For a long time, e-learning was rather two dimensional. Learning content was developed by teams knowing it would be pushed out to just one screen size. We could monitor some high level stuff like questions answered and time spent in the course, but that was about as far as it went. Today, however, with an unknown and increasing number of screen sizes to pacify, our e-learning, how we build it and how we track it must be much more advanced - we can’t predict what devices will be used, so we need to plan for all, with a means of understanding how learners interact with and across multi-device learning. Using multi-device learning to get the big picture More and more of today’s e-learning is created to be multi-device or at least mobile-ready… and if it’s not, it’s probably down to internal, technological restrictions (if this is you, check out our blog on multi-device learning, it can help you win over the decision makers in your business). Audiences and workplace ares becoming more flexible, meaning learners are turning to more devices to complete a single course. Multi-device learning tools (like gomo) allow learning to be built, tracked and analyzed from one place, giving you a full picture of the path learners take at any point of their journey through a course. If you use a multi-device learning tool to track learners, you get the full picture of every device used, not just desktop, which is really just a small aspect of the learning experience today. Collating multi-device learning data Some authoring tools are better at making e-learning mobile ready as opposed to multi-device, which will be reflected in the analytics available. With the right authoring tool, it’s easy to see the breakdown across devices and location, showing which learners did better (and which need a helping hand). It’s all well and good to be collecting data and dipping your toe into the analysis, but the more data you have, the more you understand your workforce, helping you recognise wider trends in performance and inconsistencies. The data should be fed into V2 of a course, used to make the business case for a small blended resource or worked into personalized courses, with the overall aim of generally improving the performance of a department, individual or workforce. Multi-device in the long term The more we understand what people are getting up to within a course, the more opportunity we have to improve their performance with a bid to align that with strategic goals. As the process continues, and we collect more and more data, it becomes easier to understand why people are performing better or worse, not just simply stating the fact that they are. Casting the learning analytics net across multi-device learning allows us to move to a much more curated and informed learning experience than having to make assumptions, guess and wonder why things are or aren’t happening. Multi-device learning presents us with so many opportunities, we just need to know how to get the most back from it to succeed. The changing standard of tracking e-learning, Experience API, allows us to see the formal, informal and multi-device learning experience. We’ve added this into gomo, which allows you to track everything we’ve just talked about above… you can learn more from Mike, our Managing Director at an upcoming webinar. The post Using multi-device learning to get the big picture appeared first on gomo Learning.

Our sister company LEO recently won an International E-Learning Award with NEMA for their Emergency Management Assistance Compact (EMAC) Essentials course, and we’re really excited about it because it was built in gomo! The course was created to equip disaster workers with vital information and resources they need during emergencies. It enables workers to mitigate, prepare for, respond to and assist in the recovery of disaster-affected areas. The first success of the course, for us at gomo, was its acceptance into both the Apple and Android app stores earlier this year. We always knew gomo had the capability for mobile ready and device-specific apps, but it’s great to have our first living, breathing example on a public-facing app store app… and we look forward to having many more! To have the app noticed as a best-in-class by an international award is even better, and a great  testament to the work and learning design expertise of the LEO team. The gomo team worked alongside LEO and NEMA to get the course ready for app store deployment - you can download it today from the Apple or Android app stores to check out how gomo performs as a native app. If you’re interested in authoring e-learning with native app or app store deployment in mind check out this blog post, which looks at the differences between web and native apps and how to make the decision between the two. Alternatively, you can learn more about the NEMA award on the LEO website. The post gomo assists LEO and NEMA towards award success appeared first on gomo Learning.

Free Live Webinar: Unleashing The Power Of E-learning To Impart First-rate Training What does it take to impart top-notch training to your people? How can you see that your staff members are equipped with the needed knowledge and skills to take on the challenges posed by the dynamic world of business? How can you make sure that you get the best value for your training dollar? Well, you need to use eLearning. According to IBM, for every $1 that a company spends on e-Learning tools and strategies, it can receive $30 worth of productivity. Join the webinar Unleashing the Power of E-learning to Impart First-rate Training to find out everything you need to know to harness the full potential of this very useful learning format. Veterans of online training, who have been in the business of providing eLearning solutions for the last 15 years, will answer the following questions and more. How to get started with eLearning? How can eLearning be used to meet your training needs very efficiently? What are the challenges in implementing eLearning solutions, and how can you overcome them? What are the training programs that can be delivered effectively online? So, register for the webinar now:  http://bit.ly/1GZWeOK This post was first published on eLearning Industry.

Have you ever tried to create your own radio buttons with different objects in Articulate Storyline? Or, have you at least tried to convert the objects you have on the slide to buttons or radio buttons? It’s very simple. The Button Set feature of Articulate Storyline makes it possible. The one feature of Articulate Storyline that has not hogged the limelight is the Button Set. But, this is as helpful as the other features this incredible rapid authoring tool. Today, in this blog, we will see how the Button Set feature helps us in creating radio buttons for our eLearning course. Button Set helps us make any object on the slide to behave like a button, or to be more precise like a radio button, so that the learner can select only one object at a time from a given set of objects. If he selects any other object in that set, then the selected object would be deselected automatically. It works on all objects in your slide.For example, you can button set shapes, pictures, characters, screenshots, markers,captions, and even Storyline’s ready-to-use buttons; and, that’s how this feature helps us create interactivities, in only a few clicks, with what you already have on your slide. Let us now see how to create your own radio buttons. Step01: Create different shapes on a slide. (Add a question or instruction for the learner to make him perform the desired task.) Step02: Select all the objects which you would like to convert into a button set. (I have selected all the objects on the screen, excluding the instruction textbox. The instruction specifies that the learner needs to select any one of the whole set.) Step03: Right click on any one of the selected object and choose Button Set option from the menu. Step04: Select Button set 1 which is the default name for the first button set on any slide. Or, to create your own set, you can select New set and name it. Click Add once you have entered the desired name. Note: If you have already inserted some of the Storyline’s ready-to-use radio buttons, by default, they would be a part of Button set 1. So, if you want the objects to be in a separate set, it would be better to select the option New set, so that you can have as many button sets as you like on a single slide. This is how the sates of an object look after you button set it. You can even customize them as per your requirements. That’s it! This is how we can make objects behave like radio buttons in Articulate Storyline. Hope this blog is helpful. Please share your thoughts. For more such useful tips on eLearning design and development, stay tuned to my blogs. Related PostsRapid E-learning through Storyline Tool: 5 Infographics Sharing Key FeaturesHow to Combine Your Adobe Captivate Projects Into Single Course?4 Tips for Developing E-learning Course Using Rapid Authoring Tools

