From DSC:
My thanks to Sara McDowell for this resource, which she developed.
Addendums on 6/16/11 — also see:
6 free e-books and tutorials on HTML5 — from ReadWriteWeb.com by Klint Finley
Excerpt:
HTML5 is popular for building rich Web sites as well as cross-platform mobile applications. And it looks like with Windows 8 Microsoft is embracing using HTML5 and JavaScript as a paradigm for building desktop applications as well. With everyone from Apple to Microsoft embracing HTML5 as “the future,” if you don’t know it yet, you should probably get started.
If you want to take full advantage of HTML5, you will need to know JavaScript, so you might want to start with our round-up of free JavaScript books.
Five tips for emerging video journalists — over at the Innovative Interactivity blog by Paul Franz
Excerpt:
But there are a few skills that I strongly believe all budding video journalists should take note of as they begin their careers in multimedia production.
…
a) Get used to editing as if you were working for MTV. For example, TIME recently rolled out a new magazine feature called “Pop Chart,” which is tantamount to a kind of a whacky news round-up. Normally, these affairs can be boring time sinks that do not attract a whole lot of viewers or interest. But with a few editing tricks and changes to your style, they can become fun little shows that entertain as well as inform.
b) Start getting comfortable with your voice. Many pieces just won’t have all the content you require to have a single character narrate an entire piece. Purists will argue that not having enough A-roll is tantamount to laziness, but the realities of the job will force you to use your voice frequently as a narrative bridge.
LinkedIn is about to put job boards (and resumes) out of business — from forbes.com by Dan Schawbel
Excerpts (emphasis from DSC):
Job boards are becoming more irrelevant to the corporate recruitment process every single year. They are ineffective because of the sheer amount of competition on them and how they’re perceived by recruiters.
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Just as I said in my book Me 2.0, job boards are black holes. Stop submitting your resume to them and praying that a machine finds it and delivers it to a hiring manager. You should spend more time meeting people at companies you want to work for at networking events and through social networks.
Your traditional Microsoft Word resume is obsolete so create a LinkedIn profile and use their “Resume Builder” to turn your profile into your new digital resume.
LinkedIn’s big announcement today
LinkedIn just announced that they will be launching a button for employer career sites called “Apply With LinkedIn,” which will allow candidates to submit their LinkedIn profiles as resumes through their HR management systems. Companies will be able to take the LinkedIn API and integrate the button into their entire database of open jobs.
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What this means for job seekers
I see more and more companies using this button on their career sites, while divesting in job board advertising. This is yet another step in the internet becoming the new global talent pool. HR databases are isolated in the confines of companies and can’t update fast enough to remain relevant in this fast paced world we live in. Now, more than ever before, job seekers have to create their own LinkedIn profiles and take them very seriously. You have to constantly managing your profile, revise it as you advance in your career, and use it to network as much as possible. Companies will expect you to be on LinkedIn and if you’re not, then you can’t apply for jobs! There are over one hundred million LinkedIn users and you will suffer if you keep submitting your Microsoft Word resume to job boards.
Practical strategies for online faculty orientation — from Faculty Focus by Mary Bart
Excerpt:
At Penn State World Campus, new instructors have a three-part training program that includes online pedagogy, a tour of the Learning Management System (LMS), and an orientation on the nuts and bolts of teaching in an online classroom. The goal is to streamline the teaching and learning process, and minimize the learning curves for new instructors.
In the online seminar How to Orient New Instructors to an Online Course FAST!, Jennifer Berghage, an instructional designer at Penn State World Campus, discussed her approach to orienting new instructors. It all begins with a comprehensive instructor tip sheet, which lives within the course site hidden from students but is always just a click away from instructors.
Not sure if there is a more recent edition here…but also see:
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
Addendum on 4-14-11:
Addendum on 4/5/11:
A free, weeklong online experience consisting of online activities, resources, web seminars, and discussions on mobile computing.
Join us April 25–29 for a focused learning opportunity on one of the top IT issues in higher education today—mobile computing.
Perhaps no area of higher education IT is evolving more rapidly. Colleges and universities are making important decisions about mobile computing and how it can be incorporated into effective technology programs—today and tomorrow.
In an effort to bring the community together on this topic, EDUCAUSE will convene a Mobile Computing 5-Day Sprint. This experience will allow you to engage in activities and discussions on the many ways mobile technologies are undeniably altering higher education.
How to Participate
Mark your calendar to visit this website throughout the week. The 5-Day Sprint will include synchronous and asynchronous activities.
The sprint is a build-your-own experience—you choose which activities to participate in, based on your interests and needs. No registration is required, except for the free daily EDUCAUSE Live! web seminars, where virtual seating is limited; sign up today.
What to Expect During the Week
Join us each day to explore solutions to common challenges and share experiences and ideas through articles, podcasts, web seminars, and online discussions. Each day will be dedicated to a specific theme related to mobile computing.
Monday, April 25: The Future of Mobile Computing
Hear how the community is framing and contextualizing the depth and breadth of what mobile computing means on campus, setting the stage for a week of rich and dynamic discussion on this issue.
Tuesday, April 26: Teaching and Learning
Join us as we discuss the learning that is—or could be—enabled by mobile technology.
Wednesday, April 27: Mobile Enterprise Integration
Engage in the conversation about how to plan for a fully integrated mobile experience for faculty, staff, and students.
Thursday, April 28: Security, Privacy, and Policy
Bring your experiences and ideas as we examine the current state of mobile security, anticipate what’s coming, and explore effective practices.
