Captivate 5: Branching — from Adobe
On 11/02/2010,
in Adobe, instructional design, productivity / tips and tricks, tools, vendors,
by Daniel Christian
On 10/18/2010,
in blended learning, education technology, hybrid learning, online learning, online media, teaching online, web-based collaboration,
by Daniel Christian
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Resource from George Siemens who mentions:
I recently encountered this group of 27 online teaching and learning video resources, featuring Curt Bonk. Each video runs approximately 10 minutes and serves as an introduction to key ideas in planning and delivery technology enhanced learning.
On 10/16/2010,
in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, assessment, cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, community colleges, competency-based learning/education, Daniel S. Christian, data related items, digital learning, education technology, elearning, emerging technologies, human-computer interaction (HCI), innovation, instructional design, intelligent tutoring, internet, K-12 related, learning agents, learning ecosystem, learning preferences, lifelong learning, mobile learning, multimedia, online learning, online media, online tutoring, personalized/customized learning, training / L&D, ubiquitous learning, universities, workplace,
by Daniel Christian
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On 10/16/2010,
in digital audio, digital learning, digital storytelling, digital video, elearning, instructional design, multimedia, new media literacies,
by Daniel Christian
Seven steps for using more rich media in learning — from eLearning Roadtrip by Ellen Wagner
On 10/11/2010,
in 21st century, Artificial Intelligence/Agents/LLMs/and Related, competency-based learning/education, education technology, emerging technologies, game-changing environment, innovation, instructional design, intelligent tutoring, learner profiles, learning agents, online learning, online tutoring,
by Daniel Christian
From DSC:
I was reading a white paper from Tegrity today (see below graphics). It mentioned that the next frontier for lecture capture technologies is focused on developing more personalized learning experiences.
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— A brief aside from DSC:
Reminds me of some of the functionality found in Livescribe’s echo smartpen.
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The ability to integrate lecture capture platforms with Learning Management Systems (LMS’s) can help to automate the authentication and authorization needed to ensure learners get to review what they are allowed to review. Integration hooks provided by lecture capture and LMS vendors are viable as methods of ensuring a baseline approach to secure access. Yet most lecture capture systems do not know who the viewer is (as the LMS does the authentication and authorization); they only know that the stream is permitted to play and that students of the course are watching.
This sets the stage for the next transformation of lecture capture solutions – into platforms that can understand not just who their users are, but also what those users need to do and how their experience can be personalized and enhanced.
The coming shift will bring creation of custom learning environments that cater to the individual student by offering personal context-sensitivity, the ability to draw on the knowledge of peers and instructors, and the ability to better manage and monitor each individual learner’s behaviors and customize their experience to their individual needs. Among the major effects of this shift:
- Democratization of the content creation process as learners themselves contribute to or otherwise use lecture capture tools to learn from or teach others
- Faster learning by enabling learners to access information more quickly through bookmarks – and placing efficiencies within the platform to streamline teaching and learning
- Changing impact on educators, who can rely on lecture capture feedback loops based on features like bookmarking to enable them to adjust content and teaching styles to suit learner needs
- Use of presence and the fact that a system can know a learner to automate and make more efficient the act of finding peers or instructors for further learning interactions
- Greater ability to deliver content and offer customized features via mobile devices
This white paper focuses on the evolution of lecture capture as a tool for creating a coherent environment for learner-centered instruction, showing the possibilities for improved efficiencies and better learning outcomes.
From DSC:
The integration of a lecture capture system w/ an LMS got me to thinking…what if each person in the world had a constantly-updated, adaptive, web-based learner profile that detailed their current age, current and past places of residence, language(s), hobbies, interests, courses taken, major(s), minor(s), last grade completed, which RSS feeds they subscribe to, which sources of educational content they prefer, etc. Given permission by the student, a vendor’s tool could then query the database and look for particular fields…plugging that content into their own application for greater context and engagement.
So if a 3rd grader in India loved horses, the math problems could utilize that information to make the problems more engaging to that person.
Hmmm…along these lines, I think I’ll set up some Google alerts to include:
- Multi-agent systems
- Adaptive learning systems
- Artificial intelligence education
- Distributed e-learning systems
- Semantic web education
- Learning agents
- Intelligent tutoring
- Online tutoring
The next few years should be veeeerrrryyy interesting. Fasten your seatbelts!
