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Introducing Digital Credentials to Universities | The EvoLLLution
- other non-credit awards, which can be sent directly to employers and shared on LinkedIn, Twitter, and Facebook.
- We’re simply taking existing non-credit courses and programs, and conveying their learning outcomes digitally. This way the student can leverage it as currency.
- It circles back to challenges universities face with non-credit courses in general. They view these as “training” or somehow “lesser than” traditional offerings. I wanted enough evidence to show my academic partners and leaders that digital credentials offer a great alternative to provide information.
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Saturday, February 22, 2020
Weekly Sporto bookmarks (weekly)
Saturday, February 15, 2020
Saturday, February 8, 2020
Saturday, February 1, 2020
Weekly Sporto bookmarks (weekly)
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Action mapping workflow at a glance - Training design - Cathy Moore
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Action mapping: A visual approach to training design - Training design - Cathy Moore
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How to really involve learners - Training design - Cathy Moore
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MVP Is the Key to Agile Project Management | Learning Solutions Magazine
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Fearless Estimating: Agile Project Management Answers | Learning Solutions Magazine
- Agile teams use one of several estimating schemes that helps us deal with uncertainty: powers of 2 (2, 4, 8, 16, 32...), the Fibonacci sequence (1, 2, 3, 5, 8, 13, 21, 34...) or even a simple small/medium/large approach.
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Agile Learner Personas for Instructional Design | Learning Solutions Magazine
- in the end, the group will have to come to a consensus about who the primary learner is.
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Learner Personas for Instructional Design
- learner personas i
- Creating personas can help designers become more aware of their audience
- developing personas helps to formalize the models so they can be documented, shared and used throughout the design process.
- The most effective personas are going to emerge out of an audience analysis that includes interviews and real conversations with sample audience members as well as supervisors and stakeholders in the training.
- Give this person a name and borrow traits from real individuals of the group if you were lucky enough to hold interviews. Describe your persona’s demographics, job responsibilities, motivations for taking the training, experiences at work, attitude toward online learning, skill and educational levels and so on.
- you should have several personas that provide a tangible sense of your audience members
- Keep the personas in mind throughout design and development as though they are someone you know.
- Try to have conversations with sample members of your audience groups. Even a few conversations can help you remember the individuals behind the persona
- Ensure the use of personas helps your team personalize and customize the design
- Watch that stereotypes and social judgments don’t slip into your personas.
- Build empathy for the audience groups.
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Saturday, January 25, 2020
Weekly Sporto bookmarks (weekly)
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7 trends I spotted in Open Badges in 2019 - We Are Open Co-op
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The effect of non-monetary rewards on employees performance in MOOCs
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T4LT - Online Student Engagement Tips and Strategies | Amara
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How To Motivate Learners Before, During and After an eLearning Course
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Motivating Students | Center for Teaching | Vanderbilt University
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Keeping Up With... Andragogy | Association of College & Research Libraries (ACRL)
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Pedagogy Vs Andragogy: An Unnecessary Paradigm - eLearning Industry
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Inequality in the Virtual Classroom: The Limit of MOOCs - The Atlantic
- Studies have found that online-learning resources had trouble attracting low-income students—or, in the case of school-age children, their parents—and that those who did participate in online classes performed more poorly than their peers.
- But researchers have found that it takes more than just access to an internet connection to benefit from online resources: It also takes basic technology skills, the ability to draw on social networks for help and guidance when needed, and a willingness to look to the internet for information and resources.
- They devised a new measure of connectivity called “digital readiness,” and arranged internet users into five distinct categories based on their readiness. Three of those categories contained people who are “relatively hesitant” to use technology for learning, even though they have access to a reliable internet connection.
- lack of digital skills and a lack of confidence in one’s own ability to find trustworthy information on the internet.
- The same types of divisions appear to be affecting enrollment in online courses. Although free and open to all, MOOC enrollment is biased toward the already highly educated and the relatively wealthy, according to a pair of studies from researchers at Harvard and MIT.
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Microsoft PowerPoint - EV Summit 2018_Garrett_keynote_FINAL - for pdf
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Online Learning and Implications for Inequality in the Classroom | Scholars Strategy Network
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Online learning can ease economic inequality - The Boston Globe
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Unbundling and Rebundling Higher Education in an Age of Inequality | EDUCAUSE
Saturday, January 11, 2020
Weekly Sporto bookmarks (weekly)
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4 Tips For Content Chunking In e-Learning - eLearning Industry
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Content Chunking: The Basis To An Engaging And Well-Designed Course - eLearning Industry
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Chunking Information for Instructional Design
- Chunking content is critical because of how our brain appears to work.
- breaking down information into bite-sized pieces so the brain can more easily digest new information.
- working memory could hold seven (plus or minus two) chunks of information at once, it is now thought that the number is closer to four, maybe five bits of information.
- cognitive researchers now know that the capacity of working memory depends on the type of information, the features of the information and the abilities of the person under experimentation.
