Learning Conversations

Link: http://www.league.org/publication/whitepapers/0802.html

Interesting discussion of what is working and what isn't, and what could be done to improve the situation.

Link: http://www.ltimagazine.com/ltimagazine/article/articleDetail.jsp?id=120839

A thought-provoking article that illustrates a number of ideas to help corporate elearning work:

• Make learning an official, voiced company or unit goal
• Link training explicitly to individual goals
• Tie training to annual performance reviews
• Turn training into performance support
• Tuck performance support into likely points of need
• Offer "lunch and learn" events (and provide food)
• Consider a "blended" approach
• Tailor training to meet employee needs

It does seem to focus on content-based elearning, and misses out the communicative & collaborative aspects.

Link: http://www.e-learningcentre.co.uk/guide2elearning/

This, from the elearning centre, is an excellent summary of elearning. It provides loads of examples of the types of elearning presented. As well as content-based learning (ie. the standard online "courses"), there's also discussion of more collaborative & free-flowing learning using tools such as wiki's & blogs.

Link: http://www.elearnspace.org/Articles/lms.htm

This article, by George Siemens, argues effectively for modular systems that keep the learner in control, rather than the current models of LMS systems which are closed and are based around a model of teacher control.

What is needed in a Learning Environment?

Any learning environment should:

* Have a place for learner expression (blog/portfolio)
* Have a place for content interaction (LMS' have this)
* Have a place to connect with other learners (discussion forum - LMS' have this)
* Have a place to connect the thoughts of other learners in a personal, meaningful way - i.e. using RSS and then brought back into the "learner expression tool"
* Have a place to dialogue with the instructor (email, VoIP, etc. - webct has some of this)
* Have a place to dialogue with gurus (apprentice) - the heart of online communities is the mess of varying skills and expertise. Gurus are people currently in industry or established practitioners of the organizing theme of the community. LMS limit the interaction to learner and instructor.
* Have a place for learning artifacts of those who've gone before - i.e. content management capabilities accessible and managed by the learner. Tools like Furl, del.icio.us are examples of personal knowledge management (PKM) tools.
* Be modularized so additional functionality and tools can be added based on what learners want or need...a bricolage of course tools - based on open standards - allow for incorporation of new approaches as needed.

Link: http://www.bath.ac.uk/dacs/cdntl/pMachine/morriblog_more.php?id=351_0_4_0_M

This overview of weblogs in education from Derek Morrison will prove invaluable to all those considering using them, or examining their uses & pitfalls.

Even though it basically comes as a set of slides with a small commentary, there's still a huge amount of detail, and pointers to places to go for more information.

There's plenty here to encourage the take up of blogs as an educational tool. I just wish they'd been around while I was still teaching!

Link: http://www.ieee.org/organizations/eab/tutorials/refguide/mms01.htm

Some very good, sound advice in here.

As you begin to formulate your instructional strategy, it may be helpful to use R. Gagne's "nine events of instruction" as an organizational tool. Gagne outlined a process of learning that includes the following nine events:

* Gain attention
* Inform learners of objectives
* Stimulate recall of prior learning
* Present the content
* Provide learner guidance
* Elicit learning/practice
* Provide feedback
* Assess learning
* Enhance retention and transfer

Among others.

Update: this link no longer works

Link: http://www.tltgroup.org/programs/seven.html

This could prove useful as a measure against which to develop online courses.

The 7 principles are:

• Encourage contacts between students and faculty.
• Develop reciprocity and cooperation among students.
• Use active learning techniques.
• Give prompt feedback.
• Emphasize time on task.
• Communicate high expectations.
• Respect diverse talents and ways of learning.

Again, they're focussed on HE, but they ought to translate to work-based learning??

Link: http://cde.athabascau.ca/online_book/ch7.html

Higher education focussed. Interesting that he treats learning objects as pretty much any interaction that can take place online: learner-learner, learner-content & learner-teacher.

online components, which are becoming known as learning objects, include text; electronic mail, discussion boards, chat utilities, voice over Internet protocol, and instant messaging; synchronous audio; video clips; interactive activities, simulations, and games; self-grading exercises, quizzes, and examinations; and Web sites.

Kaplan provides a useful set of suggestions to help online courses (of whatever complexion) to work, including a list of pre-course documentation, how to get "faculty" buy-in & key elements of sound pedagogy.

Link: http://itde.vccs.edu/rss2js/build.php

The feed from our blogs is created using the tool hosted by the Virginia Community College System. It takes the RSS XML built by our blog software (b2evolution) and turns it into HTML that can be brought into the page.

It seems to work fine so far...

Link: http://www.downes.ca/cgi-bin/website/view.cgi?dbs=Article&key=1097292310

This is a key paper that discusses how bringing together a number of "unstructured" internet technologies (RSS, Blogs & Google) can support the learning needs of today, by providing true learning networks, which create "order out of chaos."

He compares this to the current focus on learning objects, federated searches, learning design & learning management systems, and how these provide an "inadequate model" for learning online.

The only issue I have here, is that the Munimall illustration he gives, of an "open-ended learning environment", does not seem to live up to this description. In fact, its use of WebCT to provide online courses and classes seems to illustrate everything he is trying to move away from.