Sun.Feb 05, 2012

Trending Sources

The 21st Century Curator

ID Reflections

If Web 1.0 was aboutonline access and Web 2.0 is about social nets, Web 3.0 will be coring down tocontent that really matters. wrote Martin Smith in the post, Curation- The Next Web Revolution. As mentioned by Harold Jarche in theslide share presentation, NetWork , the internet changed everything—in volume, velocity, virtualization and variability. But I digress. How do we make sense? approaches?

Market failure? Blame it on the dog food

Clive on Learning

I'm continuing to try and make sense of why it is that most professionally-produced e-learning content is so strong on production values, especially in terms of graphic design, yet so superficial when it comes to learning design (see Over-engineered for information transfer, under-engineered for learning and Striking the right balance with learning ). But hold on, because I think I've figured it out. Let's make a comparison. Production values may attract initial purchasers, but if a game fails to engage as a game, then the word will soon get round and the product will bomb. Another example.

10 Ways to Bring A Conference Back to Work

The Learning Circuits

When it comes to conferences, a better slogan would be, "What happens in Vegas should NOT stay in Vegas." If you're one of the fortunate people from your organization to attend a professional conference, how can you bring it back to the workplace so everyone can benefit? During sessions, keynotes, hallway conversations and after-hours discussions, many great ideas are tossed around.

When learning is the work …

Learning and Working on the Web

Tweet What if your organization got rid of the Learning & Development function? What would the average manager or department head do? What would workers do? I’ve been thinking about this for a while. When work is learning, and learning is the work, training that is pushed from outside has less relevance. Observe how people are learning to do their work already. Break down barriers.

New Brandon Hall Group report forecasts major shift in 2016 online learning trends

Companies are increasingly dissatisfied with online learning tools, prompting many to reinvest in technology that supports a modern training approach. Download the report from Brandon Hall Group to see how new investments are bringing real business results.

Brain science meets social media

Joitske Hulsebosch eLearning

Brain learning is currently a hot topic in the Netherlands amongst learning professionals. read the book Brein@work van Ria van Dinteren en Nina Lazeron. They interviewed various scientists and are translating new insights from brain science into practical consequences for organising effective learning situations. An example: sleep is very important for processing new information and new stimuli.

Avoid Making Assumptions That Backfire! by Saul Carliner

Learning Solutions Magazine

When you write text for eLearning content, do you use language that sets up unrealistic expectations for the learners? There are many types of assumptions that instructional designers can make when they write, that can undo even the best design. Here is an explanation of three of the most common of these assumptions, and what to do about them.

Tim flies

Learning with e's

Tomorrow I head off to Nicosia to keynote the Cyprus International Conference on Educational Research. The event, hosted by the Near East University, will feature four keynote speakers and presentations of papers, workshops, posters, seminars and virtual presentations on a wide range of pedagogical research themes. lar (Near East University, Cyprus). Let's see how that will be received.

Case study, part two


In 1998, it looked as if Pearson had established a launch pad for a new management education business that could compete with, even outstrip, the university business schools. Within five years, that management education business no longer existed. What went wrong? First, brand value was destroyed. The various niche selling propositions were lost in a grand vision that lacked detail.

44.80 μs: 400.0 ns, 15.91 μs, 69.00 ns 60.12 ms: 221.4 μs, 3.517 ms, 55.56 ms