Moodle Journal
NOVEMBER 30, 2005
I was looking arond the net the other day for some images that I could make use of, a task complicated by the issues of copyright of course, and came across Yotophoto.com. Its a search engine for free-to-use stock photographs and images.
The Learning Circuits
NOVEMBER 29, 2005
Initially, the thought of summarizing the 60 comments that came in reaction to Sam Adkins' Snake Oil post was daunting. But the reality turned out to be a joy. As I worked my way through the 39 pages of comment for the 3 rd time over the weekend, I felt some how privileged to be taking the time to listen to such passionate, well reasoned arguments. A comment by Peter Isackson seems, at least at first, to be delighted with the diverse dialogue: Sherlock says you are what you sell.
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Clive on Learning
NOVEMBER 23, 2005
A couple of years ago I devoted a great deal of energy to the design of a new course. In blatant disregard of all the usual constraints of time and budget, I set out to design a programme that was both highly interactive and media rich, engaging as many of the senses as possible. As the course was nearing completion, I came up with the idea of introducing the programme with a short story, adapted from a classic fairy tale.
Vignettes Learning
NOVEMBER 7, 2005
Based on a study on Rapid e-Learning published by e-Learning Guild, one cause of delays in e-learning development is the difficulty in working with subject matter experts (SMEs). I have interviewed and worked with hundreds of SMEs and one thing is clear to me, e-Learning developers don’t provide SMEs enough tools and guidance in producing the content efficiently and at the fastest time possible.Here are some tips which I have used and have worked for me.
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Big Dog, Little Dog
NOVEMBER 27, 2005
The Brain - An Orchestra without a Conductor - Max Planck. People cannot really get into their heads just what goes on in their heads: billions of nerve cells work on their individual tasks in separate areas of the cerebral cortex with absolutely no coordinating supervision - and nevertheless convey coherent perceptions of the world as discerned by our senses.
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Moodle Journal
NOVEMBER 27, 2005
The end of this term will mark the completion of phase one for our Moodle rollout and staff numbers are currently just over 100. I always had a concern, borne out of experience I must add, that the numbers just would not materialise to make the second and third phases a going proposition. Basically you have to get past that minimum, which is what you may ask?
The Learning Circuits
NOVEMBER 30, 2005
I feel a need to chime in. I think the whole e-learning space has gone through an evolution in the last 4-5 years, and we've created a four-stage taxonomy to describe it ( www.bersin.com/stages ). In stage 1 ( Getting Started ) organizations adopt e-learning to save money. And yes, e-learning does reduce the cost per delivery of instructional hour. But we now have data to prove that in reality e-learning does not save money, it increase reach and range.
Clive on Learning
NOVEMBER 17, 2005
A plea to IT user trainers in five thrilling instalments Welcome back. In part 1, I explained that IT user training is evolving through a number of phases and that this evolution affects more than just learners - it affects the expectations that learners have of IT trainers. The priority in the first phase of IT user training was to help users to overcome their technophobia and to become comfortable with operating a personal computer.
Vignettes Learning
NOVEMBER 7, 2005
Based on a study on Rapid e-Learning published by e-Learning Guild, one cause of delays in e-learning development is the difficulty in working with subject matter experts (SMEs). I have interviewed and worked with hundreds of SMEs and one thing is clear to me, e-Learning developers don't provide SMEs enough tools and guidance in producing the content efficiently and at the fastest time possible.Here are some tips which I have used and have worked for me.
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Big Dog, Little Dog
NOVEMBER 26, 2005
Mash Up The News - Business Week. If you've got a little technical flair, you can use the Post's RSS feeds to create new, noncommercial applications that let you remix the news. Tag: Mash Up. Nobody Really Cares About the Creative Class - Dave Pollard. Nobody really cares about the creative class. They are underpaid, underemployed and underappreciated, and pretty well always have been, right back to the days when you if you were an artist or musician you needed a rich and titled sponsor underwri
Breakthrough eLearning
NOVEMBER 8, 2005
Breakthrough eLearning Reflections on how to break through some of the barriers that prevent the achievement of excellence in eLearning.The 5-E Framework: Establish Value / Effect Change / Engage Stakeholders & Learners / Experiment / Evaluate Results Tuesday, November 08, 2005 Reflections on Learning 2005 I attended the Learning 2005 conference last week, along with about 1,500 others in the training field.
Moodle Journal
NOVEMBER 25, 2005
To complement our VLE at Bromley we have a Content Repository, DSpace. As content repositories increase in popularity, harvesting services such as OAIster (Open Archive Initiative) are becoming available. Using OAIster, you can carryout searches on metadata and associated resources. If you are running a repository, just register with Oaister and then each week or month, your content details will be updated in the systems catalogue.
The Learning Circuits
NOVEMBER 30, 2005
Well! Hopefully revisiting Sam's We Are the Problem: We're Selling Snake Oil post and the comments that followed got your juices flowing. Or maybe it took David Grebow's blunt Back to the Future post from yesterday to get you fired up. But hopefully you have an opinion on the current state and future of our profession. So get fired up and head over to the Beyond the Blog Discussion Wiki we've set up to have some fun debating the issue.
Speaker: Chris Paxton McMillin, President of D3 Training Solutions
There are plenty of great authoring tools for developing eLearning, but the one you select could directly impact your course's outcomes. Depending upon your learners’ needs and your organization’s performance goals, you could be overlooking considerations that impact the both effectiveness of your courses and how long it takes to finish them. From general capabilities to specific workflow structures, some aspects are critical when it comes to learning objectives and deadlines.