- It means that if you are explaining something complex and the learner must hold several factors in mind to understand it, you’ll need to chunk information into bite-sized pieces.
- eLearning content has to be organized in a logical and progressive way through chunking.
- Chunking doesn’t only work for your typical linear instruction, it also works for learning objects, for non-linear approaches to learning as well as discovery learning, because it groups together conceptually related information
- Use a chunking strategy while determining the content hierarchy of a course. Determine how modules, lessons and topics will be organized into a logical and progressive order.
- Continue with this process until content is broken down to the topic level.
- Divide modules into smaller related chunks and these will become your lessons.
- When you have a solid module-lesson-topic structure, organize the content so each screen consists of one chunk of related information. Depending on how you design, this could be at the topic level, at the detailed learning objective level or at the concept level. As a guiding rule, avoid introducing multiple topics, learning objectives or concepts at one time.
- think in terms of working memory.
- Fortunately, the visuals and text in multimedia courses can lessen the demands on working memory.
- Turn Bits into Chunks.
- Working memory is just as willing to hold four chunks of information as it is to hold four bits of information.
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3 Considerations When Chunking eLearning Content
- chunking or breaking-up content is useful for our brains since our working memory (which is where we manipulate or process information) holds a limited amount of data at the same time.
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Content Chunking in eLearning Courses: What Can Go Wrong?
- analyze the content provided as inputs for the online course, identify relevant parts based on the learning objectives, and organize it in a logical sequence (modules in a curriculum or units in a course).
- Another major reason for making mistakes in chunking is overlooking or leaving out important information
- Creating crisp content is made easy if chunking is precise.
- identify what is to be communicated to the learners and how it is to be presented
- Determine the content and prioritize the hierarchy; make certain all aspects of learning are covered. Avoid dumping unnecessary content on your learners, instead, structure the content into levels of importance and guide them through.
- Chunking at the course level is based on the learning objectives of the eLearning course. Once the objectives are in place, topics can easily be put into sequence
- Chunking is done at 2 levels – the course level and the screen level
- For chunking at the screen level, it is recommended that each screen must give an account of one learning point or unit.
- If the learning points are very small, you can explain more than one learning point in a screen, but try to limit to 3-5 ‘learning points’ per screen
- We need to determine how modules, lessons, and topics will be organized into a logical and progressive order. If not done at the required levels, learners will be forced to go through dumps and dumps of content.
- If missing out essential information is one, overloading information is another reason.
- Bite-sized content helps learners master the learning objectives.
- Chunking Principle
- we should have in mind that a lot of what is said applies to training based on slides presenting information. We need to change this for our kind of courses.
- neglecting to apply the chunking principle is the most common oversight.
- Stay away from “under-chunking”, remember the chunking standard while organizing content.
- Regardless of the style in use, ensure that you maintain a consistent tone, while chunking.
- Rather, it is far superior to chunk compiled material into visual cues or numbered lists or bullet points with subheadings and a lot of whitespace.
- Titles, headings, and subheadings should all be important and portray what each chunk of content covers.
- Short passages of 3 to 4 sentences are reasonable and enable learners to absorb information successfully, comprehend ideas better, and hold what has been learned effectively.
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3 Steps to Chunking Your Online Course | DigitalChalk Blog
- remember to prioritize your content. Determine the main points and the supporting materials, including visuals
- Simplify your course material to only include relevant and necessary content.
- keep it simple and do not overwhelm your students with too much information at once.
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- Bulleted/numbered lists
- Short subheadings
- Short sentences with one or two ideas per sentence
- Short paragraphs, no more than 3 to 4 sentences
- Easily scannable text, with bolding of key phrases
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Saturday, January 4, 2020
Weekly Sporto bookmarks (weekly)
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- This inability to recognize learning in informal contexts is one of many concerns with traditional assessing approaches. A second concern is that traditional credentials are not always effective communicators of a student’s skill or knowledge
- These two challenges of how to recognize and reward informal learning, and how to increase transparency in traditional grading practices are two credentialing challenges begging for a solution. In the last several years, advances in the field of microcrendentialing, specifically digital badging, has shown promise in solving these assessment challenges.
- Structurally speaking, digital badges are small digital images that represent an individual’s learning within a specific domain. These images are embedded with rich metadata that increases transparency into what is actually learned
- Open badges are a unique type of digital badge with additional affordances built into the technology that allow for the credential to be integrated into any compatible learning or portfolio system. While some digital badges are useful indicators of learning within a closed system (e.g. Khan Academy, Duolingo), open badges can be exported into open backpacks that collect and display these microcredentials from many different formal and informal learning systems.
- Because of their digital and open affordances, open badges can also serve a variety of functions, including as a map of learning pathways or trajectories (Bowen & Thomas, 2014; Newby, Wright, Besser, & Beese, 2015; Gamrat & Zimmerman, 2015), “descriptions of merit” (Rughinis & Matei, 2013), signposts of past and future learning (Rughinis & Matei, 2013), a reward or status symbol (Newby et al., 2015), promoters of motivation and self-regulation (Newby et al., 2015; Randall, Harrison, & West, 2013), “tokens of accomplishment” (O’Byrne, Schenke, Willis, & Hickey, 2015), a learning portfolio or repository (Gamrat et al., 2014), and a goal-setting support (Gamrat & Zimmerman, 2015).
