Choosing the best screen resolution for your screencasts — from The Screening Room by Lynn Elliott
On 04/27/2011,
in design, digital video, elearning, graphics, online learning, online media, productivity / tips and tricks,
by Daniel Christian
On 04/27/2011,
in 21st century, 24x7x365 access, digital audio, digital learning, digital video, disruption, education technology, elearning, emerging technologies, engagement / engaging students, face-to-face, flipping -- inverted learning, future of higher education, game-changing environment, generational differences, higher education, innovation, internet, learning ecosystem, learning preferences, mobile learning, motivation, multimedia, online learning, online media, participation, pedagogy, social learning / networks, strategy, student-related, teaching & learning, tools, trends, Virtual Reality (VR) / worlds / learning, vision/possibilities, web-based collaboration,
by Daniel Christian
On 04/19/2011,
in corporate / business world, corporate universities / corporate training, elearning, India, mobile learning, online learning, training / L&D,
by Daniel Christian
Learning & Skills Survey: 87% More eLearning & Mobile Learning; 73% Less 2-3 Day Classroom Training — from the Upside Learning blog by Amit Garg
On 04/09/2011,
in 21st century, 24x7x365 access, A/V -- audio/visual, change, colleges, convergence, dangers of the status quo, Daniel S. Christian, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-readers, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, future of higher education, game-changing environment, generational differences, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, immersion, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, IT in HE, K-12 related, learning agents, learning ecosystem, learning spaces, lifelong learning, marketplaces, mobile learning, mobile technologies, multi-touch, multimedia, New "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online media, online tutoring, pace of change, personalized/customized learning, platforms, play, podcasting, professional development, reinvent, RSS, simulations, smart classrooms, social learning / networks, social media, society, storytelling, strategy, student teaching/teacher education, student-related, surviving, tablets, teaching & learning, teaching online, technologies for your home, technology (general), telecommunications, telepresence, television, transmedia, trends, ubiquitous learning, universities, user experience (UX), using teams, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars,
by Daniel Christian
Daniel Christian:
A Vision of Our Future Learning Ecosystems
In the near future, as the computer, the television, the telephone (and more) continues to converge, we will most likely enjoy even more powerful capabilities to conveniently create and share our content as well as participate in a global learning ecosystem — whether that be from within our homes and/or from within our schools, colleges, universities and businesses throughout the world.
We will be teachers and students at the same time — even within the same hour — with online-based learning exchanges taking place all over the virtual and physical world. Subject Matter Experts (SME’s) — in the form of online-based tutors, instructors, teachers, and professors — will be available on demand. Even more powerful/accurate/helpful learning engines will be involved behind the scenes in delivering up personalized, customized learning — available 24x7x365. Cloud-based learner profiles may enter the equation as well.
The chances for creativity, innovation, and entrepreneurship that are coming will be mind-blowing! What employers will be looking for — and where they can look for it — may change as well.
What we know today as the “television” will most likely play a significant role in this learning ecosystem of the future. But it won’t be like the TV we’ve come to know. It will be much more interactive and will be aware of who is using it — and what that person is interested in learning about. Technologies/applications like Apple’s AirPlay will become more standard, allowing a person to move from device to device without missing a beat. Transmedia storytellers will thrive in this environment!
Much of the professionally done content will be created by teams of specialists, including the publishers of educational content, and the in-house teams of specialists within colleges, universities, and corporations around the globe. Perhaps consortiums of colleges/universities will each contribute some of the content — more readily accepting previous coursework that was delivered via their consortium’s membership.
An additional thought regarding higher education and K-12 and their Smart Classrooms/Spaces:
For input devices…
The “chalkboards” of the future may be transparent, or they may be on top of a drawing board-sized table or they may be tablet-based. But whatever form they take and whatever is displayed upon them, the ability to annotate will be there; with the resulting graphics saved and instantly distributed. (Eventually, we may get to voice-controlled Smart Classrooms, but we have a ways to go in that area…)
Below are some of the graphics that capture a bit of what I’m seeing in my mind…and in our futures.