Friday, April 29: Mobile Infrastructure
Explore the wide range of hardware, software, and network infrastructure components necessary to make mobile computing an effective addition to campus services.
When the invincible become “vincible” — from HBR.org by Ron Ashkenas
Excerpt that caught my eye:
We now live in a world in which that sense of security can disappear in a heartbeat — whether your company falls off the cliff, or makes significant changes to avoid the cliff. Like an investment disclaimer for individuals, past performance is no guarantee of future success. So to keep on your guard, ask yourself these questions:
You may not need answers to these types of questions today. But better to address them now — instead of the moment when you’re falling off the cliff.
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From DSC:
For those of us in more traditional institutions of higher education, if this is where things are heading — or even if pieces of Anya’s presentation come to fruition — what is our response? Strategy?
From DSC:
After looking at some items concerning Connectivism*, I’ve been reflecting upon the following questions:
Thinking of Gonzalez (2004; as cited in Siemens (2005)) description of the challenges of rapidly diminishing knowledge life:
“One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
Stephen Downes addresses this and points to a possible solution to this phenomenon in his presentation from 3/15/11 entitled “Educational Projection: Supporting Distributed Learning Online.”
Excerpt/slides:
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I need to put more thought into this, but wanted to throw this question out there…more later…
* From DSC: Some of the items I looked at regarding Connectivism — some directly related, others indirectly-related — were:
Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm.
Downes, S. (2005). An introduction to connective knowledge. Retrieved from http://www. downes. ca/post/33034. Downes noted that this was published in Hug, Theo (ed. ) (2007): Media, knowledge & education – exploring new spaces, relations and dynamics in digital media ecologies. Proceedings of the International Conference held on June 25-26, 2007. November 27, 2007.
Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, v9 n3 p1-13 Oct 2008.
Tracey, R. (2009). Instructivism, constructivism or connectivism? Training & Development in Australia, December, 2009. p08-09, 2p. Retrieved from EBSCOhost. ISSN 0310-4664.
Kerr, B. (2007). A challenge to connectivism. Retrieved at http://learningevolves. wikispaces. com/kerr.
Sims, R. (2008). Rethinking (e)learning: A manifesto for connected generations. Distance Education Vol. 29, No. 2, August 2008, 153–164. ISSN 0158-7919 print/ISSN 1475-0198 online. DOI: 10. 1080/01587910802154954
Lisa Dawley. (2009). Social network knowledge construction: emerging virtual world pedagogy. On the Horizon, 17(2), 109-121. Retrieved from ProQuest Education Journals. (Document ID: 1880656431).
Hargadon, S. (2011). Ugh. Classic politics now extends to social networking in education. Retrieved from http://www. stevehargadon. com/2011/03/ugh-classic-politics-now-extends-to. html.
Cross, J. (2001). Crowd-inspired innovation. Retrieved from http://www.internettime.com/2011/03/crowd-inspired-innovation.
Rogers-Estable, M.. (2009). Web 2.0 and distance education: Tools and techniques. Distance Learning, 6(4), 55-60. Retrieved from ProQuest Education Journals. (Document ID: 2017059921).
Marrotte-Newman, S.. (2009). Why virtual schools exist and understanding their culture. Distance Learning, 6(4), 31-35. Retrieved from ProQuest Education Journals. (Document ID: 2017059881).
Hilton, J., Graham, C., Rich, P., & Wiley, D. (2010). Using online technologies to extend a classroom to learners at a distance. Distance Education, 31(1), 77-92. Retrieved from ProQuest Education Journals. (Document ID: 2074810921).
Attwell, G. (2010). Personal learning environments and Vygotsky. Retrieved from http://www.pontydysgu.org/2010/04/personal-learning-environments-and-vygotsky.
10 Steps for Working Smarter with Social Media — from the Centre for Learning & Performance Technologies by Jane Hart
Webinar for Learning & Skills Group, 17 March 2010
Excerpt below:
10 Steps for Working Smarter with Social Media
Webinar for Learning & Skills Group, 17 March 2010
Workplace Learning is changing!
A number of people, my Internet Time Alliance (ITA) colleague Charles Jennings in particular, have highlighted the fact that training that simply involves filling people’s heads with knowledge, is ineffective and inefficient – as most people forget what they have learnt very quickly. And that online courses, which do pretty much the same, take time, effort and money to develop.
Many are also “over-engineered” solutions – and this often leads to resentment by those who have to spend time to work through courses – when the material could have been provided in a much simpler way. But in fact this whole approach to workplace learning is not sustainable in a world that is moving very fast and where there is need for access to constantly changing information.
On the other hand, although we have now realized – due largely to the work of (my ITA colleague) Jay Cross – that most of an individual’s “real” learning takes place outside formal learning .. continuously … in the workflow … by reading or listening to things, or more significantly in conversations and interactions with other people, L&D have struggled to understand how to harness informal learning, and perhaps understandably often try to force it into the formal model they feel comfortable with it.
But it is in fact, the emergence of social media, that has really begun to make us think
differently about the way work and learning is happening. For an increasing number of individuals and groups are using these new technologies in the workplace to connect with colleagues both inside and outside the organisation in order to share ideas, resources and experiences – often under the radar of IT and L&D. This use of social media has become a revolution in the sense that these tools are now in the hands of the employees. So the question is what role does L&D play in all this?
One key thing to remember is Learning is not the end goal; but is a means to an end. It’s about PERFORMANCE; people doing their jobs (better). In fact it’s all about working smarter. So what is working smarter?
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Also related:
