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Learning Solutions Magazine: Home

Learning Solutions Magazine: Home
by Conrad Gottfredson April 14, 2014 Big data legitimately receives a lot of attention today for the important insights it can provide to executives as they make decisions. But by itself big data is not enough to create improved performance. What is needed is learning agility, and the key part played by performance support. Here is a guide to developing an integrated learning and performance support strategy.

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Towards alternative lifelong learning(s): what Freire can still teach us Judith Walker, Doctoral Candidate [1] Educational Studies, University of British Columbia I am hopeful, not out of mere stubbornness, but out of an existential, concrete imperative (Freire, 1999, p.8) Introduction Why You Need a Mobile Learning Strategy by Bill Brandon “Mobile learning is a transformative opportunity. It is not necessarily disruptive, but it does represent a significant means of augmenting formal training.” This column is for two different groups of readers. Those in the first group believe they don't need a strategy for mobile learning, possibly because they don't anticipate ever needing to deliver content through mobile devices. Those in the second group have decided that they will use mobile technology if, when, and where appropriate, but they haven't thought about a strategy to do so, possibly because they think such a strategy would be redundant to their current eLearning strategy. There are at least two problems with these responses to mLearning.

Pixel BIT In contexts in which we are, in which the "Information and Communication Technology' (ICT), become an element of development and empowerment of our schools and training institutions. Pixel-Bit, Journal of Media and Education, aims to provide a platform for the exchange of ideas, experiences and research on the application of ICT, regardless of the format in which they are submitted and training contexts in which they develop, whether these formal, non-formal or informal, and educational level. Pixel-Bit, Journal of Media and Education, aims to be a channel of distribution and exchange of ideas and information between researchers in different countries and communities concerned about the introduction, improvement and understanding of ICT in training processes.

Twitter as a Metacognitive Support Device by Alan Reid “If student satisfaction, engagement, and metacognitive awareness are all part of your definition of a successful course, then Twitter may be an option for you.” Integrating social media into academia is not a novel idea. And since you are reading this, chances are you probably have been utilizing some feature of social media in the classroom for years. What is more interesting is asking why academia should exploit social media and, more specifically, Twitter. Some learners are effective at self-regulation; that is, they guide their learning through metacognition – thinking about their own learning – and through strategic action and evaluation of their own progress.

Book Review: The Mobile Academy, by Clark N. Quinn by Bill Brandon “Business has already discovered that it is essential to have a clear strategy for accommodating mobile. Universities, where the implementation of these technologies is more complex and challenging, have an even greater need for a plan and a system to keep up with rapid changes in the mobile field. In my opinion, Clark Quinn has provided an excellent foundation for creating such a strategic plan.” International Journal of Interactive Mobile Technologies (iJIM) The iJIM journal aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences gained while developing and testing elements of interactive mobile technologies. The objective of the journal is to publish and discuss fundamentals, applications and experiences in the field of interactive mobile technologies in learning and teaching as well as in industrial and other applications. iJIM is an Open Access Journal. Readers don't have to pay any fee.

Reporting & Analysis of Mobile Learning: Is It Worth It? by Skip Marshall “Mobile learning is here to stay. There doesn’t appear to be an end in sight as smartphones and tablet devices become more and more pervasive. Through continual evaluation and analysis, mobile learning strategies will become an effective component of any learning strategy.” Technology allows us to do some amazing things with learning. Today, everyone wants to mobilize his or her content. It’s almost impossible to attend a learning and performance event without feeling inundated with presentations on mobile strategy, or the latest in mobile authoring solutions.

Fundamentals of Social Media Support for Learning by Pam Boiros “Social media can increase employee participation in learning, especially if the programs have a significant element of self-directed learning. Learners are more likely to stay engaged and complete their program of study if they are able to reach out to peers involved in the same program or get help on a particular topic. Face-to-face or virtual-group interaction at key points in the program, such as a kick-off or achievement of a milestone, helps enhance user engagement.” 2011 proved to be the year of high interest in the use of social media, from Facebook and Twitter, YouTube and Diigo, to Tumblr and Scoop.it, and other online networking services to support learning, as well as through similar services behind the firewall. Industry conferences and organizations were abuzz on the topic.

The Journal of Distance Education / Revue de l'Éducation à Distance The Journal of Distance Education is an international publication of the Canadian Network for Innovation in Education (CNIE). Its aims are to promote and encourage scholarly work in e-learning and distance education and provide a forum for the dissemination of international scholarship. Original material in either English or French is invited in three broad categories: (a) Scholarly articles and research papers that focus on issues related to e-learning and distance education; (b) Reports that highlight unique solutions to critical problems, short descriptions of work underlying new or innovative programs or contemporary events, and brief notes on research in progress; and (c) Dialogues devoted to the discussion or debate of issues in e-learning and distance education that may arouse controversy. Also included here will be papers written in reply to articles published in earlier issues of the Journal. Vol 28, No 1 (2014) Table of Contents

Rethinking e-Learning by Clark N. Quinn “The opportunity we now have is to use technology to move from an event-based learning model that we know to be ineffective, to a more distributed and contextualized environment that elegantly spans the continuum from formal learning to performance support. And this is not science fiction – we have the tools we need now. Even if we didn’t, we should be preparing our thinking for this capability.” For all the sophistication of our technology, our view of learning has not really changed. In an era of semantic Web, augmented reality, virtual worlds, and more, we are still talking about courses! But in business, our goals are not learning, our goals are improving performance. The Thing about Multiple-Choice Tests … by Mike Dickinson “The thing about multiple-choice questions is that the answer is right there on the screen. So the challenge as question-writers is to construct the question and its answer choices in such a way that the learner really has to master the objective in order to select the correct choice.” You can easily psyche out a multiple-choice test, right?

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