Handbrake is an open-source program (free) that converts video.It is available for PC, MAC and Linux platforms. I discovered Handbrake when I was converting PowerPoint presentations to video for iPAD distribution. The PowerPoint Save and Send as Video function converts the PPT to a WMV file. I used Handbrake to convert the WMV to MP4 format. Start by selecting your source file (or files). Handbrake scans and sets up the GUI for the selected source file. Select your destination and configure the output settings. Choose a preset from the Preset list. This will automatically set up the all the required settings. Press the "Encode Video" button. If you have a source with multiple titles, you can queue these up using the "Add to Queue" button.  Check it out:http://handbrake.fr/index.php

courtesy GoogleAnalyticsI’ve been nudged to review my stats this month, something that I normally do as a matter of course but I’m reporting on it here.Tony Karrer’s post, Alternative Views of Blog Content, reminded me that the last time I’d reported on the Index Page Project was in March this year.The Index Page for Blogger in Middle-earth was a project I embarked on in January 2009. It was initiated by Tony’s First Time Visitor Guide, which provides a brief description of what his blog is about with selected posts listed under general topic headings. I admired his Guide, and as I was already thinking about building a blog index, it prompted me to start one.Initial novelty valueThe new Index Page certainly caused a lot of interest for a few months after it was published, during which time it was the most popular post on the blog. I suspect that this was more its novelty value. The time spent on the page suggested that it was being inspected rather than used directly for the purpose I’d intended.In recent months activity has settled with a steady flow of visitors who obviously use it as an index - its favourable bounce rate of 27% indicates this, as does the 1:17 time on the page.courtesy GoogleAnalyticsThere is a significant correlation between activity on the Index Page and the dates of new posts. This tends to suggest that those hits are made by newcomers to the site, though this is not entirely conclusive.MaintenanceI'm inclined to tinker when it comes to some aspects of blogging. Perhaps I put more time into tweaking and trimming than I should - who knows? That’s purely my own judgement of how I make peripheral adjustments to posts. Part of it is curiosity to find out what works best.For instance, I’ve found that putting in links to related posts like the ones at the base of this post, though time consuming, actually provides some access to posts that might otherwise become time-capsules.When this activity becomes a chore, I’ll probably give it a miss. The time spent updating the Index Page is nevertheless much less, perhaps only a minute or so each time I publish a new post - a small percentage of the total time I spend on the hobby of blogging.Usefulness as an index?I’m probably the most regular user of the index. With now well over 200 posts on the blog, I find it increasingly difficult to locate one of my own posts unless I use the index. GoogleAnalytics has indicated that the latest category, the monthly archives, is being used by visitors as are the post-label links.This last period it ranked 8th in popularity, and attracted 3% of the total visits to the blog. Considering that it received more than twice the activity of hits in its first few months, the Index Page is undoubtedly the most popular post on the site this year. It does not have the long-tail profile of a typical post, which makes it quite unique.courtesy GoogleAnalyticsUsefulness as a first-time-visitor guide?The jury is still out on this one. Laurie Bartels gave me a lot of support in her comments in the first two months and I am grateful for those.So far there have been no comments that indicate there’s any need for improvement! My suspicion is that the need is there nevertheless.If you have a useful suggestion, why not nip over to the Index Page, check it out, and tell me what you’d like to see there? Go for it! Nāu te rourou nāku te rourou he pai te iwi kātoa. With your food basket and my food basket our tribe will prosper. related posts - >> ( 4 ) ( 3 ) ( 2 ) ( 1 )

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).