3 Reasons Why Video Is The Best Medium For Microlearning Let’s go back in time 5 years. It was 4 PM and I was bored, frustrated, and confused. I had been staring at my computer screen for the last 8 hours completing a sales training eLearning class. The first 20 minutes were exciting and engaging because I was looking forward to learning something that was going to help me improve my sales skills, make money, and help my company grow. The next 7 hours and 40 minutes made me want to throw my computer out the window. Fast forward 5 years to present day. Not much has changed in corporate training or, for that matter, the corporate eLearning space. Yet, the world around enterprise learning is changing at an extremely rapid pace. There are 3 billion Internet users across the globe, 6.9 billion mobile phone subscriptions, and 2 billion active users on social networks. The very employees that organizations are training can, in the blink of an eye, Google or watch a YouTube video to learn the skills they need to do their jobs. If organizations want to better align with employees, educational content has to be just-in-time, easy to access, and broken up into shorter, more easily digestible pieces. Enter Microlearning: For a full definition and 3 keys to making great Microlearning, check out: Why Microlearning is Hot in Professional Education. Now that we agree Microlearning is where training is headed, the next most important thing to consider is the medium you choose to deliver your content. Could it be possible that the medium we choose be more important to improve knowledge transfer than our beloved content that we can’t get under 30 slides? The answer is YES. As Marshall McLuhan, the great Media Philosopher, said in 1964: "The Medium is the Message." Simply put, the medium in which you deploy content to your people is more important than the content. It’s actually crazy to think about! But let’s not get too caught up philosophizing and get to the point. Since the medium can make or break your training, which medium should you choose? The answer is VIDEO. Here are the top 3 reasons to support this claim: Alignment.  75% of Millennials visit YouTube monthly. Millennials coincidentally are going to make up 75% of the workforce by 2025. But they aren’t alone. Regardless of age, people simply prefer video over other mediums. According to Neilson, video is the most popular content consumed globally. Think about it; if given a choice between watching an instructional video and reading a 3 page document, which would you choose? Retention and Transfer of Knowledge.  Video is the most effective medium for communicating information in a short period of time. Most people are visual learners, so combining visual examples with audio creates a higher likelihood of knowledge transfer. Studies show that humans only retain 10% of heard information after 3 days Vs 65% when visuals are added. Easily Produced.  Because of the advances in cameras and software, video is the easiest and cheapest to produce than it’s ever been. Check out this one minute video we built using an iPhone and the Splice App to show how we make Microlearning. It no longer takes an expert in video production to produce high-quality video that people want to consume. One of my all time favorite quotes is from John Wayne: "Courage is being scared to death.... and saddling up anyways." Saddle up and commit to video as the Microlearning medium of choice for your organization. This post was first published on eLearning Industry.

We all have stories of bad first days, weeks and even just bad jobs in general. It’s only natural to feel a little daunted prior to joining a new organization or role, but it’s important that we, within L&D, HR and talent functions, do our bit to be sure those first day nerves don’t turn into anything more. What does induction do? Good induction focuses on welcoming new staff and providing them with the information, training and support they need to reach competency. Induction is more of a process than an hour or day in someone’s calendar, a little like learning to ride a bike… the learning stuff you put in place acts as the stabilizers to continually support, until your inductees are so happy that they wheelie off into the sunset. You + bad induction = Lack of support, no time to find your feet, lack of communication or overwhelming levels of new information will all help to take the shine off a first day or new role. It’s important we do everything we can to make the induction process as painless and positive as possible. From a business point of view, the cost of recruitment alone means we can’t really afford to get it wrong… and that’s before you take into account the cost of staff turnover. If people have problems settling into your organization, they will leave, increasing the cost of staff turnover while leaving the same role to be re-recruited, doubling the cost of recruitment for one role alone… and the cycle goes on. Stand out with digital assets and mobile e-learning First impressions last. As you’re inducting people, they will be deciding whether they can see themselves staying at your organization in the long term. An induction has the responsibility to sell the quality and values of a company, and this means much more than simply talking about values… Investing in your induction is investing in the future of your organization - create videos, activities, quizzes or games which involve your new starters and capture their imagination in order to excite them about the journey ahead. It’s only half the battle creating the content that’s going to do the trick, it’s important that you consider multi-device and mobile e-learning in order to reach staff at a time when they probably don’t have the knowledge to seek out learning themselves. If you’re creating learning using the latest technologies, you can be safe in the knowledge your new starters can use their own devices, regardless of operating system or model. The time is always right with mobile e-learning New staff won’t always have the time to sit down and go through induction packages and courses when they arrive in the office, but giving them mobile e-learning allows for them to make use of moments or hours of downtime. Relevant for many (but maybe more so the more senior a role is), mobile e-learning gives staff constant access to induction materials as well as constant vision of their progress.  It helps new staff to move away from the idea that e-learning is a fixed, set activity, which is important as multi-device and mobile e-learning will only become more common, making the ‘fixed activity’ idea less and less applicable. Flexible Induction Inducting different departments, ages, languages, locations and seniorities means that a ‘one size fits all’ model won’t satisfy the demands of a whole company. Mobile e-learning, by its very nature, delivers a personal, interactive learning experience, allowing learners to work at their own pace, explore in more detail, repeat and refer back to content really easily, leaving you safe in the knowledge that no one feels left behind. Individual branches or paths of learning can be created to suit a department, role or even individual. This keeps the learning time to a minimum and really focused on what the individual really needs to know, plus it makes the volume of ‘stuff’ to go through much more managable, which is especially important when mobile e-learning is involved. Keep it in your pocket, keep on referring to it Something that’s needed in the first day or month of work is probably going to be useful at a later date. If your induction is comprised of mobile e-learning, you can be sure that as new starters pass probation and become fully integrated, that they have the resources and info close by to keep them in the know and speaking the language of your organization. Because the majority of online induction material is general company information, it can be easily reused for general training across the business. Whether it’s used to reinforce key learning points beyond induction, used as just-in-time referral or whatever else, mobile e-learning becomes ongoing performance support, constantly improving ROI! The post Improve induction with mobile e-learning support appeared first on gomo Learning.