Clive on Learning
NOVEMBER 9, 2005
You may never have thought of it this way, but most training is essentially a 'pull' experience. Before you start getting the wrong idea about where I'm leading, let me clarify: the training basically sits there, in the course catalogue, on the intranet or wherever, for employees to pull it down when they need it - like TV, radio, books, newspapers and magazines, websites and CD collections.
Moodle Journal
NOVEMBER 18, 2005
Lots happening this week. Ran a Moodle training session for staff on thursday morning, seven made it and it really went down well. My plans to hold a Moodle conference at the end of term seem to be taking shape with the 19th December looking promising; you can expect some photos and pod cast from that, maybe even video. Our ILT support Danny dream't up the idea of creating a Moodle area for staff as a means of getting more people invloved, featuring: college and Moodle newsletter, photos, Social
Moodle Journal
NOVEMBER 12, 2005
I was having a look at the types of resource users have uploaded to our new Moodle system the other day. At first I was surprised to see the total of just over 700, but then encouraged somewhat by the realisation that this would not have included lesson plans, as the drive remains for these to be stored on the Intranet and maybe my frequent warnings of not allowing the system to become a dumping ground for filing cabinets is working.
Moodle Journal
NOVEMBER 8, 2005
My idea of running the Moodle training as a self study pack seems to have fallen on hard ground, after I discovered virtually zero activity on the training accounts, and of course quite reasonably the problem is time, or lack of it for everyone involved. So the next move is to run 30 minute support drop-in workshop slots each week, where at least candidates get to work together for a while.
Speaker: Tim Buteyn, President of ThinkingKap Learning Solutions
We’ve all been there. You’ve been given a pile of dry content and asked to create a compelling eLearning course. You’re determined to create something more engaging than the same old course that learners quickly click through, but how do you take this “boring” content and create something relevant and engaging? Many instructional designers will say, “Boring in means boring out.
Moodle Journal
NOVEMBER 5, 2005
I have been having read of the report from Becta "ICT and e-Learning in Further Education", click here. The report the assesses progress and provision of ICT and e-learning within further education (FE) and sixth form colleges since 1999 to 2005. It contains really comprehensive statistics on the many aspects of provision and planning, including VLE'S, with findings like: 76% of colleges compared to 59% in 2003 now have a VLE.
Moodle Journal
NOVEMBER 2, 2005
I came across the “Study of Environments to Support e-learning in UK Further and Higher Education” report produced by Education for Change Ltd produced by The Research Partnership for JISC recently. Published in April 2005, the report is based around survey results that have been returned from FE and HE institutes in the UK on the current and future developments in E-learning and support processes.
Moodle Journal
NOVEMBER 10, 2005
If you are interested in all things Moodle, did you know that now there is a Moodle newsletter available. Its a pdf format file and issue 1 can be downloaded from here.
The Learning Circuits
NOVEMBER 28, 2005
Clark Aldrich, in his insightful blog several months ago, said "As I work with organizations in developing e-learning, I am increasingly aware of dead elephants in the room, large reference points that we have to avoid because we can't wrap our minds around them.†He then went on to give several examples, where we talk about one thing (the traditional approaches and methods), and do not bring up the related Dead Elephants of e-learning (the new, innovative tools and techniques).
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The Learning Circuits
NOVEMBER 18, 2005
"We are the Problem: We're Selling Snake Oil†came at time of great tumult in the workplace learning world. The dot.com bubble had popped and promising companies were disappearing, dramatically being downsized, or being acquired by larger competitors. At the same LMS/LCMS's were being adopted by company after company as the backbone of renewed investments in learning.
The Learning Circuits
NOVEMBER 17, 2005
Two years ago today, a post to a quite little blog rocked the training and development world. The quiet little blog was Learning Circuits Blog and the post was by Sam Adkins. In his post entitled " We are the Problem: We're Selling Snake Oil , Sam outlined how much of what eLearning had set out to accomplish and had claimed to have accomplished was all "snake oil.†His post angered and scared many.
The Learning Circuits
NOVEMBER 15, 2005
One of the unfortunate effects of the traditional Post-Comments format of a blog is that topics tend to be focused upon only as long as they stay in the #1 position on the blog's front page. This is tough enough for some individually written blogs to manage. But it is a far greater issue with a team blog like Learning Circuits Blog. The result is a very fragmented seemingly haphazard coverage of topics.
Clive on Learning
NOVEMBER 9, 2005
Last week I had the pleasure of being interviewed by Stephen Walsh from new e-learning company Kineo about what I thought of podcasting as a learning tool. You can listen to the interview on the Kineo site. By the way, there are some great articles on Kineo's site, so you might want to subscribe to their feed.
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The Learning Circuits
NOVEMBER 5, 2005
Dave Grebow sees a danger in meddling with the processes of informal learning, and I have to agree. But I contend that it's also possible to be pro-active without meddling. The aim in all cases is to respect informality but because the efficacy of the means employed doesn't depend on elaborate control systems, those means should be theoretically less difficult to implement.
The Learning Circuits
NOVEMBER 4, 2005
How many organizations about which you know do competitive analysis in the area of formal learning programs? "Competitor X is killing us in the marketplace, and they do program Y?" My gut feel is not that many, but I would love to hear about examples where they do.
Clive on Learning
NOVEMBER 4, 2005
Five years on and we're no nearer to obtaining a common understanding of the term e-learning. It seems that e-learning specialists are like economists - put any two in a room and you will generate at least three competing theories. And yet, without some common understanding, how can we expect to bring managers, learners and, most importantly, the training and teaching professions, with us in making the most of the opportunities provided by new technology.
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