Designed by Dr. Conrad Gottfredson, a leading expert on performance support, the Five Moments of Need© is a framework that posits that there are five primary moments of need employees face in the learning and performance life cycle. The Five Moments of Need© are parsed into two phases.   Acquisition of Knowledge The first and... Read More ›

The Stockholm University College of Music Education (in Swedish: Stockholms Musikpedagogiska Institut, SMI) is an independent "hochschule" (högskola) offering undergraduate higher-education tuition in music and related arts education. Formed in 1960 as a private foundation by a group of music … Continue reading →

Ten Technology Musts for 2012 Social. Mobile. Cloud. Virtual. 75% of enterprises are leveraging virtual solutions to serve customers, train staff and engage suppliers.  35% are leveraging social media for recruitment, marketing and collaboration. Which technologies should you embrace? What is the impact? Where should you start? Check out ELCE Encore and discover the ten technologies your enterprise must have to drive results in 2012. From Mobile, Social, Cloud Solutions and Engagement Tools, you will see the best in class solutions. Sessions Topics: Dec 8th, 7:00 AM - 3:00 PM PT:•Best Engagement Tools: Mobile, Social, and Video•Best Virtual Solutions: Web Conferencing, Virtual Classrooms and Environments•Best Learning & Talent Systems: Development, Performance Management, Measurement•Best E-learning Development Tools: Rapid, Engaging, Interactive Solutions Register now:  http://events.unisfair.com/registr_form.jsp?eid=630&seid=814&language-code=en&country-code=US&page=1&no-login=false

You’ve probably read all about it. People who multi-task are no good at anything they do while multi-tasking, other than switching from one task to another.That’s what the latest report says from a study by Stanford University. This is backed by findings published in the Proceedings of the National Academy of Sciences. Is there anything new here?FashionableWhat’s new, or relatively so, is a fashionable idea that multi-tasking is a real cool thing to do, that doing two or more things at once can be effective. Anyone young and mentally agile can multi-task effectively.Not!Where did this come from? This myth that some people, that anyone can effectively multi-task?17,800 hitsIn October 2001, Marc Prensky claimed that so-called digital natives "like to parallel process and multi-task". This line has been quoted ad nauseam since then, to the degree that You have to multi-task! has become a work-place maxim.A Google of the quoted phrase is likely to return at least 17,800 hits! Check it out.Almost everything I read to do with multi-tasking seems to subject me to a brain-wash-like repetition that there are two species of people - those who can multi-task and those who cannot. On a number of occasions I have been told verbosely that these groups fall into the respective categories of so-called digital-natives and digital-immigrants.Tragic statistical evidenceA recent legislation in New Zealand will outlaw driving while using a mobile phone, whether txting or in audio-conversation. That is unless dispensation is given for hands-free usage for specific purposes. Many other countries have already brought in similar legislation.The decision to legislate was based on the tragic statistical evidence that people, no matter what their age - no matter what their mental ability, are incapable of giving their all to the important task of driving a vehicle when busy with another mind-engaging activity, such as using a phone. The move has considerable support from industry.Thank goodness the legislators have managed to get it right. They have recognised that there can be serious consequences to assuming that when we see young kids engrossed in playing with new technology, their brains must work differently from their parents.I am heartened that at least the concepts of so-called digital-native and digital-immigrant are shifting. Some of the changes come from people who are younger than half my age. That makes me feel good.

WASHINGTON, DC (June 23, 2014) - The State Educational Technology Directors Association (SETDA) recently released a policy brief for state and district education leaders focused on considerations and strategies regarding the accessibility of digital content for all students. The brief, The Accessibility of Learning Content for All Students, Including Students with Disabilities, Must Be Addressed in the... Read More ›

This year couldn’t have a better start - Eliademy story and team is included into an hour-long documentary made by a South Korean TV channel. The documentary is about Entrepreneurship, how Finland is restructuring its workforce and creating new opportunities for start … Continue reading →

eLearningStock.com has royalty-free images and caters specifically to the eLearning industry. With over 10 million images, selling for as low as 90¢ per image, and many specialty images, templates, and animations, eLearningStock.comis the go-to resource for the eLearning industry. Check it out:  http://elearningstock.com/

