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3 demos available now from socraticarts.com [Schank]

On 02/20/2013, in computer science, programming, real-world assignments, story, by Daniel Christian

3 demos available now from socraticarts.com — per Roger Schank (@rogerschank)

 

Excerpt from SEO module:

How is this course different than most university courses?

This course differs from a typical university course in many ways. It is based on a story-centered, learn-by-doing approach, rather than lectures and exams. The context in which you work is not a classroom but a job, with task assignments similar to those done by professionals in the real world. Unlike the real world, we are here to help you as you move through the scenario.

  • Our support resources, which include books and links, have been carefully selected to be directly relevant to the tasks you need to accomplish. They are appropriate for beginners, and aligned with the current professional standards of best practice.
  • Our mentors will give you detailed, informative critiques of your solutions, pointing out how your solutions can be dramatically improved.

The net result of the above is that if you successfully complete this course, you will achieve not just basic understanding of key concepts, but actual mastery of the skills needed in the real world.

 

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50 suggestions for implementing 70-20-10 (2) [Cross]

On 02/14/2013, in corporate / business world, corporate universities / corporate training, learning ecosystem, learning theories, real-world assignments, training / L&D, by Daniel Christian

50 suggestions for implementing 70-20-10 (2) — from Jay Cross

Excerpt:

The 70 percent: learning from experience

People learn by doing. We learn from experience and achieve mastery through practice.

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Some great strategies/examples showing how people build their own learning ecosystems [Horn; Jarche; Cross]

On 01/30/2013, in blended learning, blogs / blogging / vlogging, communities of practice, corporate universities / corporate training, Daniel S. Christian, face-to-face, hearts -- matters of the heart, higher education, hybrid learning, innovation, learning ecosystem, more voice more choice more control, online learning, open courseware and systems, passions, personalized/customized learning, social learning / networks, strategy, tools, workplace, by Daniel Christian

Excerpt from Beyond school choice — from Michael Horn

With the rapid growth in online and mobile learning, students everywhere at all levels are increasingly having educational choices—regardless of where they live and even regardless of the policies that regulate schools.

What’s so exciting about this movement beyond school choice is the customization that it allows students to have. Given that each student has different learning needs at different times and different passions and interests, there is likely no school, no matter how great, that can single-handedly cater to all of these needs just by using its own resources contained within the four walls of its classrooms.

…

With the choices available, students increasingly don’t need to make the tradeoff between attending a large school with lots of choices but perhaps lots of anonymity or a small school with limited choices but a deeply developed personal support structure.

 

Excerpt from Cooperating in the open — from Harold Jarche

I think one of the problems today is that many online social networks are trying to be communities of practice. But to be a community of practice, there has to be something to practice. One social network, mine, is enough for me. How I manage the connections is also up to me. In some cases I will follow a blogger, in others I will connect via Google Plus or Twitter, but from my perspective it is one network, with varying types of connections. Jumping into someone else’s bounded social network/community only makes sense if I have an objective. If not, I’ll keep cooperating out in the open.

 

 

From DSC:
Perhaps helping folks build their own learning ecosystems — based upon one’s gifts/abilities/passions — should be an objective for teachers, professors, instructional designers, trainers, and consultants alike. No matter whether we’re talking K-12, higher ed, or corporate training, these ever-changing networks/tools/strategies will help keep us marketable and able to contribute in a variety of areas to society.

 

 

 

Addendum on 2/5/13:

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JayCross-LearningEcosystem2013

 

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Reflections on Harold Jarche’s solid posting, “Less is more”

On 01/22/2013, in blogs / blogging / vlogging, Daniel S. Christian, informal learning, innovation, learning, learning ecosystem, learning theories, pace of change, productivity / tips and tricks, social learning / networks, social media, staying relevant, training / L&D, by Daniel Christian

Less is more — from Harold Jarche

Excerpts:

If you were to sum up the psychology of learning in three words, it would be ‘less is more’. – Donald Clark

In FrogDesign’s presentation on Design is Hacking How we Learn, slide #27 clearly shows where the emphasis of our learning efforts should be, and where organizations should place the most support and resources: practice.
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how we learn

 

 

From DSC:
In the corporate world, my thought is to provide the training as to where and how employees can get/stay in the know — especially by encouraging the use and ownership of blogs, social media, and developing/leveraging their personal learning networks.  But also to provide the infrastructure and tools — the plumbing if you will — to allow for people to quickly connect with each other and to easily share information with each other (i.e. to develop their own learning ecosystems). Formal classes won’t cut it. As Harold and other members of the Internet Alliance have long been saying, it’s about informal learning. (Speaking of his Internet Alliance colleagues, Charles Jennings recently discussed how the pace of change is affecting the corporate world big time; and, just as in higher ed, being able to adapt is key to staying relevant.)

As a relevant aside…my issue with my Master’s Program in Instructional Design for Online Learning was that there was too much emphasis on theory and not enough emphasis on practice.

 

 

 

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