What Percent of LMS Content is Built Outside of LMS

This might be an odd question, but I am starting process to evaluate LMSs for my company (1000+ employees) and one thing that crossed my mind is how much of the course content people put in their LMS is built with tools like Captivate or video editors, and how much is built in the LMS using their tools? My company doesn’t have much history to pull from.

The post What Percent of LMS Content is Built Outside of LMS appeared first on eLearning.

What Is Workforce Development? 6 Reasons Why You Need An LMS For Workforce Development

Staff improvement is a good retention tool—enhancing job satisfaction and assisting work-life balance. What specific benefits does an LMS bring to this process? In this article, I explore some of the most convincing reasons why you need a Learning Management System for workforce training.

This post was first published on eLearning Industry.

[workshop] Learning Management Systeme und Open Educational Resources #LMS #OER #tugraz

Hinter diesem Link stecken zwei mächtige Präsentationen, die Martin Ebner letzte Woche mit nach Luzern ans Institut für Kommunikation & Führung (IKF) genommen hat. Wer sich also für Learning Management Systeme (39 Slides) und/ oder Open Educational Resources (90 Slides) interessiert, findet hier jede Menge Stoff. Wer damit noch nicht genug hat, den erinnert der Autor an das „Lehrbuch für Lernen und Lehren mit Technologien“. Sicherheitshalber.
Martin Ebner, E-Learning Blog, 11. Januar 2020

Augmented Reality and Virtual Reality in School Education

Today’s digital world is filled with gizmos and gadgets, hence a lot of distractions! Finding new ways to make learning more interactive by Learning Management Software, to increase student engagement, and to improve knowledge retention has become difficult than ever. The question here is how can we use these modern technologies as a constructive tool in school education to make learning better than ever? Read through to find the answers.

The purpose of education is to make people learn, understand and remember things and if any of these isn’t covered, then the purpose remains unfulfilled.

The famous American polymath, Benjamin Franklin has very well stated the importance of experiential learning in education, that we tend to remember things we do. Hence, the answer to making education worthwhile is to provide new experiences to students. And the new-age technologies, Augmented Reality and Virtual Reality let you do this within the walls of the classroom.

Edgar Dale’s Cone of Experience: ‘Learning by Doing’

Edgar Dale, an American educator developed the Cone of Experience during the 1960s. According to the Cone of Experience, or the Learning Pyramid, learners retain more knowledge and information by what they ‘do’, rather than what they ‘read’, ‘hear’, or ‘observe’.

                   We remember 90% of what we do, and only 10% of what we read.

This research further encouraged the idea of ‘learning by doing’ which later came to be known as ‘Experiential Learning’ or ‘Action Learning’.

AR and VR: Changing the World of School Education

It is very well understood that experiential learning is much more effective than the other methods of learning. AR and VR are the technologies that promote kinaesthetic learning by providing schools with a highly engaging, interesting, and comprehensive immersive learning experience that can be controlled and managed within the classroom. These technologies have the potential to revolutionize the world of classroom pedagogy, making learning interactive and fun.

Augmented Reality in School Education

Student engagement plays a very important role for schools and teachers. It is one of the factors that decide other facets such as understanding of concepts and knowledge retention among students. With the help of Augmented Reality, teachers can get quick attention of learners which further improves student engagement.

Teaching and learning with Augmented Reality is very interactive and helps teachers to be actively involved in the process. Students enjoy watching the augmentation of 2D images to 3D interactive models on digital screens. Teachers, on the other hand benefit by focused immersion of students. They can teach as per their ease as they have the control of the devices by creating a flipped classroom.

It won’t be wrong if we call augmented reality the future of education. You don’t even need bulky equipment for its deployment. All you need is a mobile or a tablet and the plain 2-dimensional figures will get transformed into lifelike 3-dimensional models. You can explode the model and view every component and when done, join them all again to take a quick test. Whilst it incorporates experiential learning, you remember whatever you’ve done.

Virtual Reality in School Education

Virtual Reality is yet another ground-breaking technology that can transform the traditional methods of classroom teaching. The technology helps students to understand the toughest of abstract topics through immersive learning. Imagine how interesting it would be to take a tour inside the human brain or to travel in space amidst the beautiful constellations! All this is possible with Virtual Reality.

The technology lets students learn concepts in a distraction-free environment which further improves their concentration levels and helps them in understanding the most difficult topics in a very interesting way. Since students can virtually travel anywhere, they’re no longer bounded by the walls of a classroom.

The whole experience is very engaging and it helps learners retain most of the things learned as it incorporates kinaesthetic learning. After all, when you learn by doing, you remember things better.

Benefits of AR and VR for Schools and Teachers

If you still doubt the potential of augmented reality and virtual reality in school education, then the pointers mentioned below will change the way you think. Take a look.