Alternatively available as a PowerPoint Presentation (audio forthcoming in a future version)
— from Daniel S. Christian | April 2011
- Hunch brings predictions to Internet TV — from ReadWriteWeb.com by Mike Melanson
- Group video calling comes to iPhone & Android in Fring beta test – from Mashable.com by Jennifer Van Grove
- State of the Art Tutoring is Going Online — from chatam.patch.com by K.F. Rogers (originally saw at Ray Schroeder’s blog)
- Storytelling: Video games’ next killer app — from CNN.com by Scott Steinberg
- YouTube finally launches live streaming portal to select partners — from ReadWriteWeb.com by Marshall Kirkpatrick
- The art of immersion, digital storytelling and transmedia — from Six Pixels of Separation
- Reversing course, U. of California to borrow millions for online classes — from The Chronicle by Josh Keller
- Non-stop Learning Futures conference spans three time zones to mirror demands of 24/7 global society — from 24dash.com
- Call for presentations: Online learning, teaching, and research in the new media ecology — from Ray Schroeder and the Sloan Consortium
…It is clear that we are in the midst of rapid and ongoing changes in the way that we communicate and represent ideas and these changes have profound consequence for how we know, learn, think, and teach in higher education and beyond. The dizzying pace of change is highlighted by the fact that even the relatively new conventions of online education associated with asynchronous learning networks are being challenged by emerging means of access, such as mobile and cloud computing, new forms of communication, such as video streaming and instant messaging, as well as the innovative modes of participation represented in social media.
Addendum on 4-14-11:
- Surprise! Online TV is billion-dollar biz — from cnn.com
On 04/07/2011,
in digital learning, elearning, instructional design, learning theories, memory, online learning,
by Daniel Christian
What is cognitive load? — from theelearningcoach.com by Connie Malamed
What causes too much demand on working memory? One cause comes from an abundance of novel information. More information than the person can process. But high cognitive load is also strongly influenced by the number of elements in working memory that interact with each other. Often, complex learning is based on interacting elements that must be processed simultaneously. For example, learning to drive involves understanding how several elements simultaneously interact, such as considering the pressure required to brake, the amount to turn the steering wheel and making adjustments for weather conditions and traffic.
Working memory is vulnerable to overload…
The Rising Popularity of Mobile Learning Southern Europe — from eLearn Magazine by Bob Little
On 03/24/2011,
in 21st century, blended learning, cost of getting a degree, Daniel S. Christian, elearning, emerging technologies, Europe, future, future of higher education, game-changing environment, hybrid learning, intelligent systems, intelligent tutoring, K-12 related, learning agents, New "Amazon.com" of Higher Education, online learning, personalized/customized learning,
by Daniel Christian
From DSC:
In my mind, this area of intelligent systems and agents is one of the most important areas to watch in the years ahead. Such efforts should help us develop sophisticated systems that can help deliver personalized, customized education at the K-12 and higher ed levels…and perhaps will be relevant in the L&D space as well.
The innovations that come from this area may make hybrid-based — as well as 100% online-based learning — incredibly powerful!
If someone can develop such systems and make them available at far cheaper prices than exist today, a quality “Walmart of Education” will truly have been built.
Per the Call for Papers section, the topics for this conference include, but are not limited to:
| Area 1 – Intelligent Systems
– Algorithms – Artificial Intelligence – Automation Systems and Control – Bioinformatics – Computational Intelligence – Expert Systems – Fuzzy Technologies and Systems – Game and Decision Theories – Intelligent Control Systems – Intelligent Internet Systems – Intelligent Software Systems – Intelligent Systems – Machine Learning – Neural Networks – Neurocomputers – Optimization – Parallel Computation – Pattern Recognition – Robotics and Autonomous Robots – Signal Processing – Systems Modelling – Web Mining
|
Area 2 – Agents
– Adaptive Agent Systems – Agent Applications – Agent Communication – Agent Development – Agent middleware – Agent Models and Architectures – Agent Ontologies – Agent Oriented Systems and Engineering – Agent Programming, Languages and Environments – Agent Systems – Agent Technologies – Agent Theories – Agent Trends – Agents Analysis and Design – Agents and Learning – Agents and Ubiquitous Computing – Agents in Networks – Agents Protocols and Standards – Artificial Systems – Computational Complexity – eCommerce and Agents – Embodied Agents – Mobile Agents – Multi-Agent Systems – Negotiation Strategies – Performance Issues – Security, Privacy and Trust – Semantic Grids – Simulation – Web Agents |
On 03/17/2011,
in change, elearning, generational differences, learning theories, online learning, teaching & learning,
by Daniel Christian
Quote/excerpt from Sims (2008) paper entitled, “Rethinking (e)learning: A manifesto for connected generations”:
Advances in theories of human memory parallel, and perhaps depend on, advances in technology… The information processing approach has been an important source of models and ideas, but the fate of its predecessors should serve to keep us humble concerning its eventual success… Unless today’s technology has somehow reached its ultimate development, and we can be certain it has not, then we have not reached the ultimate metaphor for the human mind either. (Roediger, 1980, p. 244 as cited in Sims, 2008)
Roediger’s remarks remind us that, not only are we in a constant state of change and development, but also that there are inherent risks in arguing that we know what there is to know about teaching, learning, and e-learning. Therefore, without undermining the importance of understanding the dynamics of human learning, this article adopts the position that it is untimely to let the e of e-learning disappear, because without that e we might lose sight of the value digital technology provides, especially through social networks, to emergent forms of learning and knowledge construction.