Young employees are not ready for the demands of the workplace. As per a survey conducted by the British Chambers of Commerce, 90% of school leavers and over 50% of graduates are not ready with skills required for employment. (Source: BBC) Organizations cannot lament about non-availability of skilled people, but need to gear themselves to train them to acquire the requisite skills. However, traditional training methods such as classroom training may not be possible due to cost as well as feasibility constraints. E-learning can be a good option, particularly when younger workforce needs to be trained. These individuals are already familiar with the new media and therefore are more willing to adapt to online training methods. In order to create eLearning courses, you need not start from the scratch - at least with respect to the training content. You have your existing content that has been used across the organization by various departments. Training managers and heads of department would have collated content and created training curriculum for the purpose of classroom training. These instructor-led-training (ILT) resources form excellent basis for creating eLearning courses. However, one needs to keep in mind, an important point. These resources are invaluable for creating an eLearning course but they cannot be used as they are. They need to be repurposed - which means they need to be changed in tone, format or structure to suit the learning flow of an eLearning course. Why, you may ask. It is primarily because eLearning courses need to be self-paced and therefore engaging. ILT materials are not engaging by themselves but are made engaging due to the physical presence of an instructor. They have three specific characteristics with respect to their: Purpose Authorship and Format ILT materials have been developed for various purposes and may not be aligned with the objective of an eLearning course. ILT content could have been developed for different purposes. One set of documents might be from an orientation program for the newly hired product team. Another set of documents might be related to the training program given to the R & D team. There would be some content overlapping but the "context" in which that content is used is different. The curriculum for an eLearning course, its learning objects and training objectives could be different, and therefore, while the raw inputs from different sources are useful, they need to be used "in the context" of the eLearning course that is being developed. ILT materials would have been developed by multiple authors, each with different style and method of presenting ideas. When developing eLearning courses, we need to make sure there is consistency in the way thoughts are presented. A specific instructional strategy is finalized, and it is adhered to throughout the course. Information cannot be dumped in a random manner from the ILT manuals, as it would not provide proper learning experience for employees. Any gaps in the ILT content, can be filled by an instructor at the time of training, but that is not the case with eLearning courses. Hence, courses have to be designed such that content is self-explanatory. ILT materials can come in multiple formats such as PDF documents, hard copies of training manuals, audio or video recordings of live classroom instruction and so on. In eLearning courses, content has to be chunked at the course level and screen level. What is relevant and useful for the course - in order to meet the learning objectives needs to be ascertained. The readymade content may or may not meet this requirement. Sometimes, only a small portion may be relevant. Instructional designers take what is relevant and useful for the course to meet its objectives and ignore the rest of the content. Content, irrespective of the format, is important for instructional designers and course developers, to get an in-depth knowledge on the subject. It provides them with a good foundation on the content, but they need to handle the content the way that best suits the course. So, what goes into the screen, what goes in visual form and what can be sent for audio narration - all these are decided by them. It is for these reasons that ILT material needs to be repurposed and the content thus obtained needs to be chunked. To learn more about content chunking you can download our free eBook Best Practices for Content Chunking to Create Cogent E-learning Courses. Do read the eBook and share your feedback here. Related PostsCreative Ways to Present Click on Tab Interactivity in E-learning Courses - An InfographicELearning Is More than Just Transferring Content OnlineWhy Customized E-learning Courses is the Way Forward

Netiquette Tips For Online Discussions "Discussion is an exchange of knowledge; argument an exchange of ignorance" once said Robert Quillen, an acclaimed journalist, who was also a discussion specialist. Amazingly enough, this quote is still suitable, after almost a century, for all kinds of discussions, whether offline or online. Indeed, as an online learner, your goal when participating in an online discussion related to your eLearning course is the exchange of knowledge; after all, you are taking eLearning courses because you want to learn. But is there an appropriate netiquette for interaction in the online environment? In this article, I'll share 10 netiquette tips for online discussions in order to help you effectively interact with your virtual classmates when writing is the only communication means that you have. Use proper language. Typos, spelling errors, and mixed up sentences reflect on you; correct spelling and grammatical construction are a must, so keep in mind to read through your posts before you submit them. Moreover, try to avoid slang words as much as possible, as this is also an online education environment and slang is considered neither academic, nor professional. Finally, never type in all caps; writing in all capital letters is regarded as shouting, and this, apart from being annoying, it could be considered rude. Be precise. Being misunderstood is quite common in online interactions; escape the miscommunication trap by double checking that what appears perfectly clear to you is not confusing your readers. The best way to test your messages for clarity is to read them aloud before you send them; this way, you will be able to see if they make sense. Avoid emoticons and "texting" writing. Using emoticons and writing in "texting" language, that is by using abbreviations, might be considered too casual or even childish; refrain from them as much as possible. Online discussions require professional writing; smiley faces or linguistic shortcuts are more appropriate for chatting with your friends or instant messaging. Be explanatory. Justify your opinion. Points can be easily missed if hidden in a flood of text; when making a thorough comment, be as brief as possible. If you have several points you want to develop, prefer to post them individually in more than one focused messages, rather than in a long, overly wordy paragraph. However, avoid posting messages that contain only a few words and generic statements, such as "I agree with you". Keep in mind that you need to contribute to the online discussion, so remember to always justify your points of view. Read all comments before hitting "submit". What you need to remember when participating in an online discussion is that once you send your comment, there is no way to take it back. This is why you should always think about the content of your message before contributing it. Before replying to a question, read carefully all comments that your peers have already posted, no matter how many they are. If you don’t, it is very likely that you will end up repeating things others have already said, and this, apart from contributing nothing new to the online discussion, will seem like you ignore your virtual classmates. Once you have ensured that your comment will indeed add a new element to the online discussion, try to explain yourself as clearly as you can. If your post is still misconstrued, correct the misunderstanding right away. Tone down your language. Because written language lacks the support of facial or voice communication clues, it can be easily misinterpreted. A great way to deal with this is to tone down your language; avoid the use of strong words and, again, read aloud everything you want to post before you send it. Moreover, try to avoid humor and sarcasm completely, as they can both easily create misunderstandings and tension. Recognize and respect diversity. One of the great beauties of eLearning courses is that you can meet people from all parts of the world, as internet is a global medium. This means that while participating in an online discussion you and your virtual classmates may use the same language to communicate with each other, but the truth is that cultural backgrounds, linguistic terminology, and abilities to express oneself in written language may vary significantly in an online learning environment. If your virtual classroom is a typical one, it will be ethnically rich and multicultural. This is why it is important to respect diversity and opinions different from yours, no matter where they come from. It is ok to disagree with a point of view, but it is definitely inappropriate to disrespect and be offensive towards others. Being open to different points of view is a sign of intelligence; furthermore, paying attention to alternative viewpoints is one of the greatest ways to learn. Needless to say, profanity, and racist, sexist, ageist, and religious comments are unacceptable, no matter how innocent or "funny" may sound to you. On the other hand, if you are the victim of an insulting remark, try to maintain your calm and resist returning the offense. Rather, report the issue directly to your eLearning course instructor. Control your temper. In addition to the previous tip, you may be respectful, but others may be not. When being personally attacked on the web, it is easy to get angry. But you won’t win any argument if you lose your temper; tantrums lead nowhere. Instead, take a deep breath and count to ten; if needed, get away from your computer and go for a walk around the block before you reply. This way you will ensure that, while being calmer, you can argue the point instead of attacking the person who made it. More often than not, a bit of thinking and a bit of time result in more rational and coherent responses. Take your posts seriously. Participating is the number one rule for online discussions, but posting for the sake of posting wastes other people’s time. Always remember to add something new to the conversation and not repeat something that someone else has already said. Most importantly, stay on topic. Irrelevant tangents confuse your peers and make you seem that you don’t know what you are talking about; make sure that every comment you post stays within the scope of the online course material. If you are looking for simple social interaction with your virtual classmates, check if there is an off-topic discussion area in the online forum. Be credible. Finally, be careful not to mislead people when replying to a question. If you are not a 100% sure of your answer, say so. And if you are using the intellectual property of others, e.g. websites, books, blogs, journal articles etc, to support your argument, always cite your sources. Assigning proper credits when referencing other sources is a sign of being a respectful, responsible, and trustworthy online discussion participant. All in all, never say online what you wouldn’t say in real life and to another person’s face. Keep these netiquette tips for online discussions in mind, and you will be able to expand your knowledge base and share insights and perspectives with your virtual classmates, enhancing your eLearning experience. Now that you know the most important netiquette tips for online discussions, you may be interested, as a busy adult learner, in exploring more about developing your skills and furthering your education. Read the article The Top 7 eLearning Benefits For Busy Adult Learners and learn just a few of the many benefits of eLearning for you, who simply don’t have enough time to attend traditional classes. This post was first published on eLearning Industry.

