard (2006). and Driscoll, M (1988) Essentials of Learning for Instruction (2 nd ed), Prentice Hall. [iv] Clark, Ruth and Mayer, Richard (2003). This is the full text of a “scroll of knowledge” from the Knowledge Guru himself. Learning Brief by Sharon Boller.

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The teacher as storyteller

Clive on Learning

Back in 2003, I devoted a great deal of energy to the design of a new CD-ROM course entitled Ten Ways to Avoid Death by PowerPoint. They will structure this information and support it with visual aids and practical exercises. A few days ago, I sat down to write a post explaining why I thought stories were such a powerful tool for learning. No, you guessed it, it was the story.

70:20:10 – Above All Else It’s a Change Agent

Performance Learning Productivity

In other words, ‘informally’. Research over the past 40 years has shown that informal and workplace learning is increasingly pervasive and central to learning in organisations. As Jay Cross pointed out back in 2003: “At work we learn more in the break room than in the classroom. In other words, they’re rocket scientists. That’s the nature of human learning. itashare

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Learning in a connected enterprise

Learning and Working on the Web

In 2003 I was suddenly unemployed, jettisoned shortly before the learning technology company where I was CLO went bankrupt. My network in 2003 was quite small and mostly Canadian. Many of our work systems, like departments and hierarchies of control, are artifacts of a time when information was scarce and connections were few. Look where I live, in Sackville. complexity

SMEs Are Not Instructional Designers

Association eLearning

We all know that Subject Matter Experts (SMEs) provide the content that makes a course informative. But sometimes, their content may get a little too much “in the weeds,” and you find yourself bogged down with a mountain of information that’s “nice to know, but not need to know” for your learners. Work Together to Limit Information. Bio Latest Posts.

Cammy Beans Learning Visions: David Byrne and PowerPoint

Learning Visions

Friday, April 06, 2007 David Byrne and PowerPoint Remember back in 2003, when David Byrne published a book (described by AP Technology Writer Rachel Konrad as a " coffee table book for nerds ") called E.E.E.I. Envisioning Emotional Epistemological Information ? In a March 13, 2005 article in The Toronto Star The Art of PowerPoint: David Byrne (Yes, that David Byrne) Defends a Reviled Software , "Byrne suggests that the medium itself is not the sole factor behind ill-fated attempts at over-simplifying complex information." The noted Edward Tufte blames PowerPoint. eLearnin.

Telemedicine: courses and information on a new initiative

Ignatia Webs

They have been providing free medical courses from as early as 2003. In the near future ITM will be involved in a cooperation with the soon-to-be-build English RAFT. At this moment RAFT is a French forum focusing on Telemedicine and courses build to access in low resource settings. RAFT has weekly medical courses open to all, with a real gift for medicine.

Value of Investment (VOI) vs. Return on Investment

Kapp Notes

As the competitive landscape of higher education shifts and the training industry changes, using a measurement like Return On Investment (ROI) as the only guide for evaluating information technology investments like an LMS or an audience response system is a mistake. Shifting to a “Value on Investment” (VOI) approach provides the necessary forward thinking framework for scoping, prioritizing and initiating information technology projects. 2003) Value on Investment in Higher Education. 2003) Value on Investment in Higher Education. References. [1] Norris, D. M.

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Nailed! How managers develop proficiency

Jay Cross

Informal Learning and the Transfer of Learning: How Managers Develop Proficiency. “Our study suggested that managers learn mostly from informal learning, that proficiency is the product of informal learning, and that metacognitive knowledge and self-regulation skills moderate informal learning and the transfer process. 14, no. 4, Winter 2003) . Just Jay

Improving Informal Learning

Big Dog, Little Dog

Harold notes the 80-20 funding ratio between formal and informal learning and Will Thalheimer questions this funding differential in the comment section. That is, 20% of the learning in organizations is formal, while 80% is informal; however, organizations spend 80% on formal learning and only 20% on informal, thus it looks something like this: Chart 1. 2003). 1990).

How much information?

George Siemens

In 2003, UC at Berkeley released a report titled How Much Information. Preliminary data, according to WSJ , states that “information workers, who comprise about 63% of the U.S. gigabytes of information on average every day through emails, reports, blogs, text messages, calls and more&#. This was just at the beginning of blog’s popularity, and prior to YouTube and podcasting. Nice to hear that an updated report will be released this year. work force, are each bombarded with 1.6 gigabytes of info a day. And I thought that was a lot

Cammy Beans Learning Visions: Humble Learning Moment

Learning Visions

Ive been reading e-Learning and the Science of Instruction (2003) by Ruth Clark and Richard Mayer. The old theory: Up until now, Ive gone along with that concept of learning styles , which the books authors tell me is based on the information delivery theory. Ive always included kinesthetic on the list as well.) So when designing a program with different learning styles in mind, one presents information in multiple formats: both as onscreen text and audio along with an illustrative graphic. Each channel can only process and handle so much information at once.

