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Digital training solutions tend to be shorter in length. Micro-learning remains one of the main trends in the e-learning market. Micro learning consists of a series of short online learning bites of around 5 minutes in length, which can be consumed at a convenient time. Via Carlos Fosca 
WalkingTree's comment,
June 19, 2018 2:50 AM
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From
hbr
More and more companies are realizing they must reinvent their cultures by infusing innovation into their DNA. Unlike startups that get to shape culture from scratch, established companies must transform existing norms, values, and assumptions in ways that inspire everyone to innovate — not just at the top of the organization, but at all levels.
One company that’s making headway on that goal is CSAA Insurance Group (CSAA IG), one of the insurance companies affiliated with the 55 million-member American Automobile Association (AAA). With almost 4,000 employees, CSAA IG has embarked on a systemic approach to create a pervasive culture of innovation. The tactics being used by CSAA IG are all ones that leaders in other companies can apply to their own innovation culture change efforts. Via The Learning Factor
The Learning Factor's curator insight,
August 15, 2017 7:03 PM
Providing training to all employees was just the start.
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"So, TEDx Kreuzberg happened, and I couldn’t possibly be more proud of the four speakers that stepped on that stage and gave it their best. I couldn’t be more ..." Via Leona Ungerer
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"In a connected world, leveraging the employees’ network and their own experiences is a very effective way to build a culture of learning ..." Via Leona Ungerer
Carmen Ridaura's curator insight,
August 23, 2016 6:30 AM
El Tsunami digital hace necesaria la creación de una cultura de aprendizaje continuo en las organizaciones
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"Tablets have become a learning fixture in many K-12 classrooms. The quick access to information and capability to provide personalized learning are just a few of the reasons why teachers, ..." Via Leona Ungerer
Eric Rodriguez's curator insight,
September 20, 2015 2:01 AM
Great article highlighting the other side of the debate on what is the issue holding back educational institutions from providing a one to one table approach. Cost is obviously the most popular factor but they talk about other factors that I myself hadn't thought about. Great read!
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From
plancast
Program Objectives: Via Rami Kantari
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Join events and find things to do with Rami Kantari. Discover tech, film, music, sports, parties, business conferences, events & more near you.
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Companies are expressing growing interest in using massive, open, online courses in their corporate training initiatives for rank-and-file workers, the Journal reports today. But winning over executives, who are accustomed to concierge services and in-person hobnobbing, might be a tougher feat for MOOC providers. Via Peter Mellow
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"We are so into MOOCs now that it’s too much for me. Gotta apply Ockham’s Razor 2.0 to this stuff.
At the Ed-Media conference, I attended a session by Sarah Schrire of Kibbutzim College of Education in Tel Aviv. In her discussion of Troubleshooting MOOCs, she noted the dificulties in determining her own direction in offering a MOOC in the “Stanford model” MOOCs versus the “connectivism” MOOCs. I found myself breaking it down into three categories instead.
Network-based MOOCs are the original MOOCs, taught by Alec Couros, George Siemens, Stephen Downes, Dave Cormier. The goal is not so much content and skills acquisition, but conversation, socially constructed knowledge, and exposure to the milieu of learning on the open web using distributed means. The pedagogy of network-based MOOCs is based in connectivist or connectivist-style methods. Resources are provided, but exploration is more important than any particular content. Traditional assessment is difficult.
Task-based MOOCs emphasize skills in the sense that they ask the learner to complete certain types of work. In Jim Groom’s ds106 at UMW, the learning is distributed and the formats variable. There are many options for completing each assignment, but a certain number and variety of assignments need to be done to perform the skills. Similarly, our POT Certificate Class focuses on different topics for each week, and skills are demonstrated through sections on design, audio, video etc. in an effort to expose learners to many different formats and styles in online teaching. Community is crucial, particularly for examples and assistance, but it is a secondary goal. Pedagogy of task-based MOOCs tend to be a mix of instructivism and constructivism. Traditional assessment is difficult here too.
Content-based MOOCs are the ones with huge enrollments, commercial prospects, big university professors, automated testing, and exposure in the popular press. Community is difficult but may be highly significant to the participants, or one can go it alone. Content acquisition is more important in these classes than either networking or task completion, and they tend to use instructivist pedagogy. Traditional assessment, both formative and summative, may be emphasized. Mass participation seems to imply mass processing." from source: http://lisahistory.net/ Via ghbrett, ikasnabar, Vladimir Kukharenko
ghbrett's curator insight,
May 6, 2013 9:34 AM
Good post, points to SideShare post bye Sarah Schrire of Kibbutzim College of Education in Tel Aviv. ( http://slidesha.re/11NFMs9 ). Apparently the notion of MOOCs as a fad is settling down. Now educators, trainers, and others are beginning to better understand the development, content, design, and processes involved in running a MOOC. Also, there is a growing paradox in this space, the term "Open" occasionally does not imply free. I can imagine that there will be emerging pricing schedules from free to various fees set by the MOOC publishers. 
