We replied to 1560 emails from our users within 24 hours Our annual average satisfaction rating is 8/10 Our uptime (when service is functioning) was 99.97% We completed 65 features/ideas based on you feedback We started 9 and planned 35 … Continue reading →

Activity data is a broad term used to describe: "The record of any user action (online or in the physical world) that can be logged on a computer." Meaning can be derived from Activity Data by querying it to reveal patterns and context, this is often referred to as Analytics. Initiatives such as OpenSocial, ActivityStreams, and... Read More ›

We design to elicit responses from people. We want them to buy, read, register, and take action of some kind. Designing without understanding about people is like exploring a new city without a map: results will be haphazard, confusing, and inefficient. From her book, 100 Things Every Designer Needs To Know About People, Dr. Weinschenk has picked her top 10 "things" that you need to know in order to design intuitive and engaging websites, applications and products that match the way people think, work, and play.Date and Time: Monday, November 14, 2011 11:00 AM - 12:30 PM CSTRegister:  https://student.gototraining.com/r/2843858575684957952Note:  I think the information in the book and the webinar is of value to learning and development professionals.  Some things we should already know but there are hidden gems.  One takeaway that I found interesting was the meaning of colors vary by culture.   For example, in the U.S. white signifies purity and is used at weddings, but in other cultures white is the color used for death and funerals.Check out the David McCandless Color Wheel that shows how different colors are viewed by different cultures.  http://www.informationisbeautiful.net/visualizations/colours-in-cultures/

During December 2014, we have concentrated all our efforts on making Eliademy better for the new study term. We have collaborated with many teachers to identify improvement areas and come up with a great solutions. There are lots of improvements we have made, … Continue reading →

This week I was privileged to see Scott Flansburg in action. He visited TCS and entertained a huge audience of staff while demonstrating his calculative ability.He began with a few warm-up activities. How quickly can you add up a set of four two-digit numbers? Try this:A human calculatorScott can give you the answer to the above sum quicker than you can read the first number. He can do complicated calculations, with huge numbers, that would challenge anything you, I or an expert accountant could do with a calculator.He calculates at lightning speed and very rarely makes a mistake.And he’s proved it. He holds the world record for mental calculating.Scott is an ordinary guy with extraordinary mental abilities. No slouch, he uses his smooth, motivational manner and enthusiasm for numbers - mathletics he calls it - to inspire and motivate young learners. At the moment he is touring schools in New Zealand doing just that.Young mathletesFascinating his audiences by demonstrating patterns in numbers and in the properties and qualities of the array of single digits 0 through to 9, he is number crunching his way across the world, engaging young learners in taking an interest in Mathematics.He believes that there is nothing necessarily unique in the way his mind works - anyone can learn to use their mind the way he does. What makes Scott different from you or me? He explained a few of the differences in the ways he thinks when calculating.Basically he doesn’t use the memorised routines that are normally part of mental arithmetic. Times tables and addition tables assist us till situations arise where the tables run out. Beyond those, we resort to cumbersome hierarchical computational processes.Memorising is limitingScott says that using memory in the traditional way for doing these manipulations is severely limiting.The ‘carrying figure’ and all that’s associated with it when adding lists of numbers is another aspect that Scott thinks slows you down. This is mainly to do with speed, accuracy and the way the mind works. With adding figures, he advocates toting columns of digits from the top. Starting from the left-hand column and moving right is more facile than the traditional right-column-first approach.His ability is not unique, but his prowess of speed and accuracy puts him in a distinct position among many who demonstrate similar mental capabilities.EffortlessPlainly, Scott demonstrates the power of the brain to perform seemingly impossible and colossal computational activities, almost effortlessly, if used in special ways. And guess what - he doesn't multi-task when he's calculating!If there is a metaphor, I suggest the speed, agility and accuracy of the touch-typist who looks neither at the screen nor the keyboard, against the two-finger typist who looks down searching for the letters and aiming at the keys - that would be the level of my mental arithmetic. video

NexLearn is hosting the inaugural Immersive Learning University (ILU) Conference at the Hotel Monteleone in New Orleans, LA January 18-20, 2012. I think it will be an interesting, hands-on experience and worth the cost. Plus you get the software as a bonus.The Immersive Learning University (ILU) is chartered to educate the learning development industry with practical and advanced knowledge in the science of creating, producing, and deploying interactive learning courseware. The ILU is staffed with professionals possessing the highest level of experience and expertise in the industry of immersive adult learning. The ILU attracts students from corporations, educational institutions and government agencies that envision taking their current training and development initiatives to a state of the art next level.January 18 - Pre-Conference all day training workshopsAttendees can choose to attend the Project Leadership Training workshop OR SimWriter Simplicity training workshop for $195.January 19 & 20 - Main ConferenceThe two-day main conference is a destination to learn theories behind immersive learning, investigate simulation authoring, and look deeper into the practice of using immersive learning in the real world. We will discuss why, how, when and with what to simulate.All Conference attendees will receive a FREE copy of SimWriter Simplicity - a value of $1495! The regular conference fee is $695 - $100 discount to those that register by December 31st. Check it out: http://www.immersivelearninguniversity.com/

