Breakthrough eLearning

MARCH 12, 2006

Breakthrough eLearning Reflections on how to break through some of the barriers that prevent the achievement of excellence in eLearning.The 5-E Framework: Establish Value / Effect Change / Engage Stakeholders & Learners / Experiment / Evaluate Results Sunday, March 12, 2006 How do you Believe Learning Happens? It always amazes me when I attend eLearning conferences, read eLearning articles, or listen to technology vendors talk about eLearning, that the topic of how people actually learn rarely e

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Moodle Journal

MARCH 28, 2006

A good week for Moodle here at Bromley, with a dozen requests received for courses in Travel and Tourism a whole new structure in place for the Return to Learn programme. Following the successful completion of my VLE e-Learning trial, I have uploaded the learning objects to our DSpace content repository, which means the metadata should shortly be harvested by OAIster.org.

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Clark Quinn

MARCH 14, 2006

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The Learning Circuits

MARCH 27, 2006

OK. So I just got back from a week in San Jose at the Serious Games Summit / Game Developers Conference. I have a lot to post about things I saw/heard there and I'll probably split the postings between here and my blog. I did want to throw these numbers out though as a discussion starter.they are from Philip Rosedale , CEO and Founder of Linden Lab 'ne Second Life.

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Clive on Learning

MARCH 23, 2006

I've been using the Beta version of Internet Explorer 7 for a month now. First impressions are that it is extremely stable and offers at least a couple of major improvements (both current features of Firefox): Tabbed browsing: enables you to keep a number of web pages open concurrently in the same window. In practice, this works very well, preventing the proliferation of browser windows and the consequently overcrowded taskbar.

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eLearning Evangelist

MARCH 10, 2006

I was asked to fill in for Sara Lawrence Lightfoot as a keynote speaker for this conference. I was very last minute so I put together the presentation but 1.) I didn't know the audience -- and since this is the 23rd annual meeting there are some folks who have been coming for a long time. 2.) I had to go with content that I knew. We decided the topic would be: Effective Schools Need Effective Teachers: Learnings from Research on Online Teacher Professional Development.

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Moodle Journal

MARCH 21, 2006

I went along to the Moodle RUG on the 17th in London, which turned out to be a superb event. Martin Dougiamas was live on Skype, excellent workshops and a particularly inspiring presentation from the OU. My own presentation came under the theme of transforming teaching and learning and featured a recent trial that I conducted with level 4 students in an attempt to realise the Social Constructive potential of Moodle as a VLE.

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Breakthrough eLearning

MARCH 26, 2006

Breakthrough eLearning Reflections on how to break through some of the barriers that prevent the achievement of excellence in eLearning.The 5-E Framework: Establish Value / Effect Change / Engage Stakeholders & Learners / Experiment / Evaluate Results Sunday, March 26, 2006 What is Real Interaction? A couple of posts ago, I stated that real interaction in learning happens in the learner’s mind, and not via the mouse.

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The Learning Circuits

MARCH 28, 2006

Darn Clark ! And here I was going to spring this same post. Anyway, since you already spilled it, I want to follow and extend a bit. What Clark posted was a little re-cap of part of the keynote that Nintendo president, Satoru Iwata delivered to a packed house at this year's Game Developers Conference. I'll say that I was in the audience that packed the San Jose Civic Auditorium (we were actually 2-3 deep standing around the top and some were left outside - the capacity is slightly over 3,000).

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Clive on Learning

MARCH 23, 2006

Over the past two months I've been working extensively with the open source virtual learning environment (VLE) Moodle. I've been using it in three ways: To provide support for a predominantly classroom-based course (pre and post course activities, forums, wiki, etc.). To support a predominantly online course in the usual way. To build an online community for a potential audience of many thousands of course graduates.

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Vignettes Learning

MARCH 10, 2006

Most training converted into e-Learning is based on linear, teacher-trainer delivery methods. Of course, just converting into e-Learning is a bad approach. Why? Because nobody wants to study a linear lesson online. The biggest value of e-learning is helping the person learn quickly the key performance content. But how do you go through the mountain of knowledge and identify the key performance content?

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eLearning Evangelist

MARCH 8, 2006

I was at the COSN conference this week. I was on a panel to talk about the Learning Spaces 2010 report from the Emerging Technologies Committee. I was the project manager for that report. High Tech Backpack of Today - Digital Learning Spaces of Tomorrow Essential Skills: Leadership & Vision, Planning & Budgeting, Education & Training and Ethics & Policies Digital Learning Spaces are created and activated by the technology infrastructure of schools as well as the devices students and teac

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Moodle Journal

MARCH 9, 2006

Set up a new domain for our Moodle courses this week at [link] and started to make some use of LAMS. Every year my second year level 3 students are required to complete a software project, and I get them to upload their weekly log books into a Moodle Journal. But now as we have LAMS installed on the Moodle Activities dropdown, I have produced a sequence that posses some questions to which they can respond with solutions in the form of current project material.

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Big Dog, Little Dog

MARCH 26, 2006

iPod 301: Advanced Applications of Your MP3 Player - Fast Company. Now it's iPods on campus that make me envious of students today. Not for tuning out a mind-numbing lecture but for tuning in the subject matter outside of class. When the fashionable white earbuds showed up at Georgia College & State University, administrators saw an opportunity for innovation.

