Get in GEAR with Launch of AGILE Instructional Design Course by Jennifer Neibert
“We want participants in the AGILE Instructional Design course to be able to build an entire learning solution that not only ensures learners from their organizations actually learn, but also ensures learning is transferred to the workplace and is sustained over time.” Even as instructional designers are challenged to do more and more with less and less, organizations must still keep up with today’s rapid pace of change. And to help instructional designers become faster, leaner, and more effective, The eLearning Guild Academy is offering a live online AGILE Instructional Design course that begins in October 2013. Taught by Conrad Gottfredson, PhD, a performance support practitioner and industry thought leader, the AGILE Instructional Design course employs a groundbreaking approach to virtual instructor-led training (VILT) known as the GEAR methodology. What is GEAR? Why AGILE Instructional Design? AGILE Instructional Design, and more, from the Guild Academy
Reinventing Education To Teach Creativity And Entrepreneurship
As you read this, students all over the country are sitting for state standardized exams. Schools spend up to 40% of the year on test prep, so that, shall we say, no child is left behind. Schools’ futures and funding depend on the number of students who fall into performance bands like "Advanced," "Proficient," and "Approaching Basic" based on bubble sheets and number two pencils. But this is not the rant you think it is. Let’s get one thing straight from the beginning: As a former high school teacher, I’m not opposed to standardized testing. Common assessments are a critical way of maintaining high expectations for all kids. Schools used to be gatekeepers of knowledge, and memorization was key to success. Given this argument, many entrepreneurs see a disruptive opportunity to "democratize" education, meaning that everyone now has a platform from which to teach, and anyone can learn anything anywhere anytime. Which brings me back to my original point.
Using the E-Portfolio to Validate Student Learning
February 12, 2013 By: Ken Scott, EdD in Instructional Design, Teaching with Technology Too often our students consider their work in the classroom as required assignments—not work that has anything to do with what they will be doing in the real world. Oh, maybe they are picking up some skills they might use in their future employment, but that’s about it. As teachers, how do we get students to understand that the work they do in our classes—such as team projects, community service, technical papers, and even research—is relevant to what they will be doing after they graduate? How do we encourage them to keep their materials and use them to validate their work as students? I see the need for students to understand that the work they do has value-added merit as part of their overall repertoire of academic preparation and social contributions. In our media-hyped, socially networked, information-at-your-smart-phone-apps world, why have we in higher education not capitalized on this process?
Top 100 Influential Education Blogs | Onalytica Blog
UPDATE: You can see an updated list here. Over the last 5 years there was a sharp increase in the number of education blogs in various areas such as art education, technology, creative writing, mathematics, or drama, from primary school level to lifelong learning approaches. Despite this surge in education blogs, there haven't been many attempts at classifying the blogs according to their authority. We will present a ranking of education blogs ordered by their Onalytica Influence Index. The Influence Index we compute at Onalytica shares the same idea with the impact factor that nowadays all academic journals publish on their cover. Essentially impact factors just represent what is common wisdom; that some publications matter more than others, and impact factors attempt to quantify this. Our influence measuring methodology is based on the Input/Output model developed by the Nobel Prize winner Wassily Leontief. The model takes into account all references and citations between the blogs.
A Diagram Of 21st Century Pedagogy -
The modern learner has to sift through a lot of information. That means higher level thinking skills like analysis and evaluation are necessary just to reduce all the noise and establish the credibility of information. There is also the matter of utility. Context matters, and the diagram from edorigami below captures this, though not from the perspective of the student and content knowledge, but the teacher and various pedagogical components themselves, including Higher-Order Thinking Skills, Peer Collaboration, and Media Fluency. (See also our framework on the 6 channels of 21st century Learning.) Overall the diagram offers a nice framework for the concept not of 21st century learning, but 21st century pedagogy by focusing on several core components of modern learning: metacognition (reflection), critical thinking, technology, and problem and project-based learning.
Ausbildung: Wertschätzung und Selbstverwirklichung ist wichtiger als das Einkommen | Karriere
Ausbildung : Auszubildende wollen ernst genommen werden Seite 2/2: Früher ging es bei Jugendlichen eher um hohes Einkommen und Karriere. Die zukünftigen Azubis betrachten ihre Ausbildungszeit als Investition in die Zukunft, für die sie gut und umfassend qualifiziert sein wollen. Für Volker Linde, Bildungschef der niedersächsischen Kammern, belegen die Befragungen seine Vermutungen. Unternehmenskultur für Jugendliche erfahrbar machen Für Hotelier Kristian Kamp vom Strandhotel Duhnen in Cuxhaven liegen die Schlussfolgerungen auf der Hand: "Für mich als Unternehmer bedeutet das: Will ich gute Nachwuchskräfte haben, muss ich einen Weg finden, unsere Unternehmenskultur für die Jugendlichen erfahrbar zu machen." Wie es im Betrieb zugeht, wie rau oder freundlich der Umgangston ist, erfahren Schüler im betrieblichen Praktikum, beim Tag der offenen Tür oder in Projektwochen.
THINKFARM | Strategic Brand Consultants | Corporate Identity | Campaign Development | London
Programme details - Programme details - Global Master's in Management - Executive programmes - Department of Management
The programme will consist of seven classroom modules (one-two weeks each) scheduled over 17 months which take place at LSE and at locations around the world strategically chosen to highlight themes in global management. Five modules will take place in London at LSE's state-of-the art New Academic Building | . The other two modules will take place overseas and focus on topical global business issues and draw on LSE's academic partnerships and alumni network for prominent speakers and experts. View the full-sized programme overview graphic | The programme schedule is specifically designed for working executives as teaching takes place in module format therefore reducing the amount of time out the office to 10 weeks or less. View an example of a more detailed module schedule | In between modules students will have access to a learning technology platform which complements the in-class sessions and maximises intersession communication. Course content Overseas modules