How To Build a Serious Game: Part 1

TalentLMS

Research in game design (by Zimmerman, 2003) reveals that a game developed in iterations, traps ambiguity by defining its solution. Compare this with a regular, information based e-Learning course, where it is challenging to determine if learners are applying the information that is tied with the performance. What information do learners have already?

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Theories for the digital age: The digital natives discourse

Learning with e's

significant body of work has arisen around the Digital Natives and Immigrants theory, including descriptions of younger students as ‘the Net Generation’ (Tapscott, 1998), ‘Screenagers’ (Rushkoff, 1996), ‘Born Digital’ (Palfrey and Gasser, 2008), ‘Millennials’ (Oblinger, 2003), and ‘Homo Zappiens’ (Veen and Vrakking, 2006). There are, inevitably, objections to the Digital Natives position.

How Much Information

George Siemens

I’ve been waiting for this report for awhile (the last report was from 2003, produced by UC Berkely) How Much Information – now produced by UC San Diego: [C]omputers have had major effects on some aspects of information consumption. In the past, information consumption was overwhelmingly passive, with telephone being the only interactive medium. know that massive amounts of information exist. The report summarizes how much data an average American encounters. But going through the report, I was struck with a sense of “so what??&#.

xAPI, LRS – The Interview

eLearning 24-7

Part of the problem though is that there is a lot of information out there, some of it erroneous in nature and honestly, equally confusing.   In early December, I decided to present the real facts, the real insight and eradicate the confusion. In 2003, the eLearning startup I worked for shuttered its doors as our customers moved to adopt SCORM, and we had no idea how to do that.

ADL 97

“Ba” for Management Development

Gram Consulting

Nonaka considered that “Ba&# was the context in which the knowledge assets of an organization were created shared, and utilized through informal interaction.  The SECI model and Ba are concepts firmly rooted in the informal end of the learning continuum I described here.  2003). The SECI cycle of Knowledge Creation. SECI and Ba (from Nonaka and Konno, 1998). Nonaka, I.

Create Autonomy in Gamification and Other Learning Environments

Kapp Notes

2003). Or it can be the presentation of additional information necessary to overcome an intellectual challenge. 2003). When thinking about creating a gamification experience (or any learning experience), allow and encourage the learner to make meaningful and consequential choices. Fake choices = fake interest in the learning event. Clark & Mayer, 2011; Reeve et al., 2000).

The future of intelligence

Learning with e's

In his seminal work, Natural Born Cyborgs (2003), Clark sees a future that combines the best features of human and machine, where we literally wear or physically internalise our technologies. 2003) Natural Born Cyborgs: Minds, Technologies and the Future of Human Intelligence. This is the third in a series of blog posts on the future of learning and technology. He is right. Peck, K.

Reserve your place for the webinar: Jane Hart in conversation with Jane Bozarth

Jane Hart

After registering you will receive a confirmation email containing information about joining the Webinar. Required: Windows® 7, Vista, XP or 2003 Server. You can find more information about the webinar  here. Date: Wednesday, February 22, 2012. Time: 6:30 PM – 7:30 PM GMT   | 1.30-2.30 PM ET |  10.30-11.30 AM PT. Reserve your seat for the webinar now – there are 100 places available -  https://www3.gotomeeting.com/register/511613190. System Requirements. PC-based attendees. Macintosh®-based attendees. Required: Mac OS® X 10.5 or newer. Social learning

Mac 6

Writing and Grammar: List Lovers Unite!

I Came, I Saw, I Learned

also need further information about your affiliation--did you write this during your tenure at the University of Maryland? Could you please send the missing information to me by Friday? Although I disagree with Tufte's seeming universal hatred of bullet lists, I do agree with his concern that bullet lists in business presentations limit complex analysis, fail to provide background information, and sometimes group things that cannot logically be grouped. think bullets help people focus." " My immediate answer is "I do love me a list." To do lists.

Writing & Grammar: Location or Name: Which is Best?

I Came, I Saw, I Learned

The information about the location of the tool is just a reminder.  We would love to hear your thoughts on how to organize this kind of information.      About the Author:   Jennie Ruby is a veteran IconLogic trainer and author with titles such as "Editing with Word 2003 and Acrobat 7" and " Editing with MS Word 2007 " to her credit. by Jennie Ruby. You are writing step-by-step instructions for an on-screen process. Do you start with the name of the specific tool, and then tell where to find it? Writing & Grammar

our future of work

Learning and Working on the Web

First I did this as a freelancer, part of a new wave of work-from-home, globally-connected knowledge workers, beginning in 2003. Jon Husband has described  wirearchy as, “ an interconnected hyperlinked structure of negotiated (either implicit or explicit) agreements based upon accessible information and knowledge, credibility, trust, and results. EthosVO is different.