  • Multi-Sensory Experiences: Learning through AR and VR helps teachers to create multi-sensory experiences for students through truly immersive virtual content that incorporates kinaesthetic learning.
  • Breaking Boundaries: It has always been difficult for teachers to make students understand abstract topics within the boundaries of a classroom. With the help of AR and VR, teachers can give students the ability to virtually travel to the physically inaccessible places.
  • Amplified Student Engagement: Student engagement has always been one of the major challenges for schools and teachers. Hence, learning management systems powered with AR and VR help teachers by increasing student engagement through engaging and immersive content.
  • Contextualised Learning: One of the most important benefits of AR and VR for schools is helping students learn through contextualised learning. With these modern-day technologies, teachers can bring the statues of ancient Greece to the classroom and further contextualise the learning by letting students view the same.
  • Better Teacher-Student Collaboration: Teacher-student collaboration is yet another challenge for teachers and schools. This can be improved with the help of AR and VR as teachers are actively involved in the process.

Benefits of AR and VR for Students

Just the way Augmented Reality and Virtual Reality benefit schools and teachers, these technologies come with tremendous benefits for students as well. Below are some of the most interesting ones.

  • Increased Collaboration and Teamwork: AR and VR not only help in improving teacher-student collaboration, it also helps in improving collaboration among students and nurturing teamwork.
  • Better Understanding of Concepts: Augmented reality and virtual reality help students understand abstract topics in a better way which cannot be done with traditional methods of teaching. Students can get a 360-degree view of topics such as the human heart and see how it functions.
  • Gamification of Learning: These technologies involve gamification of learning which makes the process fun and interactive. Students of all ages find virtual content very appealing, hence they are well engaged in the learning process.
  • Distraction-Free Learning: AR and VR let students’ study in a distraction-free environment which helps in a better understanding of concepts and better memory.
  • Kinaesthetic Learning: Since these technologies come with intelligent learning content, students can experience things happening around them. This is known as kinaesthetic learning which comes with benefits of its own, such as boosted long-term memory.

Augmented Reality and Virtual Reality are not only the technologies of future education but present as well. Hence, if you’re planning to get an EdTech solution for your school, you should opt for the one powered with AR and VR.

The post Augmented Reality and Virtual Reality in School Education appeared first on eLearning.

Learning’s value in the era of disruption – the EY story

Kurz vor Toresschluss reiche ich noch den interessanten Artikel weiter, den Christoph Meier gerade über einen Vortrag von Brenda Sugrue, CLO von Ernst & Young, online gestellt hat. Es geht um die Neuorientierung der Learning & Development-Funktion bei EY, und zwei Stichworte habe ich mir notiert: a) das Beispiel einer virtuellen Lernumgebung (Learning Experience) auf der Grundlage von SAP’s Success Factor; und b) die Hinweise zu Programmevaluation und Reporting bei EY.
Christoph Meier, scil-Blog, 24. Dezember 2019

The War for Corporate Learning Platforms Gets Hotter

Die Sprache von Josh Bersin strengt zuweilen etwas an („the war is hotter than ever ….“). Aber abgesehen davon, liefert er eine gute Übersicht über die Bewegungen des Corporate Learning-Marktes und seine Mitspieler, von denen viele auf dem deutschen Markt noch nicht präsent sind. Die Kernbotschaften des Artikels sind indes bekannt:

„At the core of this market is the 20+ year old learning management system. …“
„The hottest new part of the market are Learning Experience Platforms (LXP) …“
„Once considered a layer that sit on top of the LMS, these are now becoming integrated systems of record too …“
„Surrounding these core systems there are a massive number of other tools as well. …“

Zu diesen weiteren Tools und Stichworten, die Josh Bersin uns für das neue Jahr mitgibt, gehören unter anderem VR und Immersive Learning, Learning Experience Design und Learning in the Flow of Work.
Josh Bersin, Josh Bersin/ Blog, 23. Dezember 2019

Adventsgespräch zum Thema Weiterbildungstrends 2020

Ich habe noch einen Link gesucht, um das Stichwort „Learning Ecosystems“ hier festzuhalten. Denn es tauchte ja in den letzten Monaten immer häufiger auf. In diesem Teaser für einen IMC-Podcast bin ich fündig geworden. IMC-Vorstand Sven R. Becker erklärt:

„Was sollten Unternehmen 2020 angehen?
Sven R. Becker: Das ist kein Trend in dem Sinne, sondern da wird der Weg hingehen. Learning Ecosystems ist der Begriff, der diese Entwicklung prägt. Das heißt wir haben klassische Systeme wie Learning Management Systeme, die immer mehr in den Hintergrund rücken. Dafür bauen wir um den „Lernnucleus“ ein richtiges Ökosystem auf…“

Vielleicht gibt es im Podcast selbst noch weitere Informationen …
CHECK.point eLearning, 9. Dezember 2019

 

How Will Content Discovery Evolve?

„It’s more important than ever to think about how employees will find the content they need. This is how the learning experience platform market came to be“, schreibt Analyst Josh Bersin. Und er stellt uns anschließend verschiedene Strategien und Perspektiven vor:

Ein klassischer Lernpfad („learning path“)? Oder „to guide learning according to skills“? Was ist mit der Idee von „page ranking for learning recommendations“? Oder, jetzt wird es etwas komplizierter, „offer solutions that actually ingest instructional content (text, video, audio), identify and categorize the instruction contained within it, and then create microlearning and personalized recommendations“?