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The Learning Circuits

MARCH 27, 2006

I am writing up an article on the nine paradoxes of educational simulations for T+D magazine. When talking about my personal favorite, number four , I had two comments I just couldn't wait to share. Jake Stahl, Director, Client Systems Delivery, Purdue Pharma, "If Joe Montana said to me that throwing a football is simple, I would agree that from his perspective it is.

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Clive on Learning

MARCH 6, 2006

The BBC and the Open University have got together to produce an interactive learning styles questionnaire, which you can play with at no cost on [link]. Now I don't know if it's me, but I never get much joy out of tools like these. I regard myself as a decisive, forthright sort of person, so I'd like a learning style (or whatever else it's purporting to measure) to match.

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Breakthrough eLearning

MARCH 19, 2006

Breakthrough eLearning Reflections on how to break through some of the barriers that prevent the achievement of excellence in eLearning.The 5-E Framework: Establish Value / Effect Change / Engage Stakeholders & Learners / Experiment / Evaluate Results Sunday, March 19, 2006 Thinking Beyond the Course Because we all received our education via courses, this is naturally what we tend to think about when training challenges arise in the workplace.

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Moodle Journal

MARCH 7, 2006

After a questionnaire was pass among the e-Learning contacts with regard to how they would like to develop in their various skill options, Moodle I am pleased see won the day, and so I am scheduled for an afternoon of training this Thursday.

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The Learning Circuits

MARCH 27, 2006

When showing a great simulation to an instructor, I often get back the following response. "It seems like students could game this." Then the instructor leans back, smiling triumphantly, as if having delivered the killing blow. "Well, the simulation represents about 15 hours of student time. Sure, if they wanted to put in an additional 15 or 20 hours, they could probably get a better score not on their successful integration of productive knowledge, but on finding the cracks in the scoring algor

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The Learning Circuits

MARCH 27, 2006

In case you are interested, here is a link to BusinessWeek's new piece on serious games used in corporations. Take a look at the screen shots through the context of Situational Awareness.

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The Learning Circuits

MARCH 24, 2006

full disclosure - As some of you may know, I joined Thomson NETg in January to run one of their strategic business units called Collaboration (essentially what was KnowledgeNet whom they acquired in late 2004). Very exciting (at least to me) but what I need is your feedback on a tool that Thomson NETg developed which I think is a hidden gem. By answering 25 online questions it builds a high-level personalized learning profile (for overall learning not just eLearning).

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The Learning Circuits

MARCH 22, 2006

I love research, maybe a bit too much. I love measuring effectiveness. I love making sense of chaos that enables predictability. I love presenting hard evidence. And yet. And yet the phrase " we need to do research" more often than not is a code phrase for, " we just don't want to move ahead" without having to justify the action, or to appear in favor of something while trashing it.

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The Learning Circuits

MARCH 20, 2006

i just had the experience that i'm sure happens to many of us. i was reunited with a long lost favorite website. the collaborative learning environments sourcebook was one of the first resources i use when i began learning about communities of practice. unfortunately somewhere along the way i "lost" my bookmark for it. (thus the power of bookmarking services like blinklist , de.licio.us , and the like.) but what struck me as worth blogging about was that i rediscovered this resource th

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The Learning Circuits

MARCH 18, 2006

Stephen Downes' Edu-RSS had been my favorite source of learning & education news for years. Stephen is on hiatus and I am suffering withdrawal pains, so I figured I'd pick up the slack. I've experimented with half a dozen aggregators but have found none to my liking. They are ugly or incapable of dealing with the number of feeds Stephen maintained.

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The Learning Circuits

MARCH 6, 2006

For some time it was believed that animals grew no new neurons in the cortex of their brains upon reaching adulthood -- their fate was basically sealed by their generic nature. This was apparently proved by Pasco Rakix, a neuroscientist. However, Fernando Nottebohm soon found that adult canaries made new neurons when they learn new songs. So Rakic replied that it was only adult mammals who could not grow neurons.

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HIA Technologies announces the launch of Qvio™️ interactive video platform for learner-driven, AI-enabled, education. Viewers get instant answers to their questions directly from videos, interrupting when needed, and getting an author-validated answer!

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The Learning Circuits

MARCH 3, 2006

Blogs are knowledge objects that can make bottom-up (i.e. useful) knowledge management a reality. As you may be aware, I've become a champion of using Web 2.0 technology to upgrade corporate learning and performance. In his Journal of the Hyperlinked Organization ( JOHO }, David Weinberger describes the role of blogs inside corporations : I continue to believe that for many companies the best path to blogging is by using them internally as a knowledge management tool.

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Big Dog, Little Dog

MARCH 19, 2006

An Interview with John Battelle - UC Berkeley School of Information. In a world where, thanks to search, information is freely available, the most valuable skill is to make sense of information - for yourself and for others. Companies that do that are refining information into knowledge, and people who are good at that - the architects and builders - will be in high demand.

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Big Dog, Little Dog

MARCH 11, 2006

March 11, 2006. How to be an expert - Passionate. For the superior performer the goal isn't just repeating the same thing again and again but achieving higher levels of control over every aspect of their performance. That's why they don't find practice boring. Each practice session they are working on doing something better than they did the last time.

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