Online learning is not the next big thing, it is the now big thing. - Donna J. Abernathy The online training medium can be used very effectively to equip your people with the needed knowledge and skills. According to a report released by IBM, companies who utilize e-Learning tools and strategies have the potential to boost productivity by up to 50%. For every $1 that a company spends, it’s estimated that it can receive $30 worth of productivity. But, how can you get started with eLearning? What are the aspects you need to consider to launch an online training initiative? Well, you need to focus on three vital elements to implement eLearning in your organization. Let us see what they are and why they are important. Hope you find this post interesting. How did you implement eLearning in your organization? We’d love to know. Related Posts5 Important Things To Consider For Creating Good E-learning Course - An Infographic4 E-learning Elements to Leave Your Learners Spellbound - An Infographic3 Interesting Ways to Design Elearning Intro Pages - Infographic

Well, you can’t get to May and June without going through April, which means yes—you’ll most likey have to endure some of those harmless pranks and hoaxes associated with April Fool’s Day—spiders in your desk, a plastic snake on your chair, or some mystery student messing with your computer mouse via a USB remote. Um, yep—I’m speaking from experience. So, if you’re one of those educators who enjoys having a little bit of fun with your students, then check out the resources below. » Edutopia: April Fool’s Day in the Classroom: 8 Resources for Teachers—A ton of teaching ideas for bring this day into the classroom, including strategies for for engaging students with humor. » A to Z Teacher Stuff: April Fool’s Day—Printables, scavenger hunts, worksheets, activities, puzzles and more! » April Fool’s Day Teaching Ideas—A Pinterest board filled with resources galore! Check out the video clips below explaining how and why the tradition of playing tricks on people began on April 1. A shout out to Richard Byrne, author of the Free Technology for Teachers blog, for sharing these cool videos! Classroom Connection: Use these resources to teach students about the history behind April Fools Day. And while you’re at it, add some comedy to your day by having some harmless foolproof fun with your students and colleagues. As Charles Dickens once said, "There is nothing in the world so irresistibly contagious as laughter and good humor."

Training is an ongoing process and goes a long way in improving the skills of the workforce, resulting in increased productivity. According to the State of the Industry Report, organizations spent $1,208 per employee in 2013, on an average, and this figure is very likely to increase. This means that companies are willing to invest heavily in training and development activities. Hence, it is important that they get the best ROI on training. Using the online training medium, organizations can impart top-notch training in an efficient and cost-effective manner. Let us see how. A course once developed can be used to train multiple learners One of the biggest advantages of eLearning is that you can create an online course once and use it to train as many learners as you want. Learners can access the course, anytime, anywhere. They can take the course as many times as they want to refresh their knowledge, in a very cost-effective manner. The online training medium course helps train learners with varied levels of knowledge Some learners many be more knowledgeable than others. Hence, all of them don’t need to be trained on basic aspects. With eLearning, we can create one course with multiple paths that can assist all learners (both novice and experienced). The learners who want to take the training at an advanced level can be given an opportunity to skip the fundamentals. Thus, we can reduce additional costs incurred on multiple sessions. The training expenditure can be reduced through synchronous online training methods If you find the need for an instructor during the training, then you can arrange a video conference where the instructor can interact directly with your learners when they take the eLearning course and clarify their doubts. This eliminates the need for the instructor to travel and saves precious training dollars. The possibility of revising and translating courses to extend their reach You can always update, modify and redesign existing online courses. These courses can be translated into multiple languages, so that they reach global audiences. Furthermore, the consistent can be ensured in the quality of instruction, as the online training medium is instructor-independent. You can also reduce the costs incurred on the travel and accommodation of trainers and participants, considerably, by adopting eLearning. So, this is how you can reduce your training costs. Please do share if you have anything to add to this list. Related PostsWhy do You Need to Go Beyond ‘E-learning Development Cost Per Hour’?Advantages of Using E-learning to Train Your Workforce - An InfographicE-learning Outsourcing - Free E-book

Technology in Education Paul Hamilton presents "Technology in Education", a creative and artistic look at the challenges educational technology faces. Creator of the Science AR App, the critically acclaimed educational app Formative Feedback for Learning and the revolutionary iBook series My Prep Year, Paul is changing the way digital content is being delivered in schools. Apple Distinguished Educator Class of 2013. Paul is a leader in the implementation of Augmented Reality in schools to improve learning outcomes, Professional Development of staff with integration of ICTs, and has expertise in the implementation of mobile devices into pedagogical frameworks. The post Educational Technology in Education appeared first on VivaeLearning: The Best Free Video Tutorials Online.