We are all familiar with the discomfort of a hair in the mouth. This extreme sensitivity of the surface of the tongue is in addition to its usual function to do with taste.At the Université de Montréal School of Optometry, research into this sensitivity is being used to assist the blind to see.Daniel Chebat has been researching neuropsychology at the Université de Montréal School of Optometry. He works with special technology that uses the digital output from a camera to provide electrical impulses to a small area on the surface of the tongue.We see with our brainNormally, information from the eye passes to the middle of the brain. The information is then passed through the brain to the visual cortex where it is interpreted as sight.Apparently, impulses sensed by the tongue and registered by the part of the brain that interprets touch can be reinterpreted by the visual cortex. With training, a person can learn to use their visual cortex to interpret these impulses as sight. The equipment used in Chebat’s research permits people who are blind to see.An amazing organIt seems the tongue is an amazing organ. It offers a rare portal for information to the brain. Future improvements to existing technology may offer a unique way for the blind to see with their tongue.Daniel Sieberg reports on the revolutionary technology - BrainPort:related post - >> ( 1 )

Helsinki, Finland - Eliademy.com is excited to announce yet another addition to its extensive course catalogue: learning style adjusted language courses provided by papagei.com. The customization and enrichment of an individual’s learning experience is the future of education and we … Continue reading →

Topic: Creating an HTML5 course using Adobe Captivate 5.5 and HTML5 converter Date and time: Thursday, Jan 12, 2012 8:00 AM - 10:00 AM US/Pacific Description: Join Vish and Dr. Pooja Jaisingh to learn how to create a good looking eLearning course which can be published as HTML5 output. In this Hands-on session, we will also look at using HTML5 converter for Adobe Captivate 5.5. While doing this, we will discuss creating content slides and question slides as well for the course. Registration Link: http://adobe.ly/unYi0Y

On 29 August 2012 five leading global organizations jointly signed an agreement to affirm and adhere to a set of Principles in support of The Modern Paradigm for Standards; an open and collectively empowering model that will help radically improve the way people around the world develop new technologies and innovate for humanity. The result... Read More ›

