The learner has to commit! Now, if I’m complaining about the tools making it easy to do bad things, what would be good things? The critical element is being faced with a decision about an action to take, then apply the knowledge to discriminate between the alternatives, and make a decision. If it’s just ‘click to see more’, it’s pretty bad. If it’s just answering knowledge questions, it’s not so good. It’s when you have to act, to do, that you retrieve and apply knowledge, that learning really happens. And, of course, these interactions are the critical point for learning. And then there are special pages, the ones where you can interact. The pages can contain a variety of media: text, audio, video. So here’re some thoughts on tools.Īuthoring tools, in general, are oriented on a ‘page’ metaphor they’re designed to provide a sequence of pages. And not that that’s not so, but I decided to look at it from the other direction, and I found that instructive. They make it easy to put PPTs and PDFs on the screen and add a quiz. I’ve often complained about how the tools we have make it easy to do bad design. ![]() I certainly think of them as heroes, and I hope you will do so as well. It’s worth being aware, recognizing, and appreciating the work they do. And in many cases their organizations support their involvement, for good as well as selfish reasons such as being first to be able to leverage the outputs. Similarly, societies such as ATD and LPI try to create standards for necessary skills (their lists are appendices in the Revolution book).Īnd it’s hard work! Trying to collect, synthesize, analyze, and fill in gaps to create a viable approach requires much effort both intellectual and social! These people labor away for long hours, on top of their other commitments in many cases. Ongoing is the ICICLE work on establishing principles for ‘learning engineering’, and IBSTPI for training, performance, and instruction. It’s no panacea, but it’s a systematic way to accomplish a very useful goal. This standard enables tracking and analytics beyond the course. Other initiatives include xAPI, sponsored by ADL to address gaps in SCORM. And if not, there’s always the ADL to wield the ‘800 lb gorilla’ argument. But the process, the mechanisms that allow for decision making, usually end up working. Their motivations might be their employers, research, or other agendas. There are representatives who, despite good intentions, also have vested interests in things going in particular directions. As a better example, look how the WWW standard on top of the internet standards has enabled things like, well, this blog! Well, except for those who were leveraging proprietary standards. Despite early hiccups, and still some issues, the ability for content written to the standards to run on any compliant platform, and vice versa, has enabled advancements. When standards are well-written, they support a basis upon which innovation can flourish. The Department of Defense’s ADL initiative decided upon a version, to move things forward, and thus was born SCORM. They were both working on content/management interoperability, when the US government put it’s foot down. ![]() Several other initiatives include IEEE (which is pretty much the US based effort on electric and electronic technology standards to the international stage), and the IMS efforts from academia. Thus, they were able to come together despite competition. They wanted a way to share important learning around flight, an area with a big safety burden. The initial learning technology standards came out from the AICC. And they’re really heroes for what they’ve done and are doing. I’m thinking in particular of those who work to advance our standards. These are the people who labor quietly in the background on initiatives that will benefit all of us. While there are people who claim to be leaders in elearning (and some are), there is another whole group who flies under the radar.
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