Whether you’re in need of some Easter lessons with a spiritual nature or maybe you’re an educator just looking for some seasonal fun. Regardless of your interest, you’re going to love bringing this holiday into your classroom with this updated collection of Easter Resources: » Do you and your students have spring fever? Then be sure to hop on over to TeachersFirst and check out these resources about Easter. Here you will find a variety of activities to incorporate into your math classes, social studies lessons, writing workshops, and more! » Need some secular and/or Easter activities and teaching ideas? A to Z Teacher Stuff has you covered! » Lots of Easter games, puzzles, stories, crafts, poetry and more live here: Apples4theTeacher.com. » The Busy Teacher provides educators with 64 Easter-related worksheets that can be incorporated into classroom lessons. » Easter Teaching Resources is a Pinterest board filled with arts and crafts ideas, educational activities, and printables to help you celebrate Easter in the classroom. » The abcteach Easter category page features hundreds of fun, educational activities for classroom or home use, including coloring pages, crafts, board games, readings, puzzles, interactives, and much more! » Teaching Ideas offers an extensive range of ideas and resources to teach and learn about Easter—poems, stories, puzzles, curricular activities, images, banners, fonts, videos and Easter Egg Hunts. » Poetry activities, interactive games, scavenger hunts, sequencing cards, puzzles, a variety templates and more await you on TES Connect—the largest teacher network in the world. » Larry Ferlazzo’s Web Site of the Day is another site packed with online resources for teaching and learning about Easter and Passover. A few that stood out for me include a variety of Easter videos and articles from the History Channel, the Easter Bunny Rap, How Easter Works and Easter by the Numbers—a fun infographic about this holiday. » Education World contains resources for teaching science, graphing and creative writing that fit perfectly for Easter fun and learning. » Harry Kindergarten: Check out this video entitled "The Bunny Goes Hop", an Easter pattern song for kids, produced by my colleague, Pete Harry. (For additional educational videos and songs, visit the Harry Kindergarten YouTube channel and/or website.) Classroom Connection: Use these themed lesson plans, activities and materials to teach students about Easter and Passover.

The theme of ISET 2015 is Technology-Enhanced Teaching and Learning Practice. Unquestionably, technology has become an irreversible force driving changes in the teaching and learning practices. Educational technology broadly encompasses instructional technology, information and communication technology for educational purposes, with an aim to enhance learning outcome and enrich learning experience through the effective and innovative use of technology. ISET 2015 provides a platform for knowledge exchange and experience sharing among researchers and practitioners in the field. The International Symposium on Educational Technology (ISET) is an annual international conference with the main focus on the research and application of Educational Technology for teaching and learning, including a combination of the online learning or e-learning and the traditional face-to-face learning. The purpose is to bring together researchers and developers from education and computer science to advance the research of Educational Technology. The 2015 International Symposium on Educational Technology (ISET 2015) will be held at the Central China Normal University in Wuhan, China on July 27-29, 2015. This post was first published on eLearning Industry.

Here’s a scenario that is quite familiar to learners and designers alike; John, an employee in XYZ corporation, was asked to take an eLearning course as part of the company’s training requirements. John sat down enthusiastically in front of the computer and said to himself, "This must be fun." He clicked the launch button of the course and started his training. Five minutes into the course, John went spiraling down into confusion with the amount of information that was being thrown on him and was frustrated and disappointed. John clicked the close button and went on to do his work. Such a scenario is the result of providing too much information for the learner to absorb in an eLearning course. However, this can be avoided in three simple ways. 1. Have a clear screen title - Quite often, the first title on the screen is called Introduction. Such "plain" titles don’t serve any learning purpose. They just act as a menu to tell the learners where they are in the course. A good screen tittle makes the learner think. For instance, instead of having a mundane title such as ‘Benefits of Project Planning,’ you can have a more innovative title such as ‘Three Ways Project Planning Can Revolutionize Your Business.’  Let’s take a look at an example. Such small changes go a long way in helping learners grasp important points. 2. Get Rid of Pointless Content - It is a hard task to reduce content during the development of your course. However, it is necessary to do so to avoid cognitive overload. Small, simple steps such as removing repetitive content that appears frequently in your course adds value to it. Usually, certain content is repeated to emphasize its importance. But, this leaves learners overwhelmed and confused. Identify what is important and remove what is not; by doing so, you reduce the overload on the learner’s mind. 3. Provide Cues and Aids - When content is eliminated to make the screen crisp, the additional information can be provided as cues and job-aids or even as downloadable handouts. These resources can be used by the learner as he wishes without worrying about the overload. Cues can be hyperlinked videos or articles available on the Internet, and this acts as "extra" information for the learner. It is up to him to use this information or not. Such open and additional resources can come in handy, when the learner needs to refer to any topic in the course. These are the three ways to avoid death by overload. What other ways have you come across to avoid content overload in your eLearning course? Related Posts5 Important Things To Consider For Creating Good E-learning Course - An Infographic3 Interesting Ways to Design Elearning Intro Pages - InfographicHow to Make Your E-learning Initiative Work

What You Should Know About Using Whiteboard Animation For Training And eLearning I have been using eLearning development authoring tools to create self-paced / interactive eLearning material. Recently, I have learned the new technique to create learning material called whiteboard animation, which may be helpful for Instructional Designers or Content Developers to create more engaging learning material for the learners. When Instructional Designers choose methods for eLearning based on the analysis, this option also can play a great role for training delivery. What is Whiteboard Animation? Whiteboard animation is a process where a creative story and a storyboard with pictures are drawn on a whiteboard by artists who record themselves during the process of their artwork. This is a wiki definition, but in simple language it is just a translation of your thoughts; storyboard into animated sequential way to engage the learners. This concept can also be used in Sales and Marketing, Create Branding, Customer Awareness, Product Awareness, Fun Stories etc. Everything is Online We used to learn by a whiteboard when we were studying, and we have seen that this is the most common method nowadays as well. When using this concept more digitally, we can create much more engaging learning material. This can become the great pillar of today's education system. This is the MOOCs world, where we can learn everything online and get the course on mobile devices and tablets as well. Many learners benefit by this kind of online based learning. However, there are still interactions with SMEs that are required to get learners engaged with the course and the resolution of the queries. This may be replaced with whiteboard based animation with little effort, while we can also create interactivity within the whiteboard animation. Whiteboard animations are easy to create At first glance, whiteboard animation may seem a time-consuming activity, as we need to draw everything, even a single line or word. But this is just a myth. Whiteboard animations are much simpler to create than normal eLearning mode of media like SCORM, WBT, and CBTs. There are various software programs available to create whiteboard animations with ease. Some of the software programs I have used are: VideoScribe VideoScribe empowers you to create your own whiteboard-style animated videos without any design or technical know-how. GoAnimate GoAnimate allows you to produce your own professional whiteboard animation-style video using your mouse and your favorite internet browser on GoAnimate! PowToon PowToon is another great web tool that enables you to create powerful video animations and presentations. Whiteboard animation with authoring tools Although this is one way of animation which the learner can see and hear, it can be made interactive using authoring tools where the learner can interact with the animation and perform actions based on adult learning principles. Top eLearning authoring tools have the feature to work with videos and create and merge those videos with the eLearning course. Whiteboard animation software generates the video output files while it can also be used to recreate with authoring tools with proper interactivity and animations. Tools like Adobe Captivate and Articulate Storyline have the features to import video into the eLearning courses, where the whiteboard animation can be easily merged with eLearning courses. Using Voice-overs  Most of the whiteboard animations are pictorial representations where a voice-over is a very useful medium to embed with animations to create effective learning material. However, when you are using your text based whiteboard animation, it may not be required to use voice-overs. Instead, you can use background music for creating soothing learning experiences. Example  Recently I have created my whiteboard animation to showcase my resume and career background. Here I have tried to use the text-based information rather pictorially. Whiteboard animations are fun and also can create an effective learning experience for learners. Creating this kind of learning material can be used to create an online digital classroom where learners can directly learn the topic without the help of teachers. In this digital world, where now everything is translated into digital mode, whiteboard animations may become an effective mode digital medium for the near future. This post was first published on eLearning Industry.