Difundi's curator insight,
June 13, 2014 5:41 PM
Explicación simple y clara de los tipos de MOOC: Network-based, Task-based, Content-based.
El modelo que sigue Difundi es el en el que se basa OpenMOOC, software en el que se basa y que fundamentalmente se encuadra en el tercer tipo (Content-based) pero, que puede tener fuerte componente del primer tipo (Network-based) si se hace uso de servicios externos en la nube, como son blogs, redes, documentos colaborativos, etc.
La calidad de los contenidos y la dinamización de un MOOC son elementos clave y depende de ello, que la tasa de terminación sea alta. Si la dimensión Network-based de un MOOC es mayor, más y mejor dinamización necesitará.
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Brandon Hall Group released this week The Shifting Workforce: Driving Development with Dynamic Learning Networks, a research paper that details how four leading companies are expanding their corporate learning environments to encompass structured knowledge sharing, collaboration, peer coaching, and experience-based connections. Via Peter B. Sloep, manuel area
Peter B. Sloep's curator insight,
June 28, 2013 9:37 AM
The term 'research paper' is somewhat of a misnomer, that is, if you expect a paper in which factual claims are backed by data and the heritage of the ideas put forth is acknowledged by referring to people who first published those ideas. Although they do claim the paper is based on interviews with people at the companies, the ideas they describe about social learning, about learning in communities, about peer support are not attributed to anyone and seem to originate from the Brandon Hall research group. Even if the paper ostensibly serves marketing purposes, I find this reprehensible. But setting such quibbles aside, the Brandon Hall report is valuable and interesting as it makes a plea for professional networked learning and describes peer support as a powerful means to facilitate such learning. It does so by examining four large companies who have embraced networked learning.
For those of you who are familiar with professional networked learning, the paper contains not so much novelty. What caught my attention, though, is their attempt to blend informal development and knowledge sharing with formal training. Thus the companies have deployed a platform (®River) for networked learning through peers who engage in community formation (for which the report seems to be a plug), but they also retain their LMS. Another thing that struck me is the pivotal role they attribute to competencies. Whether learning informally in the network or formally in the LMS, employee development is gauged in terms of competency development. Although there certainly is a place for that, lists of competencies rapidly become a straightjacket. Either people refrain from learning new things (knowledge creation) altogether or if they do it remains under the company's radar. Neither, I would say, is in the company's interest (@pbsloep)
NB This scoop refers to a press release about said report. It contains a link to the report itself, which you may download after leaving your contact.
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"We are so into MOOCs now that it’s too much for me. Gotta apply Ockham’s Razor 2.0 to this stuff.
At the Ed-Media conference, I attended a session by Sarah Schrire of Kibbutzim College of Education in Tel Aviv. In her discussion of Troubleshooting MOOCs, she noted the dificulties in determining her own direction in offering a MOOC in the “Stanford model” MOOCs versus the “connectivism” MOOCs. I found myself breaking it down into three categories instead.
Network-based MOOCs are the original MOOCs, taught by Alec Couros, George Siemens, Stephen Downes, Dave Cormier. The goal is not so much content and skills acquisition, but conversation, socially constructed knowledge, and exposure to the milieu of learning on the open web using distributed means. The pedagogy of network-based MOOCs is based in connectivist or connectivist-style methods. Resources are provided, but exploration is more important than any particular content. Traditional assessment is difficult.
Task-based MOOCs emphasize skills in the sense that they ask the learner to complete certain types of work. In Jim Groom’s ds106 at UMW, the learning is distributed and the formats variable. There are many options for completing each assignment, but a certain number and variety of assignments need to be done to perform the skills. Similarly, our POT Certificate Class focuses on different topics for each week, and skills are demonstrated through sections on design, audio, video etc. in an effort to expose learners to many different formats and styles in online teaching. Community is crucial, particularly for examples and assistance, but it is a secondary goal. Pedagogy of task-based MOOCs tend to be a mix of instructivism and constructivism. Traditional assessment is difficult here too.
Content-based MOOCs are the ones with huge enrollments, commercial prospects, big university professors, automated testing, and exposure in the popular press. Community is difficult but may be highly significant to the participants, or one can go it alone. Content acquisition is more important in these classes than either networking or task completion, and they tend to use instructivist pedagogy. Traditional assessment, both formative and summative, may be emphasized. Mass participation seems to imply mass processing." from source: http://lisahistory.net/ Via ghbrett
ghbrett's curator insight,
May 6, 2013 9:34 AM
Good post, points to SideShare post bye Sarah Schrire of Kibbutzim College of Education in Tel Aviv. ( http://slidesha.re/11NFMs9 ). Apparently the notion of MOOCs as a fad is settling down. Now educators, trainers, and others are beginning to better understand the development, content, design, and processes involved in running a MOOC. Also, there is a growing paradox in this space, the term "Open" occasionally does not imply free. I can imagine that there will be emerging pricing schedules from free to various fees set by the MOOC publishers.
Difundi's curator insight,
June 13, 2014 5:41 PM
Explicación simple y clara de los tipos de MOOC: Network-based, Task-based, Content-based.