Why do we want to collect learning data? Data without purposes is meaningless, what should the data strategy be?   We want to understand how learning impacts business results. We want to know the correlation between L&D efforts and organizational key indexes. We want to know how well the training improve employers’ performance in workspace.... Read More ›

  Arohon community wants to spark the desire in the people of Bangladesh on astronomy, shed some light about the disciplines and to help quench the thirsts of the enthusiasts of the Cosmos. Carl Sagan once said, "Our species needs, … Continue reading →

Ranginui Door, Te Papa Museum, WellingtonNāu te rourou nāku te rourou he pai te iwi kātoaWith your food basket and my food basket our tribe will prosperOn his recent post, What Is One Hour Of Learning?, Manish Mohan asks the question:What are the different levels of elearning and how do you classify them?My reaction to this was that my answer would be far too involved for a comment, but perhaps worthy of a post.Having been steeped in the New Zealand education system for decades, I am too familiar with the word ‘level’ being used to refer to many different aspects of teaching and learning:curriculum level,qualification level,year level,reading level, etc.My first preference is to tie down what’s meant by the word ‘level’.Within wide constraints, I assume that ‘level’ does not necessarily refer to primary, secondary, tertiary, commercial, training etc, with the proviso that there are parameters that can be deemed to transcend these. I take a stab at a generic elearning meaning for the word.I might be biting more off than I can chew here. The whole idea of tying down the word ‘level’ is to moderate the chances of me doing just that.A taxonomyDavid Wiley defined a taxonomy for learning resources. He applied it to what he called the ‘learning object’, the much maligned packaged resource, spawned near the end of the 20th century, gestated into the 21st century and which was virtually stillborn by the end of 2003.Attempts to revive it have been met with little success, yet its siblings survive in what are known as (digital) learning resources.Learning resources make up a broad basket of items that include elearning resources. Some of these are tailored to deliver learning so that defined learning objectives can be achieved. They can form part or all of an elearning course.Level of elearningI’ve not come across a better way of classifying elearning resources than Wiley’s taxonomy. I believe that most asynchronous elearning resources, and even some that are used in synchronous environments, can be categorised according to this taxonomy.Not only is it useful for classifying resources, it can also serve to define the hierarchical levels of elearning development required. I stick my neck out and summarise it here with appropriate simplification.Resource types can be classifiedSimple - An individual digital image such as a diagram or photograph.Combined-closed - An intimate combination of a small number of digital resources. For example, a video with accompanying audio.Combined-open - A large number of digital resources combined but existing as separate entities. For example, a unit of learning that combines dynamically an image and a video file together with associated text.Presentation - Logic and structure for combining (or generating and combining) lower-level learning resources (Simple and Combined-closed types). For example, a Java applet or Flash file capable of graphically presenting a set of examples by way of demonstration.Instructional - Logic and structure for combining or generating and combining learning resources (Simple and Combined-closed types, and Presentation). For example, it can be a combination which both instructs and provides practice for the learner.This can include formative feedback or summative assessment. It may also incorporate a window for synchronous learning, such as a chatroom or a virtual classroom.Elearning pathwaysThe elements of good instructional design are to do with the essential links between what is to be learned and how to select the most appropriate pathway for the learning to occur. The individual components of learning that together lead to the desired learning outcome have characteristics that may be used to choose a possible pathway.In the development of a learning resource or resources to meet part or all of a learning objective, the constituents of what has to be learned must first be analysed carefully. In so doing, a pathway (or pathways) to engage the student in the learning process can become evident.A course provides such resources as would meet one or more related learning objectives in following such a pathway.Subject and developerElements such as storyboarding, the inclusion of appropriate formative feedback and if necessary, summative assessment, can all form parts of a plan for a course. The realms of teaching and learning embrace the complexity of pedagogy associated with the respective subject.To achieve a cohesive blend of good teaching with the most appropriate technology requires subject specialist and developer to work together closely. Accomplishing this requires a thorough understanding of elearning classification, by developer and subject specialist alike.

University of Houston, College of Technology, Human Resource Development Program, Brown Bag Series Date - Dec 9th, 2011Time - 11:00 - 1:00 PM Location - University of Houston, Cameron Bldg., Room 109Directions: 4200 Wheeler, 77204 (we will provide parking tags)Please RSVP with Consuelo at cwaight@uh.eduor 713-743.4086The ChallengeRedesigning technical training is a mandate for many companies. Where does the redesign start? How do we create alignment?  Where does accountability for change and learning occur?  What are our lenses? How do we value our adult learners regardless of background? How do we create learning experiences that lead to performance? The OpportunityA free, brown bag discussion will engage the experience of industry and academic professionals regarding transforming technical training to achieve strategic results.  Please come prepared to share your experience, ask questions, and extend your learning.  The agenda: WelcomePanel discussion highlighting strategic models, templates, and researchRound table discussion:Personal observationsYour organizations' activities towards transforming technical trainingWhat help/support would be useful?Speakers: David Demski, Training and Employee Development Manager, AtwoodOceanics, Technical Training: Achieving CompetenceJorge Luero, Global Competency and Employee Development Manager, Halliburton, Technical Training: Achieving CompetenceConsuelo Waight, UH, The Role of Front-End Analyses in Creating Results-Oriented Technical TrainingNB: The last 15 minutes will be used to introduce the New Executive Masters in HRD (alignment with technical training will be showcased).