The only thing that interferes with my learning is my education - Albert EinsteinLast year, I attended a seminar on Complexity and Education given by Brent Davis and Denis Sumara. In my attempt to pass on to my respected colleagues what I’d learnt, I wrote a report that’s still available on our work-place Intranet.Immediate reaction to it was mixed. The responses that most interested me were those expressing some concern:Perhaps the subject is a bit academic?Who bothers with this stuff anyway?Had I gone clean out of my mind?Coming from educators, I thought that these were odd points of view.I began to think of how we think of education as educators.Education is adaptive and emergentadaptiveEducation has the ability to adapt and evolve. A system with this attribute is like a living system rather than a mechanical one.The adaptive nature of Darwinian evolution resembles education more than does the dynamic nature of Newtonian mechanics. Education can change its structure and is said to be adaptive because of this.emergentWhat arises within education is a synergy from the activity between and within its individual structural components. The effect of the whole is greater than the sum of the single effects from any of its parts.Education should be forever striving to embrace emergent technologies, innovative knowledge, developing social issues and world opinion.By keeping a focus on these goals, it is extremely reliant on situations that constantly arise in life. It is emergent.ComplexityThe word complex, and all its derivatives, is finding its way into the routine language of educators. Rather than taking the position as an adjective to other context-related things, its occurrence and use, in referring to complexity, is becoming a more common inclusion in educational discussion.I think it is significant that there has been recent discourse in the blogosphere on the distinction between what is complicated and what is complex. Some of the similarities and differences between complicated and complex are listed here:Education versus standard-based assessmentProcess standards and technical regulations find their way into standard assessment for trades qualifications and certificates of competence. The stepwise introduction of standard-based assessment in New Zealand secondary education, 2002 to 2004, meant that senior secondary education is now geared to complicated training routines.To achieve their required level of qualification according to NCEA, learners are coached in delivering subject oriented responses. These preparative measures are selected and delivered to address narrow strips of the curriculum. They use constraints of vocabulary dictated by prescriptions found within each standard.Practice in the application of rigorous protocol is needed when giving answers to questions that lead to a level of achievement. While these techniques might well be considered good ways to train people for trade qualifications, they are certainly not so efficient in providing education.Recursively elaborateEducation is complex, yet it embraces things that are not complex - things that are often routine and habitual. In this respect and in others, education tends to be recursively elaborate. A unit of learning that occurs in one place may appear in many other places in different forms, described by a different vocabulary or situational relevance.Areas of learning appropriate to Mathematics, for instance, find their use in other subjects. These inclusions may all adhere to the same fundamental set of laws. Conventions for their use may differ from subject to subject or even within a subject, however, so much that at first sight, they may be almost unrecognisable to teacher and learner.Mathematics as a discipline is just one of many common parts of knowledge that contribute to the recursively elaborate nature of education.Education is transdisciplinaryIn the mid 60s a friend announced to me that he had enrolled in Ecology, a new degree course at Edinburgh University.I’d never heard of Ecology, but I was delighted to learn that it involved many disciplines.Other areas of education that encompass multiple disciplines are information science, biology and economics. They are examples of the many parts that form an all embracing transdisciplinary entity.Education is transphenomenalIn his recent address to staff at TCS, Scott Flansburg demonstrated and spoke of the different ways people use to perform multiplication.He reminded me that everyone has their own personal understanding of this complex process. It is not limited to computational routines. Here are just a few of the ways how multiplication can be considered:The list is not exhaustive. A study of the above operations shows how parts of education may seem multi-faceted, almost ubiquitous in the way they call on different conceptual representation. To make complete sense of the idea of multiplication, however, requires investigation of personal experiences. Unfortunately, these are not commonly explored when learning about multiplication or how to apply it.Personal appreciation of multiplication can be:embedded in hereditary structure - biologicalsupported by one's own activity - personal experiencestructured within social interactions - symbolic toolsmade possible by cultural tools - societal usagepart of an emerging discourse between people.The items in the above list embrace characteristics of different phenomena. Moving from one idea to the next involves jumping between thoughts to do with each phenomenon - transphenomenal hopping.To embrace the many facets of ideas around a topic, a teacher and learner may be forced to engage in transphenomenal hopping. This cognitive aspect is what makes education transphenomenal.Subject relevance versus standard-based assessmentSubject-specific vocabulary of particular learning is important to learner understanding in a subject. It is also particularly appropriate that the learner has opportunity to embrace the situational relevance of what is learnt.Part or all of a unit of learning may reside in several different standards. So it is with NCEA. It permits a degree of subject relevance to be included in the teaching of a generic standard. However, such NCEA standards tend to be listed as exclusions. This means that qualification credits are only counted once if a learner achieves two or more credited standards where the same exclusion occurs.Some standards have been adjusted so that part or all of a relevant unit of learning has been removed to a standard in a specific subject area. In presenting such standard-based units of learning in another subject area, teaching relevant content becomes compromised by the constraints of the standard itself.Just one of many instances of this happened in New Zealand in 2006 when the unit of learning on Radio-chemistry, incorporated in a standard relevant to Level 2 Physics, was removed from a Level 3 Chemistry standard.Education should be enlightenmentAt present, learners pay a fee to receive the results of their educational achievement (NCEA) determined by standard-based assessment.It is my contention that standard-based assessment that drives learning, degrades the potential quality of education that could be made available in school. For as much as it is argued that the curriculum should drive the learning and that it should not be driven by assessment, this is not what happens in practice. It never has.The compartmental character of standard-based assessment, and the narrow focus that this brings to learning, throws the spotlight on complicated assessment routines and the preparations leading up to them. It leaves the rich complexity of education in the shade.To argue that studying towards standard-based assessment provides an education is a contradiction.relevant posts - >> ( 4 ) ( 3 ) ( 2 ) ( 1 )