- including positive effects on motivation, guidance, and recognition.
- appeal for a learner’s intrinsic motivation by rewarding effort and improvement instead of performance
- In fact, many organizations with badging structures include self-direction as a major component.
- key aspects of personalized learning through digital technologies, including giving learners choices, recognizing different forms of skills and knowledge, and learner-focused assessment. Open badges address these key attributes of personalized learning by increasing learning options, assessing discrete skills at a micro level, and credentialing learning both within and without traditional formal institutions.
- These badges can then be organized into learning paths that provide guidance to learners in particular domains
- Digital badges not only illuminate the learning pathways for future learning, but can also recognize learning experiences that previously have not been easily acknowledged through a credential.
- While digital badges offer promise for solving some difficult educational challenges, critics have pointed out several concerns, particularly with issues of scope, awareness, and assessment practices
- This flood of badges, particularly “lightweight” badges, can clutter the badging landscape and hinder the ability for the end user (e.g. employer, academic institution, etc.) to determine the value and quality of badges. Therefore, the responsibility of the badging community is to create and issue badges that are rigorous and meaningful.
- Possible question concerning challenges- Badging flooding or watering down of badges can reduce the value of open badges?
- Another challenge to open badges is the struggle to be recognized outside of their native badging ecosystem.
- Ecosystems can be local in nature, where badges are intended to be used within an individual’s learning space, or global where badges are designed to be displayed and recognized beyond the institution’s community. While both badging ecosystems can serve an important purpose, creating a global badging ecosystem requires organizations outside the institution to recognize and accept the badge performance and assessment.
- How can open badges break away from their local nature and in fact help build a global badging ecosystem that is key to solving some of the problems related to job mobility?
- because of the portability of the open badge technology, it is possible for like-minded institutions of learning to form consortiums where badges could hold value with peer institutions within the consortium.
- are there examples of consortiums where several organizations collaborate in the developing of meaningful open badging ecosystems?
- Professional organizations with a vested interest in those skills might consider endorsing these badges to give them increased weight and importance
- Much like any start-up organization trying to enter into a new market, new ideas, such as open badges, require brand awareness by consumers to begin gaining cultural acceptance.
- Generally speaking, consumers must be made aware through positive interactions with a product or idea before they are willing to embrace it
- Decision makers in government, business, and education appear to be generally unaware of the potential of badges to motive, direct, and recognize learning.
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5 Sites to Search and Find the Best Massive Open Online Course (MOOC) for You
Saturday, December 28, 2019
Saturday, December 21, 2019
Weekly Sporto bookmarks (weekly)
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Why We Are Using Blockchain for Digital Credentialing -- Campus Technology
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Frugal MOOCs: An Adaptable Contextualized Approach to MOOC Designs for Refugees
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"International Journal of Web-Based Learning and Teaching Technologies,"
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Advanced Concepts Of Instructional Design
good discussion of content chunking and ID strategies
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- 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.
Robert Mager’s Learning Objectives
According to Dr. Robert F. Mager, an ideal learning objective has 3 components.
- Content Chunking
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- 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.
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- Modules
- Lessons/Units
- Screens/Topics
Course Level Chunking is done to determine hierarchy and divide a course into:
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- 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
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:
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To Chunk or not to Chunk
Here are a few guidelines on when to chunk content.
When to chunk content
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- 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
- Give more explanation on-screen
- Use audio to highlight important points when explaining facts and principles:
- Chunk content as little as possible without changing the meaning when the course has more text/fewer visuals and no audio:
- Show the entire content onscreen
If the course has adequate audio:
When not to chunk content
When the course is not audio dominant:
- 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.
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- 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.
Components of an ID Strategy
The various components of an ID strategy include:
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New Gamification Training Software Pitfalls - eLearning Industry
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Designing Microlearning Instruction for ProfessionalDevelopment Through a Competency Based Approach
Saturday, December 14, 2019
Weekly Sporto bookmarks (weekly)
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Machine learning has been used to automatically translate long-lost languages
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Gamification Applications and Digital Badges - Stan Garfield - Medium
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- The generic goal of gamification is to promote the active interest of users, their engagement, to modify their behaviors
- For having a positive effect on the business, it is necessary that gamification’s users have fun
- More over the app propose other statistics including a social dimension that gives the possibility to challenge friend and compare results and score, so that the runners community always knows who are people on the top.
- Mechanics, which was the single bricks that built the whole products gamification structure; they are usually associated with some actions that allow to reach business goals.
- Dynamics, so the needs and desire, studied by behavioural psychology, rooted inside people and that could be gratified through interaction with game mechanics.
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The Benefits of Using Digital Badges in an Online Course - SPS | Distance Learning
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Instructional Design Templates | Instructional Design Central (IDC)
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