On 10/11/2010,
in accessibility / UDL, instructional design,
by Daniel Christian
On 10/11/2010,
in 21st century, assessment, digital storytelling, higher education, instructional design, memory, pedagogy, play, story, storytelling,
by Daniel Christian
The test has been canceled — from Boston.com by Keith O’Brien
Final exams are quietly vanishing from college
The change, which was first reported in Harvard Magazine, is not a statement on the value of final exams one way or the other, Harris said. But the shrinking role of big, blockbuster tests at Harvard and colleges elsewhere is raising serious pedagogical questions about 21st century education: How best do students learn? And what’s the best way to assess that? Is the disappearance of high-stakes, high-pressure final exams a sign that universities are failing to challenge today’s students, or is it just a long overdue acknowledgment that such tests aren’t always the best indicator of actual knowledge?
From DSC:
Perhaps like many others, I don’t remember a lot from the final exams taken during my college days. My hope is that whatever methods we use, we can foster deeper, longer-lasting ROI’s from students’ studying time. We can create more “hooks” on which to hang things 5-10 years down the line (if that’s possible these days!). One thought along these lines, is to use the ideas of story, play, and promoting the creativity of our students.
The greatest teacher of all time used story — in the form of parables — all the time. I’ll bet that many of us can still recall to this day the parable of the sower, or the prodigal son…the good Samaritan or the lost coin. With enough repetition, we remember these stories and the deeper meaning behind them. They provide hooks to hang other things upon (i.e. scaffolding).
On 10/01/2010,
in 21st century, 24x7x365 access, 3D, accessibility / UDL, Adobe, adult learning, animation, Apple, art, assistive technologies, Augmented Reality (AR), creativity, design, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, education technology, elearning, emerging technologies, engagement / engaging students, Google, graphics, higher education, homeschooling/homeschoolers, hybrid learning, interactivity, interface design, learning ecosystem, mobile learning, mobile technologies, multimedia, music, new media literacies, online learning, online media, online tutoring, podcasting, productivity / tips and tricks, professional development, programming, RSS, simulations, storytelling, student-related, teaching & learning, teaching online, training / L&D, user experience (UX), user interface design, visualizing information, web design and production, web-based collaboration,
by Daniel Christian
We use Lynda.com and the feedback has been excellent. Back in 1997, I took a 1-day seminar from Lynda Weinman out at SFSU’s Multimedia Studies Program. I learned more from her in a few hours then I have in many courses. She knows how to make things very understandable…and she’s a great teacher. If she doesn’t know the topic, she selects people who know how to explain that topic in easy-to-understand terms.
So when I saw this item — Connect@NMC: Panel Discussion Led By Laurie Burruss of Lynda.com – Implementing Lynda.com Campus-Wide — I felt that I should pass it along.
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On 09/21/2010,
in instructional design, learning theories,
by Daniel Christian
On 09/21/2010,
in instructional design,
by Daniel Christian
Instructional Design-related items from Capella University
- Instructional Design Sites:
- Professional Associations
- Additional Reading
Textbooks in IDOL Specialization Courses
ED 5802 Principles of Instructional Design
Smith, P.L. & Ragan, T.J. (2005). Instructional design (3rd ed.). Hoboken, NJ: Wiley. ISBN:
0471393533.
Ertmer, P.A. & Quinn, J. (2007). The ID casebook: Case studies in instructional design (3rd ed.).
Upper Saddle River, NJ: Pearson Education. ISBN: 0805857311. (Also used in ED7496.)
ED 5803 Processes of Instructional Design
Rothwell, W. J., & Kazanas, H. C. (2008). Mastering the instructional design process: A
systematic approach (4th ed.). San Francisco, CA: Pfeiffer. ISBN: 9780787996468.
ED5804 The Delivery of Distance Education
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont,
CA: Thomson Wadsworth. ISBN: 0534506887.
ED5807 Design of Instructional Media
Lee, W. W., & Owens, D. L. (2004). Multimedia-based instructional design. San Francisco, CA:
Wiley & Sons. 9780787970697.
Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Santa Barbara, CA:
Cambridge University Press. 9780521547512.
ED5810 Project Management for e-Learning Development
Project Management Institute (2004). A guide to the project management body of knowledge (3rd
ed.). Charlotte, NC: Project Management Institute. ISBN: 193069945X.