Aber das ist noch nicht alles: „recommend content … through human support: Ask the learner.“ Schließlich: „The final approach is to embed learning into mandatory practices at work.“

Seine abschließende Empfehlung ist ein Aufruf, sich bewusst mit dieser Frage auseinanderzusetzen: „The LXP is not the solution to everything. Creating the right form of discovery is where you earn your pay. Make sure you are creating the right types of discovery for the best content you can find. Don’t let your L&D department turn into the training flea market.“
Josh Bersin, Chief Learning Officer, Dezember 2019

Bildquelle: Noble Mitchell (Unsplash)

SCORM vs Tin-Can vs AICC

SCORM vs Tin-Can vs AICC

SCORM:

SCORM stands for Sharable Content Object Reference Model which is actually a technical standard for writing e-learning content. It is highly popular and is an industry-standard that allows organizations to use e-learning as a training method. Basically, SCORM will decide how online content and the Learning Management System (LMS) will talk to each other. SCORM uses a JavaScript API (Application Programming Interface) to communicate information between the course content and the LMS.

What can you achieve by using SCORM?

Durability: Content developed using SCORM will survive technological changes without expensive re-coding or re-design.
Accessibility: SCORM courses are portable and run on any standard SCORM compatible LMS.

What could be the advantage of using SCORM?

We have a plethora of advantages when it comes to SCORM. Let us highlight a few here:

  • Easy integration and sharing across platforms that protect investments and significantly lowering the cost of content ownership.
  • “Sequencing” is an added feature introduced in SCORM 2004, which can actually assign a sequence to a learning object which would permit learners to bookmark their progress.
  • Detailed tracking of reports on a learning object is possible.

Any disadvantages with SCORM?

There is a very wrong side to the bright side of SCORM. Let us list down some disadvantages too:

  • There are issues that exist with scripting across browsers
  • Content and LMS must reside on the same server
  • SCORM content uses JavaScript which is not very secure.

AICC:

For complete blog visit: https://www.swiftelearningservices.com/scorm-vs-tin-can-vs-aicc/

 

The post SCORM vs Tin-Can vs AICC appeared first on eLearning.

Section 508 and WCAG Compliant Courses: Accessibility for eLearning

Accessibility-for-E-learning-Section508-and-WCAG-Swiftelearning.jpg

The Section 508 and WCAG plays an important role in making technology accessible to people with disabilities like deaf or hearing impaired, vision impaired, etc. To cater to the needs of people with disabilities, Section 508 and the WEB Content Accessibility Guidelines (WCAG) will lend a helping hand in accessing the e-learning content.

WCAG and Section 508:

(WCAG): Web Content Accessibility guidelines are the guidelines with technical standards, to make web content handy in reaching out to disabled people. It has been conceptualized by W3C (World Wide Web Consortium) which is an international group supported by its own members and public, in developing and altering web standards.

The WCAG is categorized into three levels which resemble one another based on accessible standards. The levels being A, AA, and AAA. Level A denotes the lowest accessible standards pertaining to web content similar to the rules in Section 508. In AA and AAA, the guidelines are more scrupulous which pave the way for further accessibility. While referring to level AA guidelines, it includes A and AA standards. Similarly AAA includes guidelines of all the levels – A, AA and AAA.

Section 508: is an amendment of the Rehabilitation Act of 1973, which provides accessibility to the disabled people in electronic and information technology field through the U.S. Federal system.

Difference between Section 508 and WCAG:

As Section 508 comes under U.S law, this law (the Rehabilitation Act of 1973) is applicable in the United States and its federal agency system. WCAG differs from Section 508 as it is not a law but guidelines that standardized internationally in making the web-based content reachable to people afflicted with disabilities. In a nutshell, WCAG is acceptable internationally pertaining to web-based content and its practices. In contrast, Section 508 adheres mainly to the U.S based entities relating to electronic and information technology.

The fine points that include in Section 508 and W3C–WCAG are as given below.

Section 508

  • Applicable to United States electronic and information technology procured through federal government
  • It is a law which is applicable to all federal agencies and departments
  • A set of standards applicable for various electronic communications

W3C – WCAG 2.0

  • WCAG 2.0 developed by W3C, a set of guidelines accepted internationally for web accessibility
  • Different compliance levels – A, AA and AAA

To Conclude:

In conclusion, any organization, whether directly or indirectly funded by government, should be compliant with Section 508 for creating their e-learning courses. Other countries follow WCAG norms for e-learning courses.

Due to some limitations like extra cost and effort, the non-government organizations are prevented from making accessibility a priority. Instead, they opt for having one-to-one sessions with the concerned individual.

Source blog: https://www.swiftelearningservices.com/accessibility-for-e-learning-section-508-and-wcag/

The post Section 508 and WCAG Compliant Courses: Accessibility for eLearning appeared first on eLearning.