El modelo que sigue Difundi es el en el que se basa OpenMOOC, software en el que se basa y que fundamentalmente se encuadra en el tercer tipo (Content-based) pero, que puede tener fuerte componente del primer tipo (Network-based) si se hace uso de servicios externos en la nube, como son blogs, redes, documentos colaborativos, etc.
La calidad de los contenidos y la dinamización de un MOOC son elementos clave y depende de ello, que la tasa de terminación sea alta. Si la dimensión Network-based de un MOOC es mayor, más y mejor dinamización necesitará.
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"Learn how advances in geospatial technology and analytical methods have changed how we do everything, and discover how to make maps and analyze geographic patterns using the latest tools." Via VaquerAna
's comment November 6, 2013 9:41 PM
GIS is redefining mapping skills. In 21st Century education, it is crucial that we communicate GIS literacy in our geography curriculums and classrooms. As a geography teacher it is, therefore, also crucial that I have a thorough and sound knowledge of this field. This course could strongly assist such an understanding as professional development throughout my teaching career.
|
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##LEADERSHIP AGILITY AND RESILIENCE ##training ##course ##certificate ##dubai The ability of an organization to perform in new ambiguous situations by ... - Rami Kantari - Google+ Via Rami Kantari
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Learning management systems (LMSs) have been around for nearly 30 years, and nearly every organization has one—or more—to manage their training and learning functions. But the truth is, LMSs were never designed to manage instructor-led training (ILT)—and ILT is likely one of your biggest training investments (representing 70 percent of training, according to Brandon Hall). So why do LMSs struggle to manage ILT, and what you can do about it? Via Bobbi Dunham
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Tech colossus, Microsoft, has released its AI software for developers everywhere, and it can even be run from a single laptop. Open-source deep learning software has the potential of opening the floodgates of technological revolution. Via Nik Peachey
Nik Peachey's curator insight,
October 29, 2016 12:37 AM
Microsoft seems to be starting to do things right!
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#Gamification Trend: Beyond the Badges: The Real Business Case for Gamification ..." Via Leona Ungerer
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"Understanding changes and preferences in how your audience consumes information is the foundation of good advertising ..." Via Leona Ungerer
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Companies are expressing growing interest in using massive, open, online courses in their corporate training initiatives for rank-and-file workers, the Journal reports today. But winning over executives, who are accustomed to concierge services and in-person hobnobbing, might be a tougher feat for MOOC providers. Via Peter Mellow
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Meirc Marketing and Sales Training: Good marketing and sales are keys to a successful business. When done properly marketing produces leads, sales and happy customers that will boost your brand’s equity. While marketing focuses on strategies that can measure and improve your reach and promotional efforts, sales relies on effective planning skills and interpersonal interactions. Whether your aim is to market or sell, the programs in our Marketing and Sales category will help you optimize your results. Participants who attend any of these programs will acquire knowledge and skills in competencies approved and adopted by leading marketing and sales professionals around the world. From developing strategic marketing plans to learning techniques to increasing success rates and profitability, Meirc’s Marketing and Sales category covers it all. Let us help you make a difference and stand out from the crowd! For a list of suggested programs, please refer to the schedule below or contact us for more information. Via Rami Kantari
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It is easy to lecture on soft skills and then for students to pass a test showing that they have learned the material. But will behavior really change as a result of the lecture and testing? Do role plays result in behavioral change? Via Christopher Pappas
Christopher Pappas's curator insight,
October 12, 2013 1:25 PM
Research shows that behavior changes at a minimum require repeated practice with extensive feedback. Simulation technology now offers the capability to go past traditional training and produce effective soft skills training. http://elearningindustry.com/the-challenge-of-teaching-soft-skills
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"Future Trends in Technology and Education is a monthly report. It surveys recent developments in how education is changing, primarily under the impact of digital technologies. Its purpose is to help educators, policy-makers, and the public think about the future of teaching, learning, research, and institutions.
Every month FTTE aggregates recent developments, checking them against previously-identified trendlines. As certain trends build in support and significance, the report recommends watching them for future impact. FTTE also notes trends which appear to be declining in significance." -- from source: http://bryanalexander.org/ Via ghbrett
ghbrett's curator insight,
June 18, 2013 3:53 PM
Bryan Alexander is not only one of the leading Thought Leaders of Technology for Education, Training, and Research; he is one of the most scholarly, well grounded, sharing people I know. His work is based on fact with a dab of opinion from others as well as himself. His eyes, ears, and haptic senses are sensitive to opportunities and trends. Bryan's voice asks the difficult but important questions. Then his synthesis of this input is shared openly with us. He is an essential part of the future. That is why you should quickly take advantage of his offer to share his new monthly report "Future Trends in Technology and Education." 
Howard Rheingold's comment,
June 18, 2013 3:58 PM
I agree with George. Follow this if you are interested in the topic.
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Ricard Garcia's curator insight,
April 4, 2013 7:14 AM
An online course to help you understand better how to use technology to enhance your teaching practice. Aimed at higher education, but surely worth a try for those in other learning stages. |