Emergent forms of learning cannot easily be addressed by current instructional design methodologies (Kays & Francis, 2004), which are often teacher-centered. New models and strategies embracing the roles and skills of the teacher, the learner, and the design team are required to address such developments (Sims & Koszalka, 2008). Recent reports by Oblinger (2004), Irlbeck, Kays, Jones, and Sims (2006), and Siemens (2007) posit that these emergent technologies and interactions have opened doorways to new ways of learning and that these deserve new models of thinking about the very essence of the teaching and learning dynamic. While this article accepts that e is becoming more mainstream and part of the infrastructure of developed nations, the real question is whether the models we use to create learning environments and measure outcomes retain their relevance in a generation in which technology is the medium of communication for many.
.
Sims, R. (2008). Rethinking (e)learning: a manifesto for connected generations. Distance Education (29) 2. August 2008, 153–164.
On 03/11/2011,
in analytics, collaboration, digital learning, elearning, emerging technologies, flipping -- inverted learning, motivation, online learning, online media, pedagogy, student-related, vision/possibilities,
by Daniel Christian
Salman Khan: Let’s use video to reinvent education — March 2011
Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script — give students video lectures to watch at home, and do “homework” in the classroom with the teacher available to help.
.
.
From DSC:
Before rushing to a quick take/judgment on this, hear him out. Turning over more control to the students during the relaying of the information makes sense to me. They can pause, rewind, fast forward, etc. They can re-listen to the lecture again and again, without affecting the flow of a typical face-to-face classroom. Then they come into class and can get help on their homework, instantly and when they need the assistance.
- Flipped Model of Learning: A Podcast with Jonathan Bergmann and Aaron Sams — from November Learning
On 03/03/2011,
in 21st century, 24x7x365 access, accessibility / UDL, Apple, convergence, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, e-books, e-readers, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, mobile learning, mobile technologies, online learning, online media, tablets, transmedia, videoconferencing,
by Daniel Christian
On 02/28/2011,
in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, adult learning, cloud-based computing / apps / other cloud-related, communications, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-readers, education, education technology, educational games / serious games, elearning, emerging technologies, entrepreneurship, future, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, informal learning, intelligent tutoring, internet, K-12 related, learner profiles, learning, learning agents, learning ecosystem, learning spaces, lifelong learning, mobile learning, mobile technologies, New "Amazon.com" of Higher Education, online learning, online media, online tutoring, open courseware and systems, personalized/customized learning, social learning / networks, social media, technologies for your home, technology (general), telepresence, television, tools, training / L&D, transmedia, trends, ubiquitous learning, user experience (UX), vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars, workplace,
by Daniel Christian
.
.
From DSC:
How will these types of technologies affect what we can do with K-12 education/higher education/workplace training and development? I’d say they will open up a world of new applications and opportunities for those who are ready to innovate; and these types of technologies will move the “Forthcoming Walmart of Education” along.
Above item from:
E-Learning & Instructional Design 101 — from The Rapid E-Learning Blog
Excerpt:
Good instructional design can make learning happen faster and more efficiently than what might happen more organically. Instructional design is the process of assessing the learning needs and then applying the appropriate learning strategy to meet them.