Do you know on an average 3000 people get killed due to Fire accidents in the US every year? The NFPA estimates that 65,880 firefighter injuries have occurred in the line of duty in 2013, out of which 12,535 accidents took place at non-fire emergency incidents. According to the EnergyWire review of federal labor statistics, the oil and gas industry has more deaths from fires and explosions than any other industry. This is because the workers of this industry are exposed to hazardous substances and flammable gases which can lead to frequent fire explosions. So, it is important for organizations to have firefighting equipment in place and provide training to their employees on how to fight fires. However, employees usually do not show interest in attending these trainings as they find fire-safety courses routine and boring. According to a Towards Maturity research report, the top barrier to effective compliance or mandatory training is the lack of user engagement. Given this scenario, eLearning is seen as an effective medium to impart interactive and engaging fire safety training. We have recently designed a course of fire extinguisher training and would like to share some strategies that we have used. 1. Short videos to demonstrate product handling Short videos of 3-5 minutes are ideal to demonstrate the features, benefits, correct usage and precautions to be taken while handling the products. Video demonstrations offer virtual hands-on learning experience to learners and help them understand the operating process very effectively. Videos also help keep learners engaged and active throughout the course. We used short videos to provide a brief introduction to the different classes of fire and types of extinguishers and demonstrate how they need to be operated.  2. Icons and visuals to present guidelines and comparisons A picture is worth a thousand words. Icons can be used to convey messages instead of plain text. Visual representations are self-explanatory and help learners get connected to the subject-matter. Colorful images with text can be used to show the variation between various types of extinguishers, and icons can be used to explain the guidelines and the dos and don’ts of using them. 3. Interactivities and animations to explain how to use the extinguisher No matter what the subject-matter is, an online course will be boring if you don’t include interactivities and animations. Instructions can be presented in the form of interactivities such as click-on-tabs, click-on-images etc. Animations can be used to demonstrate how fire extinguishers need to be used. To make it more effective, step by step animations can be created to demonstrate the processes, with background describing the additional details. 4. Accident Prone Situations using Scenarios Including real-life scenarios is powerful way to train people and assess their understanding of the subject. You can present risk-based situations simulating the real environment and ask to learners to respond. For example, we explained the dos and don’ts of using fire extinguishers and presented some situations wherein the learner has to choose the right fire extinguisher based on the type of fire. 5. Interactive exercises to check knowledge Formative assessments can be designed in an interesting way to reinforce learning by using interactive activities. These interactive activities are fun and can enhance learner motivation. For example, we used a theme - a house on fire to evaluate the learner’s understanding of the types of extinguishers and different types of fire emergencies which they may come across. If the learner selects the correct answer, the fire gets extinguished. Almost all fires can be handled effectively in the early stages, if your employees are well-trained on firefighting measures. Fire-safety training courses need to be engaging to make learners feel that they gain something in the process. These were some strategies which can be used to ensure that your courses are effective, interactive and engaging. Hope you like this blog. Do share your views. Related Posts3 Aspects to Consider While Creating a Safety Training Plan - An InfographicBest Practices in Operator TrainingShield Your Employees with the Right Safety Training at the Workplace

Even though there is always a mind-boggling amount of invaluable info shared on the Discovery Education Network (DEN), one of the best resources available is the Spotlight on Strategies (S.O.S) series, a must-see DEN favorite designed to provide teachers with simple yet effective instructional practices for using digital content to support student learning. To date, there are 70+ teacher tried and tested strategies featured on the DEN blog and now thanks to Lance Rougeux, Vice President of Learning Communities and Educational Consultants at Discovery Education and all-around DEN tech guru, I will now be featuring these techniques on my space. Two thumbs up to this guy! So, enough of that. Let’s fast forward to the good stuff… This week’s feature—Snowball Fight—old instructional strategy with a digital twist, one that focuses on engaging students with video content, writing and sharing ideas with peers. Background Showing videos in class is a great way to engage students and bring learning to life. But, often times, watching a video becomes a passive learning experience. In order to get the most out of watching a video, it is important to engage students with a strategy that gets them to think, reflect, and share what they have learned. This week’s strategy takes a fun spin on a snowball fight, as students share what they learn with each other. Steps Materials:  video segment, paper, writing tool 1. Explain to students that they will be watching a video segment. 2. Have each student take out a blank piece of paper. Explain to students that while they watch the video, they need to write one fact they learned from the video. 3. Have each student crumple his or her piece of paper into a ball and, on the count of three, have everyone throw his or her "snowball" into the air. 4. Have each student pick up a snowball, open it and read the fact. 5. Students are then responsible for adding another statement to the piece of paper. It could be a supporting detail to the original statement, or it could be a new statement related to what they’ve learned. 6. Repeat several more times until students have had ample opportunity to report out significant learning from the video segment. 7. Have students share what is on their snowball with the whole group. Sum It Up Wrap up by asking students to share what is written on their snowballs with the whole group. This activity provides a great way to motivate students to remember key topics and concepts from material they’ve learned. It’s fun and motivating! More Ideas » Have students take digital photos of the snowball statements and reflect on what they’ve learned in a blog post. » Have students write questions about the content and have other students reply back with answers. Click here to snag a PDF version of this super cool strategy. So, there you have it—another S.O.S. trick to add to your edtech toolbox. Stay tuned for additional ways to activate learning in your classroom… Like what you see? Then be sure to check out other ideas in this series: » Reading Between the Lines » ABC Summary » 6-Word Stories » What Did They Say? » A-E-I-O-U

The History of Technology in Education 30,000 B.C.E. Cave Drawings 510 B.C.E. Pythagoras Academy 105 Paper Made in China 382 Manuscript Transcription 1450 Gutenberg Printing Press 1600 Public Education 1700 Public Education: Blackboard and Chalkboard slates 1800 Public Education: Blackboard, Chalkboard slates, and Books 1910: Audiovisual Age 1910: Audiovisual Age: Radio 1930: Audiovisual Age: Film strip projector 1940: Audiovisual Age: Overhead projector 1960 Information Age: Television 1970 Information Age: Television, VCR, and VHS Tape 1980 Information Age: Television, VCR, VHS Tape, and Audio Tape 1990 Computer Age 1991 Computer Age: 1st SMART Board Interactive Whiteboard 1995 The Digital Age 2000 The Interactive Age: Smart Response LE, Smart Response PE, Smart Response XE, Laptops, Document Camera. The post The History of Technology in Education appeared first on VivaeLearning: The Best Free Video Tutorials Online.

