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20 Nov 09
Big Dog, Little Dog: Designing for Agile Learning
Part of a series on agile learning design. This post focuses on 4 lenses for design: performance centered, guru, learner-centered, and system. These lenses are then mapped to the complexity of the design environment and sources of information in those different environments. Lots of graphics to reinforce how different approaches fit different environments.
19 Nov 09
Learntrends 2009 Sessions Live Blogging « Online Sapiens
Collected links to live blogging posts from LearnTrends (including mine)--nice to have all of them together in one place
18 Nov 09
Harold Jarche » PKM Overview
Resources from Harold's LearnTrends session on sense-making with personal knowledge management
Problem-Based Learning and Scenario-Based Training: Operations & Tactics at Officer.com
Comparison of problem-based learning and scenario-based learning, where problem-based learning is text-based case studies and scenario-based learning is interactive, dynamic, and time-limited.
e-Learning: What’s Hot and What’s Not? « Performance X Design
Overview of current trends in e-learning. According to this post, what's hot is social media, informal learning, simulations & scenario-based learning, virtual worlds, rapid learning, mobile learning, open source, and performance support.
Cognitive Load Theory: Failure? « EdTechDev
Explanation of cognitive load theory and the problems with it, both conceptual and methodological. Lots of sources to dig into deeper if you want more research on this issue.
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Numerous contradictions of cognitive load theory’s predictions have been found, but with germane cognitive load, they can still be explained away. de Jong does not use this term (unfalsifiable) but instead states that germane cognitive load is a post-hoc explanation with no theoretical basis: “there seems to be no grounds for asserting that processes that lead to (correct) schema acquisition will impose a higher cognitive load than learning processes that do not lead to (correct) schemas” (2009).
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2. Poor external validity of lab-based studies. Moreno doesn’t touch on something in the de Jong article – the fact that most cognitive load (and multimedia learning) studies are conducted in labs that “includes participants who have no specific interest in learning the domain involved and who are also given a very short study time” (de Jong, 2009), often only a few minutes. Quite a number of findings from these studies have not held up as strongly when tested in classrooms or real-world scenarios, or have even reversed (such as the modality effect, but see this refutation and this other example of a reverse effect).
17 Nov 09
open thinking » 90+ Videos for Tech. & Media Literacy
A collection of videos related to technology and media literacy, sorted in categories like "Conversation Starters," "Influence of Media on Society," and "Social Networks & Identity."
About e-Learning | Online Degrees | Online Colleges | Online Distance Education
Info on colleges offering ed tech and instructional design degrees
12 Nov 09
A Toolkit to Develop E-Learning in an Open (XML) Environment | E-Learning Curve Blog
Series of posts on open source tools (plus some free proprietary ones) for developing e-learning. The focus is on developing in a truly open environment using XML, so this isn't about exporting to Flash (although some of the tools do).
Learning Visions: Ruth Clark: Evidence Based E-Learning #dl09 #dl09-104
Cammy Bean's live blogged notes from DevLearn with Ruth Clark. Lots of this is the multimedia principles I've read before (and maybe don't always apply in authentic learning environments, but that's another story). The research on animations vs stills was new to me though.
05 Nov 09
Mr. Higgins’ Blog » Blog Archive » ClustrMaps as Student Motivation
A great description from a teacher of how his students are motivated by the ClustrMap on his class website, including how it inspires them to look up places on Google Earth
20 reasons why students should blog « On an e-journey with generation Y
A nice summary of reasons for students to blog. Even if you don't agree with everything (for example, the digital natives bit in #16), this is a good place to start answering the question.
Steve Stander :: Blog :: Blogging & Motivation: Psychology of Language Learning
Looking at blogging as a way to motivate students to write through the lens of Determination Theory (Autonomy, Competence, Relatedness), examining how to generate and maintain motivation. Also discusses an inquiry-based learning approach with blogging.
Blogs Give Students an Audience | Edutopia
Interview with an 8th grade teacher about how having an audience for their blog has motivated her students
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One thing that was surprising to the students and to me was the comments thanking the students. I think that was new for them, having someone appreciate that they did this work.
04 Nov 09
CogDogBlog » Fear of Googled Past
Some common sense in response to fears of "Oh no! Someone might Google me someday and find out I'm not perfect!"
Personal Branding in the Classroom? | Personal Branding Blog - Dan Schawbel
Response to a question about whether universities should teach personal branding
Angela Maiers Educational Services: Personal Branding and Education - Thoughts on "Me 2.0"
A discussion of personal branding and its connections to education, arguing that being able to demonstrate your talents and passions is a 21st century skill
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Speaking from both his head and heart, Dan makes he compelling case that it is no longer is it enough to show that you are great, you have to show why you are a great match for a culture and brand of the company you want to work for. You have to be able to sell yourself, your talents, your passions, your uniqueness. (Aren't these Key 21st Century Skills?)
03 Nov 09
KAVEWALL: STOCK PHOTOS
CC-By photos, mostly for textures. Lots of closeups of objects & nature (rock, fire, smoke, wood, glass, electric, etc.)
The Usefulness of Wenger’s Framework in Understanding a Community of Practice.
Jane Bozarth's dissertation on communities of practice, including a proposed revised framework for analyzing and understanding these communities. The revised version clarifies the difference between engagement and participation and adjusts definitions of other terms.
10 Qualities of the Ideal Instructional Designer : The eLearning Coach
Brief discussion about whether instructional designers need degrees, followed by a list of qualities for successful instructional designers like "Be obsessed with learning everything."
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