I’ve always seen instructional design as an intrusive process. It’s a manufactured attempt to make learning more efficient and effective as it intrudes on our natural learning process. Ideally, this intrusion is beneficial and helps us learn better.
In a simple sense, there are three core components to instructional design:
- Understand how people learn
- Construct learning activities based on how people learn
- Measure the effectiveness of the learning activities
On 02/07/2011,
in 21st century, 24x7x365 access, assessment, education technology, elearning, emerging technologies, learning agents, online learning, online tutoring, open courseware and systems, personalized/customized learning, research, simulations,
by Daniel Christian
IEEE Transactions on Learning Technologies TLT is a scholarly archival journal published quarterly using a delayed open access publication model.
The Web revolution, the popularity of on-line learning, and the broad availability of computers in schools, colleges, universities, workplaces and in other social settings has caused a qualitative change in the field of learning technologies. Both the variety and the complexity of e-learning tools have increased dramatically over the last 10 years. A number of new conferences emerged to provide a forum for researchers and practitioners in the field of learning technologies to discuss their work. Yet, there are very few journals, which embrace the field as a whole and provide a space to publish archival quality papers. The goal of IEEE Transactions on Learning Technologies (TLT) is to bridge this gap.TLT covers all advances in learning technologies, including but not limited to the following topics:
- Innovative online learning systems
- Intelligent tutors
- Educational software applications and games
- Simulation systems for education and training
- Collaborative learning tools
- Devices and interfaces for learning
- Interactive techniques for learning
- Personalized and adaptive learning systems
- Tools for formative and summative assessment
- Ontologies for learning systems
- Standards and web services that support learning
- Authoring tools for learning materials
- Computer support for peer tutoring
- Learning via discovery, field, and lab work
- Learning with mobile devices
- Social learning techniques
- Social networks and infrastructures for learning and knowledge sharing
- Creation and management of learning objects
IEEE Transactions on Learning Technologies
The IEEE Transactions on Learning Technologies will publish archival research papers and critical survey papers. Topics within the scope include technology advances in online learning systems; intelligent tutors; educational software applications and games; simulation systems for education and training; collaborative learning tools, devices and interfaces for learning; interactive techniques for learning; tools for formative and summative assessment; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring and learning via discovery or project work or field or lab work; and creation and management of learning objects. A paper must either describe original research or offer a critical review of the state of the art in a particular area. Papers concerned with evaluation of technology are only appropriate if the technology itself is novel or if significant technical insights are provided. In order to best serve the community, the TLT will be published online, using a delayed open-access policy under which paying subscribers and per-article purchasers have access to newly published content, and then 12 months after the publication of each issue, all readers will have access to the content, free of charge.
On 01/29/2011,
in digital audio, digital learning, digital storytelling, digital video, elearning, emerging technologies, engagement / engaging students, K-12 related, mathematics, personalized/customized learning,
by Daniel Christian
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“Every Prodigi ® lesson begins with Easy questions that review prerequisite concepts and get students warmed up. Based on student performance, questions increase in difficulty to Medium, and then to Hard (examination level), and finally Extreme (recreational). Not only that, but students have live access to hints and worked solutions to plug any gaps in their knowledge”
On 01/26/2011,
in dangers of the status quo, elearning, face-to-face, game-changing environment, online learning, trends,
by Daniel Christian
Online learning set for explosive growth as traditional classrooms decline — From CampusTechnology.com by David Nagel
Excerpt:
By 2015, 25 million post-secondary students in the United States will be taking classes online. And as that happens, the number of students who take classes exclusively on physical campuses will plummet, from 14.4 million in 2010 to just 4.1 million five years later, according to a new forecast released by market research firm Ambient Insight (emphasis DSC).
Blended and Online Learning Growth
The report, “The US Market for Self-paced eLearning Products and Services: 2010-2015 Forecast and Analysis,” predicted a five-year compound decline of 22.08 percent per year in students attending traditional classrooms exclusively. The number of post-secondary students taking some (but not all) classes online will grow at a compound annual rate of 11.08 percent over the same five-year period, from 12.36 million in 2010 to 21.13 million in 2015. But the real growth will be seen among students taking classes exclusively online. Ambient predicted a five-year compound annual growth rate (CAGR) of 23.06 percent in that area, from 1.37 million in 2010 to 3.86 million in 2015.