The Quintessential Of The Situated Cognition Theory And Its Application in eLearning Course Design The Situated Cognition Theory is based upon principles related to the fields of anthropology, sociology and cognitive sciences. Its main argument is that all knowledge that a learner acquires is somehow situated within activities that are socially, physically or culturally-based. The Situation Cognition Theory mainly supports, that the acquisition of knowledge cannot be separated from the context in which this knowledge is collected. Therefore, a learner must grasp the concepts and skills that are being taught in the context in which they will eventually be utilized. As a result, instructors who are trying to apply this theory in their classes are encouraged to create an environment of full immersion, wherein students must be able to learn skills, as well as new ideas and behaviors that are taught in the context in which they will be used at a later time. Applied to eLearning course design, it is obvious that the Situated Cognition Theory is directly related to the way that eLearning content is presented to the audience. This implies that all type of new information learners are exposed to, should be given within context. In practice, from an instructional designer’s point of view, this can be translated to the incorporation of case studies and interactive branching scenarios and simulations of real life settings in which the particular piece of knowledge would apply. By all means, all eLearning activities should make explicit to the learners the connection of what is actually presented as part of the eLearning content with its practical application in real life. The Cognitive Apprenticeship Model and Key Teaching Strategies For Applying It in eLearning In 1989, Brown, Collins, and Newman developed the Cognitive Apprenticeship Model, which is closely linked to the Situated Cognition Theory. This model also relies upon practical teaching methods, whereby context learning is key. For example, if learners were trying to acquire the basic concepts of architecture, they would not only take theoretical courses associated with the specific topic, but they would also seek out real world experiences which would allow them to become fully immersed in the field. As the name implies, in the case of the Cognitive Apprenticeship Model, learners are encouraged to acquire the necessary skills by working alongside a master that serves as the subject matter expert in the field, next to whom they are expected to develop their cognitive and metacognitive skills. Some of the key teaching strategies for applying the Cognitive Apprenticeship Model, as well as its possible application in eLearning course design, are presented below: Modeling. Modeling involves an expert demonstrating a concept or task so that learners are able to gain in depth understanding of how it is done. This builds upon their previous experience and allows them to build a mental conceptual model of the specific process. Tutorials can serve as models in eLearning course design. Learners, before performing a specific eLearning activity, are able to watch tutorials, either in the form of videos, in which a subject matter expert explains the concept or process, or as screen recording demonstrations, that give step-by-step guidance on what learners are expected to achieve themselves in order to meet the learning objectives of the online course. In practice, the latter is widely used in the instructional design of online software training courses. Coaching. Coaching occurs when a subject matter expert allows learners to perform the task in question and then offers them feedback on their performance. This enables learners to understand what they may want to do differently to improve upon their skills and how they may advance to the next level in their field. Applied to eLearning, the integration of social media elements, such as chats and discussion boards, in which learners can get feedback not only from the online facilitator, but also from their peers, works towards this direction. The same is applicable for any type of synchronous eLearning via virtual learning sessions. Scaffolding. Scaffolding refers to the act of implementing strategies and methods that serve to enhance learners’ educational experience. This can be in the form of activities, group tasks and games. During the activity, instructors observe learners and assess their skills and knowledge acquired. Any type of social interaction in eLearning, through online group projects and joint activities, may be considered as application of the scaffolding strategy, with the online instructor serving as a facilitator during the learning process. Gamification is another possible application of scaffolding in eLearning, as learning objectives can be mastered through learners’ interaction with the eLearning content in an amusing way and their comparative results with peers in leaderboards may motivate them to try harder. Articulation. Articulation occurs when the instructor encourages learners to articulate what they know about the eLearning content or concepts, as well as what they did during the problem solving process. The more frequently used types of articulation are: inquiry learning, critical thinking and thinking out loud. In synchronous eLearning settings, articulation may occur in exactly the same way, as the online presence of the instructor makes no particular difference to the application of the strategy. Online facilitators are still able to ask learners to express their way of thinking in order to solve problems presented in the eLearning course. They are also able to provide feedback and guide learners towards the correct direction by giving them tips on how to proceed. In asynchronous eLearning, however, although articulation is difficult to be applied in terms of "thinking aloud", the aim is for learners to rationalize upon the answers they have selected during problem-solving oriented eLearning activities and give reasons why they have selected a particular answer or approach. Their reasoning should be of equal importance for the online course facilitators as the answer itself. On the other hand, an instructional design for eLearning based on Discovery Learning is an obvious application of the Inquiry Learning approach, based on which, eLearning tasks and activities should provide learners with opportunities to go through a series of questions that need to be answered, in order for them to be able to formulate an explicit conceptional model for the situation under study. Such an approach could be applicable both to synchronous and asynchronous eLearning. Reflection. Reflection enables learners to compare their problem solving skills to those of an expert or peer. One way to do this is for the instructor to analyze how a student solved a problem, followed by an explanation of how the expert solved the same problem, then noting what was done differently or the same. In eLearning, again this may happen via tutorials that can be accesses by learners as many times as they like, in order for them to compare their actual performance with the one proposed by the subject matter expert. Exploration. Last, but not least, exploration takes place when learners are encouraged to solve problems on their own, as well as instructing them on new strategies that they can use to explore the problem. This enables learners to contextualize problems and then work to solve these problems in real world settings. Discovery learning designs in eLearning also work towards this direction. Learners are presented with challenging online tasks with the potential use of a pedagogical agent serving as online help, giving them tips on how to proceed, when needed. The pedagogical agent can adapt the frequency of its appearance depending on learners’ progress on the task. Apply the principles of the Situated Cognition Theory and use the eLearning tips I gave you for integrating the teaching strategies involved in the Cognitive Apprenticeship Model to the instructional design of your next eLearning course, to provide your audience with a memorable eLearning experience. Join us at the Instructional Design History Journey A New Instructional Design Model Will Be Added Every Week! You are more than welcome to let us know if you would like us to cover an instructional design model and theory that is not included at the Instructional Design Models and Theories. Simply leave a comment at the Instructional Design Models and Theories. References: Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42. Carraher, T.N., Carraher, D.W., & Schliemann, A.D. (1985). Mathematics in the Streets and in Schools. British Journal of Developmental Psychology, 3, 21-29. Collins, A. (1988). Cognitive Apprenticeship and Instructional technology. (Technical Report No. 6899). BBN Labs Inc., Cambridge, MA. Greeno, J. G. (1998). The Situativity of Knowing, Learning, and Research. American Psychologist, 53(1), 5-26. Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Salomon, G. (1996). Unorthodox Thoughts on the Nature and Mission of Contemporary Educational Psychology. Educational Psychology Review, 8(4), 397-417. Schell, J. W., & Black, R. S. (1997). Situated learning: An inductive case study of a collaborative learning experience. Journal of Industrial Teacher Education, 34, 5-28. Lave, J. (1991). Situated learning in communities of practice. In L. B. Resnick, J. M. Levine, & S.D. Teasley (Eds). Perspectives on socially shared cognition (pp. 63-82). Washington, DC: American Pscyhological Association. Situated Cognition and the Culture of Learning. Cognitive Apprenticeship Cognitive Apprenticeship, Technology, and the Contextualization of Learning Environments. Article by Ghefaili. This post was first published on eLearning Industry.