Shackelford, B. (2002). Project managing e-learning. Washington, DC: ASTD Press.
ISBN:1562863290.
ED7212 Administration and Leadership of Distance Education Programs
Cashman, K. (2001). Leadership from the inside out: Becoming a leader for life. Provo, UT:
Executive Excellence Publishing. ISBN: 0975276506.
Shelton, K. & Saltsman, G. (Eds.) (2005). An administrator’s guide to online education.
Charlotte, NC: Information Age Publishing. ISBN: 1593114249.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a
distance: Foundations of distance education (3rd ed.). Upper Saddle River, NJ: Pearson
Prentice Hall. ISBN: 0131196308.
ED7496 Advanced Instructional Design
Ertmer, P.A. & Quinn, J. (2007). The ID casebook: Case studies in instructional design (3rd ed.).
Upper Saddle River, NJ: Pearson Education. ISBN: 0131717057.
Richey, R.C., & Klein, J.D. (2007). Design and development research: Methods, strategies, and
issues. Hillsdale, NJ: Erlbaum. ISBN: 0805857311.
ED7503 Instructional Media Tools
Fenrich, P. (2005). Creating instructional multimedia solutions: Practical guidelines for the real
world. Santa Rosa, CA: Informing Science Press. ISBN: 8392233719.
ED 7504 Leadership for Instructional Design
Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. ISBN:
0787987662.
Rosenberg, M.J. (2000). e-Learning: Strategies for delivering knowledge in the digital age. New
York: McGraw-Hill. ISBN: 0071362681.
ED7505 Evaluation and Assessment of Instructional Design
Mager, R. F. (1997). Making instruction work: A step-by-step guide to designing and developing
instruction that works (2nd ed.). Atlanta, GA: The Center for Effective Performance. ISBN:
1879618028.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels
(3rd ed.). San Francisco: Berrett-Koehler. ISBN: 1576753484.
ED7620 Theoretical Basis of Instructional Design
Reigeluth, C. M. (2009). Instructional design theories and models (Volume III): A new paradigm
of instructional theory. London: Taylor & Francis. ISBN: 9780805864564 .
ED7624 Theories of Learning and Instruction
Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson
Education. ISBN: 0205375197
ED7814 Interface Design
Stone, D., Jarrett, C., Woodroffe, M., & Minocha, S. (2005). User interface design and
evaluation. San Francisco, CA: Morgan Kaufmann. ISBN: 0120884364.
ED 8810 Ethics and Social Responsibility in Distance Education
Spinello, R. (2002). Cyberethics: Morality and law in cyberspace. Sudbury, MA: Jones &
Bartlett. ISBN:0763700649.
Spinello, R. (2004). Readings in cyberethics (2nd ed.). Sudbury, MA: Jones & Bartlett.
ISBN:0763724106
Updated January 2010
On 09/01/2010,
in corporate / business world, corporate universities / corporate training, instructional design, learning ecosystem, training / L&D,
by Daniel Christian
In search of pioneering learning architects — Clive Sheperd
Meet the learning architect
A learning architect designs environments for learning. Like the architect who designs buildings, the learning architect will be responding to a specific brief:
- What is the nature of the learning requirement? What knowledge, skills and attitudes is the employer (the client) wishing to engender in the employees working within the business, division or department in question? How will this learning contribute to effective performance?
- What jobs are carried out in the target area? How many people are doing these jobs? What are these people like in terms of their demographics, prior learning, ability to learn independently, their motivation and preferences?
- Under what constraints must this learning take place? How geographically dispersed is the population? How much time and money is available? What equipment and facilities can be deployed to support the learning?
The learning architect also has a professional responsibility to their client. This requires them to be fully conversant with current thinking in terms of learning methods, acquainted with the latest learning media and up-to-date with developments in the science of learning. As none of these is intuitive and obvious, the client cannot be expected to have this expertise. And for this reason, it is neither sufficient nor excusable for the learning architect to act as order taker.
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The learning architect does not need to directly facilitate learning or be present in all those situations in which learning might be taking place. However, they must know whether or not the learning that is occurring is in line with their plans and their client’s requirements, and that all this is happening at an acceptable speed and cost. And because the only constant in the modern workplace is change, they must be agile enough to respond to shifting requirements, new pressures and emerging opportunities.
From DSC:
I like this metaphor…it reminds me of a graphic that I developed a while back:
