Weekly Sporto bookmarks (weekly)

• Why We Are Using Blockchain for Digital Credentialing -- Campus Technology

  tags: blockchain digital badges digital-credentials

• Value of Open Microcredentials to Earners and Issuers | The International Review of Research in Open and Distributed Learning

  tags: digital badges microcredentials

• Frugal MOOCs: An Adaptable Contextualized Approach to MOOC Designs for Refugees

  tags: MOOC developing-countries access refugees

• How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors | Yeh | Online Learning

  tags: predictive selfdirectedlearning self-regulated self-directed

• CTDL Fact Sheet_final_181003

  tags: credentials credentialengine higher education

• (18) (PDF) Gamifying Education: Motivation and the Implementation of Digital Badges for Use in Higher Education

  "International Journal of Web-Based Learning and Teaching Technologies,"

  tags: gamification badges higher education

• Advanced Concepts Of Instructional Design

  good discussion of content chunking and ID strategies

  tags: ID instructional design training

  • Robert Mager’s Learning Objectives

    According to Dr. Robert F. Mager, an ideal learning objective has 3 components.

    •  Performance: It describes what the learner is expected to be able to DO.
     
    •  Condition: It refers to the situation or environment under which the performance is expected to occur.
     
    •  Criteria: It describes the level of competence that must be reached or surpassed.
  • Content Chunking
  • • Crisp sentences
     
    • Bulleted and numbered lists
  • Content chunking is needed when you have a lot of content that needs to be shown on a single screen to reduce the cognitive load on the learner.
  • Content in each screen needs to be divided into ‘Need to know’ (essential to achieve the learning objectives) and ‘Nice to know’ (more detailed explanations, examples, etc.).
  • Chunking is done at the course, unit, and screen level.

  • Course Level Chunking is done to determine hierarchy and divide a course into:

    • Modules
     
    • Lessons/Units
     
    • Screens/Topics

  • Screen Level Chunking is done explaining 3-5 ‘learning points’ per screen. A ‘learning point or unit’ is one chunk of learning that cannot be broken down further.

    Screen level chunking usually contains:

    • Bulleted lists
     
    • Short sub-headings
     
    • Tables
     
    • Short sentences with one or two ideas per sentence
     
    • Short paragraphs, even one-sentence paragraphs
     
    • Easily readable text, with key phrases in bold font
     
    • Images

  • To Chunk or not to Chunk

    Here are a few guidelines on when to chunk content.

    When to chunk content

  • If the course has adequate audio:

    •  Chunk more content
     
    •  Show small stand-alone sentences on the screen
     
    •  Give detailed descriptions in the audio When explaining a process or procedure:
     
    •  Show chunked content using interactivities
     
    •  Explain the process in detail in the audio If the course has more visuals:
     
    •  Chunk more content
     
    •  Let the visuals speak
     
    •  Not chunking in such cases leads to redundancy
     

    When not to chunk content

    When the course is not audio dominant:

    1.  Give more explanation on-screen
     
    2.  Use audio to highlight important points when explaining facts and principles:
     
    3.  Chunk content as little as possible without changing the meaning when the course has more text/fewer visuals and no audio:
     
    4.  Show the entire content onscreen
  • Instructional Strategy
  • Clear learning objectives and design goals are the pre-requisite to any instructional strategy, including the instructional strategy and the audio/visual strategy.

  • Components of an ID Strategy

    The various components of an ID strategy include:

    •  Content: Involves activities such as chunking content into manageable units, segregating into need-to-know and nice-to-know resources, and presenting it in a logical flow.
     
    •  Media: Includes media elements are animations audio, and video elements. Animations can be used to explain a concept, idea, or process better and audio or video elements can be used to enhance the learning experience.
     
    •  Visual: Includes the Graphic User Interface (GUI), Graphics and Pictures. They represent the various elements and the physical environment a learner encounters in a course.
     
    •  Assessments: Includes formative or/and summative and help inculcate analytical thinking and creative problem-solving skills.
     
    •  Technical: Includes functional specifications of what you can do and cannot do in the course, with respect to the LMS considerations, standard compliance, and authoring tools that are used.

• New Gamification Training Software Pitfalls - eLearning Industry

  tags: training gamification

• bridging the gap between digital skills and employability

  tags: employability digital-transformation digital-skills digital literacy digital-learning

• impact of artificial intelligence on employability - thesis

  tags: artificial-intelligence artificial intelligence employability

• Designing Microlearning Instruction for ProfessionalDevelopment Through a Competency Based Approach

  tags: microlearning digital badges microcredentials

Posted from Diigo. The rest of my favorite links are here.