As Quincy Jones once remarked, "I’ve always thought that a big laugh is a really loud noise from the soul saying, "Ain’t that the truth." That said, Edu-fun Friday is a series devoted to adding some humor to the lives of teachers who visit this blog. After all, there’s nothing better than ending the week on a positive note! Plus, do we have the best topics to provide us with some comic relief or what? Too bad life wasn’t that simple… Or maybe it is, and we just unnecessarily complicate it. Irregardless, have a great day/weekend—and choose to be happy!

According to a survey conducted by the eLearning guild in 2013, Articulate Storyline is one of the most preferred eLearning course authoring tools. This is because it is easy to use and comes with many in-built interactivities. Storyline can be used to publish courses to HTML5 and the iPad. Furthermore, this rapid authoring tool’s interface is very similar to PowerPoint, and anyone who is familiar with the application from Microsoft can use this software easily. Articulate Storyline has a variety of features such as triggers, motion paths, eyedropper tool, animation painter etc. These features facilitate quick and easy development of highly interactive eLearning courses. Apart from these widely used features, this incredible tool also has certain other capabilities that are not used often. Here is an infographic which lists three lesser-known features of Articulate Storyline. Hope you find this post interesting. Would you like to add more to this list? Please do so. Related PostsRapid E-learning through Storyline Tool: 5 Infographics Sharing Key FeaturesArticulate Storyline for Easy E-learning Development - An InfographicHow to Combine Your Adobe Captivate Projects Into Single Course?

Camtasia Studio 8 Screen Recorder Overview Camtasia Studio helps you quickly create professional quality videos and share them with anyone, on nearly any device - without formal training. Whether you need to train an audience, give a presentation, explain an idea, share knowledge, or offer feedback, Camtasia Studio makes it easy. Use Camtasia Studio to record onscreen activity, PowerPoint slides, and more or import camera video. Then enhance your videos with Camtasia Studio’s powerful editing tools, and easily share them with anyone, anywhere. With multiple video and audio tracks, an extensive asset library, and the ability to animate content, Camtasia Studio allows you to create interactive videos that engage your audience. Plus, Camtasia Studio’s built-in quizzing lets you discover if your viewers are watching and learning from your content. Camtasia Studio 8 Screen Recorder Features Record your screen to capture PowerPoint slides, software demos, webpages, and more Edit your screen recordings and camera video by cutting, splicing, and combining clips with the powerful, yet easy to use, video editor Import camera video, music, photos, and more to truly enhance your screen recordings Customize your screen recordings and videos with ready-to-use media themes, animated backgrounds, graphics, callouts, and more Easily share videos that your viewers can watch anywhere, on nearly any device The post Camtasia Studio 8 Screen Recorder Overview appeared first on VivaeLearning: The Best Free Video Tutorials Online.

Bett Latin America Leadership Summit 2015 Bett Latin America: A truly independent education technology forum for the Latin American education community. Bett Latin America Transforming The Future of Education In Latin America This year, Mexico City will play host to the international education community. Over 700 influential education leaders across the region are set to attend the 3rd annual ‘Bett Latin America Leadership Summit’ to discuss the latest trends, challenges and advancements in education technology across the world, with a distinct focus on Latin America. The summit provides a unique platform for thought-provoking debates, innovative case studies and regional forward-thinking projects that will shape the future of education technology. Following a wide consultation with over 100 policy makers, practitioners and educators across Latin America, this year’s summit agenda has been designed with the education community in mind. Given the current on-going structural changes to improve education quality across the region, this year’s central theme is ‘Transforming the Future of Education in Latin America’. The summit brings together world-class education leaders and specialists to share best practice, insights and key learnings across the two-day event. Download the detailed agenda HERE Day One Main Conference - Thursday 8 October 2015 - Agenda at a glance Building a better future: Implementing an extensive education reform in Mexico Technology, innovation and education in Latin America: Is technology revolutionizing education in the region? Transforming education in Latin America: Future trends The future of education in the region: Improving educational quality International education leader keynote address - Disruptive innovation in education: adapting to new education models Prepared for Life in a Digital Age?: Results and Further Opportunities Can education transform Latin America?: How to develop and sustain a skills-based economy Achieving equality and quality in education: Integrating technology in schools for indigenous communities Higher education and entrepreneurship: How universities have become a hub for educational start-ups Achieving school excellence and improving system efficiency: The impact on student performance Developing a comprehensive connectivity plan: Increasing access in the region Higher education and entrepreneurship: How universities have become a hub for educational start-ups How can education reforms change old education models? : Examining the Mexican Reform Addressing the needs of teachers and students in a mobile society: Enabling mobile learning Successful schools in the 21st century: Understanding the pedagogy of technology integration Making an effective transition from university to work: Understanding students perspectives Transforming the public and private education system: the Chilean reform Supporting mobile learning in educational institutions: How to design and develop and effective strategy Education reform in Ecuador: Driving change How is mobile learning changing education? Professional development programmes: examining the impact on student achievement Day Two Main Conference - Friday 9 October 2015 Promoting cooperation and knowledge exchange among countries: Assessing the positive impact of the Dual Year between Mexico and the UK Transforming Education and Developing 21st century skills: What is the role of the curriculum? Raising education standards in Latin America: How can we improve student achievement? International education leader keynote address STEM education in the 21st century: How is the NASA boosting teacher and student engagement? Improving system efficiency in education: Investing in innovation and challenging traditional views Case study: Costa Rica: Public-Private partnerships in Education: The impact on the public education network Case study: Malaysia: Encouraging Collaboration Across Borders: What can Latin America Learn from the Malaysian Education System? Fostering thriving learning environments: the school of the future How can universities respond effectively to the labour market needs? Case study: Republica Dominicana: Developing and implementing computer programming training strategy for adult learners Case study: Poland: Achieving a successful education reform: Improving performance in international tests Reshaping education: What is the impact of gaming in education?? Case study: Nicaragua:  Education access in Nicaragua: How to achieve sustainable graduation rates? Case study: South Korea Sharing best practice: Promoting lifelong learning Case Study: Video collaboration in schools: evaluating the benefits How are Universities responding to MOOCs: Is it a fading trend? Download the detailed agenda HERE This post was first published on eLearning Industry.